Evaluation of Instruction - Coursework

Portfolio 2019/2020
(WANYAMA DERRICK 17/U/1223)
I Wanyama Derrick have attended lectures, discussions (including online ones on MUELE and in
WhatsApp group chats) and attended to the different learning tasks given by facilitators in the
Evaluation of Instruction course offered by the Department of Foundations and Curriculum Studies,
School of Education of Makerere University between August and November, 2019. I certify that I have
either personally or as a group attained the learning outcomes of this course unit. The screenshots, links
to files and discussion forums in MUELE provide evidence that I have either worked individually or
participated in group work and co-authored an essay, note, or other deliverable as a result of the
learning process. Under each of the six learning outcomes, I provide essays, screenshots as well as links
to one or more files/discussions/etcetera proving that I have achieved the learning outcomes for the
course.

Learning outcome 1: I can define the concept of evaluation and relate it to its related concepts

Task 1. 1 As of now, I can define the concept of evaluation as (evaluation as a process of value
judgment to determine the worth of a learning process.

Task 1.2 As of now, I can contrast assessment and measurement (Measurement is taken as the process
of obtaining a numerical description of the degree to which an individual process a particular attribute
and Assessment is defined as systematic basis for making conclusions about learning an the
development of learners.

Task 1.3 After reading Benjamin Carson’s Story referred to in the introductory lecture, I find his message
related to my academic journey/ life in the following ways (Provide a link to your file in MUELE or extract
what you submitted to MUELE and write it here) MY ACADEMIC JOURNEY AND ITS
RELATIONSHIP WITH BENNIE'S EXPERIENCE AT HIGGINS ELEMENTARY SCHOOL

When i was in senior three, i was changed from St kalemba s.s.s to mukono high due to
some financial problems. Upon reaching there, everything was different. Teachers had
covered many topics compared to what i had and i was emphasized to repeat class. This
was totally bad news, my father cried to the Director Of Studies to let me continue for
another class, which i was accepted but on conditions. But at the end i managed to raise my
self among the first 5 students which was a surprise to the D.O.S.

Task 1.4 Accountability and monitoring (Provide a link to MUELE where you discussed about who is
responsible for your performance in the various course units taught to you by the Department of

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Foundations and Curriculum Studies. If you don’t have access to that link, then copy and paste your
essay here)

MARKS ATTAINED

For first year first semester

1. Foundations of curriculum studies (60).

This was because of the new environment not reading the reference books and no thorough
discussion.

2. Teachers professional ethics (59).

This was because of a new environment and many stories involved which were abstract.

3. Sociology of education theories and practice (63).

This was because of good explanation from the lecturer since we used to attend in few numbers.

4. Introductory psychology (72).

This was because of the lecturer being down to earth and giving good explanations

For first year second semester

1. Curriculum design, development and implementation (57).

This was a result of not attending lectures.

2. Introduction to theory of educational administration (53).

This was because i was sick during the final examination.

3. Human growth and development (70).

Not taking of the notes of the lecturer was the cause of this mark

Second year first semester

1. Education technology (54)

Not being creative enough during the course work presentation and not doing revision was the cause.

2. Development of education in Uganda (60).

Not attending of lecturers was the cause

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3. Human learning and instruction (70)

i got involved in group discussions and also regular attendance .

Task 1.5 Teacher Appraisal (Provide evidence that you attended a lecture that dealt with appraisal by
writing the need to have teacher appraisal in the education system)

- To strengthen teachers.

- It is a motivation factor.

- Improves teacher competence

- Helps in contract renewal.

- Helps to allocate teachers to their rightful responsibity.

- helps in knowing the strength and weakness of the teachers.

Task 1.6 Inspection (Provide evidence that you attended a lecture that dealt with inspection by writing
down the areas of teaching and learning that are always assessed by inspectors to establish the quality
of education provided by an education institution)

- Qualification of the teacher s.

- The learning environment
- The methodologies to be used
- Learners performance

Task 1.7 With specific reference to your lecture notes about classroom assessment standards plus any
other three articles you have read about on your own, discuss the extent to which the assessment tasks
you gave to your students/ learners during school practice conformed to evaluation/ assessment
standards. (Attach a screenshot of your contributions on the discussion forum about evaluation
standards and their applicability in school practice Assessments)

Learning outcome 2: I can assess the role of evaluation in curriculum development and
implementation in order to make it part and partial of my practice.

