3 To meet the requirements of a set curriculum eg ECZ UNZA etc 4 To meet

3 to meet the requirements of a set curriculum eg ecz

This preview shows page 108 - 112 out of 162 pages.

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