B.

Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

TABLE OF CONTENT

1. Focus 2 (answer)………………………………………………………………… Pg 2
2. Assessment plan…………………………………………………………………. Pg 5
3. References………………………………………………………………………. Pg 10
4. Annex……………………………………………………………………………. Pg 12

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

Full Name: NUNDLALL SANGEETA

Focus: Two
Assignment 1 Part 1

Assessment is an essential part of the teaching learning process. With the evolution of
the world, experts in education have come up with alternative forms of assessment so as to
further enhance the performance of pupils and also to bring reforms in education. Alternative
forms of assessment refers to determining the achievement of pupils using a wide range of
methods, that is adapted not only to a group of pupils but also takes into consideration mixed
ability pupils or those whose learning style differs. The assessments are processed in a
friendly and sound environment, hence reducing anxiety among learners and boosting
learning as mentioned by Huerta-Macias (2002).

Previously, traditional assessment that is paper-and-pencil assessment was the only

technique used to judge pupils. The most commonly used tools in traditional assessment
comprise of multiple choice tests, true/false tests, short answers and essays. According to
Law and Eckes (1995), paper and pencil assessment only tests the lower order thinking skills
of the learner and determines what the pupil can do at a specific time. In other words, it does
not give us an authentic analysis of the pupil’s understanding or difficulties, hence leaving no
room for improvement in the teaching learning process. From Simonson, Smaldino, Albright
and Zvacek (2000) point of view, we can also associate it with a restricted form of
assessment as students are tested cognitively only, laying much emphasis on memorization
and recall. Furthermore, with reference to Bailey (1998), no feedback is provided to the
pupils, as traditional assessment is mostly conducted at the end of a course or a semester.
Biggs (1999) has highlighted the fact that students learn for exam purpose that is they
concentrate only on the learning skills that will help them to get a good grade. For example, if
the assessment tools are tests or exams the students will memorize the factual information for
exam purpose and later on forget it (Mazur, 2015). Once I got a case where a pupil refused to
participate in the drama class. When the headmaster and I talked to the parents, the latter also
approved of their ward’s decision as they refuted that their kid must focus only on
examinable subjects that will help him to get good grades. This further confirms that
traditional assessment does not favor the all -round development of the child as per Brown
and Hudson (1998). According to the Public Service Commission (Mauritius), some
interviewees with high qualifications encounter difficulties while expressing themselves in

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

front of the interviewers. The reason behind this behavior is the fact that since childhood they
have concentrated on acquisition of cognitive skills, neglecting the other skills like
communication and social, as per our previous education system. To some extent, we must
agree that multiple-choice items and Yes/No items facilitate cheating (Hughes, 2003) and
help in misguiding us.

To meet the modern educational needs, that is the acquisition of the twenty first
century skills, alternative forms of assessment have been conceptualized. Scott (2015) defines
the twenty first century skills as the knowledge skills and attitudes required to face, cope and
succeed in the twenty first century workforce which can also be referred to as a diverse
society dominated by new technologies. In the light of the National Curriculum Framework-
primary 2015, new forms of assessment has been designed to help, state and guard a child’s
progress in his learning. NCF 2015 also mentions the integration of the three methods of
assessment which are assessment as/for/of learning in the curriculum for the interest of pupils
through continuous classroom assessment, school-based assessment and the national
assessment. Before the implementation of PSAC, pupils of grade six were awarded the
Certificate of Primary Education after a national exam where only assessment of learning
(summative) was practiced. In order to render evaluation more effective through assessment
of/for/as learning, alternative forms of assessment which takes into consideration the three
methods of assessment has been set up. Authentic assessment, Performance-based
assessment, School-based assessment, ICT-based assessment, Self-assessment and Peer
assessment are examples of the new forms of assessment. Pupils get the opportunity to deal
with tasks that they will encounter in real-life and apply life skills (Mueller, 2014), hence
preparing them to confront the future world with much confidence. Moreover, pupils are
developed academically and non-academically, forming well-rounded students. (Ahmad and
Warti, 2004).

