DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

EDUCATIONAL ASSESSMENT
CURRICULUM DESIGN
 First Published in 2021

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transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or
otherwise, without the prior written permission of the publisher.

ISBN: 978-9966-31-998-2

Published and printed by Kenya Institute of Curriculum Development

FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for
education, training and research meet the aspirations of the Kenya
Constitution 2010 and the Kenya Vision 2030. In relation to this, the Ministry
of Education (MoE) seeks to ensure that policy documents developed are
consistent with the international education commitments and other
conventions to which Kenya is a signatory. The Competency Based Curriculum
(CBC) calls for transformative and reflective teachers who shall take
advantage of existing opportunities to implement curricula in different
learning contexts. This, in turn, has implications for Pre-service Teacher
Education (PTE).

Therefore, the Ministry of Education will upgrade the level of PTE for Primary
School teachers to the Diploma level to enable the student teachers achieve
higher levels of professional and practical competencies required to
implement the reformed curriculum. The MoE is satisfied that the Diploma in
Primary Teacher Education (DPTE) programme has been developed with
insights from research findings, particularly the Needs Analysis for Teacher
Education, international benchmarking and sufficient stakeholder
engagement. These insights have resulted in the conceptualization and design
of a PTE programme which aims to produce a competent teacher committed
to nurturing every learner's potential for sustainable development.

The MoE is also confident that the curriculum designs have been developed
through a consultative process that involved panelists, course panels and the
Academic Committee which is presided over by the MoE. It is important to
note that the curriculum designs provide a link between the National Goals of
Education, the General Learning Outcomes for DPTE and the Specific Learning
Outcomes for each learning area. There are also a variety of suggested
learning experiences, modes of assessment and resources amongst other
critical components. Implementers of the DPTE programmes shall need to
ensure that this link is upheld consistently to fulfil the vision of producing a
professional, reflective and ethical teacher.

It is my expectation that the DPTE curriculum designs will serve as valuable

reference materials to teacher educators and guide consistent
implementation of PTE in all institutions in Kenya.

PROF. GEORGE A. O. MAGOHA, CBS

CABINET SECRETARY
MINISTRY OF EDUCATION

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Page | ii
PREFACE

The Sessional Paper No. I of 2019, Towards Realizing Quality, Relevant and
Inclusive Education and Training for Sustainable Development, is the policy
framework for the Education Sector which seeks to actualise the tenets of the
Kenya Vision 2030. The social strategy for achieving Vision 2030 reiterates
the need to invest in the People of Kenya, which necessitates modernisation
of teacher training as a key component. The Ministry of Education (MoE)
recognises that ensuring a vital human resource for quality teaching is the
foundation of any successful education system. The Sessional Paper explains
the shift from a Content - Focused Curriculum for Basic Education to a
Competency Based Curriculum (CBC). This has necessitated the change in
the Teacher Education Curriculum to be in tandem with the aspirations of the
nation.

To enable teachers to effectively their expected leading roles in curriculum

implementation, there is a need for adequate preparation during pre-service
training in professionalism, content, pedagogy and desirable values.
Consequently, the curriculum designs for the Diploma in Primary Teacher
Education (DPTE) have provided courses that will enable the development of
competencies necessary to realise the vision and mission of the CBC as
captured in the Basic Education Curriculum Framework (KICD, 2017).

In these designs, Micro Teaching and Practicum have been given prominence
in order to enhance experiential learning with support from experienced
teachers as mentors. Therefore, MoE is convinced that DPTE curriculum
designs shall facilitate production of competent teachers for Kenya, the East
African region and the rest of the world.

It is my hope that the Teacher Training Colleges will adhere to the guidelines
in the designs to ensure efficiency and consistency in Pre-service Teacher
Education in Kenya.

DR. JULIUS O. JWAN, MBS

PRINCIPAL SECRETARY
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION

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ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013

(Revised 2018) mandates the Institute to develop curricula and curriculum
support materials for basic and tertiary education and training, below the
university. The curriculum development process for any level involves
thorough research, international benchmarking and robust stakeholder
engagement.

Through this systematic and consultative process, the KICD conceptualised

the Competency Based Curriculum (CBC) as captured in the Basic Education
Curriculum Framework (BECF), that responds to the demands of the 21 st
Century and the aspirations captured in the Kenya Constitution 2010, and the
Kenya Vision 2030, East African Commission Protocol and the United Nations
Sustainable Development Goals. Consistent with the CBC, the KICD has
developed a Teacher Education Curriculum Framework (TECF) which
emphasises the need to adopt a Competency Based Teacher Education
(CBTE). Accordingly, the development of the Curriculum Designs for the
Diploma in Primary Teacher Education (DPTE) takes cognisance of the tenets
of CBTE, key among them being the need to ensure student teachers get
opportunities to comprehensively engage with the content for their target
learners, the interactive pedagogies and socially acceptable values that would
nurture every learner’s potential. Therefore, a key feature of the curriculum
design for each course is the integration of content with pedagogy and
provisions for experiential learning through sufficient time for Micro –
Teaching and the Practicum.

I wish to acknowledge the KICD curriculum developers and other staff, all
teachers and educators who took part as panelists, the Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders for
their various roles in the development of the Teacher Education curriculum
designs.

I give special thanks to the Cabinet Secretary – Ministry of Education, the

Principal Secretary – State Department of Early Learning and Basic
Education, the Secretary Teachers Service Commission (TSC) and the Chief
Executive Officer of the Kenya National Examinations Council (KNEC) for
their support in the process.

Finally, I am very grateful to the KICD Council for very consistent guidance in
the process. I assure all student teachers, teacher educators and other
stakeholders that these Curriculum Designs will effectively guide the
implementation of the DPTE and lead to the graduation of competent teachers
who shall successfully implement the CBC in Kenya and internationally.

PROF. CHARLES O. ONG’ONDO

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DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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TABLE OF CONTENTS

FOREWORD............................................................................................................................... i
TABLE OF CONTENTS................................................................................................................ iv
INTRODUCTION........................................................................................................................ v
REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)...........................vi
NATIONAL GOALS OF EDUCATION...........................................................................................ix
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)............x
ESSENCE STATEMENT.....................................................................Error! Bookmark not defined.
GENERAL LEARNING OUTCOMES....................................................Error! Bookmark not defined.

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INTRODUCTION
The development of the curriculum for Diploma in Primary Teacher Education
(DPTE) is a critical milestone in the implementation of Competency Based
Curriculum (CBC) in Kenya. The curriculum designs herein have been
developed to prepare the student teacher to be able to effectively guide the
learners at the Primary level of Basic Education.

It is envisaged that the teacher educator will guide the teacher trainee
appropriately to embrace the shift from the Objective-Based to the
Competency Based Curriculum which is hinged on use of learner-centred
methodologies for realisation of the expected outcomes. In addition, the
emphasis on formative assessment to facilitate learning should be
underscored as the basis for determining learner aptitude and performance.
Other key aspects that have been introduced include structured micro-
teaching, a longer period for the practicum and the introduction of specific
Professional Courses that ensure congruence with the CBC vision, mission,
pillars and guiding principles as enshrined in the Basic Education Curriculum
Framework (KICD, 2017).

The DPTE seeks to develop the teacher to act as a facilitator in the learning
process taking into consideration the different abilities and learning styles of
individual target learners. The curriculum has been designed with emphasis
on experiential and reflective learning to develop appropriate pedagogical
content knowledge; hence the emphasis on integrated content and pedagogy
for the student teachers while at college. This is to ensure that the teacher
trainee is given adequate time to practice how to facilitate learning of the
different strands prescribed in the curriculum designs.

