Transcript FORMS OF ASSESSMENT

SESSION 3
FORMAL ASSESSMENT TASKS
CAT and IT
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3.1 FORMS OF ASSESSMENT
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OUTCOME
• To identify the forms of assessment most
appropriate to a subject
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INTRODUCTION
• According to policy:
– …evidence of achievement is collected using
forms of assessment (Protocol par. 6)
– The form of assessment used should be
appropriate to the age and developmental level
of the learner (Protocol par. 8)
– The recorded pieces of evidence should reflect
a variety of forms of assessment (Protocol par.
17(1)(h))
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INTRODUCTION
• Grades 10 – 12
– Certain forms of assessment are prescribed in the
Programme of Assessment for Grades 10 – 12 and external
assessment for Grade 12
• Tests
• Exams
• PAT (Project)
– Subject Assessment Guidelines gives guidance on what
other forms of assessment can be used in the subject
• Why different forms of assessment?
– To accommodate and facilitate the development of the
range of knowledge and skills contained in the LOs and
ASs of each subject
– Different subjects therefore lend themselves to different
forms of assessment
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VARIETY OF FORMS
• Examples:
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Tests
Examinations
Practical / Performance Assessment Tasks
Projects
Case Studies
Debates
Role Plays
Practical work including experiments, demonstrations
Orals
Classwork / homework exercises
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CHOICE OF FORMS
• While there are many forms of assessment to choose
from, certain factors impact on this choice
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Purpose of assessment (why?)
Who is carrying out the assessment? (assessor)
What KSVs are being assessed?
How learner performance is to be assessed (tool)
When the assessment is to be carried out?
Where the assessment is to be carried out? (venue)
• Carefully chosen to collectively cover LOs and ASs
(KSVs / content)
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Why?
Purpose
• Daily (Informal)
– Baseline
– Diagnostic
– Mainly formative – not about marks but about
the learning process i.e. “what did I learn in
completing this task?” and not “how many
marks did I get for the task”
• Programme of Assessment (Formal)
– Mainly summative – about marks
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Who?
• Teacher – all PoA tasks (daily assessment
tasks if teacher whishes to do so)
• Self
• Peer
Daily Assessment
• Group
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IDENTIFYING FORMS OF
ASSESSMENT APPROPRIATE TO CAT
& IT
• Learning Outcomes and
• Assessment Standards (minimum level)
indicate:
• Knowledge, Skills, Values to be taught,
learned and assessed within subject-specific
context = CONTENT
• This in turn provides an indication of the
form of assessment to be used to assess the
KSVs selected for the task
LOs
ASs
SKVs
Content
Form
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LOs and ASs - CAT
LO1- Operational knowledge of ICTs
• The learner is able to demonstrate operational knowledge
of ICTs and the environments in which they operate
• Assessment should concentrate on the software, hardware,
network and communication technologies that an end-user
would typically encounter. The learner should understand
the basic concepts of these technologies to make informed
decisions in a real-life end-user scenario, ranging from
choices of technology to its responsible use.
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LOs and ASs - CAT
LO2 – Integrated end-user computer applications skills and
knowledge in problem-solving
• The learner is able to apply and integrate end-user
computer applications skills and knowledge to solve
problems related to the processing, presentation and
communication of information
• Assessment of this Learning Outcome concentrates on
application and communication software so that learners
can solve problems using a variety of application packages
effectively and efficiently.
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LOs and ASs - CAT
LO3 – Information Management
• The learner is able to apply information management
processes and skills using end-user computer applications
• Assessment in Learning Outcome 3 should focus on the
learner’s ability to recognise information needs, find,
access, manage, integrate, evaluate, create and present
information using end-user application skills to function in
an information-driven society.
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LOs and ASs - IT
LO1 – Hardware and System Software
• The learner is able to demonstrate an
understanding of and competently operate
computer-based technologies
LO2 – E-communications
• The learner is able to apply creative uses of
different computer technologies to facilitate
electronic communication
LO3 – Social and Ethical issues
• The learner is able to critically analyse the impact
of computer technologies relating to socioeconomic, environmental, political and ethical
issues
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LOs and ASs - IT
LO4 – Programming and Software
Development
• The learner is able to design, implement,
test and deliver efficient and effective
solutions to problem situations
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Forms of Assessment
CAT & IT
Fixed according to PoA:
• Exams
• Tests
• PAT (Project)
Variable (other forms):
• Assignments
• Case Studies
• Debates
• Role-plays
• Practical Work
• Research
• Investigation
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Activity 1
• Discuss the appropriate forms in CAT & IT
• Q&A Session
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PAT
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Form - project
Process
Spans over a certain period
Done in phases
Done under controlled conditions:
– Managed and facilitated by the teacher during
class time
– Certain aspects could be done at home e.g.
planning, sourcing of information
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PAT - IT
• Two components:
– Research project – LO1 – LO4
• Research skills and information management
• Assess product
– Programming project – LO4
• Problem-solving using developmental tools
• Requirements
• Include Process: analysis, design, coding, testing,
evaluation, presentation and documentation
• Assess process and product
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PAT - CAT
• Research process
• Information Management
• Requirements:
– Use 4 application programs – use of each
should be appropriate e.g. use the spreadsheet
application to manipulate / analyse data and not
as a “database”
• Choice of scenario/topic should consider
requirements
• Learner centered
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PAT - Skills
• What skills?
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Realise information need
Define problem or the task
Research
Finding and Collecting Information
• Electronically and other ways
– Use the information
Reflect
Evaluate
• Manipulate
• Analyse
• Combine information
– Draw conclusion / Make recommendation / Sell idea
– Present
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Activity 2
• Set a Grade 10 PAT
– Instructions
• Report back
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Activity 3
• Critique CAT PAT
– Do the instructions spell out the criteria against
which learners will be assessed?
– Will learners know exactly what to do and what
is expected of them?
– Does it assess the KSVs / content of LO2 and
LO3? (Refer to slides 7 & 8 – CAT, 9&10 – IT)
• Report back
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CONCLUSION
• The forms of assessment chosen should speak
directly to the KSVs and range thereof contained in
the subject
• The nature and the scope of the task undertaken in a
form of assessment should promote the conceptual
progression in the grades at an appropriate level (As
per the ASs)
• This helps to drive quality through assessment –
impacts directly on standard of curriculum delivery
• All forms of assessment undertaken as formal PoA
tasks should be performed under controlled
conditions – bulk done in the classroom under the
teacher’s supervision to ensure that the work is that
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of the learner