ASSESSMENT UNDER THE NEW COMPETENCE BASED CURRICULUM.pptx

Project assessment for New curriculum

1. ASSESSMENT UNDER THE NEW COMPETENCE BASED CURRICULUM

2. Assessment Framework Under the new curriculum we shall use Criterion Referenced Assessment (CRA) as opposed to Norm Referenced Assessment (NRA). Its a type of assessment designed to measure the learner performance visa-vis a fixed set of pre-determined criteria or learning standards. Are used to evaluate whether the learner has learned a specific body of knowledge or acquired a skill. Acronym “KUSVA” Objectives -To understand how criterion referenced assessment is done . -Understand the merits and challenges of using CRA. -Design assessment items with descriptors.

3. Criterion Referencing and Grade Descriptions Criterion referenced tests and assessments are designed to measure the learner performance against a fixed set of set of predetermined criteria or learning standards OR THE concise written descriptions of what the learner is expected to know and be able to do at a specific stage of his or her education. Criterion referenced assessments are used to evaluate whether the learner has learned a specific body of knowledge to do something in real life or acquired a specific set of skills needed.

4. BEING COMPETENT/PROFICIENT/WITH MASTERY Proficiency refers to demonstrating the required level of performance toward an established benchmark. Proficiency: You have it, or you don’t

5. Key Points Assessment refers to a variety of tools that educators use to measure and document academic readiness, learning progress, skills acquisition or education needs of the learners.

6. Formative Assessment Most scholars agreed that it was an ideal way of molding a competent product of the learning process (Bloom, Hastings and Madduas , 1971) Its a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities so as to improve the learners attainments. It has a number of type, forms /branches.

7. Common terms of assessment. Assessment for learning Assessment of learning Assessment as learning

8. Assessment for Learning ( AfL ) This is an approach to teaching and learning that creates feedback which is then used to improve students performance. Assessment for learning involves a continuous way of checks and balances in the teaching and the learning process.

9. Purpose of Assessment for Learning ( AfL ) Enables teachers to determine next steps in advancing the student learning process. Provides each learner with accurate formal /informal feedback to further his learning. Helps learners to understand their own learning progress.

10. Purpose of AfL (Continued) Deeply involves learners in peer and self assessment in course of teaching and learning. Allows teachers to frequently check their learners' progress as well as the effectiveness of their own practice. Encourages a classroom culture of interaction between teachers and learners using the assessment tools. Builds learners skills of learning to learn.

11. Methodology

12. Assessment of Learning ( AoL ) These are strategies designed to confirm what students know, demonstrate whether they have met the intended learning outcomes and to certify the level of their attainments .   It is a way to see what the students can do after a certain level of studying. Its an assess ment that becomes public.

13. Purpose for Assessment of Learning ( AoL ) To gather relevant information about student performance and progress plans. To determine student interests, to make judgments about their learning Records.   Its Summative usually done at the end of a task, project, unit of work etc. Assessment of learning is commonly done for education accountability.

14. Methodology ASSESSMENT Projects employment-portfolios Tests Essays Inventions/ Innovations

15. Assessment as Learning ( AsL ) This is where learners use the individual self-assessment to monitor their own learning progress. Its characterized by students reflecting on their own learning ,taking records and making adjustments so that they achieve deeper understanding .

16. Purpose of Assessment As Learning ( AsL ) Building confidence Academic self actualization For self esteem & motivation For reflection and monitoring of self progress. Use of readily accessible knowledge For Self judgment &adjustments.

17. Purpose of Formative Assessment in the Competence Based Curr (CBC) Learning experiences are constructed to develop KUSVA, so learning progress should be systematically monitored to obtain the desired outcome through answering the following questions What students know (now) What should be done (next) What should they be (destination)

18. Formative Assessment Strategies Support Strategy Category Observation of learners during the leaning activities Observation of action, talks, attitudes Self assessment by learners Conversation Peer Feedback Conversation Use of Questioning Conversation Effective Teacher Feedback Conversation Summative Use of Formative Assessment Product evaluation of the output at the end of a specific learning cycle

19. Triangulation Observation Conversation Product

20. Triangulation It’s a form of assessment method that involves the teacher collecting evidence from three different sources i.e Conversation Observation Product

21. Triangulation form of Assessment It’s a form of assessment method that encourages instant evaluation of teaching effectiveness. When a learner receives feedback from the teacher, she/he will be learning. 3 stages of evaluation (Observation, Conversation and Product) will be used.

22. Application of Triangulation

23. Brainstorm about these Questions What do you assess? Why do you assess? How do you assess? When do you assess? Where do you assess? Whom do you assess? What do you do after the assessment?