The Curriculum Designs for the Diploma in Primary Teacher Education (DPTE)
are packaged according to courses of training as follows:
Professional Learning areas Integrated Content and Pedagogy Learning
1. Child Development and areas
Psychology 1. English
2. Curriculum Studies 2. Kiswahili
3. Educational Resources 3. Mathematics
4. ICT Integration in Education 4. Science and Technology
5. Educational Assessment 5. Agriculture
6. Communication and Research 6. Home Science
Skills
7. Religious Education: CRE/IRE/HRE
7. Inclusive Education
8. Educational Leadership and 8. Social Studies
Management 9. Physical and Health Education
9. Sociological and Philosophical 10. Art and Craft
Foundations of Education 11. Music
10. Historical and Comparative 12. Indigenous Language
Foundations of Education 13. Foreign Languages: French/ Arabic/
11. Micro Teaching German/ Mandarin (Chinese)/ KSL
12. Practicum
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REGULATIONS FOR THE DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)
ENTRY REQUIREMENTS
The entry requirements for the Diploma in Primary Teacher Education (DPTE) shall be C Plain
Mean Grade in the Kenya Certificate of Secondary Education examination (KCSE) or its equivalent
(as equated by the Kenya National Examinations Council (KNEC). The Special Needs Candidates
(SNE) could be admitted with C Minus (-) Grade in KCSE or equivalent for the respective
Diplomas. This refers to Candidates who have Special Needs

DURATION OF TRAINING
The duration for the Diploma in Primary Teacher Education (DPTE) shall be three years.

SUBJECTS OFFERED
The trainee undertaking the Diploma in Primary Teacher Education (DPTE) shall take ALL courses
specified in the DPTE curriculum; which includes Professional Courses and learning areas
(subjects) in Primary School Curriculum.

MICRO-TEACHING AND PRACTICUM

Micro Teaching shall be undertaken as a course and shall be a pre-requisite for the Practicum;
hence a course design has been developed for it. There shall be two (2) school term practicum
sessions for which guidelines shall be developed.

AWARD OF DIPLOMA
To be awarded the Diploma in Primary Teacher Education, the candidate must achieve the
following:
i) Complete the required hours for coursework and pass the stipulated assessment as
directed by the Kenya National Examinations Council (KNEC).
i) Complete the required hours for the Practicum and pass the stipulated assessment as
directed by the Kenya National Examinations Council (KNEC).

Note: If the student fails to meet the requirements for award of the Diploma in Primary Teacher
Education he/she will be allowed to repeat the specific component or learning area failed

GRADING
The Diploma in Primary Teacher Education (DPTE) shall be graded as stipulated by the Kenya
National Examinations Council (KNEC).

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 TABLE 1: DISTRIBUTION OF PROFESSIONAL COURSES
SUBJECT TERM TERM TERM TERM TERM TERM Sub TERM 7 TERM TERM TOTAL
1 2 3 4 5 6 Total Micro 8 9 FOR COURSE
Teaching -
Subject
Practicals
PROFESSIONAL COURSES
1. Child Development and 10 10 10 10 10 10 60 PROFESSIONAL
Psychology COURSES
2. Curriculum Studies 30 20 20 20 90 (420 Hours )
3. Educational Resources 10 10 10 30
4. ICT Integration in Education 10 10 10 30
5. Educational Assessment 10 10 10 30
6. Communication and Research 10 10 10 30
Skills
7. Inclusive Education 10 10 10 30
8. Educational Leadership and 10 10 10 30
Management
9. Sociological and Philosophical 10 10 10 30
Foundations of Education
10. Historical and Comparative 10 10 10 30
Foundations of Education
11. Micro Teaching 30 30
SUB TOTAL 120Hrs 80Hrs 80Hrs 60Hrs 40Hrs 40Hrs 420Hrs

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 TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)

SUBJECT TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 SUB TERM 7 TERM 8 TERM 9 TOTAL
TOTAL Micro FOR
Teaching COURSE
-
Subject
Practicals
1 English 30 30 30 30 30 30 180 30 Practicum Practicum +
2 Kiswahili 20 20 20 20 20 20 120 20 CONTENT&
3 Mathematics 30 30 30 30 30 30 180 30 300 300 Hours PEDAGOGY
4 Science and 20 20 20 20 20 20 120 30 Hours (SUBJECTS)
Technology (1680 Hrs)
5 Agriculture 20 20 20 20 20 20 120 20
6 Home science 20 20 20 20 20 20 120 20 +
7 Religious Education:- 20 20 20 20 20 20 120 20 PRACTICUM
(CRE, IRE, HRE) (600Hrs)
8 Social Studies 20 20 20 20 20 20 120 20
9. Physical and Health 10 10 10 30 30 30 120 30
Education
10. Art and craft 10 30 30 10 20 20 120 20
11. Music 10 20 20 20 20 30 120 20
12. Indigenous Languages 10 20 20 20 30 20 120 20
13 Foreign Languages: 10 10 10 30 30 30 120 20
French/ Arabic/
German/ Mandarin
(Chinese)/ KSL
SUB TOTAL 230 Hrs 270 Hrs 270 Hrs 290 Hrs 310 Hrs 310 Hrs 1680 Hrs
TOTAL 350 350 350 350 350 350 2100 300 300 300 3000 HRS

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences
need not divide them. They must be able to live and interact as Kenyans. It is a paramount
duty of education to help young people acquire this sense of nationhood by removing
conflicts and promoting positive attitudes of mutual respect which enable them to live
together in harmony and foster patriotism in order to make a positive contribution to the
life of the nation.

ii) Promote the social, economic, technological and industrial needs for national
development.
Education should prepare the youth of the country to play an effective and productive role
in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships
which are necessary for the smooth progress of a rapidly developing modern
economy. There is bound to be a silent social revolution following in the wake of rapid
modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and
personal qualities that are required to support a growing economy. Kenya is building
up a modern and independent economy which is in need of an adequate and relevant
domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for
industrial development. Kenya recognizes the rapid industrial and technological
changes taking place, especially in the developed world. We can only be part of this
development if our education system is deliberately focused on the knowledge, skills
and attitudes that will prepare our young people for these changing global trends.

iii) Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents
and personality. It should help children to develop their potential interests and abilities. A
vital aspect of individual development is the building of character.

iv) Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will
enhance the acquisition of sound moral values and help children to grow up into self-
disciplined, self-reliant and integrated citizens.

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 v) Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within
an education system which provides equal educational opportunities for all. It should give
all children varied and challenging opportunities for collective activities and corporate
social service irrespective of gender, ability or geographical environment.

vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures
and their valid place in contemporary society. Children should be able to blend the best of
traditional values with the changing requirements that must follow rapid development in
order to build a stable and modern society.

vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and
interdependent network of peoples and nations. Education should therefore lead the
youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

viii. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to
avoid indulging in activities that will lead to physical or mental ill health. It should foster
positive attitudes towards environmental development and conservation. It should lead the
youth of Kenya to appreciate the need for a healthy environment.

LEVEL LEARNING OUTCOMES FOR DIPLOMA IN PRIMARY TEACHER EDUCATION (DPTE)

By the end of the course the teacher trainee should be able to:
1. Model appropriate behaviour and values for primary school learners to emulate for
development of good citizenship
2. Communicate and collaborate effectively with learners, peers, parents and the community
to create a conducive learning environment.
3. Use appropriate pedagogical approaches to facilitate learning for primary school learners in
and out of the classroom
4. Apply inclusive practices to support all primary school learners including those with
disabilities and special educational needs
5. Employ ICT skills in the learning process to enhance digital literacy
6. Employ appropriate assessment approaches to promote effective learning
7. Identify and nurture learner’s potential and talents for appropriate placement and
transition into lower secondary education.
8. Develop environmental conservation skills in primary school learners to promote education
for sustainable development
9. Create innovative and effective solutions to challenges in the learning process.

Page | xii
 10. Integrate pertinent and contemporary issues in learning to enable learners to cope with
daily challenges.

ESSENCE STATEMENT
The Educational Assessment course is aimed at equipping the teacher trainee with the prerequisite
knowledge and skills in assessing the learner’s acquisition of the learning outcomes, the desired
core competencies, values and attitudes. The Basic Education Curriculum Framework (BECF)
describes assessment as a process of determining the capability of a learner to apply a set of related
knowledge, skills, values and attitudes to successfully perform critical work functions or tasks in a
specified setting. Assessment is based on a collection of pieces of evidence that demonstrate the
learner's acquisition of the intended learning outcomes, performance or behaviour change
according to a specific assessment standard. Teacher trainees should be trained in effective
methods of collecting, recording, compiling and interpreting evidence of the learner’s progress.
Further, the trainee should be well grounded in the principles of assessment such as validity,
reliability, fairness, accessibility and flexibility as outlined in the Competency Based Assessment
Framework (CBAF).

