| i j STUDY GUIDE | Assessment and Evaluation of Learning BEd/Prof Dipl in Ed ECFES701/ECFE4781 Item No: 1059 i | Centre for External Studies Materials Development and Instructional Design Department| | Acknowledgements Original Author Dr F D J Engelbrecht Revised Author Dr. S.M. lipinge ISBN 99916-67-25-3 Copyright © 2010 University of Namibia. All rights reserved. Edited and published by the Centre for External Studies, University of Namibia. No part of this publication may be reproduced, ‘stored ina retrieved system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publishers.Date of next revision: 2015 | Contents | Unit 1:_ Basic concepts and perspectives Introduction | ‘Objectives Additional reading Activities and study time 4. Multiple intelligences 2, Leaming domains 3. Learning outcomes versus educational objectives 4, Measurement, tests and examinations 5. _ Informal and formal assessment 6. Continuous assessment (CA) 7. Formative and summative continuous assessment 8. Coursework (school-based assessment) 9. Self-assessment and peer-assessment 40. Alternative assessment 11. Verbs and assessment 12. Evaluation 43. The purposes of assessment and evaluation 414. Principles of good assessment practice 15. Summary References Unit 2: Namibian assessment directives Introduction ‘Objectives Additional reading Activities and study time 4. Functions of the DNEA 2. The Junior Secondary Certificate (JSC) examination at the ‘end of grade 10 ‘The H/IGCSE examination at the end of grade 12 End of primary education examination Inspection of a H/IGCSE examination centre Rules for the administration of the national JSC examinations Rules for Junior Secondary Certificate (JSC) candidates ‘Summary enoneReferences Unit 3: Assessment tools: aims, construction and application (Part 1) Introduction Objectives iu Additional reading : Activities and study time 1. Matching assessment tools with leaming domain objectives . 2. Objective questions 3, _ Semiobjective questions 4, Free response (interpretative) questions 5. Summary References Unit 4: application (Part Il) Introduction Objectives Additional reading Activities and study time 4. Performance-based assessment tools 2. Oral assessment 3. Peer assessment tools (rubrics, memo's, games) 4. Selfassessment tools (checklists, diagrams, questionnaires) 5. Summary References Unit 5: Designing and moderating tests and examination papers Introduction Objectives | Additional reading i Activities and study time 1. _ Reliable and valid assessment 2. Selting of good tests and examination papers 3. Checklist for the moderation of examination papers 4, Proofreading of papers 5. Teaching leamers how to prepare for tests and exams 6. Summary Referencesi | Unit 6: Marking and grading Introduction Objectives Additional reading Activities and study time 1. ‘Types and functions of grading symbols 2. Marking when using different assessment tools 3. Good marking practices 4, Summary References: Unit 7: Feedback and reporting Introduction Objectives Additional reading Activities and study time 1 2. 3 4. Unit 8: The role of feedback after assessment ‘The nature of feedback Reporting of leaming Summary References Analysing and interpreting assessment results Introduction Objectives Additional reading Activities and study time oa aene Basic statistical concepts Organising information Descriptive statistics for analysis and interpretation of assessment scores Calculating the degree of difficulty of test items Calculating the discrimination value of test items Summary ReferencesUnit 9: Evaluation of instructional elements Introduction ‘Objectives Additional reading Activities and study time 4. 2. 3. 4, 5. Self-reflection instruments Self-evaluation instruments for teachers and leamers Questionnaire feedback from leamers and parents ‘School audits and strategic planning |. Summary References viBasic concepts and perspectives Contents Introduction Objectives, Additional reading Activities and study time 1 2 10. 11. 12. 13, 14, 15. Multiple intelligences Learning domains Learning outcomes versus educational objectives Measurement, tests and examinations Informal and formal assessment Continuous assessment (CA) Formative and summative continuous assessment Coursework (school-based assessment) Seff-assessment and peer-assessment Altemative assessment Verbs and assessment Evaluation The purposes of assessment and evaluation Principles of good assessment practice Summary ReferencesIntroduction In this unit we shail define some of the key concepts that we use when we examine perspectives on assessment and evaluation. The role of verbs in assessment and an overview of good assessment practice provide you with intraductory basics to follow discussions in other units. Assessment and evaluation involve important perspectives in ‘education because they are related to ‘how much was learned’ and ‘what can be done to improve learning’ Objectives ‘After you have completed this unit, you should be specifically able to: + differentiate between assessment, evaluation, assessment of leaming and ‘assessment for learning measurement continuous assessment, course work, formative and summative evaluation and other perspectives on assessment + explain the purposes of assessment and evaluation + discuss some principles of assessment practices Attthe start, we should look at the definitions ofAssessment OF learning and assessment FOR leaming. Assessment of leaming is any assessment which summarizes where leamers are at a given point in time — basically it is a snapshot of what has been learned. Assessment of learning start with the identification of what leamers already know and move into the justification of why learners have to learn a particular content. The bottom line with this type assessment is that the teacher should start with what he/she wants students to know and to be able to do at the end of the lesson. These are the learning or instructional objectives, and the assessment needs to be directly linked to them. The most cited examples of assessment of learning are standardized tests, which are mainly intended to inform various people at different levels about learners’ achievement. Assessment for leaming according to the Assessment Reform Group is the “process of seeking and interpreting evidence for use by learners and their teachers to decide where the teachers are in their learning, where they need to go and how best to get there. "Given these definitions, what type of assessment activities could ft in the category of| Assessment of leaming andAssessment for teaming. Perhaps the following table might help you. Table 1.1: Assessment of learning and assessment for learning compared | Assessment of Learning Assessment for Learning : = Summative + Formative © Certify learning + Describes needs for future Jeaming + Conducted at the end of a unit Siaeaith © Conducted during a unit of ‘+ Offen uses normative scoring instruction; ongoing guidelines; ranks students + Tasks allow teachers to ‘+ Questions drawn from materials modify instruction studied + Suggested corrective + General instruction | ‘+ Used to report fo parents + Specific + Can decrease student motivation + Used to give feedback to © Highly efficient, superficial testing students © Focus on reliability © Enhances student motivation * Delayed feedback + In-depth testing Hee eae ae + Focus on validity © Immediate feedback # Diagnostic ‘Source: ‘McMillan, 2009 Both formative (Assessment for learning) and summative (Assessment of Learning) are important in educational assessment. As you can see from the tabie above, both play an important role in educational assessment in different ways.