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(d) What do I do to improve on the item?
In groups, participants discuss and make presentations on the features of a good portfolio, management of a portfolio and parental engagement in portfolio assessment Suggested Learning Activity Facilitator’s Notes In groups, participants discuss and make presentations on the stages of developing a portfolio STAGES OF DEVELOPING A PORTFOLIO Stage 1: Planning The purpose is to show learners progress, achievement or mastery of competencies and learner interest or talents.
The Learning Materials also includes the learner’s personal details such as Name, Grade, School, Gender and Age.
The contents can be organized based on learning areas, tasks or core competencies.
Core items are required for each learner to facilitate decision making during assessment.
Core items provide evidence of performance on the specified learning outcomes or competencies.
The purpose of a portfolio is to show learners progress, achievement or mastery of competencies and learner interest or talents.
Parental Engagement In Portfolio Assessment There should be a planned program for parental engagement in portfolio assessment.
Portfolio assessment, ii.
Assessment is integrated in teaching and learning process.
ü It allows demonstration of a wide range of competencies.
The portfolio should aim at demonstrating the learners’ progress, achievement and interest in the areas outlined in the rubrics and the core competencies.
Session Outcomes Suggested Learning Activity 95 SESSION FIVE REPORTING OF ASSESSMENT FEEDBACK Assessment Reporting Tools By the end of the session, participants should be able to develop tools for reporting feedback on classroom assessment.
1) In groups, participants brainstorm on the components of assessment feedback reporting tools.
2) In groups, participants develop assessment feedback reporting tools.
The teacher should record the learner’s achievement level for each learning area using the rating in the table.
EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR EARLY YEARS OF EDUCATION 1.
The teacher should record the learner’s achievement level for each learning area using the rating in the table.
TERM COMMUNICATION, POSITIVE & PRE-Literacy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills AFFIX LEARNER’S PHOTO HERE 54 MINISTRY OF EDUCATION STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION SCHOOL YEAR REPORT FOR SNE STAGE BASED PATHWAY–FOUNDATION LEVEL 1.
The General Information Year is MOE School. The Name of the School is MOE. The Attendance is NEMIS. The Grade is NO.
COMMUNICATION, POSITIVE AND PRE-LEARNING AREAS TERM Communication, Social and PreLiteracy Skills 1 2 3 Teacher’s Statement on Learner’s Performance Communication Readiness Recognizing Multi-Sensory Stimuli within the Environment Verbal Expressive or Non-Verbal Expressive Communication Skills Argumentative and Alternative Aided Communication Skills Social skills Interpersonal Relationships Pre-reading and Pre writing Skills AFFIX LEARNER’S PHOTO HERE 102 12 LEARNING AREAS TERM Interpersonal Relationships Pre-reading and Pre writing Skills Daily Living Skills and Religious Education 1 2 3 Teacher’s Statement on Learner’s Performance Personal Items Toileting Prayer Feeding Dressing and Undressing Our environment Sensory-Motor and Creative Activities 1 2 3 Teacher’s Statement on Learner’s Performance Sensory Perception Sensory Integration Psychomotor Activities Creative Activities Music and Movement Orientation and Mobility 1 2 3 Teacher’s Statement on Learner’s Performance Body awareness Use of body parts in Orientation and Mobility Body Posture Position in space and direction of
The following are the main points of the Task Force Report: • Integrating early childhood into primary education • Reforming secondary curricula • Modernizing teacher training • developing programmes for learners with special needs among others • • Draft Sessional Paper on ‘Reforming Education and Training in Kenya’ • reforming the education sector to provide for the holistic development of learners • Recommends a competency based curriculum • Early Identification and nurturing of talents • Introduction of values • Introduction of three learning pathways at Senior Secondary School level.
Teachers rarely use formative assessment (assessment for learning).
Assessment was limited to summative assessment (assessment of learning).
• graduates at secondary school level also did not acquire adequate entrepreneurial skills for self-reliance.
• did not provide flexible education pathways for identifying and nurturing aptitudes, talents and interests of learners early enough in order to prepare them for the world of work, career progression and sustainable development.
• skills gaps identified – agricultural, entrepreneurial, vocational and technical skills, innovation and creativity and ICT .
• recommended a needs assessment survey.
Promote sound moral and religious values
Life skills, Values and human sexuality 3.
Other programs to support CBC include:
•Guidelines, career guidance, counselling services, peer education, mentorship, learning to live, Parental empowerment and engagement.