GENERAL LEARNING OUTCOMES

By the end of the course, the teacher trainee should be able to:

1. Outline the importance of assessment in the learning process.

2. Analyse various methods of assessment used in the learning process.
3. Develop appropriate tools for assessing learner’s knowledge, skills and competencies, values
and attitudes in the different subjects and learning areas.
4. Apply effective assessment practices in the learning process.
5. Apply Information Communication Technology (ICT) in assessment process.
6. Integrate values, PCIs and competencies in the assessment process.
7. Appreciate the use of assessment in the learning process.

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Page | xiv
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
By the end of the sub The teacher 1. What is the
strand, the teacher trainee: relevance
trainee should be able ●brainstorms on of
1.0 Foundations 1.1 Basic
to: the meaning of assessment
of Educational Concepts of
a) explain the the terms in the
Assessment Assessment
meaning of the measurement, learning
terms used in assessment, process?
(2 hours)
assessment examining, 2. What
b) interpret the evaluation and assessment
principles of Competency tasks would
assessment in Based best be
learning Assessment used to
c) justify the purpose ●discusses the measure
of assessment in principles of the
the learning assessment and learner’s
process shares in the acquisition
d) relate Competency plenary of the
Based Assessment ●discusses the desired
(CBA) to purpose of competenci
Competency Based assessment in es?
Curriculum (CBC) in the learning
assessment process and
e) distinguish shares with peers
between traditional ●creates a chart of
assessment the linkages
methods and CBA between CBC and
f) appreciate the use CBA and shares
of assessment in in the plenary
the learning ●debates on the
process. rationale of the
paradigm shift
from the
traditional
assessment
methods in
relation to CBA
● researche
s on the
importance of
assessment in
learning, and
shares findings.

Page | 1
Core Competencies to be developed
 Learning to Learn and Reflective practice – as teacher trainees examine the linkage between
CBA and CBC.
 Creativity and Innovation – as teacher trainees create a chart of the linkages between CBC
and CBA.
Values
 Unity – as teacher trainees debate on the rationale of the paradigm shift from the traditional
assessment methods to CBA.
 Patriotism – as teacher trainees embrace the paradigm shift in educational assessment.
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Explaining the Comprehensively Correctly Attempts to Has difficulty in
meaning of the and correctly explains the explain the explaining the
terms used in explains the meaning of meaning of meaning of the
assessment. meaning of the the terms some of the terms used in
terms used in used in terms used in assessment.
assessment. assessment. assessment.
Interpreting the Comprehensively Correctly Attempts to Has difficulty in
principles of and correctly interprets the interpret some interpreting the
assessment. interprets with principles of of the principles of
illustrations the assessment. principles of assessment.
principles of assessment.
assessment.
Justifying the Comprehensively Correctly Attempts to Has difficulty in
purpose of and correctly justifies the justify the justifying the
assessment in justifies the purpose purpose of purpose of purpose of
the learning of assessment in the assessment in assessment in assessment in
process. learning process the learning the learning the learning
with illustrations. process. process. process.
Relating CBA to Comprehensively Correctly Attempts to Has difficulty in
CBC in the and correctly relates relates CBA to relate CBA to relating CBA to
learning process. CBA to CBC in the CBC in the CBC in the CBC in the
learning process. learning learning learning process.
process. process.
Distinguishing Comprehensively Correctly Attempts to Has difficulty in
between and correctly distinguishes distinguish distinguishing
traditional distinguishes between between between
assessment between traditional traditional traditional traditional
methods and assessment methods assessment assessment assessment
CBA. and CBA with methods and methods and methods and

Page | 2
 illustrations. CBA. CBA. CBA.

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
By the end of the sub The teacher trainee:
strand, the teacher ● discusses types of
trainee should be assessment used
1.0 1.2 Types of 1.How do you
able to: in different
Foundations of Assessment compare
a) describe types of learning
Educational “assessment
assessment used situations:
Assessment (1 hour) for learning”
in different - Assessment of
to
learning situations learning
“assessment
b) determine types of - Assessment for
of learning”?
assessment to be learning
2.When do you
used in different - Assessment as
use
learning situations learning
“assessment
c) evaluate the ● draws illustrations
as learning” in
benefits of the of types of
the learning
types of assessment and
process?
assessment used displays in the
in the learning learning
process environment
d) evaluate the ● debates on the
limitations of the benefits and
types of limitations of the
assessment used types of
in the learning assessment
process ● discuses factors
e) examine the that influence the
factors that choice of the type
influence the of assessment to
choice of the types use in the learning
of assessment to process and
use in the learning shares in the
process plenary
f) appreciate the use ● researches and
of each of the presents papers
types of on types of
assessment in the assessment used
learning process. in the learning
process.
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Core competencies to be developed
 Communication and collaboration – as teacher trainees discuss types of assessment and
factors that influence the choice of type of assessment to use in the learning process in
groups.
Values
 Unity – as teacher trainees debate on the benefits and limitations of the types of
assessment.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Expectations Expectations Expectations Expectations
Indicator
Describing Comprehensively Correctly Attempts to Has difficulty in
types of and correctly describes describe types of describing types
assessment describes types of types of assessment used of assessment
used in assessments used assessment in different used in different
different in different used in learning learning
learning learning situations different situations. situations.
situations. with relevant learning
examples. situations.
Determining Consistently and Correctly Attempts to Has difficulty in
types of correctly determines determine types determining
assessments determines types types of of assessments types of
to be used in of assessments to assessments to be used in assessments to
different be used in to be used in different be used in
learning different learning different learning different
situations. situations. learning situations. situations.
situations.
Evaluating the Comprehensively Evaluates the Attempts to Has difficulty in
benefits of evaluates the benefits of evaluate the evaluating the
types of benefits of types of types of benefits of types benefits of types
assessment assessment used in assessment of assessment of assessment
used in the the learning used in the used in the used in the
learning process. learning learning process. learning process.
process. process.
Evaluating the Comprehensively Evaluates the Attempts to Has difficulty in
limitations of evaluates the limitations of evaluate the evaluating the
the types of limitations of the the types of limitations of the limitations of the
assessment types of assessment types of types of
used in the assessment used in used in the assessment used assessment used
Page | 4
learning the learning learning in the learning in the learning
process. process. process. process. process.
Examining Critically examines Examines Attempts to Has difficulty in
factors that factors that factors that examine factors examining
influence the influence the influence the that influence factors that
choice of the choice of the type choice of the the choice of the influence the
type of of assessment to type of type of choice of the
assessment to use in the learning assessment to assessment to type of
use in the process. use in the use in the assessment to
learning learning learning process. use in the
process. process. learning process.

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
By the end of the The teacher
sub strand, the trainee:
teacher trainee ● brainst
2.0 Assessment 2.1 Assessment 1. What are
should be able to: orms on
Methods and Methods the
a) identify various assessment
Tools parameters
assessment methods used
to consider
methods used in in the learning
when
the learning process
choosing an
process ● debates
assessment
b) discuss the on the merits
method?
merits and and demerits
(1 hour) 2. What limits
demerits of each of each of the
the
of the assessment
effectivene
assessment methods used
ss of the
methods used in in the learning
assessment
the learning process
method
process ● discuss
chosen?
c) apply es the
appropriate suitability of
assessment different
methods in assessment
different learning methods for
situations various
d) appreciate the learning areas
use of different ● prepare
s charts on
assessment

Page | 5
 methods and
displays in the
learning
assessment
environment.
methods in the
learning process.

Core Competencies to be developed

 Communication and Collaboration – as teacher trainees debate on the merits and demerits
of each of the assessment methods used in the learning process.
Values
 Unity – as teacher trainees prepare and display charts on assessment methods used in the
learning process in the classroom.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectation
s
Appropriately and Correctly Attempts to Has
correctly identifies identify difficulty in
identifies assessment assessment identifying
Identifying
assessment methods used methods used in assessment
assessment
methods used in in the learning the learning methods
methods used in the
the learning process. process. used in the
learning process.
process. learning
process.
Comprehensively Attempts to
explains the explain the
merits and merits and
Explaining the Clearly explains Has
demerits of demerits of
merits and demerits the merits and difficulty in
assessment assessment
of assessment demerits of explaining
methods used in methods used in
methods used in the assessment the merits
the learning the learning
learning process.
process. process.

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 methods used and
in the learning demerits of
process. assessment
methods
used in the
learning
process.

