Transcript PHILEMON MAHLANGU - University of South Africa

ASSESSMENT METHODS &
TOOLS FOR ODL
Philemon Mahlangu
UNISA, Florida Campus
Email: [email protected]
Tel: (011) 471 2236
ASSESSMENT TOOLS FOR
DISTANCE EDUCATION
Outcomes
 Identify different assessment methods, tools and techniques
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used in ODL
Analyse, critique the various assessment tools (strengths and
weaknesses)
Propose the most suitable tool/s for ODL in your
institution/college/department
Evaluate the possibility of integrating some of the tools (refer to
SAQA Criteria and Guidelines for Integrated Assessment)
Review the implication of assessment tools/methods on
teaching and learning in ODL
Give your own paradigmatic philosophy re ODL assessment
ASSESSMENT TOOLS
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INTERNET (Email, web tools)
COMPUTER (Mark reading cards)
PORTFOLIOS (work based, group)
TERM PAPERS (assignments, exams)
ORAL/WRITTEN TESTS
VIDEOCONFERENCING (real-time, group)
SELF-EVALUATING TOOLS (CDs, HTML)
CLASSROOM (Simulations, recordings,
voice-overs, etc.)
THE INTERNET
Advantages
 Reduce costs
 Simpler corrections spread to many learners
at one time
 Various possibilities for assessing with
multimedia
 Interaction is enhanced
 Collaborative writing is facilitated
 More ease in sending feedback (formative)
Assessment techniques/methods
1.
NORM REFENCING
- Norm is a standard.
- Learners performance is compared to one another
- Uses class averages
- Does not indicate what the learner has learnt or not
learnt
ASSESSMENT
METHODS/TECHNIQUES
2.
CRITERION REFERENCING
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Criteria are used as reference points
Criteria are specified upfront
Criteria spells out the intended outcomes
(behaviour, skills, attitudes, etc)
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ASSESSMENT
METHODS/TECHNIQUES
3.
FORMATIVE ASSESSMENT
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During the learning process
Informs each learner’s learning experience
Scaffolding, growth and progress
Holistic, effective
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ASSESSMENT
METHODS/TECHNIQUES
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SUMMATIVE ASSESSMENT
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At end of a learning experience
Norm referenced
Test, exam, portfolio
How much the learner can remember
Trimesterly, semesterly, annually, etc.
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ADVANTAGES OF CONTINUOUS
ASSESSMENT
 Learner’s progress not confined to one test in a year
 Learners are aware of how they progress
 Extraneous factors (sickness, etc) don’t disadvantage learners
 Success is no longer based on tests and exams only
 Effective way to motivate and facilitate outcomes based learning
INFORMAL ASSESSMENT
 Takes place without the learner being aware of it
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Report cards and checklists are kept of who completes
homework
Observing/noting who participates in class
Feedback/remarks given at the spur of the moment
SELF-ASSESSMENT
 Helps learners to think critically about their own work
 If properly done, learner has a good idea about their
progress
 It encourages learners to take more responsibility for
their own learning
 Teachers find out what learners value as important in
their own work
 Teachers can give learners much more meaningful
feedback
PEER ASSESSMENT
Advantages
 Peer assessment is real attempt at involving learners
in assessment
 Involves more than one person
 Usually done through pairs and groups
 Learners can help each other (corporative learning?)
INTEGRATED ASSESSMENT
DEFINITION
…”a structured process for gathering evidence
and making judgments about an individual’s
performance in relation to registered national
standards and qualifications” (SAQA, 2001:
16)
* An important mechanism whereby evidence of
applied competence can be presented.
INTEGRATED ASSESSMENT
REFERS TO…:
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Assessing a number of outcomes together
Assessing a number of assessment criteria together
Assessing a number of unit standards together
Using a combination of assessment methods and
instructions for an outcome/outcomes
• Collecting evidence from other sources such as
supervisor’s reports
• Acquiring evidence from other sources such as
supervisor’s reports, testimonials, portfolios of work
previously done, logbooks, journals, etc.
SAQA, 2001:55
RANGE OF INTEGRATED
ASSESSMENT
1. Real life application
- foundational, practical and reflexive
competence
2. Personal qualities
- knowledge, skills and values
3. Consistency in task performance
- capability to undertake whole activity being
assessed rather than one outcome …
RANGE OF INTEGRATED
ASSESSMENT
4. Qualification level
- opportunity for learners to integrate
concepts, ideas and actions across unit
standards.
- Competence is grounded and coherent in
relation to the purpose of the qualification
RANGE OF INTEGRATED
ASSESSMENT
5. Contexts
- integrated tasks and activities
- variety of methods, tools, techniques in
assessing learner’s performance
Department of Education (Doe): Draft
revised National Curriculum Statement
for Grades R - 9