Upload
lanai
View
37
Download
3
Tags:
Embed Size (px)
DESCRIPTION
Assessment Dr ER du Toit. EDA 122. Activity. Mark book/ Punteboek. Gazette No. 19640 of 1998 states: - PowerPoint PPT Presentation
Citation preview
[email protected] School for Maths Science and Technology Education Lecture 1
AssessmentDr ER du Toit
EDA 122
[email protected] School for Maths Science and Technology Education Lecture 1
Activity
[email protected] School for Maths Science and Technology Education Lecture 1
[email protected] School for Maths Science and Technology Education Lecture 1
[email protected] School for Maths Science and Technology Education Lecture 1
Mark book/Punteboek
Test/
toets
Assignment/
werkstuk
Class test/
klastoets
Project
/
Projek
Oral
presentation/
Mondelinge
voordrag
Practical
work/
praktiese
werk
Exams/
eksamen
Total /
Totaal
Gewig/
weight
In marks/in
punte
50 40 15 75 20 50 200 450
A 40 35 8 68 17 46 180 394
B 35 30 6 48 12 37 160 328
C 20 24 2 35 19 40 100 240
D 45 36 6 30 16 39 140
E 35 30 7 40 12 38 150 312
Average
/Gemiddeld
35 31 5,5 44 15 40 113,6
% 70 77 36 59 75 80 57
[email protected] School for Maths Science and Technology Education Lecture 1
Gazette No. 19640 of 1998 states: “ schools should provide INDICATIONS of
learner ACHIEVEMENT in the most effective and efficient manner, and ensure that learners INTEGRATE AND APPLY KNOWLEDGE AND SKILLS. Assessment should also help students to make JUDGEMENT ABOUT THEIR OWN performance, set goals for PROGRESS and PROVOKE FURTHER LEARNING”
[email protected] School for Maths Science and Technology Education Lecture 1
OUTCOMES OF ASSESSMENT
Teach towards achieving described outcomes;Outcomes stated towards what to do at the
end of a period;Outcomes stated in terms of measurable and
behavioural outcomes;To set outcomes you need an
- Assessment plan- Identify assessment strategies to gather information (Alignment).
[email protected] School for Maths Science and Technology Education Lecture 1
What will we learn from assessment?
Progress of the learner;Make informed decisions whether can fail or pass;Use by teacher to improve their teaching/learners
to learn better (scenario Arbuthnot);
Planning of a ongoing reflective cycle of planning, teaching, assessing, reflecting, re planning;
Focused on criterion referenced manner rather than norm referenced. (graphs, see example in module)
[email protected] School for Maths Science and Technology Education Lecture 1
0 5 10 15 20 25 30 350
10
20
30
40
50
60
70
80
90
Series1
[email protected] School for Maths Science and Technology Education Lecture 1
Raw score in Biology 60
Mean = 50 + 2 SD SD= 5 z score of + 2
Raw score in Chemistry 80
Mean= 90 -1 SD SD= 10 z score of -1
[email protected] School for Math's Science and Technology Education Lecture 1
What does assessment mean?
Is about setting outcomes on various levels but how we do it we know that they have achieved the outcome we assess
Activity (Questions)Describe different ways of assessmentGive example of before summative
assessment.
[email protected] School for Maths Science and Technology Education Lecture 1
Name activities on how information can be obtained?
Write Essay, journal
Talk Speech, discussions
Visual Observations
Give authentic examples Make a model
[email protected] School for Maths Science and Technology Education Lecture 1
Making assessment reliable, valid (content validity)transparent
Assessment gather information, interpret information then you make judgement;
Evaluation based on analysis otherwise a test is simple a measurement (Example profile)
For example: Topic Assessment Test: multiple choice - marks 60% Topic test: Formative assessment What does this mean? Judge learner? Covers small part of the work Can the learner be promoted to the next level? Defend our
decisions regard as valid /reliable Example electrician
[email protected] School for Maths Science and Technology Education Lecture 1
Transparency(deursigtig)
Criteria against which learner are being assessed are:
Clearly described and understood by the learner is poor, good, excellent (both parties must understand/clear);
Is it contextualised for both assessment and learning; Is it meaningful;Clear to outsiders;In other words transparency makes assessment more
valid and reliable to parents and other stakeholders.
[email protected] School for Maths Science and Technology Education Lecture 1
What is:
Weak assessment?Good assessment?Excellent assessment?
Why should we know thisDefine (criteria)ConceptualiseExplain to outsiders (SAQA)
[email protected] School for Maths Science and Technology Education Lecture 1
Reliable (Betroubaar)(standardice)
Provides a teacher with similar results regardless what instrument is used;
Example: stove 75 degrees measures every time;
Same instrument (essay) provides among learners -the same criteria - deliver similar set of marks in week 1 and week 2
[email protected] School for Maths Science and Technology Education Lecture 1
ADDITION SUBTRACTION
1 2 1 2
R 18 16 2 13 20 7
C 10 12 2 18 10 -8
R 9 8 1 8 14 7
F 16 15 1 17 12 5
Valid (geldig)
Produce findings about particular learning competence which is similar to assessment findings that we obtain if we assess the competence using another valid instrument.
Example English competence Speech 50% and Conversation 50%.
[email protected] School for Maths Science and Technology Education Lecture 1
[email protected] School for Maths Science and Technology Education Lecture 1
How do we construct validity, reliability, transparency
Setting appropriate criteria;Demonstrate the desired outcomes over a
period of time ;Assessment criteria using a number of
appropriate instruments;Check reliability assessing whole learner
competence.
[email protected] School for Maths Science and Technology Education Lecture 1
Mark book/Punteboek
Test/
toets
Assignment/
werkstuk
Class test/
klastoets
Project
/
Projek
Oral
presentation/
Mondelinge
voordrag
Practical
work/
praktiese
werk
Exams/
eksamen
Total /
Totaal
Gewig/
weight
In marks/in
punte
50 40 15 75 20 50 200 450
A 40 35 8 68 17 46 180 394
B 35 30 6 48 12 37 160 328
C 20 24 2 35 19 40 100 240
D 45 36 6 30 16 39 140
E 35 30 7 40 12 38 150 312
Average
/Gemiddeld
35 31 5,5 44 15 40 113,6
% 70 77 36 59 75 80 57
[email protected] School for Maths Science and Technology Education Lecture 1
ASSESSMENT HAS SPECIFIC PURPOSE TO BE CONSIDERED WHEN DEVELOPING ASSESSMENT TASKS AND LEARNING EXPERIENCES:
PURPOSE: GUIDE student’s development of meaningful learning; Inform LEARNERS about PROGRESS; Inform STAFF about progress; Provide DATA for final grades and to rank students; Ensure ACADEMIC QUALITY. CAN BE ACHIEVED IF: Provide OPPORTUNITIES; Progress against STATED OUTCOMES; Constructive and detailed FEEDBACK; WEIGHT /versus TIME of tasks (formative and summative).
[email protected] School for Maths Science and Technology Education Lecture 1
Who is the learner that must be assessed?
[email protected] School for Maths Science and Technology Education Lecture 1
How do I see assessment?HERE
THERE
PROGRESS
[email protected] School for Math's Science and Technology Education Lecture 1
IMPORTANT
Centre
TOTAL PICTURE
FAIR/TRANS-PARENT/RELIABL
E
OPEN-MINDED
LEARNING PROCESS