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Oral questions are posed by the teacher verbally aural questions are usually pre-recorded and played to the learner allow the learner time to think then call randomly to respond use both closed-ended and open-ended questions include questions that promote higher order thinking a Learning Profile a summary of the teacher’s opinion on mastery of competencies acquired in a level constructed using information obtained from observation schedule, learner’s journal, checklist, portfolio and involvement in projects 18 ANECDOTAL RECORDS an account of an event in a child’s day reports, photos and drawings may be used to describe, in a factual way, the incident, its context, and what was said or done by the participant(s) may also be used to record specific observations of individual learner’s behaviours, skills and attitudes as they relate to their learning and the environment 19 WRITTEN TESTS are designed according to pre-determined criteria that measure competencies in specific learning areas designed to elicit evidence |
Define authentic assessment 2. |
Differentiate between authentic and traditional assessment 3. |
Give benefits of authentic assessment 5. |
Develop authentic assessments (tasks) AREAS TO BE COVERED 3 Is a form of Assessment in which learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. |
The actual driving test is authentic assessment while a written test on driving is traditional assessment. |
AUTHENTIC ASSESSMENT is the study of the physical and mental state of the human body. |
In Authentic Assessment: (a) learners create a response to a question. |
(d) learners demonstrate their control over the essential knowledge being taught by actually using the information in a way that reveals their level of understanding. |
5 TRADITIONAL VERSUS AUTHENTIC ASSESSMENT Traditional Assessment Authentic Assessment Requires learners to demonstrate knowledge by selecting a response to written tests Requires learners to demonstrate proficiency by performing meaningful tasks that require application of what was learned. |
Measures the learners knowledge of the content Measures the learners ability to apply knowledge of the content in meaningful ways (real life situations) Provides a teacher with a summary of what the learner knows (knowledge) Provides a more complete picture of what the learner knows and what they can do with what they know (apply knowledge) Learners are required to recall knowledge that has been taught Learners can construct new knowledge out of what has been taught Provides limited ways for learners to demonstrate what they have learned Provides multiple avenues for learners to demonstrate what they have learned 6 Traditional Assessment Authentic Assessment Focus is on the content Focus is on the competences Teacher centred Learner centred. |
1. |
Focuses on high order thinking skills 3. |
Involve interesting and engaging assessment tasks 5. |
Teacher and learner collaborate in determining the assessment 6. |
8 Is an assignment given to learners to assess their ability to apply knowledge and skills to solve real world problems or challenges. |
9 STEPS OF CREATING AUTHENTIC ASSESSMENT Strand Sub- strand Specific Learning Outcomes (Standards) Health practices Healthy habits The leaner can.: a) mention healthy habits that promote our well-being, b) state the importance of practising health habits for our well-being, c) practice health habits that promote our well-being, d) appreciate the importance of observing health habits for our well-being. |
a) identify ways of keeping safe from unfavourable weather conditions b) keep safe from unfavourable weather conditions c) demonstrate knowledge of keeping safe from unfavourable weather condition |
Are deeply integrative-require many skills 3. |
Encourage self-assessment and deep reflection 8. |
16 Target both the knowledge and the Core competence (skills) Core competences/21st Century Skills/skills are 7 1. |
but the stem of the question should (for now) target 17 Target both the knowledge and the Core competence (skills) The stem of the question should target the critical core competences. |
1. |
[email protected] * Session Aim The aim of the session is to equip participants with knowledge and skills on rubrics and how to use them effectively when assessing learners. |
A rubric is a tool used to interpret and grade leaners’ work against criteria and standards. |
A rubric makes explicit a range of assessment criteria and expected performance standards. |
Criteria: describes knowledge, skills and attitude that one is looking for: e.g Exploring soil characteristics; Level of performance; determines the degree of performance which has been met |
S/No Criteria Categorization of plants Safety when handling plants Fill in additional criteria Teacher Statement on learner Performance |
Henry Matasia * 8 Identify the criteria Develop the descriptors for the various levels Using Rubrics Effectively Share rubrics with learner before giving the task; Have learners evaluate their own work using the rubrics; Have learners evaluate each other’s work using the rubrics; Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed; Involve learners in revising and improving the rubrics; Grade learners based on the rubrics. |
Provide an overview of learners’ achievements; Motivate learners to reach the standard specified; Give learners control of their own learning process; Give formative feedback; Easier for the teacher to share with learners and parents about certain strengths and weaknesses; Guide learners on areas that require improvement; Make scoring easy and faster |
A portfolio is one of the assessment tools used in educational assessment. |
Assessment Portfolio This is a collection of work in progress as well as finished samples of work (products). |
It contains collection of work guided by learning areas, learning outcomes and core competencies to be developed or individual learner’s areas of interests. |
