Designing an assessment plan

Assessment Application & Reflection (40%) (Deadline of Submission: 23 Feb)
Design a performance-based assessment task and its corresponding scoring rubric (based on a subject area/topic of your choice) which could be used to assess at least one 21st century competencies of your learners.
Chosen topic: Growing your own organic farm to make Singapore self-reliant by 2030 using 21st century skills and methods (without the use of harmful chemicals). How to apply the math, science marketing skills, you have learnt in growing such vegetation & reaching it to people within Singapore and in the global market?
Task for the Age group secondary 1 and 2
In the assignment, please consider the following:

• State your objective/rationale, targeted group of learners and intended learning outcomes of your assessment task and scoring rubric. 
Examples of questions to think about: Why is this assessment needed? What is its intent in supporting student learning? What do I want to assess? Why do I choose to assess this skill? How does this skill useful to the students?
• Present your performance-based assessment task and its corresponding scoring rubric clearly.
• Justify the design of your assessment task and scoring rubric with reference to the principles of assessment and rules of evidence (e.g., selection of assessment criteria, type/format of rubrics and number of performance levels, type/format of student work etc). 
Principals of assessment such as
• Validity • Reliability • Fairness • Flexibility
– Competency (knowledge, skill & Attitude)
– Cognitive skills – Critical thinking, information literacy, reasoning and argumentation, creative problem-solving skills and innovation
– Interpersonal skills – flexibility, initiative, appreciation of diversity, meta cognition(ability to reflect on ones own learning and make adjustments accordingly)
– Intrapersonal skills – Team work and collaboration, leadership(eg: communication, collaboration, responsibility and conflict resolution)
– T- shaped professional
Rules of Evidence:
– • Valid • Sufficient • Current • Authentic

Examples of questions to think about:
How do I assess students on this competency? What appropriate assessment mode/format do I choose to allow students to demonstrate this competency as much as possible? What assessment criteria do I convey to the students prior to assessment? How do I record students’ performance and what evidence of learning do I collect from the students?
• The performance based task has to be applicable to a peer in class to conduct a peer assessment (by at least one classmate in this course) to obtain feedback on the assessment task and rubric and then followed by a self-assessment on your assessment task and rubric.
• Make necessary refinement or revision to your assessment task and rubric after peer assessment and self-assessment (submit both original and revised versions of your assessment task and rubric). • Reflect on the assessment task design and rubric development process. Make recommendations/suggestions for improving on the task design and rubric development process. Note: The assignment should clearly include an assessment task and its corresponding rubric. The assignment should not be more than 2500 words including references and appendices (if any). Please cite relevant references accurately according to APA format to support your views and justifications