Applying Consistently and Accurately Attempts to Has

appropriate accurately applies applies apply difficulty in
assessment appropriate appropriate appropriate applying
methods in different assessment assessment assessment appropriate
learning situations. methods in methods in methods in assessment
different learning different different methods in
situations. learning learning different
situations. situations. learning
situations.

Page | 7
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
By the end of the sub The teacher
strand, the teacher trainee:
trainee should be ● brainstorms
2.0 Assessment 2.2 Assessment 1. How are the
able to: on the
Methods and Tools assessment
a) identify concept of
Tools tools used
assessment tools assessment
in the
used in assessing tools used in
learning
the achievement the learning
process?
of the learning process
2. What
outcomes ● uses digital
determines
b) describe features devices or
(5 hours) the choice
of each reference
of an
assessment tool materials to
assessment
used in learning search for the
tool to be
c) adapt assessment assessment
used in
tools to suit tools used in
assessing
assessment of the learning
learning
different learning process
outcome?
areas (checklists,
d) develop rating scales,
assessment tools rubrics,
for different questionnaire
learning situations s, project
e) evaluate the journals,
effectiveness of portfolio, oral
assessment tools or aural
used in the questions,
learning process learner’s
f) apply ICT to profile,
develop written tests,
assessment tools anecdotal
for different records,
learning areas observation
g) appreciate the use schedules and
of assessment so on)
tools in the ●discusses and
learning process. highlights
features of
different
assessment
tools and
Page | 8
 shares in the
plenary
●adapts and
creates
different
assessment
tools and
displays in the
learning
environment
or saves in a
folder in a
digital device
●researches on
the
effectiveness
of assessment
tools used in
the learning
process and
presents
findings in the
plenary
● writes
an essay on the
importance of
assessment
tools in the
learning
process.
Core competencies to be developed
 Creativity and Innovation – as teacher trainees create assessment tools used in the learning
process.
 Communication and Collaboration – as teacher trainees hold plenary discussions in class on
the efficiency and effectiveness of assessment tools used in the learning process.
 Critical Thinking – as teacher trainees analyse the assessment tools used in the learning
process.
 Self-esteem – as teacher trainees create assessment tools used in the learning process.
 Digital literacy – as teacher trainees use digital devices to design, create and store
assessment tools used in the learning process.
Values
 Responsibility – as teacher trainees create and store assessment tools used in the learning
process.
 Peace – as teacher trainees work together in groups to create assessment tools.
 Patriotism – as teacher trainees adapt the assessment tools in the learning process.

Page | 9
 Unity – as teacher trainees brainstorm on the concept of assessment tools used in the
learning process.
 Respect – as teacher trainees accommodate each other’s opinion when discussing the
features of different assessment tools and share in the plenary.
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Identifying Consistently and Correctly Attempts to Has difficulty in
assessment correctly identifies identifies identify some identifying the
tools used in assessment tools assessment of the assessment
assessing the used in assessing the tools used in assessment tools used in
achievement of achievement of the assessing the tools used in assessing the
the learning learning outcomes. achievement of assessing the achievement of
outcomes. the learning achievement of the learning
outcomes. the learning outcomes.
outcomes.
Describing Consistently and Accurately Attempts to Has difficulty in
features of accurately describes describes the describe describing
assessment features of features of features of features of
tools used in assessment tools assessment assessment assessment
different used in different tools used in tools used in tools used in
learning learning situations. different different different
situations. learning learning learning
situations. situations. situations.
Adapting Creatively, Correctly and Attempts to Has difficulty in
assessment innovatively and appropriately adapt adapting
tools to suite appropriately adapts adapts assessment assessment
assessment of assessment tools to assessment tools to suite tools to suite
different suite assessment of tools to suite assessment of assessment of
learning areas. different learning assessment of different different
areas. different learning areas. learning areas.
learning areas.
Developing Innovatively Develops Attempts to Has difficulty in
assessment develops assessment assessment develop developing
tools for tools for different tools for assessment assessment
different learning situations. different tools for tools for
learning learning different different
situations. situations. learning learning
situations. situations.
Evaluating the Critically evaluates Evaluates the Attempts to Has difficulty in
effectiveness of the effectiveness of effectiveness of evaluate the evaluating the
assessment assessment tools assessment effectiveness of effectiveness of
tools used in used in the learning tools used in assessment assessment
the learning process. the learning tools used in tools used in
process. process. the learning the learning
Page | 10
process. process.

Page | 11
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
By the end of the sub The teacher
strand, the teacher trainee:
trainee should be ● brainstorms on
2.0 Assessment 2.3 Authentic 1. What do you
able to: the meaning of
Methods and Assessment consider
the terms
Tools when
authentic
constructing
assessment,
a) explain the an authentic
assessment
meaning of the assessment
task and
terms used in task?
integrated
authentic 2. How are
authentic
(3 hours) assessment authentic
assessment
b) describe the assessment
task
characteristics of tasks
● uses the
authentic developed?
available
assessment in the
resources to
learning process
search for the
c) evaluate the
characteristics
benefits of
and benefits of
authentic
authentic
assessment tasks
assessment
in learning
and shares
d) distinguish
findings with
formats of the
peers
assessment tasks
● discusses
in learning
different
e) develop
formats of
integrated
assessment
authentic
tasks giving
assessment tasks
relevant
using the
examples
taxonomies of
● debates on the
educational
merits and
assessment
demerits of the
f) integrate core
different
competencies,
assessment
values and PCIs in
formats
authentic
assessment tasks

Page | 12
 g) appreciate the ●draws charts
use of authentic displaying the
assessment in the qualities of good
learning process. authentic
assessment
tasks and
displays in the
learning
environment
●discusses and
develops
integrated
authentic
assessment
tasks using
learning
taxonomies in
their respective
subjects
●discusses how
to and
integrates core
competencies,
PCIs, values and
life skills in
sample
authentic
assessment
tasks and
presents in the
plenary
● creates a
model of any of
the educational
assessment
taxonomies
using locally
available
resources.

Core competencies to be developed

Page | 13
 Creativity and Innovation – as teacher trainees model the taxonomies of educational
assessment using locally available resources.
 Assessment competencies – as teacher trainees develop authentic tasks in their respective
learning areas.
 Communication and collaboration – as teacher trainees discuss benefits of authentic
assessment tasks in teaching and learning.
Values
 Unity – as teacher trainees model the taxonomies of educational assessment using locally
available resources in groups.
 Respect – as teacher trainees accommodate each other while working in groups.
 Responsibility – as teacher trainees integrate core competencies, PCIs, values and life skills in
sample authentic tasks and present in plenary.

Suggested Formative Assessment Rubric

Exceeds Meets Approaches Below

Level Expectations Expectations Expectations Expectations
Indicator
Comprehensively Clearly explains Attempts to Has difficulty in
explains the the meaning of explain the explaining the
meaning of the the terms used meaning of the meaning of the
Explaining the
terms used in in authentic terms used in terms used in
meaning of the
authentic assessment. authentic authentic
terms used in
assessment. assessment. assessment.
authentic
assessment.

Consistently and Accurately Attempts to Has difficulty in

accurately describes the describe the describing the
describes the characteristics characteristics characteristics
Describing the
characteristics of of authentic of authentic of authentic
characteristics of
authentic assessment in assessment in assessment in
authentic
assessment in the learning the learning the learning
assessment in
the learning process. process. process.
the learning
process.
process.

Page | 14
Evaluating the Comprehensively Correctly Attempts to Has difficulty in
benefits of and correctly evaluates the evaluate the evaluating the
authentic evaluates the benefits of benefits of benefits of
assessment tasks benefits of authentic authentic authentic
in learning. authentic assessment assessment assessment
assessment tasks tasks in tasks in tasks in learning.
in learning. learning. learning.

Consistently and Correctly Attempts to Has difficulty in

correctly distinguishes distinguish distinguishing
distinguishes formats for the formats for the formats for the
Distinguishing
formats for the assessment assessment assessment
formats for the
assessment tasks tasks in tasks in tasks in learning.
assessment tasks
in learning. learning. learning.
in learning.

Creatively and Develops Attempts to Has difficulty in

innovatively integrated develop developing
develops authentic integrated integrated
Developing
integrated assessment authentic authentic
integrated
authentic tasks using the assessment assessment
authentic
assessment tasks taxonomies of tasks using the tasks using the
assessment tasks
using the educational taxonomies of taxonomies of
using the
taxonomies of assessment. educational educational
taxonomies of
educational assessment. assessment.
educational
assessment.
assessment.

