Transcript SESSION 3 - Curriculum

SESSION 1
PLANNING FOR ASSESSMENT IN
GRADES R-12
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Outcome
• To demonstrate an understanding of how the
various policy and planning documents
impact on and relate to planning for
assessment
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Introduction
• Purpose of assessment
– Collect evidence of learners’ knowledge, skills and attitudes
(Protocol par.6)
– Evaluate the competence level (learner performance) of
learners:
• Assessment has to prove learner progress in the learning process –
monitor learner progress (Protocol par.7(1) and 7(2))
– Facilitate teaching and learning:
• Provide feedback to help learners to identify strengths, weaknesses,
opportunities and threats (Protocol par.7 and 10)
– Help to decide whether a learner should progress to the next
grade (Protocol par.5 and 9)
– Raise standards of teaching and learning in the classroom
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Introduction continued
• Planning for assessment is strongly rooted in policy:
– The newly gazetted Protocol prescribes the number and spread
of assessment tasks and to some extent the nature of
assessment tasks in Grades 10-12 (e.g. exams, tests) =
Programme of Assessment and Annual Assessment Plan.
– The Assessment Guidelines are supporting documents which
pick up from the Protocol by explaining in greater detail the
nature of the assessment tasks and the practical implementation
and administration issues when carrying out the tasks in the
classroom = Annual Assessment Plan.
– The NCS Learning Area/ Subject Statements provide the
Learning Outcomes and Assessment Standards to be taught and
assessed, and call for the development of a Learning
Programme to ensure that the learners achieve the Learning
Outcomes as prescribed by the Assessment Standards.
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Role of Learning Outcomes and
Assessment Standards in assessment
LOs and ASs
SKVs
Content for
assessment
tasks
Nature and
type of
assessment
tasks
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Assessment tasks
• Two broad categories: Informal and Formal
• INFORMAL = DAILY
– Includes assessment tasks (e.g. classroom and homework
exercises, etc.) which are used to develop knowledge and skills
and progress therein
– Mainly formative in nature = scaffolding/ stepping stones towards
formal tasks
– Self-, peer and teacher assessment
– Not taken into account for promotion/ certification purposes
• FORMAL = PROGRAMME OF ASSESSMENT
– Includes assessment tasks (e.g. tests, examinations, oral/ practical
performances, research projects, etc.) which are used to assess
learner performance in knowledge and skills
– Mainly summative in nature
– Teacher assessment
– Constitutes the formal result which is taken into account for 6
promotion/ certification purposes = formally recorded
Planning for assessment
• Strongly linked to the development of
Learning Programme and takes place on 3
levels
– Within the Subject (1st level)
– Within the Work Schedule (2nd level)
– Within the Lesson Plan (3rd level)
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Planning for assessment at
1st level
• Focus
– Make oneself aware of the required number of
PoA tasks and the content, nature and spread of
assessment tasks for the subject
• Planning Documents
– Programme of Assessment (Policy – Protocol)
– Content Framework (NCS Statement, Learning
Programme Guidelines)
– Suggested forms of assessment for the subject
(Subject Assessment Guidelines)
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Planning for assessment at
2nd level
• Focus
– Broad conceptualisation of assessment tasks with
respect to the content each task will cover and the
form of assessment it will take
• Planning Documents
–
–
–
–
Programme of Assessment (Policy – Protocol)
Content framework (NCS Statement, LPG)
Learning Programme (LPG – Work Schedule)
Annual Assessment Plan (Subject Assessment
Guidelines)
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Programme of
Assessment
POLICY –
Protocol
Work Schedule
The 3 plans have the
following in common:
•Indicate and/or reflect
the number of formal
required tasks
LPG
•Indicate and/or reflect
the spread of formal
required tasks
Annual
Assessment Plan
•Indicate and/or reflect
the nature of formal
required tasks
SAG
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Link between PROGRAMME OF
ASSESSMENT, the WORK SCHEDULE
and the ANNUAL ASSESSMENT PLAN
LEARNING
PROGRAMME –
Work Schedule
POLICY Protocol
Programme of
Assessment
ANNUAL
ASSESSMENT
PLAN
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Work Schedule – Grade
10 CAT
Programme of
Assessment –
Grade 10 CAT
Term 1:
Weeks 1- 6 (HW, SW)
Annual
Assessment
Plan – Grade
10 CAT
Term 1:
Term 1: 1 task
1 test
Daily: Activities,
Assignments, Debates,
Case Studies
Term 2: 1 task 1
exam
PoA:Test–I/O & Storage
devices (w6)
Term 3: 1 task 1
test
Weeks 7 - 11 (WP, FM) =
Assignment –
Word Processing
& File
Management
Term 4: 1 exam
including PAT
Daily: Activities,
Assignments
PoA:Prac Assignment –
WP & FM (w11)
Test – I/O &
Storage devices
Term 2
Term 3
Term 4
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ACTIVITY – Step 1
• Study the exemplar of the Work Schedule
provided and the Programme of Assessment for
the particular grade as indicated in the Protocol.