‘Study and Analyse the Namibian policy documents on ‘assessment and note what they’ say/approach about these two perspectives of assessment. How Evaluation, Assessment, Measurement and Testing related? [Assessment of learners is the engoing process of gathering information from multiple and diverse sources about how leamers are progressing in their earning. It involves the gathering of information about what learners know, understand and can demonstrate as & result oftheir learning processes. Assessment is 2 broad term ‘that includes measurement and testing Measurement refers to the process of quantifying or assigning @ number to performance. For example Tangeni got 19 out 20 items correct on the Accounting test. Testing is a technique ‘or process used to measure the jevel of achievement oF performance.Evaluation is the process of interpreting information generated during ascessment and making a judgment about the quality of @ leamer's performance. The diagram in the next page oan help you better understand how these terms evaluation, assessment, measurement and testing are relatedFigure 1.1: Relating key concepts fo assessments Evaluation: Making a judgment or decisions after examining jeamner’s performance ‘Assessment: Gathering and eserbing information about performance | rs< Measurement: Assigning or attaching numbers t0 qualities, criteria or leamers based ona certain rule or scale Testing measuring the level of achievement or performance Additional reading me useful additional information for if you can find the following books they wil give You 50! this unit: « Gronlund, N.E. 1985. Measurement and Evaluation i” Teaching. Sed. New York: Macmillan Publishers. and Culture, Namibia, 1998. Towards improving + Ministry of Basic Education guide. Windhoek: Continuous Assessment in schools: A poliey and infermation Examinations Board. + Ogunniyi, M.B. 1984. Educational Measurement and Evaluation. Nigeria Longman. « Oosterhof, A. 1994. Classroom ‘Aplications of Educational Measument, 2 ‘edition, New York: Macmillan Publishing Company.Activity 4 Activity 2 Activity 3 Activity 4 Activity 5 Activities and study time summarise the types of multiple ineligences. Allow 15 minutes Differentiate between various forms of assessment and evaluation. Allow 40 minutes: Indicate what type of thinking is required by the verbs ‘discuss’ and ‘compare’ ‘Allow 20 minutes Explain the purposes of assessment and ‘evaluation. Allow 15 minutes Discuss some principles of assessment practices. Allow 25 minutes Multiple intelligences ‘Assessment is about what was learned, in what manne’ and how much of it. An understanding ofthe type of intelligences that we aim to develop guides our teaching Intelligences entails objectives and assessment. Conceived by Howard Garner, ‘Multiple seven different ways to demonstrate intellectual ability/intelligence. These | intetigences are included in the cognitive, affective and psychomotor domains of learning “The different types of multiple intelligences are: + Visual/ Spatial Inteligence; + Verbal/Linguistic intelligence: © Logical/Mathematical intelligence; + Bodily/Kinesthetic intelligence; + MusicalRhythmic intelligence «Interpersonal intelligence; and « Intrapersonal intelligence. perceive the visual. These learners: tend to ental images to retain information. They enloy Visual inteligence refers to the ability to think in pictures and need to create vivid Jooking at maps, charts, piotures, videos, and movies.Visual inteligence skils include: puzzle building, reading, writra, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images Possible career interests for learners with visual intelligence 276 navigators, sculptors, visual artists, Inventors, architects, interior designers, mechanics, and engineers. + Verbal/Linguistic intelligence Verba intligence refers to the ability to use words and language, ‘These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. \erbal inteligence skills include: listening, speaking, writing, tory telling, explaining, teaching, using humour, understanding the syntax and meaning of words, remembering information, convincing someone oftheir point of view, analysing language usage. Possible cateer interests for learners with verbal inteligence ore poets, journalists, writers, teachers, lawyers, politicians, and translators. + Logical/Mathematical intelligence Logical intelligence involves the ability to use reason, logic and numbers. These leamers think conceptually in logical and numerical patterns, making conneetions between pieces of information. Always curious about the world around them, these leamers ask lots of questions and like to do experiments. Logical inteigence skis include: problem solving, classifying and categorising information, working with abstract concepts to figure out the relationship of each to the other, handling tong chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex ‘mathematical calculations, working with geometric shapes possible career interests for learners with logical intelligence ae: scientists, engineers, computer programmers, researchers, accountants, and mathematicians,+ Bodily/Kinesthetic intelligence Bodily inteligence involves the ability to control body movements and handle objects skilfully These learners express themselves through movernent. They have @ good sense ot balance and eye-hand co-ordination. (e.g, ball games. balancing beams). Through interacting with the space around them, they are able to remember and process information. Bodily inteligence skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using theit hands to create or build, expressing emotions through the body. Possible career interests for learners with bodily inteligence 2° athletes, physical education teachers, dancers, actors, fre fighters, and artisans. « Musical/Rhythmic intelligence Rhythmic intelligence involves the ability to produce and appreciate music. These musically inclined leamers think in sounds, rrythms and patterns. They immediately respond to music either appreciating oF criticising what they hear. Many of these learners are extremely sensitive to environmental sounds (©-9- crickets, bells, dripping taps, traffic), Musical intelligence skis include: singing, whisting, playing musical instruments, recognising tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music. possible career interests for learners with musically inteligence 2°: musicians, disc jockeys, singers, and composers. « interpersonal intelligence (this includes ‘emotional intelligence) Interpersonal inteligence refers tothe ability to relate to and understand others. These earners try to see things from other people's point of View in order to understand how they think and feel. They often have an uncanny ability to Sense feelings, intentions and motivations. They are great organisers, although they sometimes resort to manipulation. Generally they try o maintain peace in group settings ‘and encourage co-operation. They use both verbal (e.g. speaking) and non-verbl language (e.g. eye contact, body tanguage) to open communication channels with others.interpersonal intelligence skils include: seeing things from other perspectives (dual- perspective), listening, using empathy, understanding other people's moods and feelings, punealing, co-operating with groups, noticing people's moods, motivations and Intentions, communicating beth verbally and non-verbally, building twust. peaceful confit resolution,establishing positive relations with other people. Possible career interests for learners with interpersonatinteligence arc: Counsellors, salespersons, politicians, and businesspersons. « tntrapersonal intelligence (this includes emotional intelligence) Intrapersonal inteligence encompasses the ability to self-reflect and be aware of one’s inner state of being, These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. Intrapersonal inteligence skils include: recognising thelr own strengths and weaknesses, reflecting and analysing themselves, awareness of their inner feelings, desires and dreams, evaluating their ability to relate to others, Possible career interests for learners with intrapersonal intelligence are: researchers, theorists, and