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Prep for EDAHOD5 – Assessment
1. Outcomes based assessment
* What to assess. Things we want the learners to be able to know and to do by end of learning programme * Demonstrations of learning
* An outcome includes knowledge skills and attitudes
* To assess we must provide opportunities to be deemed competent * Assess knowledge, skills and attitude, therefore Outcomes based as opposed to input based * When doing this assessment we use a set of assessment criteria – formative assessment * OBA – Criteria as opposed to traditional Norm – performance of others – CRITERION REFERENCED ASSESSMENT * Norm reference assessment is to obtain a class average

* OBE starts with the outcomes and works backwards “design down” * In OBE there is continuous evaluation, reflection and adaptation to a learning programme * Assessment done in an integrated and holistic manner

* Assists all stakeholders in assessing the learners progress * All learners must succeed in various manners
* Mastery of learning
* Various assessment instruments to test knowledge skills and attitudes * Transparent and objective – what, why and how
* NB! – In OBE learning for assessment and from assessment are equally important * Must assess the progress of the process

2. Challenges to OBE
* The number of assessment tasks
* Additional moderation
* Continuous Assessment
* Recording of assessment
* Reporting of assessment
* Over-crowded classes
* E.g. portfolios – difference in students is too huge

3. Types of assessment
* When assessing a teacher is assessing the learner competence – authentic tasks (real) * Assessment for complex tasks – Performance based assessment * Assessment for learning – Clarify intentions, effective discussions, feedback, learners help each other, use evidence of learning to adapt instruction * NB! Continuous Assessment – (CASS)

* Diagnostic assessment done throughout the continuous assessment of baseline, formative and summative assessment * Baseline – Before learning commences to determine what learners know * Formative – Progress of the leaners

* Summative assessment – determines overall achievement * Diagnostic assessment – determines barriers/ learning difficulties * RPL – portability of formal learning between institutions * Systematic evaluation – In grade 6 and 9 – assess appropriateness of the education system * Teachers – first 4 types of assessment

* Also get self-assessment, group assessment and peer assessment * Assessment must be accurate, fair and objective
Types of assessment| When does it take place| What is its purpose| Diagnostic Assessment| Anytime during learning process| Determines barriers/learning difficulties| Formative assessment| During the learning process| Progress of the learners during the learning process towards achieving an outcome| Summative assessment| At the end of the learning cycle, programme or phase| Determines the overall achievement of the learners| Baseline assessment| Before learning commences| Determines what the learners know and can do| Criterion referenced assessment| During or after a learning process. Student will get a task and the must achieve it in order to be competent. This can happen at various stages| To compare learners performance to a well determined standard (criteria)| Norm referenced assessment| After a set of criteria has been given| To compare learners to each other and find class average|

4. Norm and criterion referenced assessment
* Norm referenced – against the average of the learners * Criterion referenced – against a set of given criteria * Norm
a) The challenge is, what is normal? This is subjective and up to interpretation. b) Regular distribution of the class results. This means that the class average is used to decide what “norm” is. c) Therefore it is very important how we...
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