1 SESSION 3 FORMAL ASSESSMENT TASKS CAT and IT

2 3.1 FORMS OF ASSESSMENT

3 OUTCOME To identify the forms of assessment most appropriate to a subject

4 INTRODUCTION According to policy: –…evidence of achievement is collected using forms of assessment (Protocol par. 6) –The form of assessment used should be appropriate to the age and developmental level of the learner (Protocol par. 8) –The recorded pieces of evidence should reflect a variety of forms of assessment (Protocol par. 17(1)(h))

5 INTRODUCTION Grades 10 – 12 –Certain forms of assessment are prescribed in the Programme of Assessment for Grades 10 – 12 and external assessment for Grade 12 Tests Exams PAT (Project) –Subject Assessment Guidelines gives guidance on what other forms of assessment can be used in the subject Why different forms of assessment? –To accommodate and facilitate the development of the range of knowledge and skills contained in the LOs and ASs of each subject –Different subjects therefore lend themselves to different forms of assessment

6 VARIETY OF FORMS Examples: –Tests –Examinations –Practical / Performance Assessment Tasks –Projects –Case Studies –Debates –Role Plays –Practical work including experiments, demonstrations –Orals –Classwork / homework exercises

7 CHOICE OF FORMS While there are many forms of assessment to choose from, certain factors impact on this choice –Purpose of assessment (why?) –Who is carrying out the assessment? (assessor) –What KSVs are being assessed? –How learner performance is to be assessed (tool) –When the assessment is to be carried out? –Where the assessment is to be carried out? (venue) Carefully chosen to collectively cover LOs and ASs (KSVs / content)

8 Why? Purpose Daily (Informal) –Baseline –Diagnostic –Mainly formative – not about marks but about the learning process i.e. “what did I learn in completing this task?” and not “how many marks did I get for the task” Programme of Assessment (Formal) –Mainly summative – about marks

9 Who? Teacher – all PoA tasks (daily assessment tasks if teacher whishes to do so) Self PeerDaily Assessment Group

10 IDENTIFYING FORMS OF ASSESSMENT APPROPRIATE TO CAT & IT Learning Outcomes and Assessment Standards (minimum level) indicate: Knowledge, Skills, Values to be taught, learned and assessed within subject-specific context = CONTENT This in turn provides an indication of the form of assessment to be used to assess the KSVs selected for the task LOs ASs SKVs Content Form

11 LOs and ASs - CAT LO1- Operational knowledge of ICTs The learner is able to demonstrate operational knowledge of ICTs and the environments in which they operate Assessment should concentrate on the software, hardware, network and communication technologies that an end-user would typically encounter. The learner should understand the basic concepts of these technologies to make informed decisions in a real-life end-user scenario, ranging from choices of technology to its responsible use.

12 LOs and ASs - CAT LO2 – Integrated end-user computer applications skills and knowledge in problem-solving The learner is able to apply and integrate end-user computer applications skills and knowledge to solve problems related to the processing, presentation and communication of information Assessment of this Learning Outcome concentrates on application and communication software so that learners can solve problems using a variety of application packages effectively and efficiently.

13 LOs and ASs - CAT LO3 – Information Management The learner is able to apply information management processes and skills using end-user computer applications Assessment in Learning Outcome 3 should focus on the learner’s ability to recognise information needs, find, access, manage, integrate, evaluate, create and present information using end-user application skills to function in an information-driven society.

14 LOs and ASs - IT LO1 – Hardware and System Software The learner is able to demonstrate an understanding of and competently operate computer-based technologies LO2 – E-communications The learner is able to apply creative uses of different computer technologies to facilitate electronic communication LO3 – Social and Ethical issues The learner is able to critically analyse the impact of computer technologies relating to socio- economic, environmental, political and ethical issues

15 LOs and ASs - IT LO4 – Programming and Software Development The learner is able to design, implement, test and deliver efficient and effective solutions to problem situations

16 Forms of Assessment CAT & IT Fixed according to PoA: Exams Tests PAT (Project) Variable (other forms): Assignments Case Studies Debates Role-plays Practical Work Research Investigation

17 Activity 1 Discuss the appropriate forms in CAT & IT Q&A Session

18 PAT Form - project Process Spans over a certain period Done in phases Done under controlled conditions: –Managed and facilitated by the teacher during class time –Certain aspects could be done at home e.g. planning, sourcing of information

19 PAT - IT Two components: –Research project – LO1 – LO4 Research skills and information management Assess product –Programming project – LO4 Problem-solving using developmental tools Requirements Include Process: analysis, design, coding, testing, evaluation, presentation and documentation Assess process and product

20 PAT - CAT Research process Information Management Requirements: –Use 4 application programs – use of each should be appropriate e.g. use the spreadsheet application to manipulate / analyse data and not as a “database” Choice of scenario/topic should consider requirements Learner centered

21 PAT - Skills What skills? –Realise information need –Define problem or the task –Research –Finding and Collecting Information Electronically and other ways –Use the information Manipulate Analyse Combine information –Draw conclusion / Make recommendation / Sell idea –Present Reflect Evaluate

22 Activity 2 Set a Grade 10 PAT –Instructions Report back

23 Activity 3 Critique CAT PAT –Do the instructions spell out the criteria against which learners will be assessed? –Will learners know exactly what to do and what is expected of them? –Does it assess the KSVs / content of LO2 and LO3? (Refer to slides 7 & 8 – CAT, 9&10 – IT) Report back

24 CONCLUSION The forms of assessment chosen should speak directly to the KSVs and range thereof contained in the subject The nature and the scope of the task undertaken in a form of assessment should promote the conceptual progression in the grades at an appropriate level (As per the ASs) This helps to drive quality through assessment – impacts directly on standard of curriculum delivery All forms of assessment undertaken as formal PoA tasks should be performed under controlled conditions – bulk done in the classroom under the teacher’s supervision to ensure that the work is that of the learner