24. Terms used in assessment Descriptor: Descriptors are carefully defined levels of progression that allow reliable interpretation and maintain consistency. They describe performance or what can be done Triangulation Identifiers

25. What an Activity of Integration is The last summative activity to evaluate the learner’s understanding (ability to solve a contextualized problem through integration of the knowledge, skills and behaviors) of the chapter. Activities of Integration ( AoIs ) combined in a term/year will contribute to the National Summative Assessment. 4/22/2021 www.ncdc.go.ug 25

26. Introduction A competence based assessment approach focuses more on: What the individual learner can do rather than what he/she knows. The application of knowledge (what has been learnt) in a range of situations. Recognizing the achievements made by the learner however small they may be. 4/22/2021 www.ncdc.go.ug 26

27. Activity of Integration 27

28. Activity 2: Developing a Scenario (10 minutes) In your groups; Study the 3 documents (Syllabus, Learner’s book and TG),track the presentation of the topics in the documents and do the following: How do the LOs contribute to the achievement of the competency? How can you use the LOs to develop a scenario? Develop a scenario which can bring out the LOs. What else do you think should be assessed from the given topic? 4/22/2021 www.ncdc.go.ug 28

29. Translating Knowledge to P erformance ability levels In life we have different abilities, hence, we perform and achieve at different levels. A ctivity of integration sums up the topic; and learners are placed in different categories of performance/achievement. For recording purposes, the levels of performance are categorized under : Basic , Moderate, and Accomplished . 4/22/2021 www.ncdc.go.ug 29

30. These performance levels are a translation of pre-set performance standards with descriptors of: Basic: Few LOs achieved but not sufficient for overall achievement = 1 Moderate: Some LOs achieved, enough for overall achievement = 2 Accomplished: Most/All LOs achieved with ease = 3 Note: The placement values of 1,2 and 3 are identifiers but NOT marks. 4/22/2021 www.ncdc.go.ug 30

31. Activity 3: Studying Sample Activities of Integration ( AoI ) 10 mins In your groups, Explore the sample activity of integration given in the learner’s book to identify its features ( whether it assesses most/all the LOs in the Topic ) and share your findings. Components of the activity of integration Context/Problem/Scenario Instruction/Expected output Support/Resources/materials 4/22/2021 www.ncdc.go.ug 31

32. Short-horned grass hoppers or desert locusts are moving in swarms across Eastern Africa. So far they have covered several kilometers south of Ethiopia and northwest of Kenya. These locusts eat all green plants found in their way. In the past few days, a swarm of locusts was sighted approaching Karamoja region. 4/22/2021 www.ncdc.go.ug 32

33. Activity of Integration: D eveloping a sensitisation message Short-horned grass hoppers or desert locusts are moving in swarms across Eastern Africa. So far they have covered several kilometers south of Ethiopia and northwest of Kenya. These locusts eat all green plants found in their way. In the past few days, a swarm of locusts was sighted approaching Karamoja region. Task : Design a sensitization message for the Ministry of Disaster preparedness on what is likely to happen if the locusts invaded the rest of Uganda . Disaster Disaster risk management www.ncdc.go.ug 33 Context/Problem Instruction/Expected output Abilities/Resources

34. Session summary Competence –based assessment strives for Higher Order thinking skills (HOTs) for purposes of making use of the learnt knowledge and evaluating the application of knowledge in new scenarios/situations. One competency can apply in more than one topic and levels but there is need to stretch performance to the most high level. A topic can have one or more AoIs Competency-based assessment provides detailed information about the learner and builds his/her confidence when mastering a skill and learn to identify what is next. An ACTIVITY OF INTEGRATION is one of the assessment approaches which enables learners to display their COMPETENCY 4/22/2021 www.ncdc.go.ug 34

35. The Evaluation /Assessment Grid It is important that for each Output there are clear concepts that will be considered for assessment. This is what we call the “Basis for evaluation” 4/22/2021 www.ncdc.go.ug 35

36. Translating Knowledge to P erformance ability levels In life we have different abilities, hence, we perform and achieve at different levels. A ctivity of integration sums up the topic; and learners are placed in different categories of performance/achievement. For recording purposes, the levels of performance are categorized under : Basic , Moderate, and Accomplished . 4/22/2021 www.ncdc.go.ug 36

37. Features of an evaluation/ Assessment grid Output Expected deliverable from the learner in line with the competency. Basis for Evaluation Key concepts to be assessed on the output. (Pillars/standards) Accuracy /3 The quality or state of being correct Relevance/ 3 The quality or state of being closely connected or appropriate Coherence /3 The quality of being logical and consistent Excellence /1 The quality of being outstanding or extremely good (this earns a score of 1) For each, describe the learner’s achievement at the 3 levels 4/22/2021 www.ncdc.go.ug 37

38. Matrix showing possibilities in an evaluation grid Out put Basis of evaluation Relevance Accuracy coherence Excellence oooooo Basis a /3 /3 /3 /1 Basis b /3 /3 /3 Basis c /3 /3 /3 etc 4/22/2021 www.ncdc.go.ug 38

39. ASSESSMENT GRID A means of scoring the Tasks that has been put under the instruction of an activity of integration(Products of the AOI done) CRITERIA OF ASSESSMENT a)Relevance : Connectedness of the issues. b)Accuracy : Correctness of the response c)Coherence : Logical flow- structural connectedness, clarity, vocabulary . d)Excellence : Originality, uniqueness explanations, diagrams,personal points of view ,

