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ASSESSMENT METHODS & TOOLS FOR ODL Philemon Mahlangu. UNISA, Florida Campus Email: mmahlang@tsa.ac.za Tel: (011) 471 2236. ASSESSMENT TOOLS FOR DISTANCE EDUCATION. Outcomes Identify different assessment methods, tools and techniques used in ODL - PowerPoint PPT Presentation
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ASSESSMENT METHODS & TOOLS FOR ODL
Philemon Mahlangu
UNISA, Florida Campus
Email: mmahlang@tsa.ac.za
Tel: (011) 471 2236
ASSESSMENT TOOLS FOR DISTANCE EDUCATIONOutcomes
Identify different assessment methods, tools and techniques used in ODL
Analyse, critique the various assessment tools (strengths and weaknesses)
Propose the most suitable tool/s for ODL in your institution/college/department
Evaluate the possibility of integrating some of the tools (refer to SAQA Criteria and Guidelines for Integrated Assessment)
Review the implication of assessment tools/methods on teaching and learning in ODL
Give your own paradigmatic philosophy re ODL assessment
ASSESSMENT TOOLS
INTERNET (Email, web tools) COMPUTER (Mark reading cards) PORTFOLIOS (work based, group) TERM PAPERS (assignments, exams) ORAL/WRITTEN TESTS VIDEOCONFERENCING (real-time, group) SELF-EVALUATING TOOLS (CDs, HTML) CLASSROOM (Simulations, recordings,
voice-overs, etc.)
THE INTERNETAdvantages Reduce costs Simpler corrections spread to many learners
at one time Various possibilities for assessing with
multimedia Interaction is enhanced Collaborative writing is facilitated More ease in sending feedback (formative)
Assessment techniques/methods
1. NORM REFENCING
- Norm is a standard.- Learners performance is compared to one another- Uses class averages- Does not indicate what the learner has learnt or not
learnt
ASSESSMENT METHODS/TECHNIQUES
2. CRITERION REFERENCING
- Criteria are used as reference points- Criteria are specified upfront- Criteria spells out the intended outcomes
(behaviour, skills, attitudes, etc)
ASSESSMENT METHODS/TECHNIQUES3. FORMATIVE ASSESSMENT
- During the learning process- Informs each learner’s learning experience- Scaffolding, growth and progress- Holistic, effective
ASSESSMENT METHODS/TECHNIQUES4. SUMMATIVE ASSESSMENT
- At end of a learning experience- Norm referenced- Test, exam, portfolio- How much the learner can remember- Trimesterly, semesterly, annually, etc.
ADVANTAGES OF CONTINUOUS ASSESSMENT Learner’s progress not confined to one test in a year Learners are aware of how they progress Extraneous factors (sickness, etc) don’t disadvantage learners Success is no longer based on tests and exams only Effective way to motivate and facilitate outcomes based learning
INFORMAL ASSESSMENT
Takes place without the learner being aware of it
- Report cards and checklists are kept of who completes homework
- Observing/noting who participates in class- Feedback/remarks given at the spur of the moment
SELF-ASSESSMENT
Helps learners to think critically about their own work If properly done, learner has a good idea about their
progress It encourages learners to take more responsibility for
their own learning Teachers find out what learners value as important in
their own work Teachers can give learners much more meaningful
feedback
PEER ASSESSMENT
Advantages Peer assessment is real attempt at involving learners
in assessment Involves more than one person Usually done through pairs and groups Learners can help each other (corporative learning?)
INTEGRATED ASSESSMENT
DEFINITION
…”a structured process for gathering evidence and making judgments about an individual’s performance in relation to registered national standards and qualifications” (SAQA, 2001: 16)
* An important mechanism whereby evidence of applied competence can be presented.
INTEGRATED ASSESSMENT REFERS TO…:• Assessing a number of outcomes together• Assessing a number of assessment criteria together• Assessing a number of unit standards together• Using a combination of assessment methods and
instructions for an outcome/outcomes• Collecting evidence from other sources such as
supervisor’s reports• Acquiring evidence from other sources such as
supervisor’s reports, testimonials, portfolios of work previously done, logbooks, journals, etc.
SAQA, 2001:55
RANGE OF INTEGRATED ASSESSMENT
1. Real life application
- foundational, practical and reflexive competence
2. Personal qualities
- knowledge, skills and values
3. Consistency in task performance
- capability to undertake whole activity being assessed rather than one outcome …
RANGE OF INTEGRATED ASSESSMENT
4. Qualification level
- opportunity for learners to integrate concepts, ideas and actions across unit standards.
- Competence is grounded and coherent in relation to the purpose of the qualification
RANGE OF INTEGRATED ASSESSMENT
5. Contexts
- integrated tasks and activities
- variety of methods, tools, techniques in assessing learner’s performance
Department of Education (Doe): Draft revised National Curriculum Statement for Grades R - 9
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