8/19/2019 16 8/19/2019 17 SHOWCASE PORTFOLIO shows ... (a) Accomplishments (b) Samples of work for placement (c) Learners perception of his/her best or interest Functions of parts of a plant Photograph of a thorny plant A PLANT 8/19/2019 18 This type of portfolio is used to document mastery of skills or competencies in a particular learning area. |
The content in this type of portfolio is guided by the competencies specified in the curricular. |
The following events are on the 8/19/2019 calendar: |
(a) Achievement for grading (b) Progress towards standards (c) samples of work for learners placement 8/19/2019 21 8/19/2019 22 8/19/2019 23 8/19/2019 24 2.1 Planning 2.2 Communication 2.3 Collection of work 2.4 Selection of work samples 2.5 Reflection 2.6 Feedback 8/19/2019 25 2.1Planning a) The function / purpose- To show learners progress, achievement or mastery of competencies , learner interest or talents. |
(c) Audience: the consumers of the portfolio |
8/19/2019 26 2.2 Communication The teacher should communicate to the learners, Headteacher, other teachers and parents about the: a) purpose of the portfolio b) Assessment criteria c) Requirements 8/19/2019 27 2.3 Collection of work samples Learners are guided by the teacher to assemble work that reflects their own progress and mastery of competencies. |
a) Purpose of the portfolio b) Specific learning outcomes and competencies c) Evaluation criteria d) Personal goals, interests and abilities 8/19/2019 28 2.4 Selection of work samples This is the decision-making stage where the learner selects the work to be added to the portfolio and how it should be arranged. |
8/19/2019 29 2.5 Reflection Learners should make a self assessment comment on the work selected for addition to a portfolio, and on their own work. |
(Based on the assessment criteria or own interests) |
Feedback should be positive and focus on the work rather than the individual learner. Feedback may be provided after the learners’ reflections on their own work 8/19/2019 32 By the end of the session, the participants should be able to a) Identify features of a good portfolio b) Manage portfolio assessment in the classroom c) Engage parents in portfolio assessment d) Explain the importance of portfolio assessment |
Cover Table of Contents Entries Dates Drafts Reflections 8/19/2019 35 Cover Page This includes the learner’s personal details; Name, Age Grade, Gender School. |
The contents can be organized based on learning areas, tasks or core competencies. |
8/19/2019 40 In groups, Participants to discuss and make presentations on the following: a) Management of portfolio in classroom assessment a) Parental engagement in portfolio assessment b) Importance of portfolio assessment |
4.6 Ensure that storage holders for the portfolio are made from manila envelopes, folders, files, or learners can improvise their own using locally available materials 8/19/2019 43 5.1 There should be a planned program for parental engagement in portfolio assessment. |
5.2 The parents should be informed about a) portfolio assessment; b) Participation in learner-led portfolio conferences/interactions; c) Feedback to their child; d) Identifying and providing learning opportunities and resources; e) Support for their child’s effort and interest. |
8/19/2019 44 6.1 Assessment is integrated in teaching and learning process. |
8/19/2019 45 6.5 It allows demonstration of a wide range of competencies. |
8/19/2019 46 In groups, participants to develop and present an assessment portfolio using the tasks and evidences developed. |
The portfolios should aim at demonstrating the learners progress, achievement and interests in the areas outlined in the rubrics and the core competencies. |
8/19/2019 49 “One big contribution of portfolio is to give the learners the chance to reflect and revisit their performances overtime”. |
KNEC intends to undertake Monitoring of Learner Progress (MLP) in September, 2019 at Grade 3. |
Conducted a Pilot study in September, 2018 in 100 schools across the country, out of the 235 schools which had been identified by KICD for piloting of the CBC. |
KNEC developed an online platform/portal for schools to identify the learners in Grade 3 in their respective schools. |
English Language Activities Mathematical Activities SKILL MODE OF MONITORING Listening and speaking Individual, face to face Reading aloud Individual, face to face Reading comprehension Pen and paper Writing Pen and paper STRAND MODE OF MONITORING Numbers Pen and paper Measurement Pen and paper Geometry Pen and paper Focuses on the assessment of the following skills Listening and speaking Reading Aloud Reading comprehension and Language structure Writing assesses the learners’ ability to think critically, solve problems and their responsiveness to authentic tasks. |
The structure of the test will have some of the questions requiring; factual knowledge;- either correct or incorrect critical thinking on the use of concepts and procedures to address a problem, or analyse a question. |
extending their thinking deeper within the subject they are learning, across the curriculum, and even beyond the classroom through the authentic tasks given. |
ILA in Grade 3 incorporates several learning areas). |
• The learner will use a portfolio as evidence of their performance in the given task that shows the process and progress in the mastery of competencies. |
Activities include: Hygiene and Nutrition Activities Kiswahili Language Activities/ Kenyan Sign Language (KSL) Movement & Creative Activities ( P.E, Art, Craft and Music) Religious Activities This is based on interdisciplinary academic intelligence or synoptic assessment; Ability to tie subjects together rather than studying them in silos. |
For MLP, the Assessment of integrated learning areas will be assessed through portfolio assessment. |
Performance tasks will be developed based on a theme and will then require drawing experiences from other learning areas. |
For Learners with Special Needs following the Stage –Based Pathway, learner competencies will be monitored in 3 areas: communication, social and Pre-Literacy Skills; Activities of Daily Living (ADL) and Religious Education; Integrated Learning Areas (Orientation and Mobility Skills, Pre – Numeracy skills and Sensory- Motor and Creative activities). |
