Name
Review of A TLA sequence for a pedagogic principle: provide opportunities for authentic formative assessment
Topic
Institutional and Legal framework of irrigation schemes
Learning time
7 hours
Designed time
7 hours
Size of class
40 (M/F=31/9)
Description
Formative assessment helps to monitor student learning to provide ongoing and timely feedback on their progress towards achieving intended learning outcomes. Facilitators of learning use it to improve their teaching and adapt it to learners' needs. Formative assessment helps students identify their strengths and weaknesses and target areas they need to work on. Formative assessment should be authentic i.e. allowing students to address real-life situations and problems. The sequence of teaching and learning activities below illustrates both principles - formative & authentic assessment
Mode of delivery
Location-based
Aims
I would like my students to be able to conduct a water users' organisational assessment in order to strengthen existing farmer groups involved in irrigated agriculture. This knowledge and these skills, on graduation, students will be inspired to take on a leadership role in the formation of self-sustaining and gender response water user associations.
Outcomes
Application, Uncategorised
Editor
diana
Derived from
A TLA sequence for a pedagogic principle: provide opportunities for authentic formative assessment by askawild
Edit
Agricultural water management institutions - Creating the interview protocol
180 minutes)
  • Collaborate
    60
    5
    0
    In your groups of 5, develop an interview protocol that will enable you to find out the organizational structure, group activities, challenges faced and, feedback and accountability mechanisms of a chosen water users’ association.
  • Collaborate
    15
    5
    0
    Swap your protocol with another student group. Use the checklist provided by your facilitator to evaluate the design of a protocol created by your colleagues.
  • Discuss
    15
    10
    0
    Get together with the group you have swapped your protocols with, discuss feedback you gave and received.
  • Collaborate
    15
    5
    0
    Come back to your group of 5 and implement changes to your protocol based on feedback you received
  • Practice
    60
    10
    0
    In your group of 5, get together with another group for this practical activity. You will engage in a role-play to test your protocols and practice interviewing skills. One group will take the role of water user respondents and the other group will take the role of interviewers, testing the key elements of the protocol through role play. Then you will swap the roles. This exercise should strengthen your confidence in conducting interviews before going to the field to conduct the actual interviews.
  • Discuss
    15
    40
    0
    Let's discuss the previous exercise. What worked well and what could be improved in terms of both the design and implementation of your interview protocols? How did you feel as an interviewer? What did you do well? What could you do better> How did you feel as an interviewee? What could the interviewer have done differently?
Notes:
Resources linked: 0
Institutional arrangements water management institutions
240 minutes)
  • Investigate
    120
    5
    0
    In your group, you will conduct field visits to various existing water user associations. During this visit, they will map out key informants who you would like to interview. The mapping should be based on the information required from the interview and focus on areas covered by your interview protocol. Due to the fact that the majority of irrigation activities are conducted by women on the farm, the composition of the interviewees should at least be 60% female water users. Your facilitator will be with you on the site and will give you verbal feedback on the mapping exercise.
  • Practice
    60
    5
    0
    In your groups, conduct guided structured interviews with the key informants using the interview protocol you have developed. Your facilitator will be present to observe and give you feedback on this task .
  • Collaborate
    60
    5
    0
    On return from your field visits, in your groups write a reflective piece capturing: 1) the challenges and light bulb moments you experienced 2) any of your own assumptions that surfaced, 3) how you felt during the visit and interview process 4) what you would do differently next time, and 5) what you felt were your strengths and weaknesses during the visit and interview process. Your facilitator will provide you with written feedback on your reflective piece based on their own observations made during the visit.
Notes:
Resources linked: 0
Review
0 minutes)
  • Read Watch Listen
    0
    Final Collaborate activity provides a good rubric for assessment of soft-skills within group work. But the design of previous activities leads well into this and should be included in the pattern as the way to build up to this kind of reflection, especially TLA1, Pracice and Discuss2. Could this be described as a pedagogical pattern for integrating awareness and assessment of soft skills within a group activity?
Notes:
Resources linked: 0

Learning Experience

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