assessment

Contents Assessment internal policy Standard tests Standard marking

Assessment internal policy Effective teacher is guided by effective policies and consistently apply policies and procedures Assessment policy or written work policy : formative assessment policy and summative assessment policy Give three formative class works per week that are marked formatively. Formative marking means marking not only with ticks but also with positive comments to give feedback. This should cover class works, homework and assignments. What is important is the purpose that each of these serve in the process of teaching and learning. The focus of these formative assessment practices should not just be for the sake of having records, ranking of learners and meeting requirements, instead the focus should be on the role of the evidence after marking (evidence of learning). After marking teachers should diagnose where learners are against the targeted performance. Then providing cues on how this gap can be closed. The evidence must inform both the teachers and the learners. All school policies should align with that of MOET

Test files Each and every teacher must have a test file. For record keeping. For revision purposes.

Using summative assessment effectively Standard tests Using summative assessment effectively This is covered in the internal assessment policy ( policy is very important). E.g. each test must cover 40 % of previously done topics and 60 % of current topic except the first test. Each test must be scrutinized before given to learners by HODs or another ICT teacher. This is done to check: Marks distribution. Use of relevant command words in the questions, e.g. state instead of list. Distribution of questions: low order to high order questions (selective questions). Objectives coverage (almost all objectives must be covered)

Standard marking Feedback of learning Before marking During marking Discuss the mark guide with other ICT teachers before starting marking. During marking Give a tick to correct and valid responses. Avoid using one big tick. Adhere to the mark scheme. Marking has to be consistent. Comment positively- from the comments learners must understand how he can improve.

…continuation Types of feedback Affirmation feedback provided as soon as possible after a performance has been observed. ‘Well done, Vusi, you have correctly created the one to many relation .’ Developmental feedback: ‘Mandla, next time write your work clearly avoid cancelling too much.’

Effective feedback: it is tailored to meet the needs of the individual and is directly linked to observable evidence – either a learner’s written or practical work or a performance of a given task. It focuses on individual action points. Effective feedback deals with one point at a time.

…continuation After marking learners expect two things: the assessment decision (grade or mark), but more importantly, Intense revision - feedback on their performance. Learners need to be guided into the appropriate use of feedback.

Activities Question Mark scheme Many bank customers do their banking using the Internet at home. Many transactions can now be done without having to travel to the bank. Give three benefits to the bank of internet banking. Mark scheme Three from: Fewer bank tellers so less paid out in wages. Less actual cash handled – fewer robberies. Have access to a wider customer base. Fewer branch offices needed – less spent on rates/rent/utilities. Less money spent on security staff. [3]

Candidate A Candidate B No need to travel to get to the bank. Easy for disabled to do shopping at home. Faster and less time is wasted on travelling. Candidate B Employees have more time for other work Internet is a world wide system so most customers will come to the bank Saves money so no need to open many branches of the bank. Most of the banking is on the internet.

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