text stringlengths 2 3.97k |
|---|
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. |
(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. |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.