philosophers. (http: hwwrw.Adpride.netlearningstyles. MI.ntm), Activity 1 ‘You should allow 15 minutes Draw a table with two columns and summarise the types of multiple intelligences for yourself In this way you will remember them better. Feedback Type of Intelligence Description Learning domains ‘All educational objectives could be classified into three learning domains: + cognitive, + affective,| / + psychomotor or kinesthetic. Cognitive objectives deal withthe intellectual proc «with emotions and appreciations and the psychomoto «of moving or doing things. Each domain has tevels of difficulty These levels could be indicated by verbs that we use during assessment to attain specified standards. ‘The following tables provides Us with a brief overview of the connection between the domain levels and verbs. EE Ee CEEEC Eee SESE El DOMAIN LEVELS A. Cognitive domain and tovels Knowledge: This involves the reeaing of terns, foots and procedures (owes! cogotive level) Comprehension Tis involves the (Toderetanang of the meaning of content such ‘Bexpianing &, summarising or predicing estocs of “Applicaton: This inaives tne abily to apehy fhbe, teers, ehcples, methods to neve ‘sivations. “Analysis: This inves the understanding of ‘fe partsfeomponents andthe siructre! {lationship between the pats “synthesis: This involves the abit to Integrate ‘thee and create non processes & products Evaluation: This ‘avolves the ably to judge the walie of eas, praduci or methods ‘aocoring to celevant tri, 8. Affective domain and levots ‘Receiving: This nvaves 2 learner's showing of ipevest or paying attertion to sometrg. Responding. this involves the actve partpation of fearners Vang This volves 2 learner's shawing of acceptance or eommiment io valves ot behaviour Organisation: This evolves a leamers evelopment of his own sel of valves afer Comparing ane evaluating vabies. characterisation; This refers tothe consistent ‘onaviur acooing io accepted valves Table 1.1:Connection between domain levels and verbs POSSIBLE VERBS TO TEST THE LEVEL Deine, deserve st, match, outine bietinguch, explain, summarise, esbmae, eonvert, ge an example ‘Apply, demonstrale, solve, relate, calcsate Analyse distinguish, donity, classify. compare, predict summarise, investigate Combine, compile, create, design, expla, organise, plan, hiegrale ‘Appraise, eels, jige, compare, discuss, uae, terpret, contrast, evoke jushfy ‘Asklanswer question, fen, 100k, SoM interest, ‘Answer questions, comply, discuss, read, we, report Demonatate bolas, behave, obey, appreciate, ‘commit, accent Understand the role of valves, acoept (Rgponuiy, adheres lo rules, evahate vahis, Setendabehaviou,ienbly principles ‘Act according o,cisplay, demonstrat, 628, mainzin, practice esses, the affective objectives deal + objectives deal with skilled ways 10(Pierce and Lorber, 1982; Curzon, 1985; Marsh, 2000) ‘Table: 1.2 Dlustrative Action Verbs for Defining Objectives using Bloom’s ‘Taxonomy Taxonomy Categori ‘ample Verbs for Stating Specific us Learning Outcomes ss ‘Knowledge Cite, define, identify, abel, Hist, match, ‘ame, recognize, reproduce, select, state ‘Comprehension Classify, convert, describe, nguish Analysis Synthesis Evaluation Source: Gronlund, 1998 between, explain, extend, give examples, illustrate, interpret, paraphrase, summarize, translate ‘Apply. arrange, compute, construct, demonstrate, discover, modify, operate, predict, prepare, produce, relate, show, solve, use ‘Analyze, associate, determine, diagram, differentiate, discriminate, distinguish, estimate, infer, order, outline, point out, separate, subdivide Combine, compile, compose, construct, create, design, develop, devise, formulate, integrate, modify, organize, plan, propose, rearrange, reorganize, revise, rewrite, tell, write ‘Appraise, assess, compare, conclude, ‘contrast, criticize, discriminate, evaluate, judge, justify, support, weigh wn‘The following are examples of instructional objectives for the cognitive Domain 1. The student will recall the four major food groups without error. (Knowledge) ‘2, By the end of the semester, grammatically correct English. (Comprehension) ce suudeat wil summarize the main events ofa story 3 Given a presidential speech, the Student will be able to point out the positions ‘that attack political opponent personally rather than the opponent's political programs. (Analysis) 47 Given a short story, the student will write ‘a different but plausible ending, (Synthesis) 5: Given fractions not covered in class, the student Will multiply them on paper wi accuracy, (Application) 6, Given a description of a country’s ‘eonomie system, the student will defend it by basing arguments on principles of socialism. (Evaluation) 17 Fram nemory, with 80 percent accuracy the student will match ach United States General with his most famous battle. (Knowledge) , The student will deseribe the interelationships among sets ina play. (Analysis) 1984. Source: Kubiszyn, K, &Borich, G “The different levels ofthe third domain of psychomotor learning are not focussed on much in our schools. The basic approach is that learners are expected f° perform activities or to create products that are assessed. The typical performance verbs that are vised in schools are: role play, demonstrate, gather, construc, dissect mix, play, measure, perform, practice, draw, type, cook, prepare, experiment, interview, write, present, repair, weld, design (Darling-Hammond, et al. 1993). ‘These psychomotor verbs are thus applied when we assess Skils that are often a major part of course work. 32Learning outcomes versus educational objectives Educational objectives are statements about what leamers are intended to learn through instruction, As indicated above, the learning objectives encompass three learning domains, As you know objectives state specific leaming activities ‘and ate derived from broader statements, called goals or aims. The national curriculum goals are translated to goals and objectives and the achievement of objectives are assessed. subject ased movernent introduced the concept learning outcomes, These T statornents and equivalent to goals/aims. Outcomes intally also focus + demonstration of skils such as working together and problem Solving skis. Nowadays outcomes are perceived to include knowledge, values and skils: Leeming outcomes are operational statements describing ‘specific student behaviours that nee the acquisition of desired knowledge, skils, abilities, capacities, attitudes or dispositions” (Cal Poly, 2004). | ‘The competency-bi ' ‘outcomes are broader strongly on performances oF \ ‘An example ofan outcome would read as follows 11 together in groups”. This example of | < Leamers must develop ther sils of working wel into objectives. | «an outcome is equivalent to an aim and should be broken down. 4. Measurement, tests and examinations to it by using some measuring To measure something means to assign numerical value est in qualitative terms that we instrument, Some learning progress could be described b then convert to marks or letter grades. Mostly however, we measure teamers’ progress with instruments such as tests and examinations and express the results in mmarks/numerical scores. Tests can be informal and non-grading oF formal, grading ones. ‘Tests are shorter than examinations and occur more regularly than examinations. \dis therefore of summative nature. Examinations occur at the end of a course or term an 5, Informal and formal assessment ‘The key concept in this heading is assessment. 