Types and Principles of Assessment in CBC

Types and Principles of Assessment.

1. Assessment : Types and Principles of Assessment Ssabavuma Wilson Curriculum Specialist- NCDC February, 2024

2. Session outcomes By the end of this session participants should: Understand the types and principles of assessment Appreciate the role of CBA in learning

3. Introduction Activity 1(15min) In groups, Explain what is meant by the term assessment Identify the broad types of assessment Discuss and identify the attributes which you have always emphasised when developing assessment items and instruments. Share your ideas to the plenary.

4. Key points to note Assessment as a concept has its roots in the Latin word “ assidere ”, which means to sit beside. Evolved as a practice that involved teachers sitting beside their learners to find out what they know, understand and can do. Also called Evaluation; from Latin, “ E-valuere ” which means to bring out the value of something.

5. Cont’d It’s a systematic process of gathering information about what a learner knows, is able to do, and is learning to do. Aimed at getting feedback from the learner about the teaching/learning process. At the formative stage, assessment involves making value judgments about the teaching/learning process with a view to improving instructional methods.

6. Assessment in teaching and learning

7. Opportunities for assessment in the Lower Secondary curriculum Activity 2 (10 min ) 1. In groups, study the syllabus for any subject and find out: Any guidance on assessment. The types of assessment recommended for the teachers to use. Suggested mode of recognising learner achievement. 2. Share your findings in a plenary.

8. The Lower Secondary curriculum recommends three types of assessment namely: Assessment for learning Assessment as learning Assessment of learning Key points to note

9. This is also commonly referred to as formative assessment. It is conducted throughout the teaching/learning process. It is aimed at: improving learners’ achievement by giving them actionable feedback. giving the teacher feedback about the pedagogies used. It’s can be conducted using: Exit cards , Admission cards, End of lesson quizzes , Misconception checks , Journal reflections , Peer instruction , Socratic seminar , Four corners approach , Triangulation etc. Assessment for learning

10. This is a technique of assessment in the LS curriculum, that involves the teacher collecting evidence of learning from three different sources namely: O bservation C onversation P roduct Assessing using the triangulation method

11. It involves self assessment and peer assessment by the learners. It is geared at helping the learners to learn about themselves and how they learn. It helps the learners reflect on their own learning on a regular basis and devise means of how to improve their levels of achievement. Assessment as learning

12. This is summative assessment. It is meant to confirm whether learners can demonstrate that they have met the set curriculum outcomes. It takes place after instruction In the LS curriculum, teachers are expected to administer well designed summative exercises at the end of every topic or unit and( Situations of Integration )and EOY exams . Assessment of learning

13. The principles/Attributes Validity: Does the assessment instrument measure what it is supposed to measure? Content validity - in relation to the prescribed syllabus. Predictive – the extent to which the results can be relied upon to predict future performance. Reliability : How consistent/stable are the results obtained from administering the instrument to a group(s) of learners with similar characteristics. Fairness : No tricks/surprises; motivating, allowing ample time and challenging enough; conditions should not disadvantage any learner. Flexibility: skills, knowledge, abilities can be demonstrated in a variety of ways. Clarity: The learner should be able to understand what the test item/instrument demands of them.

14. Principles cont’d….. Accessibility : provision to cater for all the learners, including those with learning difficulties. Feasibility/viability : The test should be done within the cost, schedule and other constraints in the education system.

15. . Thanks for your kind attention

16. Sample Test Item Carefully study the 1:50,000(Uganda) Map Extract of Nabyeso provided (insert) and Table 1 and use them to answer the questions that follow. Your relative who lives in the USA is coming with four of his friends for a summer holiday. They would like to tour the area shown on the map (insert). They have requested you to be their tour guide in the area for 5 days. Public transport fares per head in the area are as follows: Motor vehicle Sh. 5000; Boda- boda (motor cycle) Sh. 8000; Canoe Sh. 2000, per kilometer. On your tour you will enter the area using Awello road.

17. Table 1

18. . Use a table similar Table 1 to prepare a travel itinerary for the 5 days. To help you with this, the first 4 rows on day 1 have been filled for you. Describe the likely challenges you and the visitors might face while touring the area. Suggest how you can overcome any two of the challenges which you have identified in (b) above.