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Towards Improving CA

Assessment guidelines guide for toward academic performance

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olivia
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28 views24 pages

Towards Improving CA

Assessment guidelines guide for toward academic performance

Uploaded by

olivia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Mrss in 485 (@ yabres Cerny MINISTRY OF BASIC EDUCATION AND CULTURE Towards improving Continuous Assessment In Schoois: A Policy And information Guide For implementation In 1999 ee | ACKNOWLEDGEMENTS This Policy And Information Guide was developed by the Continous Assessment Working Group whieh was sppointed by the Permanent Secretary of the Misistey of Basic Bducation and Culture end operated under the auspices of the National Inatiate for Educational Development (NIED). Tals guide ie mesnt to help fanlitate teaching and learning through the postive use of eantinuous azaosement in the daseroom, ‘The commitment and saerfe of the following members of the Continous Assessment Working Group to the development of thie guide caanot be overempasced Mr Willie January, Sesior Baducation Officer: Broad Currievlam and Carsiculum, ‘Management, National Ineitate for Educational Development (NIED), Okehendje and also Chairperson of the Continuous Assesemant Werking Group, [Ms Hester Bekileben, Education Oficer: Compensatory Teaching/Life Skills, National Institute for Bdueational Development (NED), Okahendi; Dr. RS, Barcikowski, Assessment and Testing Advisor, Basie Eadscation Support ‘Project, National Institute for Eduestional Development (NIED), Okahandis, Mer Jesper Kristensen, Life Science Project, Windhoak, ‘Ms Barbara Recker, Ongwoiiva Teachers’ Resource Centre, Oshalati; Mrs Susan Alberts, Bducstion Officer: Lower Primary, National Tnsitete for Educational Development (NIED}, Okshand)e Mrs Lorraine Massdorp, Biucation Officer. Insorvico Teacher Training, Natisnst Institute for Bascational Development (NIED), Okahandies, Mr Jarie Viljoon & Ms Claudis ‘Titus, Chief Hducstion Office: Educatinil Programme Irgplementation, Ministry of Base Dducation and Culture, Windhoek, Ms Dolores Wolfaardt, Education Officer: Disostorate National Examinations ar ‘Assessment, Ministry of Basie Sducation and Culture, Windhook: Mr Louw Ras, Education Officer: Directorate National Examinations and Assessment, Ministry of Basie Eduestion and Culture, Windhools ‘Mr Cavin Nyambe, Bavcation Officer: Dirsctorste Nations) Examinations and ‘Assessment, Ministry of Basie Educstion and Culture, Windhook, Mr Roderick September, Teacher: K W von Marses Primary Schosl, Okahand; Ms Fenny Tobias, Teacher: Okahandja Senice Secondary School, Okshanda Special acknowledgements are dus to ‘Mr Cowley van der Merwe, Director: National Examinations and Amressment for is Valuable discussions and advico, especially during the fnel stages ofthe document, NIED Management for thle interest and support PREFACE ESA te Pant ite, toh eta tenes feces See AEBS rom te te at ESE Seem en Se eras stmt Ria ta MO cE Ang pmPote of the guide andthe teachers manuale Jvhich wll supplement it, is to STUY ministerial policies, to creates rane understanding of What Continent’ mpement sZt provide examplas ef good sean, help teachers desir and implement continucus assennene Bigciahi {SEFC were of this Puliy and tafrnation Guide are Inspectors. of Santon, Advisory Teachers, facitatics eee ‘management (principals, heads of department and subject heeds) and anne Exntacots SY rovie the tanchere Seals ntrmati various aspects of seaanetous Assessment chapters 2,6 sal seem ith poliey issues which deaese at implement "In Chapt overly del ‘lossary that tontaine eBiions of terms whieh occur thesughout henke Inparit et Tawords Improving Continuo Assesment in Seivole: A Policy anc ination Guide wil provide aasstence a et ‘which wil enable teachers sa ‘plement Continuous Assessment with corion 2. TOWARDS A BETTER UNDERSTANDING OF CONTINUOUS ASSESSMENT (CA) 24 Whatis assessment? e kelp you understand assessment, itis a good idea to understand the linte between assessment, the evaluation ofthe assessment information and action. Ant gxample of these processes and their results govurs when you stand on a scale that assesses your weight at 100 kilograms, You then evaluade this assessment as ‘being unhealthy for you. You then decide ta take action and go of « diet to reduce Your weight. This process can be summarizad as: Process Result 1. Assessment 100 kilograms 2, Bvaluation unhealthy condition 8. Action ‘weight reduction dist The following are more formal definitions of assrserent, evaluation and action. ‘They are followed by classroom examples oftheir use Assessment of learners is the process of gatharing information about how learner are progressing in their learning, It gathers information abou whet learners haus ‘and can demonstrate as «result oftheir learning processes, Evaluation of learners isthe process of making @ judgement about the quality of 2 learner's performance using the information gothared during an assesement ‘Action is what yow do asthe result of your assessment of learners and evaluation of ‘heir assessment information, Classroom Examples of Assessment, Evaluation and Action [BSample 1 (based on BES Prajeat Toachors Guide, 16) JAssessment: During a Grade 1 lesson, in which a teacher is teaching the Isarners to identify squase shapes, the teicher gathers information on whether learners can identify square shapes Suppose the learners eannot identify square ehases, Evaluation: © ‘The teacher judges that tis not good that: the leamers caneot identify square shapes. The learners must be able to identéy| square shapes in order to move on to the next objectives wich are to name the different shapas and to identify objects of th ‘Same shape. [Action: "The teacher decides that re-teaching is necessa'y. There, the tedcher groups the learners in pairs and they practice drawing big and litle aquares, circles and tHangles, The| teacher then helps them to lesra how to identify equates fre ‘among the other shapes, (based on BES Projext Teachers Guide, 1688) Assessment: During « Grade 1 lesson in which’a teacher is teaching the learners to idenify circles, the teacher gathers inforseiey that establishes the learners ean identify Fivalwation: The teacher judges that the ability of leamens to ident Giles Js ery good. The learners must be able to identis| Gitlesn order to move on o farther objectives eg, to ident ‘he diffrent shapes and to identify objects ofthe me shee Action: Depending on the time avail objects such as wagon wheels and bicycles, On the tennoe| may ask them to draw pictures of objets ia the schoal thal shows how circles are part of the real worl [PesmpleS —~Gandifed fan Oost TS ereastaracteristic being assessed in this example is not achievement but} Jecumunication jAsvessment: A teacher observes 2 leamer spesking in class without frst raising her hand. | The ieacher is assessing the loon communication with others. JPraluation: The teacher jages tht this behaviour is desirable because the 7 specific leartier has never participated in class disctceos She} cher was worried that the learner might be experiencing] &

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