2BMarsh (2000) defines assessment as the term used to describe the activities undertaken by a teacher to obiain information about the knowledge, skills and attitudes attained by leamers. Activities can involve the use of informal data such as questions oF observations and formal assessment data such as tests and practical work. So what 's the next question that we should ask? . What is informal assessment? Informal assessments are procedures for gathering information about le frequently use in the spur of the mament or casually during classroom acti not necessaniy carefully planned, but they are meant to provide you with information that ie etical for you toknow at that moment. Informal assessments offen ovcur ata specific moment while you are busy presenting a lesson. in Environmental Studies your learners may appear to be confused about 1 determine if confusion exists at that moment, you may’ ask For example, water conservation, In order t them a series of questions, evaluate thelr responses and then continue with the lesson or | eee take another course of action. Informal assessments may include a variety of procedures and techniques: questioning a leamer, observing a learner's work or homework, talking with or listening 19 2 learner during a presentation. Informal assessments occur in all school phases and in all lessons to support and strengthen teaching and learning. Classroom assessment involves mostly simple, non-graded, in-class activities that give both you and your students useful feedback on the teaching-learning process. Informal classroom assessment differs from, tests and other forms of student assessment in that itis aimed at monitoring understanding and course improvement, rather than at assigning grades The primary goa is to better understand your students’ learning and soto improve your teaching. (www.ntlf.com/htmiib/bib/assess.htm) Informal classroom assessment techniques could involve the following: «The teacher asks oral questions that deal with values and altitudes, €.9. questions about honest, sex, drug abuse, gender equality, respect for things and people, etc. 14“The teacher could read the faces of learmers to determine their interest and understanding. He/she should interpret answers from leamers to ascertain their level of comprehension Helshe could ask for an example, to make @ summary or to draw a diagram or picture. He could ask learners to explain something on the board and how particular information relates / compares to other issues Leamers could filin a questionnaire and multiple-choice questions with the purpose of detecting areas where help is needed or indicating what topics they find difficult. “The learners could be informally assessed while playing ‘catch up’ or being involved in group competitions (Catch up’ involves the throwing of 2 soft ball to learners and the one catching it must answer the accompanying question) ‘The teacher could apply ‘Round Robin’ where a question such as What is the meaning of value ofthis knowledge...” are answered by as many learners 35 possible. The same round robin technique can also be used at the end of the Jesson to reinforce the most important points (MIP's) ‘Avery effective technique to teach learners to identify the essential ideas is to require them to formulate @ possible test question that ‘would focus on the essence of an issue. Informal assessment could also be applied to teach learners to concentrate on the structure of an answer and not just on the answer itself So the teacher should ask how would we structure the answer fo...” tis also good practice fo ‘ask ‘what point remains unclear’ before you proceed to new content What is formal assessment? Formal assessments are procedures for gathering information about the learners that are created with special thoughtfulness and care to be closely matched to leaming utcomes. Formal assessments are conducted in situations that have been set uP solely for that purpose. The procedures are administered in such a way that its clear that the focus of the exercise is on assessing specific knowledge or competencies of the learner in as valid a way as is possible, 156. Formal assessment may include a variety of techniques such 2s short tests, quizzes, coral examinations, performance assessment tasks, examinations, projects and portfolios. We usually grade formal assessments and record the results Formal assessments by thelr nature are usually designed to be more valid and reliable than informal ‘assessments (wmw.ntif. com/htmblib/biblassess him) Continuous assessment (CA) When both formal and informal assessments are done on a regular, on-going basis they are referted to as continuous assessment (CA), The assessment continuous because: « itoccurs at various times as a part of instruction, + may occur following a lesson, + usually occurs following a topic, + frequently occurs following a theme. Continuous assessment is thus closely linked with teaching and could help us shape and direct the teaching-learning process. Like a design that is woven ino a fabric BY a WEAVEr instruction and assessment should be seamiess. They are part ofthe education Process and the one should naturally link with the other. . Why continuous assessment (CA)? “The expectations Namibia has of CA are wide ranging and include an improvement in teaching and learning, an improvement in assessment practices and an improvement in the overall quality of education in terms of teaching and learning opportunities. ‘The reasons for introducing CA in more detail are: « ttwas recognised that good teaching requires continuous feedback about how leamers are progressing and how you, as teachers are doing with yout teaching It was essential that information should be gathered, and used, on a continuous: basis to engage, motivate, direct, re-direct, check, encourage and reward teamners, Such information was considered equally essential for you to evaluate 16your own performance as teachers and make the necessary adjustments to your teaching strategies. The abovementioned thencan ensure that learners =e helped before itis too late, ie. before they have failed in the examination. ‘Therefore, a very significant formative role was given to CA. it was also felt to be unfair, and unnecessarily stressful, to evaluate the worth of learners in a single examination that comes at the end of a couple of years. The mature of formal written examinations was considered limited in the amount and rode of learning that it could assess. It was fel that if assessors do take into account a learner's performance over a longer period of time and in a variety of situations it should be possible to obtain a more representative view of @ learners capabilities than inthe artificial context of only @ writen examination, The intention, therefore, was also to allocate a summative role to CA especially at the end of the junior and senior secondary school phases where external national examinations are written. ‘A further motivation was that CA allows for positive achievement CA was seen to encourage steady application throughout the course and does not unduly penalise learners for one or two poor pieces of work “There are various leaming outcomes that cannot be assessed with written examinations. Therefore, CA was envisaged to broaden the scope of assessinent to include, in addition to traditional forms of assessment, progressive or altemative forms of assessment that will create 2 wider spectrum of opportunities and contexts for leamers to demonstrate what they know and can do. Inthis context CA was seen to promote learner-centred education Learmers can in groups, or individually, be given curriculurn-based assignments aligned with their interests and circumstances. “These alternative or progressive forms of assessment, together with the more traditional forms of assessment, should help teachers to pul far greater emphasis on Jeaming which can be transformed and applied to new circumstances than on tearning facts and procedures applicable only in situations closely similar tothose in which they were leat. A, more than written examinations, alow for the assessment of especially processes as well as products (Van der Merwe, 2000) v7‘The CA model adopted for Namibia is one that provides for the summative and formative uses of assessment information. Obviously, these two forms of assessment cannot be separated because of their inherent interelatedness. 