Task 2.1a. Discuss the primary and secondary purposes of evaluation in an education system. (Please
paste here your write up that you submitted or had prepared to submit to the workshop that dealt with
this issue)

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 PRIMARY AND SECONDARY ROLES OF EVALUATION

In simple terms, we can say evaluation is the measure of success. Therefore if evaluation is ignored in
an education system,perhaps the aim of education would be lost. The roles are divided into primary
and secondary.

Primary roles

1.Helps to improve on the performance of students and teachers through the use of technology the
school management and the teachers can access data that can be used to give guides on how to
improve the performance of students.

2. Evaluation helps in providing a consolidated source of information showing the progress of the
school.

3. Evaluation enhances the performance of both the teachers and students. Through the use of
technology, the school management and the teachers can access data that can be used to give guides
on how to improve the performance of the students.

Secondary roles

1. It helps in the accountability of the school hence leading to the school improvement.

2. It also helps in planning for the future of the school.

3. Through monitoring and evaluation, good leadership is put into practice and accountability which
leads to school improvement. Effective evaluation can be achieved through record keeping and proper
reporting systems to find out whether the school resources are being spent according to plan or not.

Task 2.1b. What possible explanations would you provide for a student who was enrolled with good
marks in any of the university program but his or her performance has persistently been lower than a
CGPA of 3.60 for at least three consecutive semesters? (Attach a screenshot of your contributions on the
Wiki page about the possible causes of poor performance at university)

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Task 2.2 (a) Discuss the view that "the curriculum tail wags the curriculum dog." (Attach a screenshot of
your individual contribution to the discussion forum about this discussion topic).

Task 2.2 (b) Discuss the view that evaluation is a necessary evil in an education system. (Attach a
screenshot of your individual contribution to the discussion forum about this discussion topic).

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Task 2.3 Read the poem " Mom Killed my Tomorrow" and explain the relationship between the poem
and the education system in Uganda today. (Attach a screenshot of your individual contribution to the
discussion forum about this discussion topic).

Task 2.4 Evaluation as a necessary evil (Attach a screenshot of your individual contribution to the
discussion forum about this discussion topic)

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Task 2.5 A lot of money is spent on national assessments of candidates at P.7, S.4, and S.6. Candidates
from UPE and UPPET/USE schools do not pay registration fees and yet, UNEB has to pay off examiners
(those who set, moderate and mark). Still, UNEB has to be expenses for printing national exams as well
as transporting them to and from major storage centers throughout the country. UNEB has to still
ensure monitoring of these exams. Surely, if you were appointed Minister of Education and Sports of the
Republic of Uganda, what justifications would you give the Parliament of Uganda that is debating the
banning of PLE, UCE, and UACE to convince them about the relevance of UNEB exams in this country?
Why do think MPs are against UNEB examinations hence advocating for their removal in the education

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system? What is the country most likely to miss if UNEB exams are scrapped? (Attach a screenshot of
your individual contribution to the discussion forum about “Do we really need UNEB in Uganda?”).

Task 2.6 Discuss the relevance of repeating a class and changing the school due to a learner’s poor
performance. (Attach a screenshot of your individual contribution to the discussion forum about this
discussion topic).

Task 2.7 “I am a teacher! What I do and say are being absorbed by young minds who will echo these
images across the ages. My lessons will be immortal, affecting people yet unborn, people I will never see
or know. The future of the world is in my classroom today, a future with the potential for good or bad.
The pliable [flexible] minds of tomorrow’s leaders will be molded either artistically or grotesquely by
what I do. Several future presidents are learning from me today; so are the great writers of the next
decades, and so are all the so-called ordinary people who will make the decisions in a democracy. I must
never forget these same young people could be the thieves or murderers of the future. Only a teacher?

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Thank God I have a calling to the greatest profession of all! I must be vigilant every day lest I lose one
fragile opportunity to improve tomorrow” (Ivan Welton Fitzwater- an American Educator and Writer). In
reference to the above passage, attempt the following tasks:

Task 2.7 (a) If you are to agree with Welton that teaching is a great profession, what justifications would
you advance to senior six candidates who are seeking career guidance on whether they should apply for
education as one of their choices for either National or district quota sponsorship?

Task 2.7 (b) If you are to disagree with Welton’s assertion that teaching is a great profession, what
justifications would you advance to senior six candidates who are seeking career guidance on why they
should not apply for education as one of their choices for either National or district quota sponsorship?

