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Assessment Dr ER du Toit

Assessment Dr ER du Toit. EDA 122. Activity. Mark book/ Punteboek. Gazette No. 19640 of 1998 states:

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Assessment Dr ER du Toit

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  1. AssessmentDr ER du Toit EDA 122 dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  2. Activity dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  3. dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  4. dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  5. Mark book/Punteboek dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  6. 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” dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  7. 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). OUTCOMES OF ASSESSMENT dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  8. 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) What will we learn from assessment? dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

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  11. 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 assessment • Give example of before summative assessment. What does assessment mean? dutoiter@ufs.ac.za School for Math's Science and Technology Education Lecture 1

  12. Name activities on how information can be obtained? dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  13. 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 Making assessment reliable, valid (content validity)transparent dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  14. 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. Transparency(deursigtig) dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  15. Weak assessment? • Good assessment? • Excellent assessment? Why should we know this • Define (criteria) • Conceptualise • Explain to outsiders (SAQA) What is: dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  16. 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 Reliable (Betroubaar)(standardice) dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

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  18. 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%. Valid (geldig) dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  19. 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. How do we construct validity, reliability, transparency dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  20. Mark book/Punteboek dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  21. 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 HAS SPECIFIC PURPOSE TO BE CONSIDERED WHEN DEVELOPING ASSESSMENT TASKS AND LEARNING EXPERIENCES: dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

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  23. Who is the learner that must be assessed? dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  24. THERE PROGRESS HERE How do I see assessment? dutoiter@ufs.ac.za School for Maths Science and Technology Education Lecture 1

  25. IMPORTANT dutoiter@ufs.ac.za School for Math's Science and Technology Education Lecture 1

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