5 Marsh (2000) points out that formative assessment produces data about both the reaming progress of learners and the course improvement ttincludes the measuring of the learning and teaching progressmade during the school yea. Formative assessment therefore has a diagnostic function since its results are used to diagnose learning, teaching and course areas in need of improvement, The diagnostic function serves to improve the teaching-learning processes on a continuous basis. It also provides feedback for pacing, Formative assessment involves both informal and formal assessment. ‘Summative assessment is an assessment made at the ‘end of the school year and measures the cumulative product or achievements of the learner in a given subject as well as the mefits of the curriculum. The end of the year examinations is of a summative ‘assessment nature. The result of this assessment is an end-of-year {etter grade.Which : indicates pass (promotion) or fail (not promotion). Summative assessment is meant ro determine the effectiveness ofa whole learning episode or Sonar its completion. The continuows assessment mark, along wih the endbof- ‘yearexamination mark, is used for this purpose Please Not: Tis very important to find out what do the National Curieutum (2010) and ther documents say about continuous assessment? What percentages i given (2 continous ment in your subject? 18Example: In Grades 1-4 the Namibian summative assessment made uP ofthe average of gre based on informal asessments and a grade based on ning selected graded continuous assessments. In Grades 5-10 the summative assessment is made up ofboth the sum of six selected graded continuous assessmenis and the end-of-year examination combined according to prespecified percentages These percentages are described inthe subject spHlabuses. For the JSC examination, vaummative CA contributes, according fo ike nature ofthe subject between 33? % vnc $006 to he final end of course Grade. For IGCSE and HIGCSE thecontributon | vari between 20%30%6 for Une majority of subjects. Fr the subjects witha practical orientation, i, Ar and Design, Music and technical subjects the weight — | ‘contribution is around 50% (Van der Merwe, 2000). 8. Coursework (school-based assessment) Coursework refers to any component specified by a CIE/DNEA sylabus which is assessed in the Centre by the Centte’s teachers or other local teachers and moderated by CIEIDNEA. Examples of such Coursework are: projects, portfolios, fee work, art and craft items, designs studies, oral tests, practical work, assignments and experiments inderteken and assessed during the course tis not expected that all of the practical work undertaken will be used for grading purposes but they should nevertheless be aasessed. itis mostly the process-oriented assessment measuring attitudes, behaviours and processes such as working fogether or problem soWving that are of a subjective nature that are not used for grading purposes. You should be aware that some practical work could be utilised to assess several skills simultaneously. If you do practical work in groups, the assessment of individual learners’ contributions should be possible ‘Teachers involved in marking Coursework must hold the appropriate certificate or letter of gecreditation form CIE/ONEA. The accreditation can be ‘obtained by attending CIE/DNEA 191 training course or by successfully completion of the requirements of the appropriate Distance Training Pack. Supervision of the Coursework is very much important. ‘Therefore, teachers are required to: «assist with the choice of subjects fo festigations, models and topics; «indicate sources of information, €.9, organizations or persons who might Be able to help, materials, places to visit and references; «advise on the practicability or otherwise of schemes proposed by learners; «give advice as to length, approach and treatment, «treat Coursework as an integral pat ofthe course and see that learners are given, as appropriate, regular class work and or homework relating to it; «ensure that the work is completed in accordance with the syllabus requirements and that it can be assessed in accordance with the specified criteria, Raw scores for individual practical assessments should be recorded on individual learner record cards, These scores, especially those for grade eleven and twelve, are internally moderated and then recorded on the formal Coursework ‘Assessment Summary form, for extemal moderation. These Assessment Summary forms for NSSC (Higher and ordinary) are submitted to DNEA no later than 31 October. Normally ‘samples of the practical work taken from the top, middle and lower scores are accompanying the marks. Course work marks can only be alfocated by DNEA trained and approved teachers. 9, Self-assessment and peer-assessment . Self-assessment Ifthe meaning of the term ‘assessment’ stays constant, it's logical that the term’self- assessment’ jnvolves students getting the opportunity to take responsibility for monitoring aspects oftheir own learning. They could for example use 2 given checklist to assess particular values or behaviours. 20r Bxample: At the start of a module, students identify their personal strengths and weaknesses seffassessments in small groups, and select some personal areas (0 work on during a module. The progress made is normally fo be reviewed atthe end ofa specified tine. The self-assessment of values and behaviours are often informal and formative ofmature and | does not serve a grading function, although an important teaching-learning function. | ‘Learners could however also be asked to mark some of heir work, Sometimes the teacher | could provide the marking scheme or learners could be requested to work out the marking scheme themselves. _ a regarding study habits. This might be done through 2 questionnaire. they could discuss their There are thus two dimensions of self-assessment. If learners use provided schemes oF checklists to mark their own, work the dimension involved is one of measuring: ‘the extent to which they have met specified standards they are required to determine the criteria to mark their work, the dimension involved is one of identifying the standarcs of understanding, doing or behaving, Again, the value of self-assessment isn the process of learners reflecting on what they learn, their learning strategies and their learning progress and taking responsibilty for thelr own learning rather than producing formal mmarksgrades. In fact self-assessment grades ate rarely used for ofcial formative and summative grading purposes unless a teacher also checks the rests, learners 310 assigned the task to ‘evaluate their assessment marks/performances one could refer to it as self-evaluation. (NCLRC, 2004) . Peer-assessment “The term ‘peer refers to persons in similar circumstances as you or equal fo You in ‘some respects. So learners in a class or in the same grade are peers ‘Therefore peer- ‘assessment is assessment done by fellow learners. Peer-assessment operates much the same as sel assessment. Learners could be provided with mark schemes fo mark the work oftheir peers and could be trained to develop their own mark schemes. Of course if they have developed their own mark schemes they could then compare ito the mark scheme of the teacher. Peet-assessment can be applied as formative and summative assessment, but if itis counting towards grading purposes, teachers must monitor the marks. a‘Example: Learners can compile a checklist or rubric. for assessing oral presentations of ‘peers, The checklist is then compared with the one of the teacher and a final rubric is agreed upon. After the presentation is given they rank their performance against the criteria. A final ‘mark for a presentation can be derived from the average of several peer ratings. Ifthe average mark is not acceptable to the teacher he/she could discuss the reasons for a different | mark The weighting to self, peer and staff marking can be varied as learners become ‘accustomed to self and peer assessments and produce valid grades (Burgess, 2004; University of Technology, Sydney, 2004; NCLRC, 2008) ‘Against this background the following advantages and disadvantages are understandable as they enswer the question ‘Why introduce self- and peer-assessment? ‘The value of self and peer assessment Self-and peer-assessment may «help students become critical about their own and others! quality of work, + enable students to develop their learning and assessment skills whilst engaged in them rather then afterwards; «encourage a sense of independence, involvement and responsibilty; «help students understand the subjective nature of judgments in assessment in many arenas; «provide increased and a wider range of feedback: + reduce the marking load of a teacher. (University of Technology, Sydney, 2004; Burgess. 