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Educational Assessment Notes PDF

Diploma Primary Teaching Education (Bondo Teachers Training College)

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Tambach teachers College

Educational Assessment notes for DPTE and DECTE

1. General Learning outcomes

By the end of the course, the trainee should be able to;
a) Outline the importance of assessment in the learning process
b) Analyze various methods of assessment used in the learning process
c) Develop appropriate tools for assessing leaner’s knowledge, skills & competencies,
values and attitudes in the different subjects and learning areas
d) Apply effective assessment practices in the learning process
e) Apply information and communication technology (ICT) in the assessment process
f) Integrate values, PCI’s and in the assessment process
g) Appreciate the use of assessment in the learning process
2. Course Outline
Course Duration 30 hours

SN STRAND SUB STRAND TIME When to be

(hrs) Taught
1 Basic concepts of Week 2 -3
Assessment 2 Term one
Foundations of educational
Assessment Types of assessment Week 4 term
1 1
2 Assessment Methods Week 5
1 Term 1
Assessment tools Week 6-10
5 term 1
Authentic assessment Week 11-12
3 term 1
Assessment Methods and
Tools Assessment portfolios Week 1 -4
3 term 2
Assessment Rubrics Week 5-7
3 term 2
Electronic assessment Week 8-9
2 term 2

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3 Construction of Assessment Construction of Week 10-

Tasks assessment tasks 2 11term 2
Administration of Week 12 term
assessment tasks 1 2
Analysis of assessment Week 13 term
tasks 1 2
4 Assessment of Competencies, Assessment of Week 1 term
values and PCI’s competencies 1 3
Assessment of values Week 2 term
1 3
Assessment of PCI’s Week 4 term
1 3
5 Reporting on Assessment Feedback Week 5 term
1 3
Qualitative and Week 6 term
Quantitative reporting 1 3
Reporting tools Week 7 term
1 3
Revision Week 8-12
revision

TOTAL HOURS 30

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STRAND ONE: FOUNDATIONS OF EDUCATIONAL ASSESSMENT

(a) Basic Concepts of Assessment

Meaning of terms used in assessment

Key Inquiry Question

What is the meaning of measurement, assessment and evaluation to a teacher and to pupils?
(a)Measurement.
Measurement is the quantitative description of an attribute of a scale.
It is the process by which things are differentiated.
Educational measurement refers to the systematic determination of results and achievements by
means of one or many assessment devices .e.g. testing, observations, rating scales
It is the quantitative description of a pupil’s performance. It involves using numerals/
figures to describe a pupil’s performance e.g. Anne scored 80 marks out of 100 in a math test.
Measurement aims at describing, explaining and predicting performance of a pupil in a more
precise manner. It answers the question “how much?”
(b)Evaluation.
Evaluation is the process of attaching value judgment to performance or a measure. It involves
value judgment about the effectiveness of and worth of something whose assessment has been
made.
Educational evaluation is the process of determining the value and effectiveness of the teaching
/learning processes. It involves the use of words to describe performance. E.g. if Anne scored
80%, this performance can be described as above expectation, meeting expectation, approaching
expectation e.t.c
Evaluation is the qualitative description of a pupil’s performance. e.g.
It can also be defined as the procedure used to determine the value of a thing or a process.
It is also the process of determining the extent to which educational objectives have been
achieved.
Types of evaluation;
 Diagnostic evaluation. - used to determine readiness or entry behavior of learners.

 Formative evaluation carried out during instruction to improve performance or to monitor

progress of instruction.

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 Summative evaluation carried out at the end of instruction for purposes of grading, selection,
placement, certification and evaluation of the achievement or not for instructional objectives.

(c) Assessment.
Assessment is a process by which measurements of certain attributes are made and value
judgments are made about such measurements e.g. in class, it involves learners taking an exam,
answering oral questions, assignment, homework etc. marking/scoring is done and judgment is
made.
It is a process of testing, diagnosing, and making decisions about individuals’ performance. e.g.
An assessment is the process of ascertaining the extent to which learners have acquired specific
knowledge, skills and attitudes.
Assessment therefore involves measurement and evaluation.
Is also the process of determining whether there has been change in learners’ behavior in relation
to the stated teaching/learning objectives or not.
Discussion in Groups: What is competency based assessment? (Give feedback)
Competency Based assessment (CBA) is;
• A process of determining the capability of a learner to apply a set of related knowledge, skills,
values and attitudes required to successfully perform tasks.
• CBA is based on the principles of assessing learners as they use acquired knowledge and skills in
a given situation.
• Aims at providing a way of building the skills knowledge, attitudes and values that learners
require to perform identified tasks as they go through learning experiences.
Principles of Assessment
The main features of a competency-based assessment system are: Competency-based assessment
is criterion based. This means that learners are assessed not in competition against others.
Competency-based assessment is evidence based.
Competency does not mean expert. It means that the candidate has attained sufficient skill and
knowledge to perform the activity or service to a degree and quality that is acceptable to the
industry and the customer in a time within which a competent person at the level could
reasonably be expected to perform the task.
Competency assessment needs to abide by the following principles and must be:
 Current: Assessment should take place within a short time of learning.
 Valid: All components that are to be assessment must be assessed. There must be sufficient
evidence to ensure that the candidate meets the competency specified by the current standard.
The candidate must not be asked to provide evidence for or be assessed against activities that are

