AED3701
ASSIGNMENT 2
ANSWERS 2026
AED3701 ASSIGNMENT 2 ANSWERS
2026
,AED3701 ASSESSMENT 2
Question 1.1 Assessment as Experience: Reflecting on the Student
Introductions Forum
Type and form of assessment
- This activity represents an alternative, performance-based assessment that is
multimodal. It asks you to create and present a short video (self-introduction,
reflection on your learning journey, and thoughts on assessment), followed by written
peer responses. In many courses, this kind of task functions as an authentic
assessment because it mirrors real-world communication and self-presentation
rather than a standard scholastic exercise.
- Formally, it can be part of the course’s graded assessment (a formal indicator of
participation, understanding of assessment concepts, and ability to engage with
peers). It is also inherently informal in its process because it relies on personal
expression, personal context, and peer feedback, which may occur outside rigid test
conditions.
- It is primarily formative in nature (if used to guide feedback and future learning) but
can be counted as summative if the instructor uses it to determine a grade for a
participation/assessment component.
What this activity can measure that a conventional written test cannot
- Communication and presentation skills: how you articulate your thoughts succinctly
in a voice/video format, including tone, pacing, and nonverbal cues.
- Digital literacies and multimodal communication: choosing an appropriate medium,
organizing content for a short video, and integrating personal narrative with
theoretical insights.
- Self-reflection and metacognition: your ability to reflect on your own learning
journey, recognize turning points, and articulate how assessment shapes learning.
- Personal and professional identity in relation to assessment: how you view
assessment, the value you assign to feedback, and your sense of belonging in the
learning community.
- Social learning and peer interaction: your capacity to engage with peers, provide
meaningful feedback, and respond thoughtfully to others’ perspectives.
- Authenticity and relevance: connecting learning outcomes to real-world practices
(e.g., how assessments measure communication, self-regulation, and professional
voice), which a conventional written test may not capture as richly.
, Is it formal or informal assessment? Is it formative or summative?
- Formal vs informal: It can be formal if the post and responses are part of the
course’s graded rubric. It can be informal if used mainly for ongoing feedback without
a grade attached. In many programs, it sits somewhere in between: a formally
assessed activity that also serves as a formative learning experience.
- Formative vs summative: Primarily formative because the task focuses on
developing understanding, receiving feedback, and improving future work. It can
contribute to a summative grade if there is a rubric tied to a final marks scheme.
What does participation in this kind of task reveal about a learner?
- Willingness to engage in risk-taking and self-disclosure, which signals openness to
feedback and growth.
- Ability to reflect honestly on personal learning processes and articulate how
assessment shapes motivation and strategy.
- Skills in self-presentation, digital storytelling, and respectful, constructive peer
engagement.
- Evidence of digital citizenship and community-building within the course, as
learners listen to others and offer thoughtful responses.
How has engaging with this activity shaped the way you think about designing
assessments for your own learners?
- Emphasize authenticity: design tasks that resemble real-world communication and
self-presentation, not just rote memorization.
- Value multiple modalities: allow students to choose formats (video, audio, text, or a
mix) to convey understanding, recognizing different strengths and access needs.
- Build in formative feedback loops: use peer feedback and instructor comments to
help learners improve in a timely, constructive manner.
- Prioritize reflective practice: include structured reflection that asks students to
connect learning experiences to theory, assessment concepts, and future practice.
- Create clear, transparent criteria: use a rubric that explicitly links to learning
outcomes (e.g., clarity of expression, depth of reflection, relevance of assessment
insights, quality of peer feedback).
- Consider accessibility and inclusion: ensure all learners can participate
meaningfully, offering alternatives or accommodations as needed.
- Foster community and voice: design activities that help learners feel seen and
heard, which can improve engagement and investment in learning.
ASSIGNMENT 2
ANSWERS 2026
AED3701 ASSIGNMENT 2 ANSWERS
2026
,AED3701 ASSESSMENT 2
Question 1.1 Assessment as Experience: Reflecting on the Student
Introductions Forum
Type and form of assessment
- This activity represents an alternative, performance-based assessment that is
multimodal. It asks you to create and present a short video (self-introduction,
reflection on your learning journey, and thoughts on assessment), followed by written
peer responses. In many courses, this kind of task functions as an authentic
assessment because it mirrors real-world communication and self-presentation
rather than a standard scholastic exercise.
- Formally, it can be part of the course’s graded assessment (a formal indicator of
participation, understanding of assessment concepts, and ability to engage with
peers). It is also inherently informal in its process because it relies on personal
expression, personal context, and peer feedback, which may occur outside rigid test
conditions.
- It is primarily formative in nature (if used to guide feedback and future learning) but
can be counted as summative if the instructor uses it to determine a grade for a
participation/assessment component.
What this activity can measure that a conventional written test cannot
- Communication and presentation skills: how you articulate your thoughts succinctly
in a voice/video format, including tone, pacing, and nonverbal cues.
- Digital literacies and multimodal communication: choosing an appropriate medium,
organizing content for a short video, and integrating personal narrative with
theoretical insights.
- Self-reflection and metacognition: your ability to reflect on your own learning
journey, recognize turning points, and articulate how assessment shapes learning.
- Personal and professional identity in relation to assessment: how you view
assessment, the value you assign to feedback, and your sense of belonging in the
learning community.
- Social learning and peer interaction: your capacity to engage with peers, provide
meaningful feedback, and respond thoughtfully to others’ perspectives.
- Authenticity and relevance: connecting learning outcomes to real-world practices
(e.g., how assessments measure communication, self-regulation, and professional
voice), which a conventional written test may not capture as richly.
, Is it formal or informal assessment? Is it formative or summative?
- Formal vs informal: It can be formal if the post and responses are part of the
course’s graded rubric. It can be informal if used mainly for ongoing feedback without
a grade attached. In many programs, it sits somewhere in between: a formally
assessed activity that also serves as a formative learning experience.
- Formative vs summative: Primarily formative because the task focuses on
developing understanding, receiving feedback, and improving future work. It can
contribute to a summative grade if there is a rubric tied to a final marks scheme.
What does participation in this kind of task reveal about a learner?
- Willingness to engage in risk-taking and self-disclosure, which signals openness to
feedback and growth.
- Ability to reflect honestly on personal learning processes and articulate how
assessment shapes motivation and strategy.
- Skills in self-presentation, digital storytelling, and respectful, constructive peer
engagement.
- Evidence of digital citizenship and community-building within the course, as
learners listen to others and offer thoughtful responses.
How has engaging with this activity shaped the way you think about designing
assessments for your own learners?
- Emphasize authenticity: design tasks that resemble real-world communication and
self-presentation, not just rote memorization.
- Value multiple modalities: allow students to choose formats (video, audio, text, or a
mix) to convey understanding, recognizing different strengths and access needs.
- Build in formative feedback loops: use peer feedback and instructor comments to
help learners improve in a timely, constructive manner.
- Prioritize reflective practice: include structured reflection that asks students to
connect learning experiences to theory, assessment concepts, and future practice.
- Create clear, transparent criteria: use a rubric that explicitly links to learning
outcomes (e.g., clarity of expression, depth of reflection, relevance of assessment
insights, quality of peer feedback).
- Consider accessibility and inclusion: ensure all learners can participate
meaningfully, offering alternatives or accommodations as needed.
- Foster community and voice: design activities that help learners feel seen and
heard, which can improve engagement and investment in learning.