Learning outcome 3: I am able to analyze the contextual and philosophical factors influencing
curriculum evaluation in order to identify and apply appropriate assessment practices

Task 3.1 In groups of ten teacher trainees formed on the basis of your major subject, conduct a hands on
or practical based micro teaching sessions on how you can effectively use at least one of the following
formative approaches to assessment to evaluate teaching and learning progress with learners during
school practice. Each one of the group members should choose one aspect to teach to the colleagues.
Before you conduct your micro teaching, ensure that you have prepared a lesson plan to guide you in
your session. One of the colleagues should be appointed to offer peer assessment on how you planned
for the micro teaching session, your delivery strategies as well as masterly of content and classroom
control. Therefore, each participant in the microteaching session is a teacher, peer assessor as well as a
learner. The aspects to address are: Questioning, whole class discussion, group discussion, role play,
debate, drama, performance tests, project based assessment, portfolio and presentation. Attach
copies of both your presentations and peer assessment report. Remember to include names of those
that attended your presentation as well the nature of feedback provided during the micro teaching
session.

Task 3.2 Debate about “Although it is most unlikely, it is highly desirable that the current mode of
assessment in secondary schools should do away with any form of external or school based terminal
assessment of learners in order to have an improvement in the quality of secondary schools’ graduates
in Uganda.” (Provide evidence that you attended the debate that dealt with the need to abolish external
and school based terminal assessment of students in secondary schools in Uganda: What points were
raised; what did you contribute to this debate; what is your comment about the conduct of the
chairperson and honorable members that represented the competing sides; what about your overall
rating of the audience’s behavior?)

Learning outcome 4: I can design and administer suitable assessment tools to enhance the
teaching/learning process.

Task 4.1a Table of Specification (Attach a copy of the table of specification you designed as part of the
lecture proceedings as well as peer support outside the lecture room)

CONTENT RELEVANCY KNOWLEDGE UNDERSTANDING APPLICATION

TOPIC 1 20% 4% 10% 6%

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ELASTICITY ONE TWO QUESTIONS ONE
QUESTION EXTENDED ESSAY QUESTION
SHORT ESSAY 15MINS CALCULATION
5MINS 10MINS
TOPIC 2 33% 11% 9% 13%
THERMOMETRY TWO ONE QUESTION THREE
QUESTIONS CALCULATION QUESTIONS
SHORT ESSAY 7MINS EXTENDED
6MINS ESSAY
17MINS
TOPIC 3 21% 4% 8% 9%
ENERGY ONE ONE QUESTION TWO
QUESTION ILLUSTRATION QUESTIONS
SHORT ESSAY 10MINS CALCULATION
3MINS 17MINS
TOPIC 4 26% 9% 8% 9%
SOUND AND THREE THREE ONE
WAVES QUESTIONS QUESTIONS QUESTION
SHORT ESSAY EXTENDED ESSAY CALCULATION
7MINS 16MINS 7MINS

Task 4.1b Table of Specification (Write down the challenges you experienced in drafting the table of
specification)

- Takes a lot of time in constructing the table.

- Requires special skills in drawing the table and converting into percentage.
- It’s difficult in constructing with clear objectives

Task 4.1c Table of Specification (Based on your experience in developing the table of specification, write
a brief you will provide to teacher trainees from other universities that you might meet during school
practice on how they can draft tables of specification in order to help them come up with standard test
instruments)

- Choose a subject you want to work with.

- Pick a topic and subtopic in that subject you have chosen.
- Calculate the relevancy in percentage the topic or sub topic you have chosen. And the
percentage should sum up to 100%
- Allocate each topic time.
- After you draw a table containing the column for Content, Relevancy, Knowledge,
Comprehension and Application.
- Then fill the information into the table.

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Task 4. 2a Test Instrument (Attach a copy of the test instrument you designed from your table of
specification)

GERSHIBON CHRISTIAN HIGH SCHOOL

PHYSICS PAPER 2 TEST ONE

S.4 TERM ONE 2019

TIME: 2HRS

INSTRUCTIONS

Attempt all question

1. a) State Hooke’s law of elasticity.

b) Different loads, W are applied to the end of an elastic wire and the corresponding extensions e,
of the wire recorded.
i. Sketch a labeled graph of e against W.
ii. Describe briefly the features of graph above

c) Spring of natural length 5.0×10-2m extends by 2.0×10-3 when a force of 1.8N acts on it. Calculate
the extension when a force of 10N is applied to the spring.

2. a) (i) Define a thermometric property?

(ii) Give two advantages of mercury over alcohol as a thermometric property.