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outside the scope of the unit standard.

 Reliable: The assessment must be able to stand up to scrutiny. That is, other assessors should
reach the same conclusion. A number of evidence-gathering methods can be used to ensure
consistency.
 Flexible: There is no single approach to competency based assessment. Evidence can be
collected using different methods, at different times, under a variety of conditions. It must be
responsive to the needs of the situation and the candidate.
 Fair: Assessment must not discriminate against individuals or groups. Different people and
different situations need different assessment methods and, where necessary, reasonable
adjustments to meet individual requirements must be made.
 Safe: All work and all assessment must comply with occupational health and safety
requirements.

Discussion: Discuss the purpose of assessment in the learning process (share findings with the
class

Purpose of Educational Assessment (CBA)

Why do we assess?
• To find out prior competencies of a learner
• To identify learning needs.
• To gather evidence on learners for appropriate intervention such as differentiated learning.
• To enhance learners’ motivation and commitment to learning.
• Monitor progress and provide immediate feedback on learning and teaching process.
• Inform parents on learners specific educational needs for support.
• Provide feedback on acquisition of competences to the learners, teacher, parent/guardian and
other stakeholders.

Relationship between CBC and CBA

• CBA is derived from the vision and mission of CBC
• Learning outcomes in CBC form the basis of all assessment
• Learning experiences in CBC determine the assessment tasks
• Focus is on assessment of the core competencies, values, PCIs, Community Service Learning

The Linkage Between CBC and CBA – diagram

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Intended
learning
outcomes
(CBC & CBA)

Assessment Learning
Experiences
(CBC&CBA)
(CBC &CBA)

Discussion: Distinguish between the traditional assessment and Competency Based Assessment
The paradigm shift from traditional Assessment to Competency based Assessment
Less of ….. …… More of………

Assessment of learning (summative Assessment for learning (formative assessment)

assessment)
Assessment of knowledge acquired through Assessment of competencies developed
rote learning
Norm-referenced assessment Criterion-referenced assessment

Competition Collaboration and Cooperation

Rigidity (assessment based on a prescribed Flexibility (assessment based on the pace of the
duration) learner)

Assessment of lower order skills Assessment of higher order skills

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Teacher and national assessment Learner and peer assessment

Arbitrary and imaginary assessment tasks Authentic assessment tasks

Quantitative reporting of performance Qualitative reporting of performance

Reproduction of knowledge Demonstration of creativity and talents

Discussion: why do we use assessment in the learning process?

STRAND TWO: ASSESSMENT METHODS AND TOOLS

Types of assessment used in different Learning situations
Trainees to brainstorm on the different types of assessment used during the learning process.
a) Assessment for Learning (formative)
Assessment for learning is the process of seeking and interpreting evidence for use by teachers
and learners. It uses both formal and informal methods to check whether learners are achieving
the desired learning outcomes. This is carried out on a continuous basis to monitor the learner’s
progress and to collect information on learners’ ability to demonstrate the required competencies.
b) Assessment as Learning (formative)
Assessment as Learning occurs when a learner is assisted to develop a capacity to be
independent, self-directed to set individual goals, monitor own progress or self-assess, and
reflect on his/her learning. The learner is provided with a clear roadmap to reach proficiency.
Set criteria that have a variety of examples or models of good work for comparison are also
provided as benchmarks.
c) Assessment of Learning (summative)
Assessment of Learning is a comprehensive process used to summarize and communicate what a
learner knows and can do with respect to curriculum learning outcomes and expectations at the
conclusion of a defined instructional period, time or tier. It includes tests, examinations,
performances, presentations, portfolio, and a variety of written, oral and visual methods.

Types of Assessment

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Question: What are the benefits if formative assessment?

 Ensure focused teaching/ learning process
 Enriched, personalized teaching and learning
experiences
 Improved achievement/performance
 Enhanced student motivation
 Focused and targeted feedback
 Self-regulated learning
 Informed, data-driven decisions.