Integrating core Consistently and Correctly Attempts to Has difficulty in

competencies, correctly integrates core integrate core integrating core
values and PCIs integrates core competencies, competencies, competencies,
in authentic competencies, values and PCIs values and PCIs values and PCIs
assessment values and PCIs in authentic in authentic in authentic
tasks. in authentic assessment assessment assessment
assessment tasks. tasks. tasks.
tasks.
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences

Page | 15
 By the end of the The teacher
sub strand, the trainee:
teacher trainee
2.0 Assessment 2.4 Assessment 1. Why do you
should be able to:
Methods Portfolios need
a) explain the
and Tools ●brainstorms assessment
meaning of the
on the portfolios in
term assessment
meaning of the learning
portfolio as used
assessment process?
in learning
portfolio in 2. What are
b) critique different
learning the merits
types of
(3 hours) ●discusses and
assessment
types of demerits of
portfolios used in
assessment assessment
the learning
portfolios portfolios in
process
used in the the learning
c) analyse features
learning process?
of an assessment
process
portfolio as used
●uses digital
in the learning
devices to
process
search for the
d) compare different
features of a
methods of
good
developing
assessment
assessment
portfolio
portfolios used in
●draws charts
the learning
showing
process
features of an
e) develop an
assessment
assessment
portfolio and
portfolio for use in
displays in the
the learning
learning
process
environment
f) use assessment
●discusses
portfolios to
different
assess learners in
methods and
different learning
steps involved
situations
in developing
g) effectively
assessment
manage
portfolios
assessment
●develops
portfolios in
assessment
different learning
portfolios for
situations
different
h) appreciate the
learning areas
importance of
● demon
assessment
Page | 16
 portfolios in the strates how to
learning process. store and care
for
assessment
portfolio
● uses
the available
resources to
search for the
benefits and
limitations of
using
assessment
portfolios in
the learning
process and
shares their
findings.
Core competencies to be developed
 Assessment competencies – as teacher trainees develop and use assessment portfolios in
learning process.
 Digital literacy – as teacher trainees use digital devices to search for the features an
assessment portfolio.
 Pedagogical Content Knowledge – as teacher trainees develop assessment portfolios in their
respective learning areas.
Values:
 Unity – as teacher trainees work in groups using digital devices and available reference
materials to search for the features a good assessment portfolio and benefits of using
assessment portfolios in teaching and learning.
 Responsibility – as teacher trainees develop and use assessment portfolios in the learning
process.
 Integrity – as teacher trainees maintain assessment portfolios in the learning process.
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Explaining the Comprehensively Clearly explains Attempts to Has difficulty in
meaning of the explains the the meaning of explain the explaining the
term assessment meaning of the the term meaning of the meaning of the
portfolio as used term assessment assessment term assessment term assessment
in learning. portfolio as used portfolio as portfolio as used portfolio as used
in learning. used in in learning. in learning.
learning.

Page | 17
Critiquing Comprehensively Critiques Attempts to Has difficulty in
different types critiques different types critique different critiquing
of assessment different types of of assessment types of different types of
portfolios used assessment portfolios used assessment assessment
in the learning portfolios used in in the learning portfolios used portfolios used in
process. the learning process. in the learning the learning
process. process. process.
Analysing the Comprehensively Correctly Attempts to Has difficulty in
features of an and correctly analyses analyse features analysing features
assessment analyses features features of an of an assessment of an assessment
portfolio as used of an assessment assessment portfolio as used portfolio as used
in the learning portfolio as used portfolio as in the learning in the learning
process. in the learning used in the process. process.
process. learning
process.
Comparing Comprehensively Correctly Attempts to Has difficulty in
different and correctly compares compare comparing
methods of compares different methods of different methods
developing different methods of developing of developing
assessment methods of developing assessment assessment
portfolios used developing assessment portfolios used portfolios used in
in the learning assessment portfolios used in the learning the learning
process. portfolios used in in the learning process. process.
the learning process.
process.
Developing an Creatively and Develops Attempts to Has difficulty in
assessment innovatively assessment develop an developing
portfolio for use develops an portfolio for assessment assessment
in the learning assessment use in the portfolio for use portfolio for use
process. portfolio for use learning in the learning in the learning
in the learning process. process. process.
process.
Using Demonstrates Demonstrates Demonstrates Has difficulty
assessment with illustrations with sufficient little evidence of demonstrating
portfolios to evidence of use evidence use of use of evidence of using
assess learners. of assessment assessment assessment assessment
portfolios to portfolios to portfolios to portfolios to
assess learners. assess learners. assess learners. assess learners.
Effective Demonstrates Demonstrates Demonstrates Has difficulty
management of sufficient evidence of little evidence of demonstrating
assessment evidence of management of management of evidence of
portfolios in effective assessment assessment management of
different management of portfolios in portfolios in assessment
situations. assessment different different portfolios in
portfolios in situations. situations. different

Page | 18
 different situations.
situations.

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
By the end of the The teacher
sub strand, the trainee:
teacher trainee ●brainstorms and
2.0 Assessment 2.5Assessment 1. Why do you
should be able to: shares on the
Methods Rubrics need
a) describe types types of
and Tools assessment
of assessment assessment
rubrics in
rubrics used in rubrics
learning?
the learning ●uses digital
2. How do you
process devices and
use
b) analyse available
assessment
features of reference
(3 hours) rubrics in the
assessment materials to
learning
rubrics used in search for the
process?
the learning features of the
3. Why would
process assessment
you prefer the
c) examine merits rubrics used in
single point
and demerits of the learning
rubric over the
assessment process and
analytic rubric
rubrics used in shares their
and holistic
the learning findings
rubric in
process ●debates on the
assessment?
d) elaborate steps merits and
to be followed demerits of each
in developing of the assessment
assessment rubrics used in
rubrics together the learning
with the score process
sheet in the ●outlines the steps
learning process involved in
e) develop an developing
assessment assessment
rubric together rubrics together
with the score with the score

Page | 19
 sheet for use in sheet
the learning ●creates
process assessment
f) appreciate the rubrics and
use of respective score
assessment sheets for
rubrics in the authentic tasks in
learning any learning
process. areas
● uses
digital devices to
explore the
effective use of
rubrics in
learning, and
presents
findings to
peers.
Core competencies to be developed
 Assessment Competency – as teacher trainees create assessment rubrics and score sheets
for use in the learning process.
 Critical thinking – as teacher trainees respond to the key inquiry questions.
 Communication and collaboration – as teacher trainees debate on the merits and demerits
of each of the assessment rubrics used in the learning process.
Values
 Unity – as teacher trainees use digital devices and available reference materials to search for
the types of assessment rubrics used in learning process in groups.
 Responsibility – as teacher trainees develop and use assessment rubrics in the learning
process.
 Integrity – as teacher trainees use the assessment rubrics and score sheets in the learning
process.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Describing types of Comprehensively Correctly Attempts to Has difficulty in
assessment rubrics and correctly describes types describe types describing
used in the learning describes types of of assessment of assessment types of
process. assessment rubrics rubrics used in rubrics used in assessment
used in the learning the learning the learning rubrics used in
process. process. process. the learning
process.
Analysing features of Consistently and Correctly Attempts to Has difficulty in
assessment rubrics correctly analyses analyses analyse analysing
used in the learning features of features of features of features of

Page | 20
process. assessment rubrics assessment assessment assessment
used in the learning rubrics used in rubrics used in rubrics used in
process. the learning the learning the learning
process. process. process.
Examining merits and Comprehensively Correctly Attempts to Has difficulty in
demerits of assessment and correctly examines the examine the examining the
rubrics used in the examines the merits merits and merits and merits and
learning process. and demerits of demerits of demerits of demerits of
assessment rubrics assessment assessment assessment
used in the learning rubrics used in rubrics used in rubrics used in
process. the learning the learning the learning
process. process. process.

