1. SESSION 3 FORMAL ASSESSMENT TASKSCAT and IT

2. 3.2 ASSESSMENT TOOLS

3. Outcome • To identify the tools for assessment most appropriate for the assessment tasks in a subject • To critique an example of an assessment tool designed for the subject

4. Introduction • Learner performance needs to be evaluated before it can be recorded and reported on • Teachers therefore need to collect evidence of learner performance during the teaching and learning process • The instruments used to gather evidence of learner performance are ASSESSMENT TOOLS

5. Assessment Tools • Assessment tools • Determine a learner’s level of proficiency (i.e. strengths and weaknesses) in the KSVs targeted in the assessment task • Provide a basis from which to provide feedback to learners, teachers and other relevant stakeholders on learner performance in informal and formal assessment tasks – this can be during and/or on conclusion of the teaching and learning process • Facilitate the recording process (e.g. generate marks achieved in formal PoA tasks for the record sheet) • Inform the reporting process (e.g. generate total mark for performance in the subject for the quarterly school report card)

6. Examples of Assessment tools • Rubrics/ Assessment Grid (Rating scale) • Criteria list • Checklist • Marking Memorandum • Observation Schedule • Any other relevant tool e.g. combination of criteria list and rubric

7. NOTE ON RUBRICS: Rubrics should be viewed as only one of the possible assessment tools that can be used when evaluating learner performance and not as the first option • Assessment tool must fit the purpose for which it is intended: rubrics useful when wanting to provide detailed qualitative feedback to learners on their performance • Examinations, in the main, will still be marked against a marking memorandum • The national codes for recording and reporting must not be confused with an assessment tool, i.e.. a rubric – rubrics need not necessarily include 7 level descriptors per criterion as per the code allocated to Grades 10 -12 • The use of 7 level descriptors per criterion in Grades 10 -12 makes it challenging to develop clearly distinguishable and objective descriptions per level

8. What informs selection of assessment tools? • KSVs i.e. content to be assessed (as indicated by the LOs and ASs) • The purpose of the assessment (e.g. baseline, diagnostic, formative, summative) • The nature and scope of the task, including the form of assessment used in the task • The criteria for evaluating performance which are derived from the KSVs as indicated by the LOs and ASs targeted in the assessment task • The developmental level of the learners.

9. HINTS FOR DESIGN • Clear focus • LOs and KSVs (content) as indicated in the LOs and ASs being targeted in the assessment task • Reliable • Different assessors using the same tool should get the same results for the same learner in a task • Where tools make use of a differentiated scale in the evaluation of a response/performance, the conditions and/or level descriptors for a particular mark allocation should be stated in clear, unambiguous language and not be open to different interpretations by different assessors • Based on clearly defined criteria (i.e. criteria-driven) • Criteria should be pre-defined according to the KSVs (content) to be assessed in the task (as indicated by LOs and ASs) • Criteria are statements of what a learner must know or can do • Clearly defined criteria describe for learners exactly what will be expected of them in the assessment process • The marked assessment tool should give specific feedback to learners to identify strengths and weaknesses – to master what they have missed • Mark allocation • Performance in formal PoA tasks in Grades 10-12 is expressed in marks on the record sheet • Mark allocation per question/ criterion should be indicated on the tool to help the teacher arrive at a mark for the task (when marks are used)

10. Assessment tools in practice • The criteria for evaluating learner performance in a task should be clearly defined and made known to learners prior to their engagement in the specific task • The assessment tool where applicable (excluding a marking memorandum) can also be given to learners in advance • Teachers can indicate the results of learner performance on an assessment tool during the assessment process and transfer these to the record sheet later – this allows an assessment tool to be completed and filed for each learner as evidence of performance where no tangible product exists at the end of the assessment (e.g. demonstration given of how to install hardware / setup a network connection) • Learners should be given the opportunity to engage with relevant assessment tools when carrying out peer or self-assessment – as they judge peer and own work, they will begin to accept more responsibility for the end-product and their own learning

11. Assessing Practical WorkCAT • Practical skills should be verified in the electronic format of the documents produced – (CAT SAG) • Marked from the computer and indicated on the assessment tool • Example • Informal, daily assessment • Formal - Exemplar paper 1 memo

12. Activity • What tools work best in CAT and IT and why? • Practical work? • Operational knowledge / Theory? • PAT? • Critique PAT assessment tool(s) • Is the tool criteria-driven? • Are the criteria derived from LOs and ASs? • Do the criteria focus on the KSVs/content to be assessed? • Are the criteria clear, unambiguous? • Do the criteria give learners an indication of what is expected of them? • Will the marked tool give clear feedback to learners to identify their strengths and weaknesses?

13. Conclusion • Well-planned and proper designed assessment tools • set standards • are fair • ensure consistent marking • facilitate the teaching and learning process