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Definition of different Types of assessment

Formative Summative

Assessment for Assessment as Assessment of

Learning Learning Learning

What is? Process where the Involves continuous self It’s undertaken at the
teacher uses the and peer assessment by end of a learning period
assessment results to the learner for purposes or session to determine
modify and improve the of monitoring and what a learner knows
teaching learning reflecting on their own and can do with respect
process learning. to achieving the
learning outcomes.

What we assess in the different types of assessment

Formative Summative

Assessment for Assessment as Assessment of

Learning Learning Learning

Assess what? Learners’ progress and self and peer reflection Assess the learners’
teaching strategies in of their learning acquisition of
relation to the experiences and competencies at the end
curriculum outcomes. approaches to use in of a learning period.
improving

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Approaches used in CBA

Formative Summative

Assessment Assessment Assessment

for Learning as Learning of Learning

What approaches? Variety of Variety of Variety of

assessment approaches that a approaches that
approaches to clearly learner can use to assess both the
reflect competencies improve on the process and product.
acquired by each learning process
learner.

Quality of assessment

Formative Summative

Assessment for Learning Assessment as Assessment of

Learning Learning
Quality Accurate scoring and analysis Accurate scoring and Accurate scoring and
of learners’ performance. analysis of learners self- analysis
reflection,
Clearly outlined learning Clearly outlined
expectations Engagement of the learning expectations
learner in tasks requiring
precise and timely feedback Precise summative
critical thinking reporting
Learners track their own
learning for
improvement

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How information is used

Formative Summative

Assessment for Assessment as Assessment of

Learning Learning Learning

How information Provide clear, Provide clear, concise Point out each
is used? concise and and accurate feedback learners level of
accurate feedback for each learner to performance for
for each learner enable them focus on purposes of
new learning strategies placement or
plan instructional
and give feedback transition to the next
processes and
level.
outcomes for each
learner
Provide parents
/guardians and other
stakeholders with
feedback to support
learning.

Building Competency-Based Assessments: The Benefits

1. Improved clarity & transparency
Greater clarity allows teachers and families to identify areas of strength and areas where students
may need additional support. In all cases, these assessments provide teachers with detailed
knowledge about student progress that can be used to build individualized goals and educational
plans.

2. More seamless personalization of learning

Through Competency-Based Learning, educators have a better chance to provide a deeper view
into each student’s learning attitudes and strategies and can provide resources that best support
individual needs. This type of information is key to understanding the unique modes, strategies,

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and coaching to which each student responds best. This is the foundation of personalized
learning.
3. It helps shift towards a culture of assessment
To successfully adopt competency-based strategies, teachers and administrators must first
reevaluate assessment. While traditional forms of assessment (i.e., exams and quizzes) are
valuable when placing students on a general scale of progress, they don’t show the whole
picture. Making changes to assessment can be daunting for some educators, especially those who
have been using traditional assessment practices throughout their career. It can also be a shift for
parents to evaluate their student’s performance without a grade.
It’s important that teachers pursue resources and professional development that introduce
different methods of assessing student progress, and why they hold value. As every teacher
knows, the learning never stops – and by staying on top of current trends, curriculum can be
adapted to meet every students’ needs.
4. Students had better understand their own learning profile
Through comprehensive, competency-based assessment methods, teachers can help students to
reach college and career readiness with greater self-knowledge about their learning approaches
and needs. Working from a continuum of skills ensures that every student is being challenged in
a way that is appropriate to what they want and need to learn and that educators can give
individualized support as needed to help them move forward.
Removing the stress of being placed on a tiered grading scale shifts the focus back to learning,
while building the confidence to make mistakes. Students take ownership of their learning. They
feel empowered when mastering a skill and learn to identify what’s next.
5. Allows trainees to build on skills gained in a natural progression within a timeframe.
Is part of a constructive and cooperative approach to developing the skills of trainees and it can
identify the training needed to address gaps in competence; and Candidates can gain a nationally
recognized qualification.
Conclusion
For teachers, competency-based assessment brings depth and value to curriculum. With the focus
shifted away from letters and percentages, students become more involved in long-term progress
and are more apt to become engaged and take risks while learning.
Ranking students based on undefined competencies and then using that rank to determine their
future prospects and contributions is a practice best left to past eras. Competency-based
assessment provides more detailed information that promotes better-targeted teaching and
learning for all parties involved.

