Professional Documents
Culture Documents
Assessment vs Evaluation
Evaluation Assessment
Usually occurs when student has Goes beyond evaluation to include
finished a task gathering info about student
performance as they work as well as
when they are finished
Involves examining info about many Systematic gathering of info about
components of the things being component parts of things to be
evaluated and making judgments evaluated
about its worth or effectiveness
To determine effectiveness of Measures the extent of learning
teaching that took place
Determines significance/worth or Is to determine a rate or amount
judging effectiveness or worth of and is used as an activity to measure
educational programs student learning and other human
characteristics
Done to students work Done with student
What do we assess?
Why assess?
Find out:
Instruction effective
How instruction can improve for next lesson
Learners: IF more instruction needed
Learners: ready next step
Different approach is needed?
Teachers:
Formative feedback
Grades
Placement
Certification
Motivate progress and study
Learners:
Expected
Improvement: do?
Perceive AS as fair
know what compromise grade
grade or sort -
promote or select -
evaluate -
predict -
control - Highly controversial. Teacher use assessment as a "stick" to
control bad behavior. For example, a learner "under achieved" the teacher
decides to mark her down in an attempt to make her work harder. Had
opposite effect because she will stop working. In OBA this should not
happen.
diagnose
guide and motivate -
learn -
Def: descriptions of the required type and quality of evidence against which
candidates are assessed
Assess what:
Taught (teachers)
Assessed (assessor)
Learned (learners)
Assessment standards (as for EDDHODJs definition)
criteria that provide evidence that LO were achieved and demonstrating how
it was achieved (evidence of learner know and demonstrate)
embodies KSVA
grade specific
level of skills
shows progress from grade to grade (changes between grades)
do not prescribe methods of assessment
Assessment
Determine whether learners have reached outcomes. It not only determines what
learners learn and the way in which they do this, but also what is taught and how it is
taught.
In OBE context:
Types
Assessment of learning
Summative
After learning process
Provides evidence of achievement
Norm-referenced assessment
Criterion-referenced assessment
types of competences (eg one competence for a soccer player is kicking the
ball, ) WAT JY KAN DOEN
standard or level of performance (eg how far the one player can kick the ball)
TEEN WATTER STANDAARD KAN JY DIT DOEN
This means there are clear criteria described and defined to indicate what level of
achievement is with and A, what is worth a B
Criteria must:
Be explained
Indicated in marking memo
record positive achievements and different levels eg certificate awarded
measurable criteria so that learners progress can be monitored.
Criteria set with learners: learners know exactly what will be assessed and what
proportions will be allocated to what effort
Summarised:
Methods:
Appropriate - suited to outcome assessed
Fair no barriers unrelated to outcome
Manageable practical, cost-effective
Integrated into work or learning
Evidence:
Valid focused on requirements of standard
Current sufficient proof at time of assessment
Authentic attributable to the candidate
Sufficient criteria met; repeatable performance
Process:
Systematic fair, effective repeatable, manageable
Open transparent and understandable
Consistent assessor would judge the same in other circumstances
Other:
Reliability stable and consistent results
Educative positive contribution through f/back
Applicable in practice
Appropriate
Suitable to outcome, capable of gathering info in relation to outcome
Also suitable to age
Using MCQ to assess mapwork in Geography where explaining would show
better understanding or competence
Fair
Method: no barrier to achievement/unrelated to outcome
e.g. the same test, have the same amount of time to prepare, are all
marked according to the same memo...
Lack of clarity of what is expected
Inequalities in resources, materials
Dont expect/ask for writing skills if learners cant write
An assessment of laboratory skills, without providing the appropriate
teaching and learning activities to practice these skills
Manageable
Methods: easily arranged, cost-effective that do not interfere with learning
Allow enough time for assessment to be completed.
Dont include unfamiliar assessment methods if time is limited
Evidence
Valid
Matches LO +AS (assessment must be representative of the area of
learning being assessed)
Does is measure what is says it measures?
Use appropriate + a range of assessment methods
Clear outcomes
Use an appropriate method of assessment
Content validity: ensure that an overall sample of the content being
measured is represented
Current
assessing for the purposes of recognition of current competencies.
