Educator as an assessor

Topics: Assessment, Educational psychology, Formative assessment Pages: 13 (3346 words) Published: April 25, 2015


TABLE OF CONTENTS

QUESTION 1: Definitions of assessment conceptS 2

a. Moderation 2
b. Recording 2
c. Continuous assessment 2
d. Criterion-referenced assessment 3

QUESTION 2: “THE NOBLE PROFESSION” – THE PURPOSE AND IMPORTANCE OF ASSESSMENT IN THE SOUTH AFRICAN CURRICULUM3

QUESTION 3: COMPARISON OF FORMATIVE AND SUMMATIVE ASSESSMENT4

QUESTION 4: ASSESSMENT ACTIVITY SCORING RUBRIC7

QUESTION 5: DESCRIPTION AND IMPLEMENTATION OF ASSESSMENT PRINCIPLES 8

a. Validity8
b. Fairness 8
c. Currency 8

QUESTION 6: DISCUSSION OF THE ROLE OF THE MODERATOR IN ASSESSMENT9

a. The Role of the Moderator before Assessment is Conducted 9 b. The Role of the Moderator following Completion of Assessment Tasks 10

QUESTION 7: APPLICATION OF BLOOM’S TAXONOMY IN CATEGORISING QUESTIONS 11

QUESTION 8: EXPLANATION OF EFFECTIVE FEEDBACK GUIDELINES 12

REFERENCES13
QUESTION 1: DEFINITIONS OF ASSESSMENTS CONCEPTS

a. Moderation
Moderation can be defined as the practice of safeguarding or securing that educators are assessing learners’ work in line with certain agreed specifications and required norms or standards (Maphalala, 2015:13). This is achieved by ensuring that assessment tools are of the required/necessary standard and quality, by making sure the entire assessment procedure including marking and feedback is credible and ensuring that the learning process has been effective (Maphalala, 2015:14). Thus moderation can be defined as a process that ensures that the entire assessment procedure is “fair, valid and reliable” (CAPS 2011:93) and ultimately credible i.e. whether the assessment judgement can be believed or not (Van Schalkwyk, 2015:51). Moderation is ultimately a process of quality control and assurance, that monitors and ensures that assessment procedures (as described in the NCS for every subject) are fair, valid and reliable (Ramalepe, 2010:9).

b. Recording
Recording can be defined as the collecting/gathering of data/evidence from learners’ assessments tasks and capturing said data in a systematic, accurate and intelligible manner (Dreyer, 2014:116). It is the process whereby educators document the degree of a learner’s performance/achievement (Dreyer, 2014:68).

c. Continuous Assessment
Continuous assessment is an ongoing process that uses well planned activities or tasks (undertaken on a continuous basis) using various types of assessment forms, instruments and methods so as to gather and then interpret information about student learning (Ramalepe, 2010:9). The information is then used to make decisions about what to teach and to ascertain the level of knowledge, understanding and skills attained by learners (Ramalepe, 2010:9). Thus according to Kapambwe and Mulenga (2005) (cited by Ramalepe, 2010:16) continuous assessment “is an on-going diagnostic and school-based process that uses a variety of assessment tools to measure learner performance”.

d. Criterion-referenced assessment
Criterion-referenced assessment is the practice that involves educators assessing and reporting on a learner’s performance, achievement and progress in comparison to well-defined, pre-determined standards/criteria (Ramalepe, 2010:17). It involves informing learners of the level of required performance, before assessment takes place (Dreyer, 2014:18).

QUESTION 2: “THE NOBLE PROFESSION” – THE PURPOSE AND IMPORTANCE OF ASSESSMENT IN THE SOUTH AFRICAN CURRICULUM

The single most important element of learner instruction is assessment, as it is a unique tool used by educators to communicate their ideals, priorities and expectations to their learners (Spiller, 2009:2).

The purposes of assessment can be summarised into the following categories applicable to educators and learners alike: Diagnostic
Feedback
Learning opportunities (Teaching and learning)
Self-evaluation (Promotion of self-evaluation)
Motivation
Institutional and Professional Purposes

Diagnostic
Assessment...

References: AUSTRALIA. ACT GOVERNMENT EDUCATION AND TRAINING (2011). Teacher’s Guide to Assessment. [Online] Available from: http://www.det.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_Assessment_Web.pdf [Accessed: 1 April 2015].
Dreyer, JM. (ed.) (2014). The Educator as Assessor, 2nd Ed. Pretoria: Van Schaik.
Maphalala, MC. (2015). The Educator as Assessor Tutorial Letter 101/3/2015. Pretoria: University of South Africa.
McAlpine, M
Ramalepe, ML. (2010). The Role of School Managers in the Implementation of
Continuous Assessment in the Further Education and Training
SOUTH AFRICA. DEPARTMENT OF BASIC EDUCATION (2011). National Curriculum Statement (NCS): Curriculum and Assessment Policy Statement: Senior Phase Grades 7-
9.
South African Qualification Authority (SAQA) (2001). Criteria and Guidelines for Assessment of NQF Registered Unit standards and Qualifications. [Online] Available from:
http://www.saqa.org.za/docs/guide/2001/assessment.pdf [Accessed: 2 April 2015].
Spiller, D. (2009). Principles of Assessment. New Zeeland: Teaching Development Unit/ Wāhanga Whakapakari Ako. [Online] Available from: http://www.waikato.ac.nz/tdu/pdf/booklets/16_AssessmentPrinciples.pdf [Accessed: 2 April 2015].
Van Schalkwyk, H. (2015). The Educator as Assessor Tutorial Letter 102/3/2015. Pretoria: University of South Africa.
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