Elaborating steps to be Consistently and Correctly Elaborates Has difficulty in

followed in developing correctly elaborates elaborates some of the elaborating
assessment rubrics steps to be followed steps to be steps to be steps to be
together with the score in developing followed in followed in followed in
sheet in the learning assessment rubrics developing developing developing
process. together with the assessment assessment assessment
score sheet in the rubrics rubrics rubrics
learning process. together with together with together with
the score sheet the score sheet the score sheet
in the learning in the learning in the learning
process. process. process.
Developing an Creatively and Develops an Attempts to Has difficulty in
assessment rubric innovatively assessment develop an developing an
together with the score develops an rubric together assessment assessment
sheet for use in the assessment rubric with the score rubric together rubric together
learning process. together with the sheet for use in with the score with the score
score sheet for use the learning sheet for use in sheet for use in
in the learning process. the learning the learning
process. process. process.

Page | 21
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
By the end of the The teacher
sub strand, the trainee:
teacher trainee ●uses digital
2.0 Assessment 2.5 Electronic 1. Why use
should be able to: devices to
Methods Assessment electronic
a) describe forms search for forms
and Tools assessment?
of electronic of electronic
2. What are the
assessment assessment and
challenges of
used in the presents their
using electronic
learning findings to peers
assessment in
process ●uses available
the learning
b) examine resources to
(2 hours) process?
factors that research on the
influence the factors that
use of influence the
electronic use of electronic
assessment in assessment and
the learning shares findings
process ●develops
c) develop electronic
electronic assessment
assessment tools
tools for use in ●in groups role

Page | 22
 the learning plays using
process electronic
d) use electronic assessment
assessment tools to assess
tools in learners
learning ● in
situations groups debates
e) appreciate the on the merits
use of and demerits of
electronic electronic
assessment in assessment
the learning
process.

Core competencies to be developed

 Creativity and Innovation – as teacher trainees develop electronic assessment tools for use
in the learning process.
 Learning to Learn and Reflective Practice – as teacher trainees debate on the merits and
demerits of electronic assessment in the learning process.
Values
 Unity – as teacher trainees role play using electronic assessment tools to assess learners.
 Responsibility – as teacher trainees develop electronic assessment tools for use in the
learning process.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Describing forms Consistently and Accurately Attempts to Has difficulty in
of electronic accurately describes forms describe forms describing
assessment used describes forms of electronic of electronic forms of
in the learning of electronic assessment used assessment electronic
process. assessment used in the learning used in the assessment
in the learning process. learning used in the
process. process. learning
process.
Identifying factors Comprehensively Correctly Attempts to Has difficulty in
that influence the and correctly identifies factors identify factors identifying
use of electronic identifies factors that influence that influence factors that
assessment in the that influence the use of the use of influence the
learning process. the use of electronic electronic use of
electronic assessment in assessment in electronic
assessment in the learning the learning assessment in
the learning process. process. the learning
process. process.
Page | 23
Developing Creatively and Develops Attempts to Has difficulty in
electronic innovatively electronic develop developing
assessment tools develops assessment tools electronic electronic
for the learning electronic for the learning assessment assessment
process. assessment tools process. tools for the tools for the
for the learning learning learning
process. process. process.
Using electronic Demonstrates Demonstrates Demonstrates Has difficulty
assessment tools with illustrations with sufficient little evidence demonstrating
in learning evidence of use evidence the use of use of evidence of
situations. of electronic of electronic electronic using electronic
assessment tools assessment tools assessment assessment
in different in learning tools in learning tools in learning
learning situations. situations. situations.
situations.

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
3.0 Construction 3.1 Construction By the end of the The teacher How do we
and Administration of Assessment sub strand, the trainee: measure
of Assessment Tasks teacher trainee  uses knowledge,
Tasks should be able to: available skills and
(2 hours) a) identify resources to competencies
components of search for acquired?
a table of the
specifications components
as used in of a table of
construction of specification
assessment s and shares
tasks findings with
b) design a table peers

Page | 24
 of  designs table
specifications of
for specification
construction of s and
assessment presents to
tasks the class
c) develop tasks  develops
using various test items or
test formats in tasks of
different various
learning areas formats
d) moderate using the
items in the table of
constructed specification
assessment s and shares
tasks with other
e) appreciate the groups
use of a table  critiques and
of moderates
specifications task items in
in construction the
of assessment constructed
tasks. assessment
tasks.
Core competencies to be developed
 Assessment competencies – as teacher trainees develop tasks of various formats using the
table of specification.
 Pedagogical Content Knowledge – as teacher trainees draw table of specification matrix for
tasks construction.

Values:
 Unity – as teacher trainees use available resources to search for the components of a table
of specification and share findings.
 Integrity – as teacher trainees construct task items from the table of specification.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Identifying Comprehensively Correctly Attempts to Has difficulty
components of a and correctly identifies identify identifying

Page | 25
table of identifies components of components components of
specifications in components of a a table of of a table of a table of
task construction. table of specifications specifications specifications in
specifications in task in task in task task
construction. construction. construction. construction.
Designing a table Creatively and Correctly Attempts to Has difficulty in
of specifications for innovatively designs designs a table design a table designing a
tasks construction. a table of of of table of
specifications for specifications specifications specifications
tasks construction. for tasks for tasks for tasks
construction. construction. construction.
Developing tasks Creatively and Correctly Attempts to Has difficulty in
using various test innovatively develops tasks develop tasks developing
formats. develops tasks using using various using various tasks using
various test formats. test formats. test formats. various test
formats.
Moderating items Effectively Moderates Attempts to Has difficulty in
in the constructed moderates items in items in the moderate moderating
assessment tasks. the constructed constructed items in the items in the
assessment tasks. assessment constructed constructed
tasks. assessment assessment
tasks. tasks.

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
3.0 3.2 By the end of the The teacher 1. How are
Construction Administration of sub strand, the trainee: assessment
and Assessment Tasks teacher trainee  brainstorms tasks
Administration should be able to: on the administered?
of Assessment (1 hour) a) determine the requirements 2. Why are

Page | 26
Tasks requirements for for assessment
administering administerin tasks timed?
assessment tasks g assessment
in the learning tasks
process  role plays on
b)administer how to
assessment tasks administer
in different assessment
assessment tasks
situations  role plays on
c) observe time how to
during the observe time
administration of during
assessment tasks administratio
d)determine the n of
scores of assessment
assessment tasks tasks
using the scoring  marks and
guide scores
e) record the scores different
of the assessment
assessment tasks tasks
in different  discusses
learning areas how to and
f) appreciate the records
administration of assessment
assessment tasks scores.
in the learning
process.
Core competencies to be developed
 Leadership – as teacher trainees determine the requirements for administering assessment
tasks.
Values
 Integrity – as teacher trainees determine the scores of the assessment tasks using the
scoring guide.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below Expectations
Indicator Expectations Expectations Expectations
Determining the Consistently and Accurately Attempts to Has difficulty in

Page | 27
requirements for accurately determines determine determining the
administering determines the the the requirements for
assessment tasks. requirements for requirements requirements administering
administering for for assessment tasks.
assessment administering administering
tasks. assessment assessment
tasks. tasks.
Administering Consistently and Administers Attempts to Has difficulty in
assessment tasks successfully assessment administer of administering of
in different administers tasks in assessment assessment tasks in
assessment assessment tasks different tasks in different assessment
situations. in different assessment different situations.
assessment situations. assessment
situations. situations.
Observing time Consistently and Observes Attempts to Has difficulty in
during the accurately time during observe time observing time
administration of observes time the during the during the
assessment tasks. during the administratio administratio administration of
administration of n of n of assessment tasks.
assessment assessment assessment
tasks. tasks. tasks.
Determining the Consistently and Accurately Attempts to Has difficulty in
scores of the accurately determines determine determining the
assessment tasks determines the the scores of the scores of scores of the
using the scoring scores of the the the assessment tasks
guide. assessment tasks assessment assessment using the scoring
using the scoring tasks using tasks using guide.
guide. the scoring the scoring
guide. guide.
Recording scores Consistently and Accurately Attempts to Has difficulty in
of the assessment accurately records record scores recording scores of
tasks in different records scores of scores of of assessment assessment tasks in
learning areas. the assessment assessment tasks in different learning
tasks in different tasks in different areas.
learning areas. different learning
learning areas.
areas.