Dont assess work that is old or not relevant to current LO
Authentic
Evidence attributes to the candidate being assessed, not someone
elses, own work
Assessor supervised, no copying of work allowed
Sufficient
Evidence collected ensures that all criteria are met
This relates to the amount of evidence, enough evidence is gathered to
satisfy that the person being assessed is competent across all elements
according to the performance criteria
Include enough assessment tasks over a period of time
demonstrate competence over a period of time,
demonstrate repeatable competence
Supplementary sources of evidence may be necessary.
Systematic
Overall process ensures assessment is fair, effective, repeatable and
manageable
Open
Process is transparent assessment candidates understand the process
Learners must draft a business plan as a research
assignment. everything about the assignment is GIVEN and
EXPLAINED to them BEFORE the assessment is done by them and
assessed by me, the teacher - my assessment planning is available to
any other stakeholder....
Consistent
The same assessor would make the same judgement again in similar
circumstances
If the same test is given to another class, the judgement must be
similar
Others
Reliability
Improved:
Clear questions
Questions suitable to level
Realistic time limits
Clear instructions
High quality marking scheme
Validity improved by :
1. Transparent
2. Integrated with teaching
3. Predetermined criteria
4. Varied methods
5. Valid fair reliable
Fair assessment
A. Curriculum fidelity
D. Transparent
Learner must know what is expected, mark allocation etc, use criterion-
referenced assessment
Authentic assessment
Emphasizes what students know, rather than what they do not know
Real world situations
Stems from clear criteria made known to students and parents
Takes into account individual learning styles
Elicits high order thinking
Teaches students to evaluate their own work
Exposure to wide variety of tasks/ range of opportunities for competence
(bake cake in oven, micro or fire)
Learners work collected over time, personalise, flexible: own KSVA reached
Equal treatment of learners (no bias) gender, sexes etc
Considers differences in learning styles, language proficiencies,
cultural and educational backgrounds, and grade levels
3. What does an Authentic Task involve - "ill-structured" challenges and roles that
help learners prepare for the real world.
5. What does Authentic Tasks take into account - On individual level it takes into
account individual learning styles, aptitudes and interests, makes provision for
learners with barriers to learning and reflects local values, standards and
contexts.
Design tasks that are fair to all learners (equal changes to all)
Use a variety of tasks (formal/informal & thinking/communication)
Keep outcomes in mind all the time
Design tasks that are authentic (appropriate to learners experience)
Ensure learners know what they are to do, time needed, how assessed
Always seek balance in your programme
Assess things that are important
Draw up grids and schemes
Always keep in mind what is manageable for teacher and learner
Moderation (prior, post) (10)
BEFORE
AFTER
1. Establish purpose of assessment; start with the end in mind (OBE principle:
design down)
Why do I want to assess?
2. Establish outcomes to be assessed (OBE principle: clarity of focus)
What do I want to assess? Clearly spell this out, using specific outcomes
3. Establish assessment standards
How will learning be demonstrated? What SKVAs should learners
demonstrate?
4. Select assessment techniques, tools and methods
What techniques are most applicable, how will they be assessed and by
whom?
5. Ensure credibility of assessments NOT SURE
Ensure reliability, fairness, validity and practicability
6. Built into teaching and learning
ALSO
SG Pg 43& 44
variety of tasks
Eg open and closed questions & tasks, relating to different contexts, requiring
different modes of
thinking and communication - Shows what learners can do
Which parts of the process is their responsibility, what are the timelines for the
process & How they
will be assessed.
Not merely aspects that are easy to assess or subject content that would grade
learners
That enable you as the teacher to check the variety of tasks and the balance
across outcomes within a
learning programme
1. Make selection
a. Grade Gr 9 e.g Social Science
b. Topic for basis of LO e.g. Ethnic groups in SA
2. State learning outcomes
e.g
By the end of the lesson the learner must: be able to distinguish between
various cultural groups in SA
3. Do baseline assessment
Find out what they already know
4. Brainstorm ideas for possible activities for topic selected
5. Plan activities
6. Formulate assessment criteria
e.g. Learner should be able to:
summarise where cultural groups originated (knowledge)
illustrate using a map where they life
7. Determine resources
8. Design assessment strategy
Techniques (what) , tools (how) and methods (who)
9. Select CO+LO
Traditional vs Continuous assessment p 10 HB
Purpose of assessment:
1. To improve teaching
2. To provide information about learners, teachers and schools
3. To drive curriculum and teaching and;
4. To act as a selection and certifying device
As in all other phases assessment is a process of:
Collecting
Synthesizing and
Interpreting info to assist teachers, parents and stakeholder in making
decisions about the progress of learners
1. Workload of teachers - Teachers feel that their workload has increased at the
expense of proper teaching: Workload has increased, for example, if one looks
at assessment i.t.o 6
2. Progression Scale - One of the central aims of the NCS in CASS - to articulate
clearly the assessment standards per grade against which learners are to be
assessed - 13 Level Progression scale was created from Gr R-12 - Number of
problems with this progression scale within the assessment standards:
Levels are too shallow, with progression levels between two levels too close
Levels are aligned with a grade, creating the danger that teachers may hold
on to the traditional pass/fail mindset, perceiving assessment standards as
merely a grade requirement and not as part of a progression continuum.
