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ASSESSMENT METHODS & TOOLS FOR ODL Philemon Mahlangu

ASSESSMENT METHODS & TOOLS FOR ODL Philemon Mahlangu. UNISA, Florida Campus Email: mmahlang@tsa.ac.za Tel: (011) 471 2236. ASSESSMENT TOOLS FOR DISTANCE EDUCATION. Outcomes Identify different assessment methods, tools and techniques used in ODL

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ASSESSMENT METHODS & TOOLS FOR ODL Philemon Mahlangu

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  1. ASSESSMENT METHODS & TOOLS FOR ODL Philemon Mahlangu UNISA, Florida Campus Email: mmahlang@tsa.ac.za Tel: (011) 471 2236

  2. ASSESSMENT TOOLS FOR DISTANCE EDUCATION Outcomes • Identify different assessment methods, tools and techniques used in ODL • Analyse, critique the various assessment tools (strengths and weaknesses) • Propose the most suitable tool/s for ODL in your institution/college/department • Evaluate the possibility of integrating some of the tools (refer to SAQA Criteria and Guidelines for Integrated Assessment) • Review the implication of assessment tools/methods on teaching and learning in ODL • Give your own paradigmatic philosophy re ODL assessment

  3. ASSESSMENT TOOLS • INTERNET (Email, web tools) • COMPUTER (Mark reading cards) • PORTFOLIOS (work based, group) • TERM PAPERS (assignments, exams) • ORAL/WRITTEN TESTS • VIDEOCONFERENCING (real-time, group) • SELF-EVALUATING TOOLS (CDs, HTML) • CLASSROOM (Simulations, recordings, voice-overs, etc.)

  4. THE INTERNETAdvantages • Reduce costs • Simpler corrections spread to many learners at one time • Various possibilities for assessing with multimedia • Interaction is enhanced • Collaborative writing is facilitated • More ease in sending feedback (formative)

  5. Assessment techniques/methods 1. NORM REFENCING • Norm is a standard. • Learners performance is compared to one another • Uses class averages • Does not indicate what the learner has learnt or not learnt

  6. ASSESSMENT METHODS/TECHNIQUES • CRITERION REFERENCING • Criteria are used as reference points • Criteria are specified upfront • Criteria spells out the intended outcomes (behaviour, skills, attitudes, etc)

  7. ASSESSMENT METHODS/TECHNIQUES • FORMATIVE ASSESSMENT • During the learning process • Informs each learner’s learning experience • Scaffolding, growth and progress • Holistic, effective

  8. ASSESSMENT METHODS/TECHNIQUES • SUMMATIVE ASSESSMENT • At end of a learning experience • Norm referenced • Test, exam, portfolio • How much the learner can remember • Trimesterly, semesterly, annually, etc.

  9. ADVANTAGES OF CONTINUOUS ASSESSMENT • Learner’s progress not confined to one test in a year • Learners are aware of how they progress • Extraneous factors (sickness, etc) don’t disadvantage learners • Success is no longer based on tests and exams only • Effective way to motivate and facilitate outcomes based learning

  10. INFORMAL ASSESSMENT • Takes place without the learner being aware of it • Report cards and checklists are kept of who completes homework • Observing/noting who participates in class • Feedback/remarks given at the spur of the moment

  11. SELF-ASSESSMENT • Helps learners to think critically about their own work • If properly done, learner has a good idea about their progress • It encourages learners to take more responsibility for their own learning • Teachers find out what learners value as important in their own work • Teachers can give learners much more meaningful feedback

  12. PEER ASSESSMENT Advantages • Peer assessment is real attempt at involving learners in assessment • Involves more than one person • Usually done through pairs and groups • Learners can help each other (corporative learning?)

  13. INTEGRATED ASSESSMENT DEFINITION …”a structured process for gathering evidence and making judgments about an individual’s performance in relation to registered national standards and qualifications” (SAQA, 2001: 16) * An important mechanism whereby evidence of applied competence can be presented.

  14. INTEGRATED ASSESSMENT REFERS TO…: • Assessing a number of outcomes together • Assessing a number of assessment criteria together • Assessing a number of unit standards together • Using a combination of assessment methods and instructions for an outcome/outcomes • Collecting evidence from other sources such as supervisor’s reports • Acquiring evidence from other sources such as supervisor’s reports, testimonials, portfolios of work previously done, logbooks, journals, etc. SAQA, 2001:55

  15. RANGE OF INTEGRATED ASSESSMENT • Real life application - foundational, practical and reflexive competence • Personal qualities - knowledge, skills and values • Consistency in task performance - capability to undertake whole activity being assessed rather than one outcome …

  16. RANGE OF INTEGRATED ASSESSMENT • Qualification level - opportunity for learners to integrate concepts, ideas and actions across unit standards. - Competence is grounded and coherent in relation to the purpose of the qualification

  17. RANGE OF INTEGRATED ASSESSMENT • Contexts - integrated tasks and activities - variety of methods, tools, techniques in assessing learner’s performance Department of Education (Doe): Draft revised National Curriculum Statement for Grades R - 9

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