2004) Limitationsof self- or peer-assessment are: = learners may lack the ability to evaluate: each other. «they may not take i seriously, allowing friendships and other factors to influence their marking. + jearners may not like peer marking because of possible discrimination against them. 22«without teacher intervention learners may misinform each other (University of Technology, Sydney, 2004) Self- and peer-assessment are exciting dimensions of assessment that should be developed in Namibia, See also wnt 6 on marking and grading where Per assessment cheeklists/rubrics are provided. 40. Alternative assessment (refer also to authentic assessment) When using authentic or performance assessment earners are asked to demons what they aero something real with the information and skis they have learned ‘This can be demonstrated through: «Portfolios Write letters to the editor or a school newspaper ‘© Write and illustrate a book for the classroom * Build scale models «Perform for an audience «Perform an experiment “The overemphasising of teaching and assessment on the lower levels of the cognitive domain is narrowing down the scope and depth of education. It is time that we extend our assessment methods in order to focus on the handling of information and solving problems, the application of knowledge and on other practical skills. To achieve this, ‘alternative assessment methods are necessary. alternative crave knowiedge about alternative forms of assessment such 2 portfolios, projects and performance assessments, which should besed in addition to traditional reste The use of such alternative forms of assessment is essential 0 90 beyond the traditional testing of mainly content knowledge to the application of knowledge in real vvorid or simulated situations. In other words you must apply NeW assessment methods to 23assess a broader range of learning objectives in “outside classroom’ situations, which allow for more authentic assessments. ‘According to Darling-Hammond, Einbender, Frelow and Ley'King (1993) authentic ‘assessment involves the engaging of learners in problems and ‘questions of importance with value for realife. tis furthermore assessment that requires the application of knowledge to solve problems and it focuses on learner's ablities to produce @ product or performance. ‘Van der Menwe, (2000), acknowledging the work of Cress (1997), listed three forms of alternative assessment: projects portfolios and performance ‘assessments A project is an activity performed and assessed over time, through which the student demonstrates his or her exploration of a topic ina variety of ways including visual displays, oral presentations and investigations. A portfoliois 3 collection of leamer’s written work, also over time, which reveals learner development and growth. The performance task, lke the project, ‘allows students to show what they know through hnand-on activities, but performance tasks usually take place in a more formal setting and learners work in groups. Within these three broad categories of authentic assessments dozens of other assessment possibitis could be placed: role-plays and dramatic presentations, debates, integrated activities across subjects, and many different fYPES of group assignments and oral presentations. ‘Activity 2 ‘You should allow 40 minutes “This may seem to be a long and difficult activity, but it's important for you to know and be able to identify the different forms of assessment. Therefore J want you to differentiate between the various forms of assessment and evaluation ‘Make sure that you understand the differences. Feedback “The activity requests that you study the concepts in this unit carefully. Concepts are the building blocks of our views and enable us to argue about educational issues. You 24must have therefore a clear understanding of the concepts in this unit and module. You should differentiate between assessinent and evaluation to start off with vresesement involves the collection of learning results through tests and examinations hile these results ore interpreted when we evaluate them. All learning objectives could be categorised into three domains: the cognitive, affective and psychomotor domain. These domains incorporate the different types of intelligences we would like to develop as teachers. Subject syllabi specify learning cbjectives that are more specific than learning outcomes. Oufcomes ore equivelent to Cine. Informalassessment involves lots of everyday activities of the teacher that monitor the extent of the learning that is taking place. Formal assessment is linked +o grading purposes. Continous assessment is both formal and informal. Formal continuous assessment ceoures that learners learn regularly and get feedback about their progress. Such ‘marks ensure that learners get a fair chance to proof their mastery of material Continuous assessment is also formative assessment because it reflects the development as a process over time. Se/f- and peer-assessment ore providing Icomere with opportunities to Take responsibility for their own learring, but they mrast be taught how to perform assessments, Summative assessment entals the end of term examinations to measure the final level of performance of learners. v itemative or authentic assessment is assessment that broadens the pen and paper este ond focus on performance processes and products that often relate to real-life vations. Evaluation takes place when assessinent results are judged and conclusions rawn about success and failure levels and how to make amends to improve #he situation. 44. Verbs and assessment In my more than 25 years of teaching and lecturing \ have discovered that in many cases create coula have performed much better if only they were taught fo observe the verb in sty examination questions. The verb holds the Key to better performance because the tee deates the level of thinking and the way of structuring an answer. Itis thus aso very important for you, as teachers, to choose the verb used in a question very carefully as Verbs ave reflecting the degree of difficulty tobe met. Mark schemes should be in accordance with the level of difficulty required byverbs. Leamers should be taught what type of thinking and structuring of ideas is required by these verbs. ‘The new ‘Examination syllabi’ in Namibia include the general and subject specific verbs with | brief clarifications of the meaning of them. 2“The folowing list of verbs ({able 1.2) found in tests and examinations provides examples of the thinking involved in each verb. The ver’ in a question may be modified to further help leamers interpret what is required. For example, “Briefly explain ..” oF “Explain in detail." tis not necessary fo we qualifying words such as “clearly” or “neatly” Sar Hee Table 1.2: Meanings of verbs WORD, MEANING/THINKING REQUIRED. Analyse Examine information in detail to discover the main ideas! ‘components/ patterns or relationships. Show why they are important and how components are related. Calculate A numerical answer is required ~ the process or method leading to the “answer must be shown. Determine from given figures or information Comment Describe something and discuss briefly by giving the postive and negative points. Compare _ Indicate both similarites/ resemblances and differences, emphasising similarities, Draw a conclusion about the similarities and differences. Contrast _ Show how things are different or opposite. Criticlse _Give a reasoned (supported by facts) opinion of something, providing good and bad points. Critcise does not necessary mean 1° attack but to judge facts. Deduce Use the information provided to come to a conclusion, e.g. reference 10 ‘law or principle, or the necessary reasoning Isto be included in the answer. 