Danger that teachers will see assessment standards as describing skills,
knowledge, concepts and values to be continually repeated in a grade,
instead of seeing them as levels within a band.
Anecdotal records
day-to-day evidence
enabling the teacher to make judgments about stages learners have
reached in their learning.
strengths and weaknesses.
These observations dont provide evidence about progress learner
has made across a full range of outcomes in learning area.
Dichotomous records
right or wrong and acceptable and unacceptable.
Method is best used in a system where the teacher and learner
negotiate work to be done, which is signed off once completed or "pen-and-
paper" tests, where answers to questions are either correct or incorrect
(summative assessment)
The schedule and report card should indicate overall level of performance in
learning areas.
In the case of Language learning areas, each language that learner studies
should be recorded and reported on separately according to different levels
on which they are offered e.g. Home Language - English, Second Additional
language - Afrikaans
A combination of marks, codes and comments can be used for recording and
reporting purposes. Ass three or a combination of any two may be utilised.
The recorded pieces of evidence should reflect three to five different forms
of assessment.
Learner Profiles:
Is a continuous record of info that gives an all-round impression of a
learner's progress, including the holistic development of values,
attitudes and social development. Includes academic and non-
academic achievement.
As an assessment tool - learner profile monitors and records
progress of learners throughout their school careers. Also assi sts
teacher in next grade/school to better understand learner.
Should be viewed as a tool for support and assisting the grade
teacher in planning of the teaching, learning and assessment
process.
Gives a holistic view of learner and the info is not limited to learner
performance and achievement.
Portfolios:
Can be most effective method of determining a learner's progress - is thus a
meaningful collection of evidence that reflects the learner's efforts, progress
and achievements.
Displays learners strengths, weaknesses, capabilities and progress over time.
Demonstrates to learners, teachers, parents and other stakeholders the
progress, growth and achievements of the learner in relation to expected
outcome of learning area
Should cover examples of work in all learning outcomes and should be
representative of different types of activities.
According to the DBE the portfolio should be in the form most appropriate
for the learning area and age level of learners. E.g. In arts and culture a
learner may have a test book, a sketchbook and music DC, DVD, cassette or
videotape.
All enclosed pieces of evidence form part of portfolio, hut only the recorded
pieces will be used to determine progression or promotion the next grade.
Recorded pieces of evidence should reflect that a variety of skills have been
assessed using a variety of assessment methods.
Integral part of learning and should be introduced to learners at early stage,
preferably at beginning of year.
Learners need to know beforehand what is expected of them.
In portfolio assessment its important to get assessment input from as many
sources as possible e.g. learner self-assessment, peer assessment, parent
assessment and teacher assessment.
Potholes in assessment
Driver fatigue
Overloading
Speeding
Advantages
Disadvantages
Written assignment: Learners are given a table containing prices, and figures
indicating supply and demand. They have to use the information in the table to draw
a supply and demand curve and answer questions related to the curve reflecting
their understanding of supply and demand curves.
The following assessment grid will be used to mark the learners responses:
1.4 Assessor
The educator is the assessor as this is a summative assessment towards the end of
term, after the
learners had done various formative activities to develop their knowledge and insight
of supply and
demand in the context of the economic problem.
EDAHOD5/201
Feedback
Constructive Counterproductive
Prompt Delayed
Task-involving Ego-involving
Criterion-refd assess. Criter.-weak assess.
Scaffolded Corrective
Balanced Unbalanced
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