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Assessment may involve both assessment for learning and assessment as learning.
Assessment for Learning is the process of seeking and interpreting evidence for use by teachers and learners.
This is carried out on a continuous basis to monitor the learner’s progress and to collect information on learners’ ability to demonstrate the required competencies.
Assessment for learning involves gathering data during the learning process, and provides feedback to the teacher learner and parents to improve learning.
The overall assessment should be followed by descriptive 58 remarks by the class teacher about positive and significant achievements of the intended competences.
Assessment as Learning occurs when a learner is assisted to develop a capacity to be independent, self-directed to set individual goals, monitor own progress or self-assess, and reflect on his/her learning.
The learner is provided with a clear roadmap to reach proficiency and to set criteria that have a variety of examples or models of good work for comparison. The emphasis and focus of this type of assessment is to foster skills and habits such as self-assessment, self-monitoring, and selfcorrection among learners.
It fosters self and peer assessment among learners and promotes self-awareness of strengths and weaknesses in learning.
Assessment of Learners in the SNE Pathway The CBA provides for assessment opportunity to all categories of learners with special needs (SNE).
Stage based assessment of learners with special needs will be stage based (at foundation, intermediate, pre-vocational and vocational levels) and not grade or age based.
The assessment will be individualized.
A) Describe the tools for competency based assessment; b) Explain adaptations of CBA tools to suit learners with special needs; c) Develop competency assessment reporting tools.
Competency assessment tools include:
• The facilitator guides participants in discussing Competency Based Assessment tools.
• Participants to develop assessment tools and adapt them for learners with special needs.
Competency Based Assessment Tools The following assessment tools can be used in CBA.
The learners can also be helped to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills.
(c) Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learner.
Rubrics are commonly used to evaluate learner performance with the Suggested Learning Activity Facilitator’s Notes (c) Rating Scales 60 intention of including the result in a grade for reporting purposes and teacher accountability measures.
Questionnaires can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour).
Questionnaires can be given to learners to gather feedback on how they are applying their learned competencies to challenging or difficult situations they are encountering in and out of school.
The project gives learners an opportunity to apply their acquired knowledge and transferable skills to a real life situation.
The portfolio file contains all the major learning activities, assessment projects and documents.
i.
(j) Learner’s Profile A learner’s profile is a summary of the teacher’s opinion on mastery of competencies acquired in a level.
The knowledge, attitude, skill levels and values can be assessed by peers, other learners, teachers, parents, and other community members.
Anecdotal notes 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.
(l) Written Tests These are tests that are designed according to pre-determined criteria to measure competencies in specific learning areas.
The tasks should be designed to elicit evidence from the learner on their acquisition of learning outcomes and competencies such as creative thinking, problem solving, and communication.
Assessment adaptations involve modification of assessment methods and tools to suit learners with special educational needs.
Modifications may include presentation of assessment task, duration of tackling the task, ways of responding to the task and scheduling.
Competency Based Assessment Reporting Tools Participants suggest various ways of assessment reporting in CBA The facilitator to guide the participants in discussing: • School Readiness Report • School Year Report • Participants to develop School Readiness Report and School Year Report.
Notes 62 The following are among the various tools/instruments that are to be used to report assessment results to stakeholders.
(a) School Readiness Report This is a report to be issued by the school at the end of pre-primary years PP2 for informing learners and other stakeholders on learning achievement and areas requiring improvement.
(b) School Year Report This is a report to be issued by the school to every learner in each grade for informing the learner and parents/guardians on the child’s learning progress as well as areas requiring improvement.
Participants to reflect on the following: a) Effects of the shift from objective based to Competency Based Assessment (CBA) on learners, teachers and parents.
b) Effective ways of carrying out classroom assessment c) Use of various assessment tools in reporting classroom assessment feedback
Notes 63 SESSION TWO AUTHENTIC ASSESSMENT Overview of Authentic Assessment By the end of the session, the participants should be able to: a) show understanding of authentic assessment 2) Meaning of Authentic Assessment 3) Differentiating between authentic and traditional assessment 4) Tools for authentic assessment 5) Benefits of authentic assessment 5) Steps of creating authentic assessment • Text Books • Curriculum Designs • Flip Charts • Manilla papers • Marker pens • Samples of Authentic tasks in all learning areas • Biro pens • Writing pads • Masking tape • Chalk • Stick notes • In pairs, participants discuss the meaning of authentic assessment.
• In pairs participants discuss and share on how they assess learners in the CBC and in the 8.4.4 system to identify differences between authentic and traditional assessment.
• In pairs, participants mention various tools of authentic assessment as discussed in the previous presentation.
• In pairs, participants discuss benefits of authentic assessment.
Session Outcomes Areas to be Covered Suggested Learning Activity Resources –authentic tasks SESSION TWO 64 • In pairs, participants discuss steps of creating authentic assessment.