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Competency Based Assessment Tools

 Observation schedules
 Checklists
 Rating Scales
 Rubrics
 Questionnaires
 Project
 Journals
 Portfolio
 Oral or Aural Questions
 Learner’s Profile
 Written Tests
 Anecdotal Records

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1. Observation schedule
This is a schedule outlining characteristics and behavior that learners manifest during the
performance of specific tasks individually or as a group. The teacher records observations mad
on the behavior of the learner.
Observation:

The teacher will observe the learner’s real-time performance and tick the competency observed on the
grid below as guided by the assessment rubric above.

Criteria Accuracy of Accuracy of Vocal Expression

Pitch Rhythm Techniques

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
Name

Ismail

Koech

Nyambura

2. Checklist
 A list of attributes of an individual’s behaviour that requires the teacher to carefully observe and
tick whatever behaviour is portrayed
 At the end of the lesson, the teacher and the learner make a summary and draw a conclusion.
 Learners too can be guided to develop and use their own tools to monitor their progress
especially on self-efficacy (such as personal, social and decision-making) skills.
3. Rating Scale
 Rating scales state the criteria and provide three or four response selections to describe the
quality or frequency of learner’s work.
 Use of descriptive words such as always, usually, sometimes and never helps to pinpoint specific
strengths and needs.

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Skill /Behaviour Always Usually Sometimes Never

Locates own seat
independently
Settles on ownspontaneously
seat
independently
Positions with
self on theease
seat
appropriately

4. Rubrics
 An Assessment Rubric, usually in the form of a matrix or grid, is a tool used to interpret and
grade leaners' work against criteria and standards.
 Rubrics are sometimes called "criteria sheets", "grading schemes", or "scoring guides".
 A rubric makes explicit a range of assessment criteria and expected performance standards.
Assessors evaluate a learner’s performance against all of these, rather than assigning a single
subjective score.
Components of rubric

 Criteria: describes knowledge, skills and attitude that one is looking for: e.g Exploring soil
characteristics;
 Level of performance; determines the degree of performance which
has been met
 Presented as:
 Qualitative: Exceeding, Meeting, Approaching and Below expectations;
 Quantitative: Numerical 4,3,2,1
 Both qualitative and quantitative:
Exceeding expectation(4); Mmeeting expectation(3); Aapproaching expectation(2); Below
expectation(1).
 Descriptors: explain what is expected of learners at each level of performance for each criteria.

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Types of Rubrics

a) Analytic
Analytic Rubric breaks down content or task being assessed into parts and assesses each part
separately
Exceeding Expectation Meeting Expectation Approaching Below
Expectation Expectation
4 3
Categorizing Consistently Correctly 2Sometimes 1Rarely
plants and correctly identifies identifies and identifies or
Safety when identifies and
Consistently and
Correctly categorizes
Sometimes categorizes
Rarely
handling categorizes
and correctly categorizes
describes plants
describes and plants
describes or
plants plants
describes and plants
and according
observes to according
observes to
according to
observes safety according
observes to specified
safety when specified
safety when
specified
when handling specified
safety when features.
handling features.
handling
features. features.
b) Holistic rubric plants handling plants. plants.
plants.

Holistic rubric assesses overall performance on a task as a single entity. It scores the overall
competencies of the learner without assessing each criteria separately
Exceeding expectation Meeting expectation Approaching Below expectation
expectation
4 3 1
2

Soil: Consistently and Correctly Sometimes Rarely

correctly differentiates soil differentiates soil differentiates soil
Exploring soil
differentiates soil textures, size of textures, size of textures, size of
characteristics
textures, size of particles and particles and particles or
particles and deduces name of deduces name of deduces name of
deduces name of soil based on their soil based on their soil based on their
soil based on their characteristics. characteristics. characteristics.
characteristics.

Sample scoring sheet

SN Criteria Categorizatio Fill in Teacher Statement on learner
Learner’s n
4 of plants
3 2 1 additional
4 3 2 Performance
criteria
Name
1 John
2. Kimbo
Gloria
.3 Weru
Henry Mata
.
Development and effective use of Rubrics
 Identify the criteria
 Develop the descriptors for the various levels

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Using Rubrics Effectively

 Share rubrics with learner before giving the task;
 Have learners evaluate their own work using the rubrics;
 Have learners evaluate each other’s work using the rubrics;
 Use the rubrics as the basis for feedback discussions with learner(s) while their work is
developing and when their work is completed;
 Involve learners in revising and improving the rubrics;
 Grade learners based on the rubrics.