1. Learning Areas for Early Years Education 2. Mathematical Activities 3. Language Activities 4. Environmental Activities 5. Psychomotor and Creative Activities 6. Religious Education(CRE,IRE,HRE) and PPI 2. (1 PPI) Total No of lessons per week 25 Lower Primary Education Learning Area Lessons Per Week 1 Literacy Activities and Indigenous Languages /Braille 5. 2 Kiswahili Language Activities/Kenya Sign Language for learners who are deaf 6. English Language Activities 3. Mathematics Activities 4. Environmental Activities 5. Hygiene and Nutrition Activities 2. 7 Religious Activities (CRE/IRE/HRE) 3. 8 Movement and Creative Activities 8. (5 for Movement 2 for Art & Craft, 1 for music) 9 Pastoral Programme of Instruction 1 Total Lesson Per Week 35 PROPOSED UPPER PRIMARY & LOWER SECONDARY LEARNING AREAS 1.
Life Skills Education 12.
1.Visual impairment Mathematical Activities Mathematics Environmental Activities Environmental Activities Science and Technology Agriculture Home Science Braille Psychomotor Activities Movement and creative Activities Social studies PHE Pre braille Activities Braille literacy Creative Arts 2.Hearing impairment Environmental Activities Environmental Activities English Psychomotor Activities Movement and creative Activities Social studies Creative Arts Kenya Sign language Kenya Sign Language Science and technology English Language Activities
PP1- G1&2 G3 G4 G4 G5 G6 G4 G5 G6 G7 G7 G8 G9 F.1 G10 F.2
* Whether the expected/intended competences/values/ skills are being achieved.
• MLP will NOT be used to determine who moves from Grade 3 to Grade 4.
Box 73598-00200, Nairobi, Kenya COMPETENCY BASED ASSESSMENT FRAMEWORK (CBAF) 2 Aspects of the Competency Based Assessment Draft Framework (CBAF ) Introduction of CBA Linkage between CBC and CBA Types of Assessments Overview of the Presentation AIM To provide a basis for creating a sound and sustainable assessment system, principles and professional standards of assessment.
Improving learning and instruction; Identifying and nurturing every learner’s potential; Selection of pathways and tracks in senior secondary school; Measuring student achievement and certification at the end of basic education in Grade 12; Establishing a means of measuring learners’ participation in Community Service Learning and acquisition of values as mandatory part of the Learner Exit Profile at the end of Basic Education in Grade 12; Providing feedback to learners, schools, parents and other players in basic education; and Providing a basis for accountability of teachers, school administrators and other players in basic education More on : formative and less summative assessments assessment of higher order skills than lower order skills self and peer assessments by the learners multiple than one off assessments authentic assessments performance assessments qualitative than quantitative feedback acquisition of values A process of determining the capability of a learner to apply a set of related knowledge, skills, values and attitudes required to successfully perform tasks.
CBA is based on the principles of assessing learners as they use acquired knowledge and skills in a given situation.
Aims at providing a way of building the skills, knowledge, attitudes and values that learners require to perform identified tasks as they go through learning experiences.
ACTIVITY 1: (03 Minutes) In pairs, brainstorm and write down the linkage between CBC and CBA.
core competencies, values, PCIs, Community service Learning
Learning experiences that are appropriate for learners in order to develop the desired competencies
Assessment tasks can be used to measure the learner’s acquisition of the desired competencies.
11 12 13 Classroom Assessment- (CA) Formative assessment is to be carried out by the teacher throughout the learning process National Assessment This will be carried out at the end of the Early Years Education MONITORING LEARNER PROGRESS (MLP) at Grade 3 14 ACTIVITY 2 (03-Minutes) Participants to brainstorm on the different types of assessment used during the learning process.
15 Assessment for learning is the process of seeking and interpreting evidence for use by teachers and learners.
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.
17 Assessment of Learning is a comprehensive process used to summarize and communicate what a learner knows and can do with respect to curriculum learning outcomes and expectations at the conclusion of a defined instructional period, time or tier.
A classroom assessment tool
3 Competency Based Assessment Tools Observation schedules Checklists Rating Scales Rubrics Questionnaires Project Journals Portfolio Oral or Aural Questions Learner’s Profile Written Tests Anecdotal Records 4 OBSERVATION SCHEDULE This is a schedule outlining characteristics and behaviour that learners manifest during the performance of specific tasks individually or as a group.
learners too can be guided to develop and use their own tools to monitor their progress especially on selfefficacy (such as personal, social and decision making) skills.
RUBRICS consist of a fixed measurement scale and detailed description of the characteristics for each level of performance the descriptions focus on the quality of the performance and not the quantity are commonly used to evaluate learner performance with the intention of including the result in a grade for reporting purposes and teacher accountability measures 10 QUESTIONNAIRES a list of questions on various aspects of a person’s situation or issue can be used before teaching to find out the needs, characteristics, experiences and knowledge levels of learners (entry behaviour) can be given to learners to gather feedback on how they are applying their learned competencies in and out of school 11 PROJECT a set of activities implemented within a set timeframe with a clear start and end time, with a clearly stated purpose and set of objectives gives an
Assessment through journals and diaries should be a joint venture between the learner and the teacher.
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.

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