Authentic Assessment is a quality assessment in which a learner is assessed in a manner that is consistent with the kinds of performances on the task and a rubric by which their performance will be evaluated.
In authentic assessment, learners are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills, thus making it interesting and meaningful, as it focuses on the learner’s performance and the quality of work.
Table 3 presents the differences between authentic and traditional assessment.
Table 3: Differences between Authentic and Traditional Assessment Traditional Assessment Authentic Assessment Learners are required to demonstrate knowledge by selecting a response (giving correct answers) through written tests Learners are required to demonstrate proficiency by performing relevant tasks of showing application of what has been learned Standardized, valid and reliable Needs well defined criteria and standards to achieve reliability and validity Provides a teacher with a summary of what the learners know (knowledge) Provides teachers with a more complete picture of what the learners know 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 Focuses more on the product Focuses more on the process towards completing the product TOOLS FOR AUTHENTIC ASSESSMENT The following are tools that you may use to conduct authentic assessment.
• Observation schedules • Checklists • Rating scales • Rubrics • Questionnaires • Facilitator’s Notes 65 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment; • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment.
The figure below presents the steps in the creation of authentic assessment.
Figure 4: Step 1 – Developing Standards A standard is the level at which learners should demonstrate achievement of the learning outcome(s).
When developing standards, the teacher should analyse the learning outcome from the curriculum designs to establish the overall competency to be demonstrated.
Table 4 includes examples of standards from different learning areas.
Table 4: Standards from Different Learning Areas 66 • Projects • Journals or diaries • Learner’s profiles • Anecdotal records • Written tests BENEFITS OF AUTHENTIC ASSESSMENT The following are the benefits of Authentic Assessment: • Uses tasks that reflect real life experiences • Focuses on high order thinking skills • Requires active performance to demonstrate understanding • Involve interesting and engaging assessment tasks • Teacher and the learner collaborate in determining the assessment • Ensures success for every child, (focuses on progress rather than identifying weakness); • Encourages the integration of learning and assessment
Table 4: Standards from Different Learning Areas Learning Area Strand Sub-strand Specific Learning Outcome Standards
The task will then be formulated and it should be appropriate for multiple contexts (rural, urban environment); should not depend heavily on access to technology; should be integrative (focus on many skills and other learning areas); include opportunities for peer collaboration; encourage self-assessment and deep reflection.
Suggested Learning Activity Learning Area Strand Sub-strand Specific Learning Outcome Standards Language Activities Listening and speaking Attentive listening A) listen attentively during a conversation, b) respond to simple specific threedirectional instructions in oral communication, c) Appreciate the importance of listening attentively for effective communication
STEP 3 – Determining Criteria 68 Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges.
Authentic tasks: • Have diverse responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks Description of Authentic Tasks An authentic task is an assignment given to learners to assess their ability to apply knowledge and skills to real world challenges.
Characteristics of Authentic Tasks Authentic tasks: • Have varied responses • Are deeply integrative-require many skills • Promote critical thinking and problem solving • Allow for differentiated learning • Involve planning, doing, revising and reflecting • Include opportunity for peer collaboration • Encourage self-assessment and deep reflection • Require time to complete Development and Review of Authentic Tasks (cont’d) By the end of the session, the participants should be able to: a) Develop authentic tasks 69 b) Review authentic tasks In groups, participants will be given samples of authentic tasks in all learning areas for reference.
a) What do I feel most confident about in the implementation of authentic assessment (what am I doing right?) b) What do I feel are the biggest challenges to implementation of authentic assessment?
Targeted Learning areas include (i) Environmental activities, (ii) Movement and Creative activities, (iii) Religious activities, (iv) Language activities.
Respect for rich diversity in plants, responsibility as they take care of plants and each other, unity as they work together in groups.
Targeted learning areas include (i) Environmental Activities, (ii) Religious Activities, (iii) Language Activities, 73
Core Competencies are targeted; Communication and collaboration is achieved when they sing together; critical thinking and problem solving, imagination and creativity are achieved when they compose their own songs, self-efficacy as they perform to others and digital literacy as they search for tunes and dance moves online.
Link to values Appreciating rich diversity of plants, responsibility, care for plants etc.
Targeted learning areas; (i) Movement and creative activities.
(ii) Language activities 75 Core Competencies Targeted Communication and collaboration through interaction during group work, imagination and creativity when printing coloured patterns using leaves, digital literacy as they use technology to observe varied types of leaves.
Link to values Emphasis on practice of respect for each other’s work, responsibility for ensuring that materials and tools are properly handled.
1.5 Language activities Environmental activities Core Competencies targeted Communication and collaboration, learning to learn, critical thinking and problem solving, imagination and creativity.
Link to values Appreciating rich diversity of plants 76 SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment.
Teachers are encouraged to embrace classroom assessment, especially the assessment of competencies.
Rubrics enable the teacher to apply a multi-assessment approach of a competence where the focus goes beyond assessment of academics to include assessment of such aspects as values and community service learning.