26Define Give the precise, brief meaning of something, what features are included and excluded. Demonstrate Perform the necessary operations. show by example. Describe __ Provide detailed features in a logical sequence. Determine __ Use the information given to work out the answer Discuss Give a clear description and then argue about features by pointing out positive and negative sides. Identity issues and provide points for and against it, ariving at a conclusion. Distinguish _ Show the differences between variables: Estimate __Implies a reasoned assessing of dimensions/impact of something. or ____the numerical caleulation of something, Bee Evaluate _Determine the value/worthiquality/suecess of something according to Bee certain criteria. Ht 4 Explain Describe something and indicate relationships between things, making “clear the why (reasons) and how (examples) of features. Find ‘A general term that means calculate, determine of measure Identify Recognise and nameflist features. IMlustrate __Deseribe by giving examples or making crawings. Interpret. Explain the meaning, significance or impact of something or transtate the meaning of graphic information. Investigate _Identily detailed features of sonething/problem systematically and discuss them according to a given directive, drawing a conclusion Liststate Present alist of names, fats, objects, etc. in a certain order. Outline Give an overview of, indicate the main features of something in & concise and systematic manner. auPredict Make a logical deduction either from your own knowledge or from the information given and suggest what may happen based on the available information. Relate Find and describe the relationship/connections between variables. Summarise Give a brief account of the essence of a matter through the main ideas no details or examples ~ focussing on connections and meaning. (adapted from: Study methods, UCT; Quia verb definitions, 2004; CUE action verbs, 2004; Definitions of behavioural verbs, 2004). ‘You wil recognise thatthe verbs above cover mainly the diferent levels of Bloom's cognitive taxonomy. You should also realise thatthe highest level verbs encompass the meaning ofthe lower verbs, for example, to evaluate something involves knowledge, understanding, analysis of ideas, and the judging according to criteria. Verbs associated with the affective and psychomotor domains of learning include the following Affective verbs:look, show, discuss, appreciate, evaluate, value, display. and practice. Psychomotor verbs: draw a mind map, write ajob application letter design an overhead transparency, collect materials to do an experiment, interview someone in an occupation of your choice, find printed materials on the topic of... demonstrate how to do... role play how you would thank someone for a party. Activity 3 ‘You should allow 20 minutes Explain what type of thinking is requited by the verbs ‘discuss’ and ‘compare. Feedback “The verbs ‘discuss’ and ‘compare'are used very of ten in assessments. Teachers should teach leerners what thinking is involved by verbs, because thet provides them with the right approaches to think about an answer. Discuss requires @ higher level of qhinking then for example describe, To discuss you must give a clear description of an issue and then argue about the features by pointing out positive and negative sides. Features must be related to each other and a conclusion must be arrived at. To compare means to indicate both similarities ond dif ferences of an issue, emphasising similarities. Draw a conclusion about the similarities and differences. The 2812. answers to a comparison can bepresented in a table format or in an essay format. If the table format is used, it must be followed by a discussion of the ideas anda vonclusion drawn. Lf an essay format is used one aspect of the different sets must be related at a time, This integrates or compares ideas. Tf the features of one set is described and then the features of another set, itis not a comparison but @ description. Evaluation “The meaning of the concept ‘evaluation’ comes from the ole French word, ‘evaluer’ that means ‘to value’, Evaluation is thus a judgement regarding the quality, value or worth of a response, product, or performance based on established criteria ‘The assessment process reveals what a student understands, knows or can do. The evaluation process indicates the quality of performance based on the curriculum objectives. Evaluation therefore always accompanies assessment Summative assessment results are normally used to make evaluative statements about levels of achievement (Alberta Assessment Consortium, 2004), There are different types of evaluation: On the one hand there is programme design evaluation and on the other hand there is evaluation of the programme implementation. + The design summativeevaluation is concerned with the overall product that involves the goals, subject content and policies that determine the qualty of the programme. «The implementation (formative) is concemed with the processes of tealising the design. This involves amongst others the management of the resources such as the timetable, teaching-learning opportunities, teaching learning materials available, support of student leaming, the assessment processes, evaluation of leaming and teaching effectiveness and using the feedback results to improve the design and the implementation. 29‘TYPES OF EVALUATION Programme implementation Programme design ‘evaluation evaluation * Criterion. referenced evaluation © Norm-referenced evaluation criterion-referenced (how much compared o others) and norm-referenced (how well according to the standards) evaluations are futher modes of evaluation itwas indicated above that itis often easier to determine objective criteria for assessing products than for processes, but in all cases onteria are used fo measure achievements. ‘Al assessment thus applies specific criteria to measure the extent to which learners individually have attained certain mastery levels. The marks or letter gradesexPress the degree to which the set criteria for understanding or skills have been met. Ifthe pass requirement on a national level is 60%, the assessment results are interpreted according to this criterion. Hence the term, eriterion-referenced evaluation For example, in many countries the grade-twelve (and grade-ten) examination resus are analysed and interpreted in terms of the national levels of achievement. The total national scores for Biology are interpreted in terms of how many learners pass and fil his year and | how does it compare to previous yeas “The scores of learners are therefore compared to | others learners for the current and previous years, The scores of other learners thus become the criterion or norm to judge the acceptability of the national pass norm. —_—Ifyou look closely to the Criterion-referenced type of evaluations, you can see that this type of assessment is inline withthe type of teaching paradigrn Namibia is advocating- the learner centred. This paradigm encourages leamers to think independently and cfticaly- thus is fo say learning through understanding, Discuss how erterion-referenced type of assessment can be applied in your specific subject, Point out the weaknesses and the strengths. When you have done that, desig a task that is crlerion-referenced. Reflect on that learning experience as well Norm-referenced evaluation involves therefore the evaluation of (national) results by comparing the scores of all leamers. tt For example, sometimes governments adjust the national pass criterion norm (52 of 5096) (0 a lower percentage 0 allow more learners to pass, To enable the government ‘make such to aoe pers the national development needs and the standard ofthe gral twelve papers saded and compared fo previews papers” standards, The statistic! calculations (e.g. mode, anne andard deviation) described in unit 8 are applied to interpret examination results in | a norm-referenced manner. Discuss how norm-referenced type of assessment can bo applied in your specific subject. Point out the weaknesses and the strengths as well. Can the assessment policies and guidelines allow you fo conduct this type of assessment in your subject? 