2024_INSET-exposition_and_content_framework.pptx

2024_INSET-exposition_and_content_framework.pptx

1. LIRA SECONDARY SCHOOL TRAINING ON ASSESMENT OF CBC 16 TH -17 TH FEB 2024 presented by; MR.obote maxwell obote MR.omoko jasper MR.opiya paul MR.omara alex MR.ogwal benard Suppervised by d.o.s mr engola milton 11/2/2023 10:58 PM "The illiterate of the 21st century shall not be those who cannot read and write but those who cannot learn, unlearn and relearn". (Toffler Alvin)

2. Background Implementation of the revised lower secondary curriculum that will prepare the graduates who will compete favorably on the globe requires constituting a number of changes in the teaching/learning process. Since the start of its implementation, Teachers have undergone a number of trainings organized by different Educational bodies. As many are still experiencing challenges of how best to implement the curriculum in their context. Capacity building of teacher aimed at equipping teachers with skills and competences necessary in the implementation of the new curriculum remains key. 24/01/2024

3. Why th is INSET ? 1. Consolidate the previous trainings; Further understanding the syllabus of the CBC. Appreciating the mechanism of teaching in the Lower Secondary School Curriculum Dynamics involved in preparing to teach and formatively assess. To appreciate the school based Assessment through the Activity of Integration and its importance in a CBC Importance of Project Based Learning in the CBC. 2. Using the above knowledge to develop end of year assessment 24/01/2024

4. Competency Based Curriculum (CBC) VS (KBC) KBC CBC 24/01/2024 ACTIVITY STIMULUS MATERIAL, LEARNERS’ EXPERIENCE, PROBLEM-SOLVING, INVESTIGATION, GROUP ACTIVITIES, EXPLORATION, EXPERIMENTS, FIELD WORK DISCUSSION LEARNER TEACHER LEARNER TEACHER LEARNER FEEDBACK AND INTERACTION FORMATIVE AND SUMMATIVE ASSESSMENT TEACHER         KNOWLEDGE STUDENT STUDENT STUDENT STUDENT STUDENT TEST AND SUMMATIVE ASSESSMENT

5. New terms use in CBC KBC ( Old curriculum) CBC Qestion Test item Examination Test /assessment Setter/examiner Assessor /item developer Candidate Item takers/task takers Marking guide Scoring grid 11/2/2023 10:58 PM "The illiterate of the 21st century shall not be those who cannot read and write but those who cannot learn, unlearn and relearn". (Toffler Alvin)

6. TRAJECTORY THROUGH THE SYLLABUS 11/2/2023 10:58 PM TOPIC KEY IDEAS KEY IDEAS KEY IDEAS KEY IDEAS ACTIVITY OF INTEGRATION PROJECTS LESSON ACTIVITIES GEARED TO BRING OUT THE KEY IDEAS COMPETENCY NO OF PERIODS K,U,S,V/A The LOs bring out the competences

7. IMPORTANT In education, different Stakeholders are interested in knowing whether teaching and learning are successfully attaining the intended outcomes. This therefore makes assessment an integral part of the teaching /learning process for any effective educational system or program. Assessment informs the stakeholders about attainment levels in the teaching and learning. 24/01/2024

8. Assessment in CBC To effectively assess at the EOY, one ought to have clear understanding of; The competency based curriculum The curriculum/syllabus The content frame work The test frame work The items specifications. End of the cycle –by UNEB This inset Previous trainings

9. THE PROCESS Developing quality EOY items is a process that entails several steps: 1.Understanding a competency based curriculum helps the teacher to know that the qualities/competences of the graduate being produced The Lower Secondary Curriculum is competence based not knowledge based- hence it targets Skill or capability-the competence It puts emphasis on what the learner can do with the knowledge, skills, attitude and values acquired.

10. The process cont.. Understanding curriculum processes guides the teacher on identifying appropriate methodology and assessment tools to be used. 2. Analyze topic’s LOs for key ideas. 3. Rightly pitch the Los (by referring to its KIs) as low, medium and high 4. Language; changes between the LO in the syllabus and competence in the content framework ( i.e. LO appreciate, Competence appreciates)

11. CONTENT FRAME WORK A blue print of facts, principle, and concept got from the curriculum for teaching and assessing. Content frame work is developed from the NCDC syllabus for a subject for a particular Content framework : is where we analyze the Los (for KIs-as used in t/L) and classify each LO under the specific levels of demand . Why the content framework. This guides the assessor/ item developer in identifying the skills/competences that a learner should demonstrate when responding to the task as obtained from the syllabus book.

12. Components of content framework Subject graduate profile /construct Competency Theme/topic LOs – KIs- Pitching Level of demand These competences are placed at different levels of demand i.e. lowest levels of demand (knowing, remembering and recalling) medium levels of demand ( application, uses ) highest levels of demand ( Analyzing, creating ) - (PITCHING THE ITEMS ) 11/2/2023 10:58 PM "The illiterate of the 21st century shall not be those who cannot read and write but those who cannot learn, unlearn and relearn". (Toffler Alvin)

13. Content frame work template Class……………… Subject……………….. Graduate profile of the subject……………… 16/FEB/2024 Competency Theme/Topic Learning outcomes Key ideas Low level of demand Middle level of demand High level of demand

14. Activity one In our subject groups develop a content framework for S.1 What is the role of the content framework? 24/01/2024