Benefits of Rubrics
 Provide an overview of learners’ achievements;
 Motivate learners to reach the standard specified;
 Give learners control of their own learning process;
 Give formative feedback;
 Easier for the teacher to share with learners and parents about certain strengths and weaknesses;
 Guide learners on areas that require improvement;
 Make scoring easy and faster

Assignment
Develop an assessment rubric in one learning areas of your choice

5. Questionnaire
 a list of questions on various aspects of a person’s situation or issue
 can be used before teaching to find out the needs, characteristics, experiences and knowledge
levels of learners (entry behaviour)
 can be used by the teacher to find out how learners are progressing and responding to the
learning activities
 can be given to learners to gather feedback on how they are applying their learned competencies
in and out of school
6. Project
 a set of activities implemented within a set timeframe with a clear start and end time, with a
clearly stated purpose and set of objectives
 Gives an opportunity to learners to apply their acquired knowledge and transferable skills to a
real life situation.
 learners could be challenged to identify a need in their community where they can provide
services based on what they have learned
Example
In groups, learners will be expected to:

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 Identify forms of kitchen garden.

 Choose a suitable form of a kitchen garden.
 Name types of crops that can be grown in a kitchen garden.
 Choose one crop that is suited to the environment.
 Create a kitchen garden
 Care for the crop in the kitchen garden
Assessment Sheet
Name Identification Choice of Naming types Choice of Creating a Care for the Quality of
of forms of the form of of crops that crops for kitchen crop in the final
kitchen kitchen can be grown kitchen garden kitchen product
garden garden in a kitchen garden garden
garden

criteria

4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1
John

Mary

Rose

Hamisi

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EDUCATIONAL ASSESSMENT
TERM TWO NOTES –
LESSON 1
7. Journal
 the learner keeps a record of their personal feelings, thoughts and experiences on a daily basis
 Shows the activities carried out in a day by a learner.
 Assessment through journals and diaries should be a joint venture between the learner and the
teacher.
 Based on the learner’s performance, the teacher can provide either support or challenge or both.
8. Portfolio
 A purposeful collection of learner work samples, learner self-assessments and goal statements
that reflect a learner's progress i.e evidence assembled by learners to demonstrate competency.
 Learners choose the work samples to place in the portfolio, but the teacher may also recommend
that specific work samples be included
9. Oral /aural questions
 Are used to establish what a learner knows and can do.
 Oral questions are posed by the teacher verbally
 Aural questions are usually pre-recorded and played to the learner
 Allow the learner time to think then call randomly to respond
 Use both closed-ended and open-ended questions
 Include questions that promote higher order thinking
10. Learners Profile
 a summary of the teacher’s opinion on mastery of competencies acquired in a level
 constructed using information obtained from observation schedule, learner’s journal, checklist,
portfolio and involvement in projects
In this method, the teacher constructs a record of each learner using information obtained from
the teacher's observation checklist, learner’s journal, checklist, portfolio and involvement in
projects. A learner’s profile in this case will be a summary of the teacher’s opinion on mastery of
competencies acquired in a level.
Assessment should be based on the mastery of competencies of an individual learner against the
expected competencies and not other learners. This method of assessment enables the teacher to
gain a better understanding of which aspects of the topics are well understood and which ones
require attention. The knowledge, attitude, and skill levels can be assessed by peers, other
learners, teachers, parents, and other community members. Assessment of competencies can be

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through formative evaluation. This type of assessment is known as a continuous assessment test.
It is used to gauge the progress of the learner periodically. The teacher should therefore use their
own judgment and other ways of assessing and monitoring the learner’s behaviour over a period
of time

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Leaners profile can be provided by the l

earner

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Example 1

11. Anecdotal Records

 An account of an event in a child's day
 Reports, photos and drawings may be used to describe, in a factual way, the incident, its context,
and what was said or done by the participant(s)
 May also be used to record specific observations of individual learner's behaviour, skills and
attitudes as they relate to their learning and the environment
Example
TAMBACH TEACHERS COLLEGE
ANECDOTAL RECORDS FORM
This factual written record of a person's conduct, based on succinct, spontaneous, and
descriptive observations made by an onlooker. This constitutes the person's view of an individual
- as opposed to specific assessments.
NAME OF LECTURER________________________
SN Name of Student ADM NO CLASS OBSERVATION (S)
Indicate Date
1.

Share the observation with the student and let the know that you will record the observation
Note: This form should be submitted to the respective class teacher

12. Written Tests

 are designed according to pre-determined criteria that measure competencies in specific learning
areas

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 designed to elicit evidence from the learner on their acquisition of learning outcomes and
competencies such as creative thinking, problem solving, and communication
Written tests can either be essay questions, multiple choice questions, matching questions, short
answer questions etc.

