3_C_A_Framework that will help with cala.pptx

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1. Ministry of Primary and Secondary Education COMPETENCE BASED CURRICULUM ASSESSMENT FRAMEWORK THE ASSESSMENT FRAMEWORK

2. Preamble The Curriculum Framework 2015-2022 emphasizes the assessment of knowledge, skills, abilities, values and traits to ascertain the achievement of desired learner exit profiles. This is underpinned by the philosophy of Ubuntu/Unhu/Vumunhu The new curriculum framework prescribes a new model of assessment which is a hybrid of assessment for learning and assessment as learning [assessment is learning] and assessment of learning. Inclusive learning, which accommodates learner diversity, is key in the framework. The assessment framework accommodates diverse needs such as different aptitudes, talents, gender, disabilities, socio-economic status and vulnerabilities. The weighted contributions of these assessment approaches are specified in the syllabus and are in line with the Curriculum Framework. The model embraces holistic approaches to assessment which entail assessing learner competencies on a continuum that includes knowledge, skills, abilities, values and traits

3. Continuous assessment Questions What is C ontinuous A ssessment? What is the rationale for Continuous Assessment ? What is the main goal of Assessment? The overall goal of the assessment is to: assess competences (knowledge, skills and attitudes) for learning in the cognitive, psychomotor and affective domains, from infant level through to secondary school so that learners are prepared for life and the real world of work.

4. How to u se the Assessment Framework This Assessment document should be used in conjunction with other policy documents such as Education Sector Strategic Plan; the Curriculum Framework (2015-2022), and the 2015-2022 syllabi for all learning areas. The document is part and parcel of the daily teaching and learning processes in schools Further details for practitioners is given in the Continuous Assessment Guide This framework was informed by data from various educational assessments

5. Assessment Guiding Principles AF upholds and promotes holistic assessment through : I nclusivity Balance Continuity Coherence Integration T ransparency G ender sensitivity Life-long learning Respect Relevance E quity and fairness

6. Requirements For Assessment In The Framework All assessment at all stages of the framework need to conform to best practic es as defined below. Validity: is the assessment measuring the right competences and skills, in the right way and at the right level Reliability: is the assessment producing results that are meaningful and accurate Fairness and impact on teaching: Is the assessment fair, unbiased and does it promote good teaching? Practicability: Is it manageable within the resource constraints for all stakeholders it impacts

7. How the learners will be assessed The assessment framework will ensure that learners are assessed holistically by three key assessments each with a specific purpose. LEARNER PROFILES will assess key competencies and attitudes CALA will use to measure Learning Area competences, and EXAMINATIONS will provide summative assessment.

8. ROLES AND RESPONSIBILITIES Ministry of Primary and Secondary Education develop and review policies, syllabi and other materials for the implementation of CA help forge links between industry and education coordinate on the administration of CA activities at school, district, provincial and national level monitor, supervise, evaluate and support implementation of CA activities, in schools carry out CA related researches capacity building of all teachers on the delivery of the syllabi, CA for formative assessment and profiling .

9. ROLES AND RESPONSIBILITIES School/Centre Heads monitor, supervise and support CA implementation activities at school level provide links and learning opportunities beyond the school capacity development on CA keep CA records of marks and profiles keep a record of CA instruments authenticate all CA activities at the centre and issue certificates at specific exit points store CA learning area instruments, scripts and profiles.

10. ROLES AND RESPONSIBILITIES Teachers and Special Needs Educators develop Continuous Assessment Learning Activities facilitate learning administer CA learning area assessment instruments monitor, supervise and support learners during CA activity execution mark CA learner work keep CA records profile learner competencies report performance of learners to stakeholders .

11. ROLES AND RESPONSIBILITIES Zimbabwe School Examinations Council research and evaluation of continuous assessment assessment, supervision, monitoring and support of centres with respect to CA and examinations capacity building of all teachers on the development and implementation of CA instruments in all learning areas coordinating and facilitating the national moderation of CA for certification processing and keeping CA records of marks for examinable levels provide and administer examinations at exit levels.

12. ROLES AND RESPONSIBILITIES Ministry of Higher and Tertiary Education Science and Technology Development production of human resources to implement the curriculum in -service training

13. ROLES AND RESPONSIBILITIES Parents and Guardians support the learning process consult the school (in particular, the class teacher) on their children’s performance and behaviour monitor their children’s progress in all areas act as role models for profiling reinforce positive traits in their children.

14. ROLES AND RESPONSIBILITIES Learners a ctively participate in CALA activities make a self-analysis of the developmental process p articipate in positive peer reinforcement

15. Learner Profile Assessments What is learner profiling? What is captured and recorded in a learner profile? How is the learner profiling done? What is the importance of learner profiling?

16. Profiling Matrices Profiling Matrices is a tool that is used to guide profiling process from Infant school through to Secondary school. The matrix indicates the level of the learner being profiled, nature of profiling instrument, administration of the instrument (e.g. who does what during the profiling process), frequency (i.e. how often is profiling done or when is profile data compiled) and exit competencies.

