assessment dr er du toit

[email protected] School for Maths Science and Technology Education Lecture 1

AssessmentDr ER du Toit

EDA 122


Activity


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


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”


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).


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)


0 5 10 15 20 25 30 350

10

20

30

40

50

60

70

80

90

Series1


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.


Name activities on how information can be obtained?

Write Essay, journal

Talk Speech, discussions

Visual Observations

Give authentic examples Make a model


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


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.


What is:

Weak assessment?Good assessment?Excellent assessment?

Why should we know thisDefine (criteria)ConceptualiseExplain to outsiders (SAQA)


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


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%.



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.


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


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).


ASSESSMENT

GUIDELINES


Who is the learner that must be assessed?


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

assessment dr er du toit

Documents

technology education

maths science

assessment mean

outcomes of assessment

assessment reliable

assessment strategies

formative assessment

assessment plan