LESSON 2
Adaptation of Assessment Methods and Tools
Involves Modification of assessment methods and tools:
 Presentation of assessment task (change method)
For example,
 Written tests can be administered as oral tests when the learner is not able to write due to
problem with the hands.
 Students with visual impairment can be given tasks in braille or in large print in cases where the
child is partially impaired.
 For students with hearing impairment, tasks can be presented using sign language
 Duration of tackling the task (vary duration – lengthen or shorten)
For pupils who have mental challenges, the time given to complete a certain task can be
lengthened,
 Ways of responding to the task (from written to oral, etc.)
Pupils can be asked questions orally in a language they understand for them to respond instead of
insisting that they write the answers. This may apply also to visually impaired leaners.
 Scheduling (time of the day,)
Due to weather changes or arrival/leaving time of learners, assessments can be adapted to suit all
the learners. For example in very hot areas, assessments can be done in the early morning when
the temperatures are favorable

AUTHENTIC ASSESSMENT
What is Authentic Assessment?
 These are Real life task to demonstrate learner competencies. Authentic tasks are based on day
to day experiences of the learner
 It is a form of Assessment in which learners are asked to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills.

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Examples
1.The actual driving test is authentic assessment while a written test on driving is traditional
assessment.
2. Baking a real cake in an home science assessment
3. measuring out an area of 1 hectare in mathematics

Characteristics of Authentic Assessment

a) Learners create a response to a question.
b) Tests contain real-life tasks, performances or challenges that replicate the problems faced by an
expert in a particular field.
c) Learners are given up-front, the criteria on which their work will be judged. This should be well
stipulated
d) Learners demonstrate their control over the essential knowledge being taught by actually using
the information in a way that reveals their level of understanding.
e) learners demonstrate competencies by applying what they have learnt;
f) Provides an opportunity for the teacher to assess the learner on real time basis.
g) Provides an opportunity for the learner to construct new knowledge out of learning experiences
h) Focuses more on the process towards completing a given task.

TRADITIONAL VS AUTHENTIC ASSESSMENT

SN Traditional Assessment Authentic Assessment

1. Requires learners to Requires learners to demonstrate proficiency by

demonstrate knowledge by performing meaningful tasks that require
selecting a response to application of what was learned.
written tests

2. Measures the learners Measures the learners ability to apply

knowledge of the content knowledge of the content in meaningful ways
(real life situations)

3. Provides a teacher with a Provides teachers with a more complete picture

summary of what the learner of what the learners know and what they can do
knows (knowledge) with what they know (apply knowledge)

4. Learners are required to Learners can construct new knowledge out of

recall knowledge that has what has been taught
been taught

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5. Provides limited ways for Provides multiple avenues for learners to

learners to demonstrate what demonstrate what they have learned
they have learned

6. Focus is on the content Focus is on the competences

7. Teacher centered Learner centered.

8. Hides the test Task and scoring rubric are provided to the
learner in advance

9. Rigid and fixed Flexible and provides multiple acceptable ways

of constructing products or performances as
evidences of learning

10. Standardized, valid and Requires well defined criteria/rubrics and

reliable standards to achieve reliability and validity

11. Focuses more on the product Focuses on both the process and the product

Format of Authentic assessment

1. Action verb: Addresses the Why and How - Why leads to deeper learning.
2. Object: Should have an object
3. Context: Real world problem or challenge.
4. Does not have one correct answer.
5. Does not have a straightforward method of working out the problem.
6. Target both the knowledge and the Core competence (skills) - Critical thinking and problem
solving, Communication and collaboration, Creativity and imagination, Digital literacy, Learning
to learn, Citizenship, Self-efficacy
7. But the stem of the question should (for now) target two core competences and infuse the rest:
(a)critical thinking and problem solving
1. Information gathering
2. Planning a solution
3. Managing the information
(b) Collaboration

1. Communication
2. Negotiation

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3. Participation
4. Decision making

An Authentic Assessment has the following features;

1. Have varied responses
2. Are deeply integrative-require many skills
3. Promote critical thinking and problem solving
4. Allow for differentiated learning
5. Involve planning, doing, revising and reflecting
6. Provide opportunity for peer collaboration
7. Encourage self-assessment and deep reflection
8. Require more time to complete

Benefits of authentic tasks

 Acquisition of high order thinking skills
 Enhances enquiry based learning
 Tasks reflect real-life experiences
 Focuses on progress
 Use of locally available resources
 Encourages integration of learning and assessment
 Promotes collaboration

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Lesson 3
Steps
Step 1: Develop the Standard
Example 1: Hygiene and Nutrition
Strand Sub-strand Specific Learning Outcomes (Standards)

Health Healthy habits The leaner can.:

practices a) Wash hands correctly after visiting the Toilet
b) Prepare Healthy food at home
c) Appreciate the importance of observing health habits for our
well-being.