40. Output Basis of Evaluation Criterion 1 Relevancy Criterion 2 Accuracy Criterion 3 Coherence Excellence Task 1   x/10   Identifies all relevant aspects (score 3) Presents most accurate information (score 3) Most of the presentations are logically connected,language flow, (score3) Brings out original ideas,indepent points of view     Identifies at least 3-5 aspects (score 2) Presents between 3-5 accurate aspects (score 2) Some aspects (3-5) are logically presentated in a fairly flowing manner (score 2)     Tries to identify some aspects 1-2 (score 1) Attempts to bring out accurate aspects (score 1) Tries to bring out 1-2 aspects with some logical connection (score 1)     x/3 x/3 x/3 1           x/10             Task 2   x/10           Task 3   x/10                     x/30 Sample activity of Integration Assessment Grid Assessment Grid for :History topic

41. Subject: Chemistry Class:S.1 Year: 2021       C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 Score/30 Score/20 Learner A 3 3 2 3 3 1 2 3 3 3     Learner B 2 3 2 3 3 2 2 1 3 3     Learner C 3 3 2 1 2 2 2 1 2 1     Learner D 3 3 2 2 3 1 2 3 3 3     Learner E 2 3 2 3 3 2 2 3 3 3     Learner F 1 3 2 3 3 3 3 3 3 3     Descriptor Identifier     Some LO s achieved but not sufficient for overall achievement. 1     Most LO s achieved enough for overall achievement. 2     All LO s achieved and achievement with ease. 3     Reporting the results of the activities of integration/ Achievement Chart.

42. Output C1 C2 C3 Excellence Task 1   x/10 1 1 1   2 2 2 3 3 3 x/3 x/3 x/3 Task 2   x/10 1 1 1   2 2 2 3 3 3 x/3 x/3 x/3 Task 3   x/10 1 1 1   2 2 2 3 3 3 x/3 x/3 x/3

43. Recording Assessment Scores… Record sheet for all learners. 4/22/2021 www.ncdc.go.ug 43 What interpretation can you (teacher) make out of the learners’ data above?

44. ASSESSMENT FOR THE WORLD OF WORK UBTEB/DIT Assessment

45. Suggested Subjects to have under this Assessment Agriculture Art and Design Entrepreneurship Information and Communication Technology [ICT] Nutrition and Food Technology Performing Arts Physical Education Technology and Design

46. Mastery of Skills Assessment should focus on the mastery of skills needed for and are competitive in the marketplace. Competency Based Education approach - What can you do and demonstrate that you have mastery of? DIT

47. WHAT IS NEEDED TODAY

48. MODULES From the syllabus provided, identify possible modules that can enable the learner acquire an occupation. Each of the pre-vocational subjects has topics to be assessed as modules at the end of senior 3 by DIT. Focus will be on competences for the world of work DIT will then award a certificate to candidates indicating the module

49. Termly reports Descriptor Identifier Some LO achieved but not sufficient for overall achievement 1 Most LOs achieved ,enough for overall achievement, 2 All LOs achieved –achievement with ease 3     Achievement Chart

50. SAMPLE OF S.ONE REPORT CARD

51. Types of formative assessment(Ref to page 7& 8 in the assessment framework Assessment of practical skills. Assessment of written work Assessment of oral work. Assessment of group work. Assessment of values and attitudes.

52. Summative Assessment Done at the end of year or course. Competence based assessment use “Short extended Essays” High order Questions Assessment for the world of work or Assessment for occupational competence ( at S.3 the interested students can do technical exams of UBTEC,or DIT based on the electives they offered. They leave school with vocational qualification level 1. The content in the electives has been aligned with that DITs Assessment training package.

53. Summary continued. *Formative assessment* contributes 20% and *summative* *assessment* (UCE) contributes 80%. Examinations to be given at the end of year/class. Terminal examinations are no longer considered ~Objective~ ~questions~ have been phased out in all subjects There will be two physics, chemistry papers History has two papers i.e. paper 1 *HISTORY AND POLITICAL EDUCATION OF EAST AFRICA SINCE 1000 A.D (TIME 2HRS)* Section A 5 questions shall be set about east African history( select 2 numbers) Section B

54. Grading Terminal exams changed to activity of integration. A candidate's performance on examination shall be assigned a grade on a grade 7 - point scale, from grade 1 (the highest) to *grade 7* ( the lowest), or *ungraded (U).*

55. Grade 1 Candidates Grade 4 candidates Knowledge & Understanding-A student can comprehends and communicate knowledge using correct terminologies. Application- Uses knowledge to solve problems/applies & explains concepts and test hypothesis, Analysis- Interpretes and evaluates data and predicts situations following patterns of occurances . Knowledge and Understanding -Recalls & states knowledge using a range of correct items. Application- Demostrates limited use of knowledge to solve problem. makes reasonable attempts. Analysis- Makes some attempts to interprete & evaluate data &b predict outcomes.