Page | 28
Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
3.0 Construction 3.3 Analysis of By the end of the The teacher How are
and Assessment sub strand, the trainee: assessment
Administration of Tasks teacher trainee  collects data on tasks
Assessment Tasks should be able to: different analysed?
(1 hour) a) work out the assessment task
mode of results
assessment task  in groups
results in the discusses and
learning process works out the
b) compute the mode of the
mean of assessment task
assessment task results
results in the  in groups
learning process discusses and
c) calculate the works out the
median of mean of the
assessment task assessment task
results in the results
learning process  in groups
d) determine the discusses and
range of works out the
assessment task median of any
results in the assessment task
learning process results
e) appreciate the  in groups
analysis of the discusses the
assessment tasks values of the
in the learning three measures
process. of the central
tendency
 in groups
discusses and
calculates the
range of the
assessment tasks
results.
Core competencies to be developed
 Critical Thinking and Problem Solving – as teacher trainees compute mode, mean and
median of assessment tasks results.
Values

Page | 29
 Responsibility – as teacher trainees compute mode, mean and median of assessment tasks
results.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Working out the Consistently, Correctly Attempts to Has difficulty in
mode of assessment accurately and works out the work out the working out the
task results. correctly works mode of mode of mode of
out the mode of assessment assessment assessment
assessment task task results. task results. task results.
results.
Computing the Consistently, Correctly Attempts to Has difficulty in
mean of assessment accurately and computes the compute the computing the
task results. correctly mean of mean of mean of
computes the assessment assessment assessment
mean of task results. task results. task results.
assessment task
results.
Calculating the Consistently, Correctly Attempts to Has difficulty in
median of accurately and calculates the calculate the calculating the
assessment task correctly median of median of median of
results. calculates the assessment assessment assessment
median of task results. task results. task results.
assessment task
results.
Determining the Consistently, Correctly Attempts to Has difficulty in
range of assessment accurately and determines determine the determining
task results. correctly the range of range of the range of
determines the assessment assessment assessment
range of task results. task results. task results.
assessment task
results.

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Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
By the end of the The teacher How are
sub strand, the trainee: competencies
teacher trainee  brainstorms on the integrated into
3.0 Assessment 4.1
should be able to: competencies to learning
of Assessment of
a) identify be assessed during activities?
Competencies, Competencies
competencies the learning
Values and PCIs
to be assessed activities
(1 hour)
in the learning  discusses and
activities develops items on
b) develop items competencies in
on the assessment
competencies tasks
in the  role plays
assessment integrating or
tasks mainstreaming
c) integrate competencies in
competencies the learning
in the learning activities
activities  critiques and gives
d) assess the feedback to each
achievement of other on
core competencies
competencies integration during
in the learning the learning
process activities.
e) appreciate the
assessment of
competencies
in the learning
process.
Core competencies to be developed
 Creativity and Innovation– as teacher trainees role play integrating or mainstreaming
competencies in the learning activities.
Values
 Unity – as teacher trainees critique and give feedback on competencies integration during

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 the learning activities in groups.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Expectations Expectations Expectations Expectations
Indicator
Identifying Comprehensivel Correctly Attempts to Has difficulty in
competencies to y and correctly identifies identify identifying
be assessed in identifies competencies competencies to competencies
learning activities. competencies to to be assessed be assessed in to be assessed
be assessed in a in learning learning in learning
learning activity. activities of a activities of a activities of a
learning area. learning area. learning area.
Developing items Creatively and Appropriately Attempts to Has difficulty in
on competencies in appropriately develops items develop items on developing
assessment tasks. develops items on competencies in items on
on competencies competencies assessment competencies
in assessment in assessment tasks. in assessment
tasks. tasks. tasks.
Integrating Comprehensivel Correctly Attempts to Has difficulty in
competencies in y and correctly integrates integrate integrating
the learning integrates competencies competencies in competencies
activities. competencies in in the learning the learning in the learning
the learning activities. activities. activities.
activities.
Assessing the Consistently Demonstrates Demonstrates Has difficulty in
achievement of demonstrates evidence that little evidence demonstrating
competencies in that competencies that evidence that
the learning competencies have been competencies competencies
process. have been achieved in the have been have been
achieved in the learning achieved in the achieved in the
learning process. process. learning process. learning
process.

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Strand Sub Strand Specific Learning Suggested Key Inquiry
Outcomes Learning Questions
Experiences
4.0 Assessment 4.2 Assessment By the end of the The teacher How are
of Competencies, of Values sub strand, the trainee: values
Values and PCIs teacher trainee  brainstorms on integrated
(1 hour) should be able to: the values to be into
a) identify values assessed during learning
to be assessed learning activities?
in the learning activities
activities  discusses and
b) develop items develops items
on values in the on values in the
assessment assessment tasks
tasks  role plays
c) integrate values integrating or
in the learning mainstreaming
activities values in the
d) assess the learning
achievement of activities
values in the  critiques and
learning gives feedback
process to each other on
e) appreciate values
assessment of integration
values in the during the
learning learning
process. activities.

Core competencies to be developed

 Critical Thinking– as teacher trainees develop task items on values in learning activities.
Values
 Responsibility – as teacher trainees role play integrating or mainstreaming values in the

Page | 33
 learning activities.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Identifying values Comprehensively Correctly Attempts to Has difficulty
to be assessed in and correctly identifies values identify values in identifying
learning activities identifies values to be assessed in to be assessed values to be
of a learning area. to be assessed in learning in learning assessed in
a learning activities of a activities of a learning
activity. learning area. learning area. activities of a
learning area.
Developing items Creatively and Appropriately Attempts to Has difficulty
on values in the appropriately develops items develop items in developing
assessment tasks. develops items on values in the on values in the items on
on values in the assessment assessment values in the
assessment tasks. tasks. assessment
tasks. tasks.
Integrating values Comprehensively Correctly Attempts to Has difficulty
in the learning and correctly integrates values integrate values in integrating
activities. integrates values in the learning in the learning values in the
in the learning activities. activities. learning
activities. activities.
Assessing the Demonstrates Demonstrates Demonstrates Has difficulty
achievement of with sufficient evidence that little evidence in
values in the evidence that values have been that values demonstrating
learning process. values have been achieved in the have been evidence that
achieved in the learning process. achieved in the values have
learning process. learning been achieved
process. in the learning
Page | 34
 process.

Strand Sub Strand Specific Learning Suggested Key Inquiry

Outcomes Learning Questions
Experiences
4.0 Assessment of 4.3 Assessment By the end of the The teacher How are
Competencies, of PCIs sub strand, the trainee: PCIs
Values and PCIs teacher trainee  brainstorms on integrated
(1 hour) should be able to: the PCIs to be into learning
a) identify PCIs to assessed during activities?
be assessed in learning
the learning activities
activities  discusses and
b) develop items develops items
on PCIs in on PCIs in the
assessment assessment
tasks tasks
c) integrate PCIs  role plays
in learning integrating or
activities mainstreaming
d) assess the PCIs in the
achievement of learning
PCIs in the activities
learning  critiques and
process gives feedback
e) appreciate the to each other on
assessment of PCIs integration
PCIs in the during the

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 learning learning
process. activities.
Core competencies to be developed
 Citizenship and Leadership – as teacher trainees integrate PCIs in the learning activities.
Values
 Respect – as teacher trainees critique and give feedback to each other on PCIs integration
during the learning activities.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Identifying PCIs to be Comprehensively Correctly Attempts to Has difficulty
assessed in learning and correctly identifies PCIs identify PCIs in identifying
activities. identifies PCIs to be to be assessed to be PCIs to be
assessed in a in learning assessed in assessed in
learning activity. activities. learning learning
activities. activities.
Developing items on Creatively and Appropriately Attempts to Has difficulty
PCIs in assessment appropriately develops items develop items in developing
tasks. develops items on on PCIs in on PCIs in items on PCIs
PCIs in assessment assessment assessment in assessment
tasks. tasks. tasks. tasks.
Integrating PCIs in Comprehensively Correctly Attempts to Has difficulty
learning activities. and correctly integrates PCIs integrate PCIs in integrating
integrates PCIs in in learning in learning PCIs in
learning activities. activities. activities. learning
activities.
Assessing the Consistently Demonstrates Demonstrates Has difficulty
achievement of PCIs demonstrates that evidence that little evidence in
in the learning PCIs have been PCIs have been that PCIs have demonstratin
process. achieved in the achieved in the been g evidence
learning process. learning achieved in that PCIs have
process. the learning been
process. achieved in
the learning
process.