• Check whether the formal assessment tasks
indicated on the Work Schedule match up with
the number, nature and timing of formal
assessment tasks as prescribed by the Programme
of Assessment.
• Give advice on how to adapt the number, nature
and timing of formal assessment tasks in the
Work Schedule to match the Programme of
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Assessment if necessary.
ACTIVITY – Step 2
• Take the Work Schedule provided in Step 1
and compare it to the Annual Assessment
Plan provided for the subject.
• Check whether the formal assessment tasks
indicated on the Annual Assessment Plan
match up with the number, nature and
timing of the formal assessment tasks as
indicated in the Work Schedule.
• Give advice on how to adapt the number,
nature and timing of formal assessment
tasks in the Annual Assessment Plan to
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match the Work Schedule if necessary.
ACTIVITY – Step 3
• Take the Annual Assessment Plan provided
in Step 2 and compare it to the Programme
of Assessment for the subject as indicated in
the Protocol.
• Note: At this stage the Annual Assessment
Plan should match up with the number,
nature and timing of assessment tasks as
prescribed by the Programme of Assessment
Programme.
• Check whether this is the case.
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Planning for assessment at
3rd level
• Focus
– Choice/ design/ adaptation of assessment tasks
with respect to the details of each task :
instructions, criteria, assessment tool, mark
allocation, etc. the content each task will cover
and the form of assessment it will take
• Planning Documents
– Work Schedule (LPG, Textbook)
– Lesson Plan (LPG)
– Suggested forms of assessment for the subject
and examples of tasks (SAG, Textbook)
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Work Schedule – Grade
10 CAT
Term 1:
Weeks 1- 6 (HW, SW)
Daily: Activities,
Assignments, Debates,
Case Studies
PoA:Test–I/O & Storage
devices (w6)
Weeks 7 - 11 (WP, FM) =
Daily: Activities,
Assignments
PoA:Prac Assignment –
WP & FM (w11)
Lesson Plan – Grade 10
CAT
Lesson Plan (Week 1:Intro
to basic HW & SW)
Act.1: I/O devices
(Q&A– checklist, self)
Act.2: Ports, buses
(Demonstration – checklist,
peer)
Lesson Plan (Weeks 7 - 11:
WP & File Management)
Act.1: WP – basic
formatting (Prac assign.–
criteria list, teacher)
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Example – using a textbook
1.
2.
3.
4.
5.
Study textbook – LPG (par. 3.2.6) states that all teachers
and learners must have a textbook
If it does not cover all content, indicate where you will
add notes
Design / Adapt your Work Schedule for the grade
including required number of PoA tasks per term as per
Protocol (7 tasks as set out in the PoA – term 1: 1 test +
1 other task, etc.)
Design your Annual Assessment Plan using the PoA
tasks indicated in the Work Schedule
Design your lesson plans and indicate daily assessment
by referring to and use appropriate activities / exercises
in the textbook (add some of your own if you prefer)
*CF=Content Framework
*CF
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Conclusion
• When supporting teachers in planning for
assessment, it is useful to have examples of
all planning documents available to clarify
the process:
– Programme of Assessment (Policy: Protocol)
– Learning Programme: Work Schedule and
Lesson Plan
– Annual Assessment Plan
• This will guide teachers to plan for
assessment within a policy context.
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