Assessment Guidelines PDF

Assessment and assessment guidelines Slides from du Preez and van Wyk , 2007 LFM22ES_2024 Learning Outcomes Definitions and Importance of assessment Assessment methods used in CAPS Types of assessments Assessment approaches Assess...

Assessment and assessment guidelines Slides from du Preez and van Wyk , 2007 LFM22ES_2024 Learning Outcomes Definitions and Importance of assessment Assessment methods used in CAPS Types of assessments Assessment approaches Assessment FOR and AS and OF learning Bloom’s Taxonomy and purpose of assessment, inclusive education and teaching LFM22ES_2024 Introduction to Assessment Definitions Assessment is a part of evaluation through which we assess the progress of the learner in a particular area Assessment is a continuous process of gathering and interpreting evidence about learners’ learning for the purpose of determining learners progress to inform the teaching and learning process (Maphalala 2016) LFM22ES_2024 Assessment according to CAPS Pg 66 CAPS Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning) regular feedback should be provided to learners to enhance their learning experience. Assessment is a process that measures individual learners’ attainment of knowledge (content, concepts and skills) in a subject by collecting, analysing and interpreting the data and information obtained from this process to: enable the teacher to make reliable judgements about a learner’s progress; inform learners about their strengths, weaknesses and progress; and assist teachers, parents and other stakeholders in making decisions about the learning process and the progress of the learners. Assessment should be mapped against the content and intended aims specified for Life Sciences and in informal and formal assessments it is important to ensure that in the year: all of the subject content is covered the full range of skills is included different forms of assessment are used. LFM22ES_2024  5. Enables teacher to Importance in education make a judgement on the progress of 1. To give learners a clear learners vision of what is expected of them when answering 6. Informs learner on questions their strengths, 2. Raise moral of the learner weaknesses and by developing a positive progress learning experience 3. Development of analysis 7. Assists teachers and understanding skills and stakeholders in 4. Foundation of evaluation making decisions of for any subject the progress of LFM22ES_2024 Assessment approaches Self Peer Group Teacher Learners get the Learners assess each Group of learners Teacher decides on opportunity to other in a group mutually decide on assessment and assess themselves work session/project. the mark. The group facilitates it, can be normally using an Helps learners can decide to baseline, assessment tool that develop a life skill allocate separate summative, is structured for the future marks for individuals formative. All or same marks methodology, rules and processes should be transparent.Learner s should know when the assessment is and what to expect and parents should be informed LFM22ES_2024  Assessment type Purpose of assessment Types of 1. Baseline Recognition of prior learning- what learners already know, what skills, Assessme values and attitudes forms part of what a learner has learnt before e.g. A test/quiz administered before teaching nt 2. Diagnostic Identifies learner and teacher barriers to learning. Reveals gaps in cognitive processes, thinking behaviour, problem-solving abilities, rationalising and logic e.g. informal debates, mind maps, surveys 3. Formative Provides feedback. For teachers the feedback will provide information about whether the goals of the lessons have been achieved and what modifications are needed. For learners the feedback identifies gaps in knowledge and understanding, and provides e.g. weekly quizzes, homework assignments 4. Summative Determines a learner’s level of ability or competence. Is done at the end of a certain time frame, or at the end of a piece of work done, half-year (June exams) or at the end of the school year (November exam). Is normally associated with a promotion mark, being promoted to the next level or grade. 5. Evaluative Indicates national learner performance by providing information to the Department of Education on how effective the curriculum is. This is usually (systematic) done at the ned of a qualification. e.g. end of grade 12 LFM22ES_2024 LFM22ES_2024 Differences assessment FOR/AS/OF learning LFM22ES_2024 Questions 1. Discuss the differences of assessment for/of and as learning and suggest the one you prefer. 2. Differentiate between summative and formative assessment 3. What are the main objectives of CAPS in line with assessment LFM22ES_2024