Lecture 3 Continuous Assessment PDF

TST20B LECTURE 3 CONTINUOUS ASSESSMENT DR VT MABALANE 01 AUGUST 2024 RECAP Authentic Active Learning Activities Integrate Assesments  QUESTIONS What is the cartoon all about? According to you, what does it represent? Evaluate what it means to you as a teacher? What are the impli...

TST20B LECTURE 3 CONTINUOUS ASSESSMENT DR VT MABALANE 01 AUGUST 2024 RECAP Authentic Active Learning Activities Integrate Assesments  QUESTIONS What is the cartoon all about? According to you, what does it represent? Evaluate what it means to you as a teacher? What are the implication for assessment?  Outcome Discuss continuous assessment (CASS) Articulate the Characteristics of CASS Apply various forms/ purposes of assessments correctly Explain the model for a successful implementation of continuous assessment Analyze the criteria for effective assessment  What is continuous assessment In South Africa, the continuous model of assessment (CASS) has been proposed. Many teachers are under the misconception that CASS means “a cycle test every Wednesday.” Continuous assessments are form of assessment that assesses learners' ongoing progress with respect to the attainment of outcomes/objectives in a subject. Instead, the term CASS encompasses various forms/ purposes of assessments.  Key Features of Continuous Assessment Regular Feedback: Continuous assessment involves providing students with regular feedback on their performance, allowing them to track their progress and identify areas for improvement. Multiple Assessment Methods: Educators use a variety of assessment methods such as quizzes, tests, projects, and group activities to evaluate students' understanding of the material. Formative Assessment: Continuous assessment often includes formative assessments that help guide instruction and support student learning throughout the course. Individualized Learning: By assessing students continuously, educators can better understand each student's learning style and adjust teaching strategies to meet their unique needs. Focus on Growth: Continuous assessment emphasizes growth and improvement over time, encouraging students to set goals and work towards achieving them.  Continuous assessment Continuous assessment aims to provide a more holistic view of students' performance by taking into account their progress over time rather than relying solely on a single assessment event. This approach allows educators to identify students' strengths and weaknesses early on, provide timely feedback, and tailor instruction to meet individual learning needs. Various forms/ purposes of assessments Baseline assessment of prior learning Diagnostic assessment Formative assessment -Informal - Formal Summative assessment  BASELINE ASSESSMENT Commonly used at the beginning of a lesson, phase, grade or learning experience to find out what learners’ background knowledge – what they already know, what they can and can’t do, or what they value. Identify gaps Helps teachers to plan and to focus their goals. It can be in any form of an activity, task or questions Support teaching and learning – learners. Drive and directs teachers’ classroom practice and instruction? Reveal student strengths and weaknesses to be recognized.  BASELINE ASSESSMENT By indicating student ability early on, baseline assessments may help to clarify and adjust teachers’ expectations on an individual basis. It focuses on the student’s starting point and helps to strategically set goals and targets that will drive student motivation and future teaching and learning. Build a bigger picture - No single piece of data can tell the whole story of a student’s progress and performance, or about the quality of teaching they are receiving. Using baseline data in conjunction with other data points such as teachers’ observations, prior attainment and end of unit, term or year grades, builds a clearer picture.  Diagnostic assessment A diagnostic assessment is a form of pre-assessment or a pre-test where teachers can evaluate students’ strengths, weaknesses, knowledge and skills before their instruction. These assessments are typically low-stakes and usually don’t count for grades. An identical assessment may be given post-instruction to identify if learners have met a subject or phase’s required learning objectives. With this form of assessment, teachers can plan meaningful and efficient instruction and can provide learners with an individualized learning experience. Written by learners, the diagnostic assessment is a tool for teachers to better understand what students already know about a topic when submitted before the start of a course. Diagnostic assessment are used to gauge where learners currently stand, that is intellectually, emotionally and ideologically.  Diagnostic assessment A diagnostic assessment refers to an assignment written at the beginning and end of a semester or subject. Post- semester assessments can be compared with pre-semester assessments and can show learners’ potential improvement in certain areas. These assessments allow the instructor to adjust the curriculum to meet the needs of current—and future—learners.  FORMATIVE ASSESSEMENT Formative assessment is an integral part of effective teaching and are integrated into the teaching and learning process. For example, a formative-assessment technique could be as simple as a teacher asking are integrated into the teaching and learning process. For example, a formative-assessment technique could be as simple as a teacher asking learners to raise their hands if they feel they have understood a newly introduced concept, or it could be as sophisticated as having learners complete a self- assessment of their own writing that the teacher then reviews and comments on. It help teachers identify learning needs and problems, in many cases the assessments also help learners develop a stronger understanding of their own academic strengths and  What is the purpose of diagnostic assessment? Teachers may facilitate diagnostic assessments to gauge proficiency or comprehension levels before beginning a new learning unit. The purpose of diagnostic assessments is to help identify learning gaps and provide insights into comprehension that can be addressed in future instruction. Diagnostic assessments are designed to measure learners’ strengths, weaknesses, knowledge levels and skill sets. These assessments aim to answer: what do learners already know about a specific topic?  