17. Continuous Assessment Learning Activities CALA: measures performance against the set standards or benchmarks as defined by the curriculum. recognises acquisition of skills that will make learners productive, employable and have the capacity to create employment.

18. The Assessment Framework model Assessment of Learner Performance in a Learning Area Continuous Assessment x% Continuous Assessment Learning Activities m% Continuous Assessment Mark x% = m% + … +n% Summative assessment y% P1… w% …P2 v% Examination Mark y% = (w%+… +v%) Final Mark for Certification Profile Certificate Profiling

19. Weightings for CA Pathways CA% Sum% Total % Languages and Humanities 30 70 100 Tech-Voc 30 70 100 Sciences 30 70 100 Practical 30 70 100 Commercials 30 70 100

20. Assessment Model for Non-Examinable Levels Assessment of Learner Performance in a Learning Area Continuous Assessment 100% Continuous Assessment Learning Activities Exit Competences Learner profiling

21. Planning and Development of Continuous Assessment Learning Activities The continuous assessment learning activities are developed and administered by the teacher at school level during the formal teaching and learning period . The CA activities should be seen as part of all other day to day learning activities. Guidelines for assessment tools development, administration, marking and moderation are contained in the Continuous Assessment Manual for the Teacher Teachers will develop the continuous assessment learning activities in accordance to acceptable assessment standards provided Teacher identifies the learning outcomes to be measured by the assessment activities against the syllabus topic content and assessment objectives. examples of outcomes to be measured include learner competencies in various learning areas

22. Integrating CALA Marks with Examination Marks For grading and certification purposes, the model is a combination of formative and summative forms of assessments as defined in the syllabus and in line with the curriculum framework. The CA weighted contribution to learner performance comes from continuous assessment learning activities (CALA) at grades 6-7, forms 3-4 and 5-6 while the summative assessment is a weighted contribution drawn from public examinations at grade 7, form 4 and form 6. However, CA and LEARNER PROFILING are done at all school levels, from infant right up to secondary school .

23. Continuous Assessment Activities performance activities implementation by centres according to given guidelines. continuous scoring of performance activities by centres according to developed specifications and guidelines. uploading of marks by centres into the ZIMSEC database according to given timelines and specifications for examinable levels. moderation of CA work by schools and ZIMSEC. monitoring , supervision and support of ca implementation activities by MoPSE and ZIMSEC .

24. Assessment for non-formal/Private learner The assessment of non-formal learners for certification follows all requirements of the mainstream classes Non-formal learners should be registered at MoPSE and ZIMSEC accredited centres. All non-formal candidates’ arran gements and considerations enshrined in the ZIMSEC examinations handbook for centres and examinations circulars shall apply, with respect of public examinations .

25. Non-formal and modalities on CA The continuous assessment mark will have a three-year shelf life, which will provide the candidate four chances of sitting for an examination . A learner has an option to repeat CA if they so wish In the event of the candidate failing to pass after the two-year shelf life of the CA mark, then the candidate will have to take the non-formal education route. Every school is a non-formal centre and therefore resources, including human resources should be availed for the teaching and learning process. The non-formal route remains open for anyone who would want to pursue education in the primary and secondary school levels.

26. Learner Transfer under CA Learners who transfer from one centre to another will: maintain their identification (candidate number) and carry with them the CA mark profile. It is the responsibility of the releasing head to authenticate the CA documents.

27. Learners with Special Needs A ssessment of learners with special needs shall follow that of the mainstream classes, but with special arrangements and special considerations appropriate to each and every assessment activity. Special considerations and arrangements shall be made for all deserving learners as a matter of right not charity. Notifications for special arrangements, special considerations and the justification for these shall be made to MoPSE and ZIMSEC in case of public examinations. Teachers shall be responsible for developing assessment activities, providing alternative part questions of the activities and suggesting exemptions where necessary Teachers with special needs and teachers of learners with special need to be involved at every stage of the assessment processes.

28. Quality Control Quality control of CALA is done at school, cluster, district, provincial and national levels. Administrative structures that are currently prevailing at school, cluster, district, provincial and national levels will support, supervise, monitor and evaluate the development, administration, marking and moderation of CALA.

29. Certification Profile reports and profile certificates can be issued at any learner exit point. At the end of each term and year, a summary profile report will be compiled by the teacher. These reports may be issued to a learner who has exited the school system not through transfer or moving to the next school level. The teacher or H.O.D must authenticate the report. A copy of the report should however be retained by the teacher or the H.O.D. At the end of each school level, a school profile certificate is compiled by the school profile committee. In the event of the learner exiting the school at the end of a school level, then the learner will be issued with an end of school level profile certificate at that level by the Ministry At the point of readiness learners should be assessed and accredited by certified boards recognized by the Ministry. At the main exit points such as end of junior school level, ordinary level and advanced level, national profile certificate will be compiled by MoPSE and issued to the learner together with the ZIMSEC certificate. This is a consolidated summary of CA and Profile record of the learner based on the end of school level profile reports .