(iii) Convert -2000C to kelvins.

b) Use the kinetic theory to explain the following:

(i) Cooling by evaporation

(ii) Why the temperature of a gas contained in a cylinder increases when it is compressed.

c) Explain briefly the transfer of thermal energy by conduction in metals.

3. a) (i) State the principle of conservation of energy.

(ii) Illustrate the principle above with reference to a simple pendulum in a vacuum

b) A ball of mass 0.30kg falls from rest at a height o 4.0m on to a horizontal surface and rebounds
to a height of 2.0m.
(i) Find the kinetic energy just before the ball hits the surface, and just after collision. Explain
the difference between the two energies.
(ii) What is the initial momentum?
4. (a) State any two differences between sound and light waves.
(b) (i) Describe a simple experiment to determine the velocity.
(ii) Explain why the speed of sound is higher in solids than in air.

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 (c) Two people X and Y stand in a line at a distance of 330m and 660m respectively from a high
wall. Find the time interval taken for X to hear the second and second sounds when Y makes a
loud sound. (Speed of air = 330ms-1)
(d) (i) What is meant by a stationary wave?
(ii) Give any two conditions.
(iii) Name one music instrument which produces stationary waves.
END

Task 4.2b Test Instrument (Briefly explain how the table of specification helped to draft the test
instrument you have attached in 4.2a above)

- Table of specification helped in carefully analyzing the test instrument before using it to
evaluate.
- It has helped to differentiate between short and extended essays
- It has also helped to carefully and accurately allocate the required time to each question.
- Helps to know the different types of questions to give to students at different levels.

Task 4. 3 Managers of schools as well as the Ministry of Education and Sports through Uganda National
Examinations Board have invested a lot of both financial and human resources in administration of
examinations but still examination malpractices are still the order of the day. Discuss the factors
contributing to the status of affairs. (Attach a screenshot of your individual contribution to the
discussion forum about this discussion topic).

Task 4.4 Copy and paste a copy of the group summary about “Webb’s DOK is an improved version of
Bloom’s Taxonomy of Educational Objectives” that you discussed in one of the Muele activities.

Webb’s Depth of Knowledge (DoK)

Depth of Knowledge or DoK is another type of framework used to identify the level of rigor for an
assessment. In 1997, Dr. Norman Webb developed the DoK to categorize activities according to the

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level of complexity in thinking. The creation of the DoK stemmed from the alignment of standards to
assessments. Standardized assessments measured how students think about content and the
procedures learned but did not measure how deeply students must understand and be aware of
learning so they can explain answers and provide solutions, as well as transfer what was learned in
real world contexts (Francis, 2017).

Essentially, the goal of DoK is to establish the context—the scenario, the setting, or the situation—in
which students express the depth and extent of the learning (Francis, 2017).

This framework consists of 4 levels, level 1 being the simplest and level 4 being the most complex

Level 1 (Acquired knowledge) involves recall and reproduction. Remembering facts or defining a
procedure.

Level 2 (Knowledge Application) are skills and concepts. Students use learned concepts to answer
questions.

Level 3 (Analysis) involves strategic thinking. Complexity increases here and involves planning,
justification, and complex reasoning. Explains how concepts and procedures can be used to provide
results.

Level 4 (Augmentation) is extended thinking. This requires going beyond the standard learning and
asking, how else can the learning be used in real world contexts.

Learning outcome 5: I can critique the existing assessment and evaluation tools in terms of their
appropriateness

Task 5. 1 Assembling a test instrument (Write down the components of a good test instrument that
were addressed by the question paper you came with to the lectures of Evaluation of Instruction held in
the first two weeks of October, 2019)

- The paper was well balanced since it had different topics.

- Started with simple questions and ended with the hard ones.
- It was fair in that it had both simple and difficult questions.
- It also had clear instructions.
- Total time for the questions was included.

Task 5.2 assembling a test instrument (Write down the components of a good test instrument that were
not addressed by the question paper you came with to the lectures of Evaluation of instruction held in
the first two weeks of October, 2019)

- Time for each question was not allocated.

- Marks for each question were not allocated.

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Learning outcome 6: I can examine the role of feedback in promoting effective teaching and learning
environment

Task 6.1 I can assess my peers' work and provide them with appropriate feedback (Provide a screen
shot (s) from any of the discussion forums on Muele or Workshop activities where you are convinced
that you provided effective feedback to your colleague(s)’ answers

or chats)

Task 6.2 Role of feedback in teaching and learning process (Provide a link or screenshot that shows your
contributions towards this subject matter)

End

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