FORMATIVE ASSESSMENT Formative assessment refers to a wide variety of assessment methods that teachers use to conduct in-process assessment of learners' comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that learners are struggling to understand, skills they are having difficulty acquiring, or outcomes they have not yet achieved so that adjustments can be made to lessons, instructional techniques, etc. The general goal of formative assessment is to collect detailed information that can be used to improve instruction and learners learning while it’s happening. What makes an assessment “formative” is not the design of a test, technique, or self-evaluation, per se, but the way it is used—i.e., to inform in-process teaching and learning modifications.  Summative assessment Summative Assessment occurs and administered at the conclusion of an instructional unit, a series of topics or term. It serves to assess the extent to which a learner has achieved the learning outcomes of a programme unit, series of topics or term. These assessments are intended to evaluate learners’ learning by comparing performance to set expected outcomes. They are given to learners at the end of an instructional period, are evaluative and measure whether the subject learning outcomes were met. Summative assessments are formal and involve clear instructions, expectations and grading rubrics to measure learners’ comprehension. They are often high-stakes, meaning they have a high point value.  Norm referenced and criterion referenced assessment Norm-referenced assessment compares the learner’s performance with the performance of other learners. Criterion-referenced assessment is when learners are assessed against a set of external criteria.  Benefits of Continuous Assessment Continuous assessment offers several benefits for both students and educators: Early Intervention: By monitoring students' progress continuously, educators can identify learning gaps early and provide targeted support to help students succeed. Enhanced Learning Outcomes: Continuous assessment encourages active engagement in the learning process, leading to improved understanding and retention of the material. Personalized Instruction: Educators can use continuous assessment data to tailor instruction to meet individual student needs, promoting a more personalized learning experience. Motivation and Engagement: Regular feedback and opportunities for improvement motivate students to stay engaged and take ownership of their learning. Comprehensive Evaluation: Continuous assessment provides a more comprehensive view of students' learning abilities and achievements compared to traditional assessments.  Characteristics of CASS Take various forms, depending on the final objectives and competencies It encourages feedback Enables teachers to use any planned learning experiences to assess each learner’s achievement and progress. Takes place over a long period of time- virtually all the time. Defines outcomes for learning  Characteristics of CASS cont. Is generally conducted more informally and covers a wide spectrum of learning activities and tasks Consumes most of the teacher’s time. Is transparent because learners are aware and understand what is being assessed. Requires that a sound assessment record is developed of the learning process.  Characteristics of CASS (cont.) Involves informal daily assessment of different aspects of the curriculum. Ensures practical application of the content. Encourages self and peer assessment. Is an essential part of the total evaluation of every learner.  A Model for a Successful Implementation of Continuous Assessment Monitoring Support Resources Motivation (Negative and Positive) Evaluation  Challenges of Continuous Assessment While continuous assessment offers many advantages, it also presents some challenges that educators need to consider: Time-Intensive: Implementing continuous assessment requires consistent monitoring, feedback, and data analysis, which can be time-consuming for educators. Standardization: Ensuring consistency and fairness in evaluating students' performance across different assessments can be challenging in continuous assessment. Assessment Overload: Too many assessments can overwhelm students and detract from the learning experience if not carefully planned and balanced. Subjectivity: Continuous assessment may involve subjective judgments, particularly in qualitative assessments such as projects and presentations. Resource Constraints: Schools may face limitations in terms of resources, technology, and training needed to effectively implement continuous assessment practices. Best Practices for Implementing Continuous Assessment To maximize the benefits of continuous assessment and address its challenges, educators can follow these best practices: 1.Set Clear Learning Objectives: Align assessments with clear learning objectives to ensure that they effectively measure student progress. 2.Diversify Assessment Methods: Use a variety of assessment methods to capture different aspects of student learning and provide a more comprehensive evaluation. 3.Provide Timely Feedback: Offer regular and constructive feedback to students to guide their learning and help them improve. 4.Involve Students in the Assessment Process: Encourage students to self- assess, reflect on their learning, and set goals for improvement. 5.Use Technology Wisely: Leverage educational technology tools to streamline assessment processes, track student progress, and analyze data effectively.  END THANK YOU