The aim of the session is to equip the participant with knowledge and skills on rubrics and how to use them effectively when assessing learners.
A participant should be able to: a) describe an assessment rubric; b) identify the core components of rubrics; c) describe analytic and holistic rubric; d) state the benefits of rubrics.
Description of an Assessment Rubric 2.
• Curriculum designs; • Flip charts; • Masking tapes; • Sticky notes; • Felt pens; • Folder with samples of rubrics; Session Outcomes Areas to be Covered Suggested Learning Activity Resources -rubrics SESSION THREE 77 In groups, participants: a) state their understanding of the term rubric b) share experience on their use of rubrics in pairs/small groups c) discuss the benefits of rubrics to: Learners; Teachers; Parents; policy makers and other interested parties d) identify various parts of a rubric e) describe the core parts of the rubric
• omits important details, facts, and/or concepts • thorough presentation of important details, facts, and concepts • with some errors • thorough solution without errors • without complete understanding • thorough, extensive understanding • generally explains • thorough mastery of extensive knowledge • uses a single method • uses multiple methods • represents a single perspective • represents a variety of perspectives • identifies few connections • draws complex connections • Facilitator’s Notes SESSION THREE ASSESSMENT RUBRICS Assessment Rubrics Competence Based Assessment emphasizes on formative assessment.
Rubrics are used to design curriculum and assessments.
Levels of performance determine the degree of performance which has been met and will provide for consistent and objective assessment and better feedback to learners.
Scores are the system of numbers or values used to rate each criterion and often are combined with levels of performance.
Figure 5: Components of a Rubric (Source: KICD design Vol 2 G3.S.
Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics.
It scores the overall competencies of the learner without assessing each criterion separately.
Table 6: Sample Assessment Sheet Types of Rubrics There are two types of rubrics.
Rukia Neema 81 By the end of the session, the participant should be able to: a) develop sample analytic rubrics b) demonstrate how to incorporate rubrics in classroom assessment c) use rubrics effectively In groups, participants should: • develop an Analytic Rubric and an assessment sheet; • Present and analyze the rubric(s) they have developed; • Identify what they like or dislike about the rubrics developed; • Suggest ways of improving the rubrics; • Present their findings to the plenary.
By the end of the session, the participant should be able to: • develop sample holistic rubrics b) demonstrate how to incorporate holistic rubrics in classroom assessment c) use rubrics effectively In groups, participants to: • develop a holistic rubric and an assessment sheet; • Present and analyze the rubric(s) they developed; • Identify what they like or dislike of the rubrics developed; • Suggest ways of improving the rubric; • Present their findings to the plenary Suggested Learning Activity Session Outcomes Suggested Learning Activity In groups, participants to brainstorm on various types of rubrics.
Suggested Learning Activity Facilitator’s Notes Session Outcomes 82 Using Rubrics Effectively Rubrics can be used effectively in the following ways: a) Share rubrics with learner before giving the task; b) Have learners evaluate their own work using the rubrics; c) Have learners evaluate each other’s work using the rubrics; d) Use the rubrics as the basis for feedback discussions with learner(s) while their work is developing and when their work is completed; e) Involve learners in revising and improving the rubrics; f) Grade learners based on the rubrics.
d) How to apply the knowledge and skills acquired in your teaching
Demonstrates knowledge by explaining and elaborating on responses.
Session I: 8.00 a.m.
Portfolio is a purposeful collection of learner’s work that shows their effort, progress and mastery of a specified learning outcome or competency.
Portfolios are used in educational assessment.
It contains work that can be later selected for showcase and assessment portfolios.
It contains collection of work guided by learning areas, learning outcomes and core competences to be developed.
Figure 9: Examples of Entries in a Showcase Portfolio Assessment Portfolio This type of portfolio is used to document mastery of skills or competences in a particular learning area.
Portfolios are used to: a) show achievement for grading purposes; b) document progress towards standards; c) place learners appropriately 89 Figure 10: Examples of Entries in an Assessment Portfolio Development of Portfolio By the end of the session the participants should be able to: a) Describe the stages of developing a portfolio; b) Identify features of a good portfolio; c) Manage a portfolio in classroom assessment; d) Engage parents in portfolio assessment; e) Explain the importance of portfolio assessment.
During the first stage of the portfolio development process, participants discuss and make presentations on the stages of developing a portfolio.
• Types of portfolio – working, show case, or assessment • Audience – the consumers of the portfolio (teachers, parents, school administration, KNEC, MoE).
Stage 3: Collecting Work Samples Learners should be guided by the teacher on how to assemble meaningful work that reflects their own progress and mastery of competencies.
The collection should be guided by: Suggested Learning Activity Facilitator’s Notes 91 Purpose of the portfolio Specified learning outcomes and competencies Evaluation criteria Personal goals and interests Stage 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.
Stage 5: Reflection Every learner should make a self-assessment comment on the work selected for addition to a portfolio.