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Study Guide

Study Guide

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Published by gwuan31

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Published by: gwuan31 on Apr 03, 2012
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Mr Cele's assessment has a clear focus, which means that the teacher

had in mind to teach the learners about how people can use simple

science to solve practical problems. When planning an educational

assessment, start by asking yourself what you want to find out. To do

this, consider what knowledge, skills and attitudes your learners will

need in order to make progress. Your assessment must focus on those

desired learning outcomes. This is the what part of assessment.

Mr Cele's assessment has a clear purpose. As much as you need to

have clarity about what you are trying to assess, you also have to know

why you are assessing: Are you assessing to find out what the learners

already know about the topic (baseline assessment) or are you

assessing to find out how they are progressing/getting along (formative


You may also assess to try and find out why the learners are struggling

(diagnostic assessment); or when you have completed the section, you

may assess the learners to find out whether they have made

satisfactory progress (summative assessment). We know how Mr

Diphoko has applied these assessments throughout his lesson, with a

clear purpose in mind.

The focus and purpose of an assessment determines the best

method. If you know what you are assessing and why you are

assessing, then you will be able to decide on how to make the

assessment. This implies that a variety of methods can be used.

Go back and look again at the various methods that Mr Cele used and

you will be able to infer why he used those methods and what he was

assessing. This would also tell you more about the appropriateness of a

particular method.

Mr Cele's assessment activities ultimately matched the desired

learning outcomes. To assess your learners' progress towards the

desired outcome, you must provide them with opportunities to

demonstrate their progress. When your assessment activities, techni-

ques, tools and methods get learners to do things that clearly form part

of a particular outcome, you gain accurate and reliable information

about how your learners are progressing towards that outcome.

Mr Cele's assessment was built into the process of teaching and

learning from the start. He organised his teaching around a cycle of

plan-do-assess-and-review, which is the whole point of continuous

assessment. This enabled him to give the learners constructive

feedback on their work, so that they knew exactly how well they were

doing and where they could improve.



The more realistic and ``authentic'' an assessment activity is, the
more likely it is to produce accurate and reliable information.

Authentic activities are those that closely resemble the things people do
in ``real life''. This makes the activity more interesting and more
challenging to the learners.



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