Example 2 Mathematics
Strand Sub-strand Learning Outcomes (Standards)
Numbers Whole Numbers The leaner can,
a)Count numbers forward and backward from 1-1000
b)Read numbers 1-1000 in symbols
c) Read and write numbers 1-1000 in words
Measurement Capacity Thea)learner can,missing numbers in number patterns
identify
up to
a)Measure 1000 in litres
capacity
b) Add capacity in litres

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Example 3 Environmental activities

Strand Sub-strand Standards (specific learning outcomes)

Environment and its Resources Weather The leaner can;

Exploring unfavourable a) Describe unfavourable weather
weather conditions conditions
b) Observe the effects of unfavourable
weather conditions for safety
c) Develop curiosity in identifying
effects of weather conditions in the
environment.
Keeping safe from The leaner can;
unfavourable weather a) Identify ways of keeping safe from
conditions unfavourable weather conditions
b) Keep safe from unfavourable
weather conditions
c) Demonstrate knowledge of keeping
safe from unfavourable weather
condition.

Standards are derived from the learning outcomes:

•Decide what concepts or skills are to be assessed.
•What are the goals?
•What should the learners be able to do?
•And how will they know how to display their knowledge?

Step 2: Develop the Authentic Task

Types of Authentic Assessment tasks include:
• Constructed-response questions that involve critical thinking & application of skills. For example, what is the
benefit of observing healthy habits to our wellbeing?
• Creating a product. For example, Baking a Cake
• Performance tasks Identify the strand and sub strand from which the task will be developed. For example,
wash canvas shoes correctly.
• Using a Table of Specification (TOS) determine the coverage of the task

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Step 3: developing the criteria

Guided by the learning outcomes, identify aspects to be assessed which should have the following
characteristics:
• Clear;
• Brief;
• Observable;
• statement of expected behaviour;
• written in a language learners understand
Step 4: Create a Rubric/Scoring Guide
This is a detailed description of the characteristics for each level of expected performance
• First, decide on the criteria & number scale.
• Next, create the descriptors
Assignment
In groups, participants identify a learning area of choice and develop an authentic task.

LESSON 4
PORTFOLIO ASSESSMENT
Definition
It is a purposeful collection of learner’s work that shows;
 learning progress,
 effort,
 Achievement towards the attainment of learning outcomes.
 STEPS taken to get there
It is an evaluation tool used to document evidence of learning through a series of LEARNERS developed
Artifacts (drawings, mathematical activities, environmental activities, creative & movements activities), write-
ups; literacy,
Why Portfolio?
 Portfolios give learners the opportunity to direct their own learning
 Portfolios can be used to determine Learners' level of achievement in a particular learning area e.g. art
and craft
 Portfolios can be used to understand how learners think, reason, organize, investigate, and communicate
 Portfolios can be used to communicate learner’s efforts, progress toward accomplishing learning goals,
and accomplishments.
 Portfolios can be used to evaluate and improve curriculum and instructions

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Sample portfolios (files, Baskets)

Portfolios can be kept in a carton, binders, etc

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Types of portfolios

1. Working
Portfolio

TYPES OF 2. Showcase
PORTFOLIOS Portfolio
Assessment
Portfolio

Working Portfolio
 This is a collection of work in progress as well as finished samples of work (products).
 It contains collection of work guided by learning areas, learning outcomes and core competencies to be
developed or individual learner’s areas of interests.
 It contains work that can be later selected for showcase and assessment portfolios.
Showcase portfolio
 It displays the best of the learner’s outputs and products.
 The content that goes into this type of portfolio is purely selected by a learner in line with their interests and
abilities.

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Lesson 5

SHOWCASE PORTFOLIO
shows……

(b) (c) Learners

Samples of perception
(a)
of his/her
Accomplish work for best or
ments placement interest

Assessment portfolio
 This type of portfolio is used to document mastery of skills or competencies in a particular learning area.
 The content in this type of portfolio is guided by the competencies specified in the curricular.

ASSESSMENT
PORTFOLIO
SHOWS……….

(b) (c) samples

Progress of work for
(a)
Achievement
towards learners
for grading standards placement

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STAGES OF PORTFOLIO DEVELOPMENT

Group work: Discuss and present on stages of portfolio development
STAGES OF PORTFOLIO DEVELOPMENT
 Planning – this involves;
 The function / purpose of the portfolio for example; to show learners progress, achievement or mastery
of competencies, learner interest or talents.
 Types of the portfolio to be developed e.g. working, show case, or assessment
 Audience for which the portfolio is developed i.e. the consumers of the portfolio e.g. teachers, parents,
school administration
 Design of the portfolio: e.g. decide on; Storage holders, Colour codes.