Before the implementation of the NCF 2015, my assessment practices were mostly
based on traditional assessment that is written exams. Students were like defenseless vessels
waiting to be filled with facts (Wasserstein 1994). The traditional system of assessment could
not fulfill the social and educational needs of this new and savvy generation. In addition my
previous form of assessment did not allow pupils to convey what they have learnt using their
preferred multiple forms of intelligences. When I reflect on my teaching techniques, I realize
that they were mainly exam oriented that is, prepare the pupils for National exams so that
they get through the rat race system rather than to prepare them for life, by assuring the

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

acquisition of the real-world skills and critical thinking. However most of the time, I focused
on only one type of learning style, rote learning with emphasis on learning outcome instead
of learning process. Then, I had the tendency of neglecting subjects like Arts and Physical
Education due to the pressure of overloaded syllabus, exam and myself not being doted for
these subjects.

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

ASSESSMENT PLAN

Grade: Six

Subject area: Mathematics integrated with Physical Education

Duration: One hour and five minutes

Types of students: Mixed ability pupils, pupils pertaining from different social background, Pupils with
different learning styles.

Number of students: Thirty

Topic: Solving word problems

Alternative assessment selected: Performance-based assessment(game/activity- based)

Mathematical Treasure hunt

Assessment tools/techniques for data gathering/record-keeping:

Teacher assesses by making observations on each student’s participation in the treasure hunt and also by
analysing the cards with the clues (the word problems), rubric with rating scale.

Any teaching/learning strategies selected:

Inquiry based learning/Collaborative

Goal of the task/activity:

Students must show appreciation for the use of mathematics in their daily life.

Learning outcomes of the assessment: At the end of the assessment students should be able to:

1. Identify mathematical problems.

2. Associate mathematics to other disciplines and communicate effectively using

mathematical vocabulary.

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

3. Investigate about clues given to them.

4. Evaluate all the clues to get a final answer.

Description of the assessment (task/activity) or Procedure:

Title: Mathematical Treasure Hunt

Steps:

1. First, pupils are briefed on the activity, safety measures, rules, discipline and their limitation
concerning time factor.

2. Six groups with a group leader are formed.

3. Then, they gather at the starting point and I give them the resources needed for the activity.

4. Next, I introduce to them the teachers who will assist me.

5. The six group leaders are handed over with the first clue which has been written on a card. (The
First clue will be placed in an envelope to avoid discrepancy).

6. Using a whistle, I declare the game open.

7. Students follow a trail of clues and mathematical problems around the school site.

8. Each clue contains a hint to where the next clue is hidden.

9. The questions are taken from a wide range of different topics.

10. The answer to each problem is an integer.

11. All the answers, once decoded into letters, spell the location of the treasure.

12. After the completion of the activity, teacher provides feedback to pupils on their performances
(weaknesses and strengths).

Materials used: Cards having the clues, Maps of school site, pencil, eraser, treasure.

Criteria: Skills assessed

1. Solve the mathematical problems in a sensible way. 1. Critical thinking

skills
2. Cooperate with friends while tackling the group activity.

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

3. Help friends to handle difficulties. 2. Collaboration

skills
4. Give feedback to each other.
3. Communication
5. Respect timeframe.
skills

4. Leadership skills
Marks:
5. Psychomotor
Marks are allocated in accordance with the criteria and rubric with
skills
rating scale.

For example

Criteria Proficient Intermediate Basic

(5 marks) (3 Marks) (1 Mark)

