3 to meet the requirements of a set curriculum eg ecz

3. To meet the requirements of a set curriculum (e.g. ECZ, UNZA etc)
4. To meet students’ motivational needs.
108

Most importantly, from a teaching point of view we assess learners for the following
reasons
1. Diagnosis
 Establish entry behaviour
 Diagnose learning difficulties
2. Feedback
 Feedback to students on their progress
 Diagnose strengths and areas for development
 Reinforce learning
 Feedback to the teachers
 Motivate students
3. Standards
1. Maintain standards
2. Certificate achievement
3. Facilitate progression
4. Predict future performance/selection
5. Qualify as “safe to practice” e.g. doctor, nurse, driver etc.
6. Data for quality assurance
Other complementary reasons for assessing are that we assess for:
1. Mastery
2. increasing the motivation of learners.
3. Prediction of an individual’s potential
4. diagnosis of learning
5. diagnosis of teaching
109

6. Evidence of competence or attainment
7. Certification, classification and comparison with other learners
Assessing for whom?
1. Assessing for learners
2. Assessing for teachers
3. Assessing for outsiders
Learners can be assessed both informally and formally.
In informal assessment, teachers can observe learners and in the same manner students
observe their teachers and judgments are made. Whereas in formal assessment
activities and schedules for assessment are planned, i.e. timetables are set, learners are
informed that they are being or will be assessed, results are said to have a particular
purpose which is usually known by both learners and teachers.
Formative and summative assessment
(Often used in the context of evaluation)
Formative – continuous assessment using the results to facilitate learning
Summative assessing is more focused on using the results for some external reasons,
perhaps deciding whether or not a particular learner may be allowed to continue with a
course of study or had achieved the required competences. It may come at the end of
the course or phase,
FORMATIVE ASSESSMENT TECHNQUES
 Question and answer
 Supply type questions
 Selection type questions
110

 Projects
 Assignments
 Essays
 Practical tests
SUMMATIVE ASSESSMENT TECHNIQUES
 End examinations
 Supply type questions
 Selection type questions
 Projects
 Assignments
 Essays
 Practical examinations
USES OF FORMATIVE ASSESSMENT RESULTS
 Teachers for ensuring that learning has taken place
 Teachers for improving methods of instruction
 Students to gain an idea of their success
USES OF SUMMATIVE ASSESSMENT RESULTS
 Employers for job selection
 Curriculum developers for curriculum review
 Examining/validating bodies for award of grades and diplomas/certificates
 Students for selecting courses of higher study.