11 ACTION RESEARCH Kenya Institute of Curriculum Development SESSION OUTCOMES describe the role of action research in the implementation of CBC ; demonstrate skills to identify problems based on everyday experiences; appreciate the importance of creating practical solutions to problems identified What it is What -Activities Who – teachers Why – perform to solve immediate problems Which – affect learning When – during implementation How –individually or collaboratively ROLE OF ACTION RESEARCH Reflective process of progressive problem solving carried out by individuals working with others in teams or as part of a “community of practice”. |
Learning outcomes Learning experiences KIQs |
Values are the sum of all of the values in a given set of values. |
CSL Assessment? |
A teacher can help students with a problem by identifying the problem and identifying the cause. The teacher can also help students with a problem by identifying the problem and identifying the solution. |
• Inquiry Based learning involves experiences that enable learners to develop understanding about aspects of the world around them through the development and use of investigative skills. |
The philosophy of the school is based on constructivist learning theories (Dewey, Piaget, Vygotsky) whereby humans construct knowledge and meaning from their experiences. |
• Learners who actively make observations, collect, analyse ,synthesise information and draw conclusions develop problem-solving skills that can be applied to future ‘need to know’ situations. |
• Assessment is focused on determining the progress of skills development in addition to understanding content. |
• Questions that probe for deeper meaning and set the stage for further questioning • Foster the development of critical thinking skills and higher order capabilities such as problem solving. |
Objects, objects, and things are sorted into categories. |
The money paid should not be referred to as tax at this level (grade 4). |
• an official language in Kenya but most importantly, the medium of instruction in our schools from Grade Four. |
Themes are presented through the Grade Four English Curriculum. |
AIDS and AIDS are two of the four strands in the English Grade Four Curriculum Design. |
• Language games Facilitating Learning Reading Skills Extensive Reading: Reference Materials Comprehension strategies Reading: Visuals/Reading with Technology Reading Fluency Suggested Method Use of reference materials:exposed to concepts such as headword or root words, pronunciation, part of speech of the word and meaning or the word. |
Facilitating Learning Writing Skills Guided Composition: Filling Forms Creative Writing: Narrative Compositions; descriptive Compositions Guided Composition: Personal Diary proverbs/sayings Suggested Methods Guided writing Writing a story from mind map, structured paragraphs, picture reading, collaborative writing. |
The following are the steps to follow: • • Aina za maneno • Ngeli za nomino • Mnyambuliko wa vitenzi • Vinyume vya nomino • Nyakati na hali • Ukubwa na nomino • Marejeleo • KICD (2019) Mwongozo we Mwalimu: Kiswahili Gredi ya Nne. |
• Ministry of Education (2019) Upper Primary Level Curriculum Designs: Volume One. |
2. Interdependence of people in the County 3. The School Motto and Core Values |
• School core values should guide learners’ behavior in and out of school. |
• BECF lays emphasis on curriculum promoting values 4.Enterprise projects in School Rationale • Promote development of Core competences • Develop learners’ employability with a wide range of skills acquired. |
• Equip learners with financial literacy skills such as the culture of saving, making investments and prudent management of resources. |
• Equip learners with leadership skills at their formative stage. |
8.Children’s Government Rationale • Helps learners to participate in governance of their school • A way of mentoring learners to entrench the values of a democratic culture, which promotes responsible citizenship. |
Creative Arts is a ‘new’ learning area offered in Grade 4 learners. |
At this level the learner will be exposed to deeper knowledge, skills and attitudes on the three disciplines in order to build on the competencies introduced in lower primary in the integrated learning area of movement and creative activities (art, craft, music and physical education). |
This will prepare the learner to transit to junior secondary level. |
Art and Craft in upper primary (Grade 4-6) involves acquiring and applying discipline specific concepts, techniques and related vocabulary to increase capacity for effective pursuit of artistic goals. |
At this level, the learner will be exposed to deeper knowledge, skills and attitudes in Art and Craft in order to build on the competences introduced at the lower primary. |
For the learner to acquire 2 1st century competences in Art and Craft, the basic ICT competences acquired in learning experiences at the lower primary will be broadened. |
The learner will engage with skilled resource persons in the community to learn and apply traditional skills in Weaving and Basketry, Pottery and Leatherwork. |
• Presentation and Exhibition skills will equip the learner with relevant and appropriate competences in the enhancement of their finished art products. |
This will prepare the learner to acquire knowledge, skills and attitudes to transit to the lower secondary level. |
ART & CRAFT IN MIDDLE SCHOOL By the end of the level, the learner should be able to: Create 2D and 3D artworks to share ideas, emotions, thoughts, feelings and experiences for learning and enjoyment Appreciate and apply inherent creative techniques of Indigenous Kenyan Crafts within their social context Use emerging technologies as a learning tool to explore creative ideas in the process of making artwork Apply environmental conservation values of re-use and recycle of materials for creative purposes Develop self-confidence and sense of achievement through making and responding to artworks of self and others |
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