Number 1

Number 2

Number 3

Number 4

Number 5

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

For my assessment plan, I have chosen performance- based assessment, whereby my

assessment tool is a treasure hunt activity, as it will promote children’s physical and mental
development. From my experience, I have found out that Mathematics is a dreadful subject
for the majority of pupils, on the other hand Physical Education is well-perceived by them.
Consequently, I have integrated solving mathematics word problems in a physical Education
class through a treasure hunt activity. According to me, students’ real abilities must be tested
rather than just their knowledge. In addition, pupils must become independent as they build
on their own answers by doing. It is rightly said by Gardener (1993), most learning occurs in
an active way ‘‘that is student construct knowledge from their actions in the environment’’
(Wadisworth 1989). In so doing, the facts learnt by them get impregnated in their mind for
later use in real life situations. According to Stiggins (2001), as pupils are directly and
deeply involved in the learning process their confidence and motivation to learn is further
boosted. On the other hand, while using PBA, the teacher also can discover/ analyze his
teaching strategies to find out if something is lacking from his side and hence make room for
improvement. (Speers, 2008, Stiggins, 2004). It has been pointed out by Edgar Dale (1969),
we tend to remember 90% of what we Say and Do. Pupils of this generation are hyper active
and always on the move. We cannot expect them to assimilate a concept just by telling them
about the fact. Since kids have been always curious by nature, they learn better by doing,
experimenting and discovering. My class consists of mixed ability pupils and we all know
peer/collaborative learning brings better understanding in the slow learners. Consequently,
engaging pupils in collaborative work /group work through PBA, will enrich and enhance the
self-esteem of the low performers. We should also keep in mind Gardner’s multiple
intelligence theory, which has proven that the way pupils learn differs. My class also
comprises of pupils whose learning style differs. So when I make the groups for the activity, I
see to it that each group consists of pupils with different aptitude. Hence each pupil
contributes positively in the activity and helps the one with difficulties. For example, one
pupil is good at solving problems, while another one is a fast runner or his psychomotor skills
are better developed or is a good leader. Furthermore the kids pertain to different socio-
economic background. As the tradition goes, those belonging to a poor family or coming
from an unconducive environment are often looked down and neglected. However from my
experience, the psycho-motor skills of these kids are better developed, so their involvement

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

in the treasure hunt is well appreciated and hence a harmonious atmosphere prevails in the
class enhancing teaching and learning.

The use of effective assessment tools have rendered the assessment practices even
more learner centered and also provides an insight to educators on their next instructional
step so as to make the teaching and learning process more meaningful and sound. However,
the mindset of parents must be changed, so that we teachers can further implement authentic
assessment, as parents believe that pupils can be assessed only through written exams.

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 B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

REFERENCES

1. Bailey, K.M (1998). Learning about language assessment: dilemmas, decisions and
direction, New York, NY: Heinle and Heinle Pub
2. Biggs, J. (1999). Teaching for Quality Learning at University: What the Student
Does. New York: Open University Press.
3. Black, P. & Wiliam D. (1998). Inside the black box: raising standards through
classroom assessment. Phi Delta Kappan.
4. Black, P. & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in
Education: principles, policy and practice, 5(1), 7-74.
5. Brown, J. B., & Hudson, T. (1998). The alternatives in language assessment. TESOL
Quarterly, 32(4), 653–75.
6. Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments.
The Turkish Online Journal of Educational Technology, 2(3), 13–19
7. Gardener, H (1993). Frames of mind, 4th ed. New York, Basic Books.
8. Herman, J. L., Aschbacher, P. R., & Winters, L. (1992). A practical guide to
alternative assessment. Alexandria, VA: Association for Supervision and Curriculum
Development.
9. Huerta-Macías, A. (1995). Alternative assessment: Responses to commonly asked
questions. TESOL Journal, 5(1), 8–11.
10. Law, B. & Eckes, M. (1995). Assessment and ESL. Peguis publishers: Manitoba,
Canada.
11. Mueller, J (2006). Authentic assessment toolbox.[online] Retrieved on 25 June from
the website http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htmlooklike
12. Scott, Cynthia, L.S (2015). The future of learning 2: What kind of learning for the
21st century? ( ERF working Paper number 14) Paris: UNESCO Education Research
and Foresight.
13. Simonson M., Smaldino, S, Albright, M. and Zvacek, S. (2000). Assessment for
distance education (ch 11). Teaching and Learning at a Distance: Foundations of
Distance Education. Upper Saddle River, NJ: Prentice-Hall.
14. Stiggins, R.J and Conklin, N.F (1992). In teacher’s hands: Investigating the practices
of classroom assessment. Albany, N.Y: State University of New York Press.

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15. Vygotsky, L. S. 1978. Mind in society: The development of higher psychological

processes, ed. M. Cole. Cambridge, MA: Harvard University Press
16. Wadsworth, B.J, (1989). Piaget’s theory of cognitive and affective development. 4 th
edition. New York, Basic Books.

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B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

Annex 1: Turnitin Digital Receipt

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B.Ed PT Primary 2020-22 – Group I – Assessment and Evaluation Module BEDP 1011

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