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Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
5.0 Reporting 5.1 Feedback By the end of the The teacher trainee: Why is
on Assessment sub strand, the ● brainstorms on the feedback
(1 hour) teacher trainee concept of important?
should be able to: feedback in the
a) explain the assessment
concept of process
feedback in the ● uses available
assessment resources to search
process for the qualities of
b) analyse the effective
qualities of assessment
effective feedback feedback and
in the assessment shares with peers
process ● discusses formal
c) examine formal and informal
and informal feedback used in
methods of giving the learning
feedback in process
different learning ● discusses different
situations ways of giving
d) distinguish formative and

Page | 37
 between summative
formative and feedback
summative ● explores the
feedback in the benefits of
learning process feedback in
e) evaluate the assessment
benefits of ● develops
feedback in the simulation
assessment presentations on
process the positive and
f) appreciate the use negative feedback
of feedback in reports and have
monitoring the their peers critique
learning progress. on the impact of
such feedback in
learning.
Core competencies to be developed
 Creativity – as teacher trainees develop simulation presentations on positive and negative
feedback reports.
Values
 Responsibility – as teacher trainees develop simulation presentations on the positive and
negative feedback reports in groups and have their peers give a critique on the impact of
such feedback in learning.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Explaining the Comprehensively Clearly explains Attempts to Has difficulty
concept of feedback explains the the concept of explain the in explaining
in the assessment concept of feedback feedback in the concept of the concept of
process. in the assessment assessment feedback in the feedback in
process. process. assessment the
process. assessment
process.
Analysing the Comprehensively Correctly Attempts to Has difficulty
qualities of effective and correctly analyses the analyse the in analysing
feedback in the analyses the qualities of qualities of the qualities
assessment qualities of effective effective effective of effective
process. feedback in the feedback in the feedback in the feedback in
assessment process. assessment assessment the
process. process. assessment
process.
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Examining formal Comprehensively Examines Attempts to Has difficulty
and informal examines formal formal and examine formal in examining
methods of giving and informal informal and informal formal and
feedback in the methods of giving methods of methods of informal
learning process. feedback in the giving feedback giving feedback methods of
learning process. in the learning in the learning giving
process. process. feedback in
the learning
process.
Distinguishing Comprehensively Correctly Attempts to Has difficulty
between formative and correctly distinguishes distinguish in
and summative distinguishes between between distinguishing
feedback. between formative formative and formative and between
and summative summative summative formative and
feedback. feedback. feedback. summative
feedback.
Evaluating the Comprehensively Evaluates the Attempts to Has difficulty
benefits of evaluates the benefits of evaluate the in evaluating
feedback in the benefits of feedback feedback in the benefits of the benefits of
assessment in the assessment assessment feedback in the feedback in
process. process. process. assessment the
process. assessment
process.

Strand Sub strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
5.0 Reporting 5.2 Qualitative By the end of the The teacher trainee: What is
on Assessment and Quantitative sub strand, the ● brainstorms qualitative
reporting teacher trainee on the meaning of and
should be able qualitative quantitative
(1 hour) to: reporting and reporting?
a) explain the quantitative
meaning of reporting
qualitative ● discusses
and assessments tasks
quantitative that will elicit
reporting in qualitative
the learning reporting and
process shares with peers
b) determine ● discusses

Page | 39
 assessment assessments tasks
tasks that will that will elicit
elicit quantitative
qualitative reporting and
reporting shares with peers
c) determine ● creates
assessment qualitative report
tasks that will from the
elicit assessment scores
quantitative and records, and
reporting presents in the
d) generate a plenary for critique
qualitative and improvement
report from ● creates
the quantitative report
assessment from the
scores and assessment scores
records and records, and
e) generate a presents in plenary
quantitative for critique and
report from improvement
the ● creates
assessment report that is both
scores and qualitative and
records quantitative from
f) generate a the assessment
report that is scores and
both records, and
qualitative presents in plenary
and for critique and
quantitative improvement.
from the
assessment
scores and
records
g) appreciate
the use of
qualitative
and
quantitative
reporting in
the learning
process.
Core competencies to be developed
 Critical Thinking and Problem Solving – as teacher trainees determine assessments tasks

Page | 40
 that will elicit qualitative and quantitative reporting.
Values
 Responsibility – as teacher trainees create quantitative report from the assessment scores
and records in groups, and present in plenary for critique and improvement.

Suggested Formative Assessment Rubric

Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Explaining the Comprehensively Correctly Attempts to Has difficulty
meaning of and correctly explains the explain the in explaining
qualitative reporting explains the meaning of meaning of the meaning
and quantitative meaning of qualitative qualitative of qualitative
reporting. qualitative reporting and reporting and reporting and
reporting and quantitative quantitative quantitative
quantitative reporting. reporting. reporting.
reporting.
Determining Accurately and Correctly Attempts to Has difficulty
assessments tasks correctly determines determine in determining
that will elicit determines assessments assessments assessments
qualitative reporting. assessments tasks tasks that will tasks that will tasks that will
that will elicit elicit elicit elicit
qualitative qualitative qualitative qualitative
reporting. reporting. reporting. reporting.
Determining Accurately and Correctly Attempts to Has difficulty
assessments tasks correctly determines determine in determining
that will elicit determines assessments assessments assessments
quantitative assessments tasks tasks that will tasks that will tasks that will
reporting. that will elicit elicit elicit elicit
quantitative quantitative quantitative quantitative
reporting. reporting. reporting. reporting.

Generating Creatively and Correctly Attempts to Has difficulty

qualitative report correctly generates generates a generate a in generating a
from the assessment a qualitative report qualitative qualitative qualitative
scores and records. from the report from report from report from
assessment scores the the the
and records. assessment assessment assessment
scores and scores and scores and

Page | 41
 records. records. records.
Generating Creatively and Correctly Attempts to Has difficulty
quantitative report correctly generates generates a generate a in generating a
from the assessment a quantitative quantitative quantitative quantitative
scores and records. report from the report from report from report from
assessment scores the the the
and records. assessment assessment assessment
scores and scores and scores and
records. records. records.
Generating a report Creatively and Correctly Attempts to Has difficulty
that is both correctly generates generates a generate a in generating a
qualitative and a report that is report that is report that is report that is
quantitative from the both qualitative both both both
assessment scores and quantitative qualitative and qualitative and qualitative and
and records. from the quantitative quantitative quantitative
assessment scores from the from the from the
and records. assessment assessment assessment
scores and scores and scores and
records. records. records.

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions

Page | 42
5.0 Reporting 5.3 Reporting By the end of the sub The teacher What is the
on Assessment Tools strand, the teacher trainee: importance of
trainee should be  uses available reporting
(1 hour) able to: resources to assessment
a) identify reporting search for results to
tools used in the reporting tools stakeholders?
assessment used in the
process assessment
b) apply appropriate process and
reporting tools in shares their
different learning findings
situations  develops
c) use different appropriate
reporting tools to reporting tools
inform the for different
stakeholders on stakeholders and
the learning presents to the
progress peers for critique
d) appreciate the and feedback
use of reporting  in groups role
tools in the plays on use of
learning process. reporting tools to
inform the
stakeholders on
the learning
progress.
Core competencies to be developed
 Communication and Collaboration – as teacher trainees use reporting tools to inform the
stakeholders on the learning progress.
Values
 Responsibility – as teacher trainees develop appropriate reporting tools for different
learning areas.
Suggested Formative Assessment Rubric
Level Exceeds Meets Approaches Below
Indicator Expectations Expectations Expectations Expectations
Identifying reporting Comprehensively Correctly Attempts to Has difficulty in
tools used in the and correctly identifies identify identifying
assessment process. identifies reporting reporting tools reporting reporting tools
tools used in the used in the tools used in used in the
assessment assessment the assessment
process. process. assessment process.
process.
Applying appropriate Comprehensively Correctly Attempts to Has difficulty in
reporting tools in and correctly applies apply applying
different learning applies appropriate appropriate appropriate appropriate
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situations. reporting tools in reporting tools reporting reporting tools
different learning in different tools in in different
situations. learning different learning
situations. learning situations.
situations.
Using different Creatively and Correctly uses Attempts to Has difficulty in
reporting tools to correctly uses different use different using different
inform the different reporting reporting tools reporting reporting tools
stakeholders on the tools to inform the to inform the tools to to inform the
learning progress. stakeholders on the stakeholders inform the stakeholders
learning progress. on the learning stakeholders on the learning
progress. on the progress.
learning
progress.

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