 Communication
The teacher should communicate to the learners, Head teacher, other teachers and parents about the:
a) Purpose of the portfolio
b) Assessment criteria
c) Requirements
 Collection of work/samples
Learners are guided by the teacher to assemble work that reflects their own progress and mastery of
competencies. The collection should be guided by;
 Purpose of the portfolio
 Specified learning outcomes and competencies
 Evaluation criteria
 Personal goals, interests and abilities
 Selection of work samples
This is the decision-making stage where the learner selects the work to be added to the portfolio and
how it should be arranged. The selection is guided by the type and purpose of the portfolio Learners
should be guided and encouraged to select the best of their own work
 Reflection
Learners should make a self assessment comment on the work selected for addition to a portfolio, and on
their own work. The reflection statements can be:
o Learners thoughts on their own learning;
o Strengths and weaknesses identified;
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o Progress on the specified competency.

Questions that guide reflection include:

a) What did I learn from it?
b) What did I do well?
c) Why did I choose this item? (Based on the assessment criteria or own interests)
d) What do I do to improve on the item?
e) How do I feel about my performance?
f) What are the problem areas?
g) What are others’ opinion about my work?
 Feedback
The work selected for addition into a portfolio should contain feedback from peers, parents and teachers.
Feedback should be positive and focus on the work and not the individual learner
Feedback may be provided after the learners’ reflections on their own work

Features of a good portfolio

Student task: discuss the features of a good portfolio
Elements of a good portfolio
1. Cover This includes the learner’s personal details; Name, Age, Grade, Gender and School. It also includes
one or two paragraphs that show personal goals and experiences of the learner.

2. Table of Contents: This shows what is contained in the portfolio. The contents can be organized based on
◦ learning areas,
◦ Tasks or
◦ Core competencies.
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3. Entries
 This includes core and optional items.
 Core items are required for each learner to facilitate decision making during assessment.
 Core items provide evidence of performance on the specified learning outcomes or competencies.
 Optional items on the other hand are the items of the learner’s choice
4. Dates
All entries must be dated to provide proof of growth over time.
5. Drafts
 These include initial and revised/corrected/ improved versions of learner’s aural/oral and
written/constructed products.
6. Reflections
 This could be on the level of performance, progress and feelings about their work.
Activity
In groups, Participants to discuss and make presentations on the following:
a) Management of portfolio in classroom assessment
a) Parental engagement in portfolio assessment
b) Importance of portfolio assessment
Management of Portfolio in Classroom Assessment
The teacher should:
 Go over the portfolio with the learners at regular intervals to ensure that the selected pieces address the
learning outcomes.
 Ensure limited number of entries for practical reasons. Focus should be on Quality and not Quantity.
 Involve the learners in organizing the portfolio by completing checklists of the assignments done and
include the dates on all entries.
 Organize for the storage of the learners ‘portfolios which should be easily accessible.
 Separate/Colour code portfolios for each class to facilitate their retrieval.
 Ensure that storage holders for the portfolio are made from manila envelopes, folders, files, or learners can
improvise their own using locally available materials

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Parental Engagement in Portfolio Assessment

There should be a planned program for parental engagement in portfolio assessment. The parents should be
informed about
a) Portfolio assessment;
b) Participation in learner-led portfolio conferences/interactions;
c) Provision of feedback to their child;
d) Identifying and providing learning opportunities and resources;
e) Provision of support for their child’s effort and interest.
Importance of Portfolio Assessment
 Assessment is integrated in teaching and learning process.
 Instruction goal are set at the beginning and are both clear to the teacher and the learner.
 Provides a clear profile of learners.
 Enables learners to show quality work which is done without pressure and constrains of time in
collaboration with others.
 It allows demonstration of a wide range of competencies.
 It shows the learners effort to improve and develop i.e. it demonstrates progress over time.
 It gives learners opportunity to reflect on their work.

Activity
 In groups, develop and present an assessment portfolio using the tasks and evidences developed.
 The portfolios should aim at demonstrating the learners progress, achievement and interests in the areas
outlined in the rubrics and the core competencies.

Comment: One big contribution of portfolio is to give the learners the chance to reflect and revisit on their
performances overtime”.

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APPLICATION OF ICT IN ASSESSMENT

ICT can be applied in educational assessment in the following ways
1. Testing:

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