3443. The purposes of assessment and evaluation ‘The purposes of assessment and evaluation are to: = Determine the overall quality of the programme to maintain standards. «Provide reliable data for decisions during educational planning e.9 curricular materials. «Account forthe time, energy and resources invested in a programme (accounting to the public). «Identify students’ growth or lack of growth in order to guide and counsel them. + Help teachers (and administrators) evaluate the effectiveness of their teaching techniques and learning materials. + Help motivate students to learn more as they discover their progress of lack of progress in given tasks. «Encourage students to develop a sense of discipline and systematic study habits + Acquaint parents or guardians with their children’s performances, «Diagnose problems that might hinder or prevent the achievernent of set goals, + Predict future achievements. «Provide an objective grading basis for the promotion of students from one grade to another. + Cert learners for further education. (End of phase certificates are of course tools for social engineering) (Ogunniyi,1984; Marsh, 2000) Activity 4 You should allow 15 minutes 4. Read the above statements and find the Key word in each. Underine the keywords for study purposes 2. Explain the purposes of assessment and evaluation. 32Feedback 1A few of the functions are captured by words such as guide, counseling, predict, evaluate, certify, accountable, feedback. planning and so forth. 2. Asis always the case, you should not learn the above purposes by heart. Think ‘about the purposes by asking common sensequestions. For example, whet does Gesesement involve? What is assessed? Who could do the assessment? Why Should assessment be done? Are the reasons for assessing similar as the ones for evaluation? {you think along such lines the reasons for assessing ond evaluation become logically understandable and you do not have to memorise them. ‘Assessment is done to gather information about learning ond teaching effectiveness and to express the effoctiveness as a letter grade or percentage, This information is fed back To different stakeholders in education and they could use this information to plan improvements. 44. Principles of good assessment practice itis opportune for unit 1 to provide an overview of principles of good practios for assessing student learning. The other units of the study guide provide detail discussions and applications of these principles. PRINCIPLES OF ASSESSMENT «Assessment of student learning begins with educational values «Effective when it reflects an understanding of leaming as multidimensional, integrated, and reveated in performance over time «When programmes it seek to improve have clear, explcity stated purposes «s Attention to outcomes and the experiences that lead to outcomes ‘© Ongoing and not episodic = When representatives from across the educational community are involved «When results are evaluated and used as input for development «Lead to improvernent when itis part of a larger set of conditions that promote change 331s Educators meet responsibilities to learners and to the public «The assessment of student learning begins with educational values “Assessment is not an end in itself but a vehicle for educational improvement. Is effective practice, then, begins with and enacts a vision ofthe Kinds of learning we most value for students and strive to help them achieve, Educational values should drive, not only wat wwe choose to assess, but also how we do so. Where questions about educational mission and values are skipped, assessment threatens to be an exercise in measuring what's easy, rather than a process of improving what we really care about, «Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time Leaming is a complex process. It entails not only what students know but what they can cdo with what they know, it involves not only knowledge and abilities but values, attitudes, ‘and habits of mind that affect both academic success and performance beyond the classroom, Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them over time so as to reveal change and growth, and increasing degrees of integration. Such an approach elms for'a more complete and accurate picture of learning, and therefore firmer bases for improving our students’ educational experience. «Assessment works best when the programs it seeks explicitly stated purposes ‘assessment is a goal-oriented process. It entails comparing educational performance with ‘educational purposes and expectations - those derived from the institution's mission, from syllabi and from knowledge of students’ ow goals, Clear, shared, implementable goals are the cornerstone for assessment that is focused and useful. yprove have clear, «Assessment requires attention to outcomes but equally to the experiences that lead to those outcomes Information about outcomes is of high importance; where students “end up" matters greatly, But to improve outcomes, we need to know about studentexperiencs along the way - about the curricula, teaching, and kinds of student effort that lead fo particular outcomes, Assessment can help us understand which students learn best under what conditions; wth such knowledge comes the capacity o improve the whote of their learning,«Assessment works best when it is ongoing and not episodic ‘Assessment is a process whose power is cumulative. Though isolated, “one-shot” ‘assessment can be better than none, improvernent is best fostered when assessment centails a linked series of activities undertaken over time. The point is to monitor progress toward intended goals in a spirit of continuous improvement, Along the way, the assessment process itself should be evaluated and refined in ight of emerging insights, «Assessment fosters wider improvement when representatives from across the ‘educational community are involved student learning is a wide-stakeholder responsibility. Thus, while the teacher and Teamer are primary stakeholders in classroom assessment, the aim over tine if to involve people from across the educational community. Curriculum designers and assessors, employers, subject panel members and DNEA officials play an important role in contributing to the improvement of the assessment system and standards for learning Thus understood, scessmentis a collaborative activity; its aim is wider, better-informed attention fo student learning by all parties with a stake in its improvernent. «Assessment makes a difference when its results are evaluated and used a5 input for development Assessment recognises the value of information in the process of improvement. But to be Useful, information must be connected to issues or questions that people really care about. This implies assessment approaches that produce evidence that relevant parties wil ind credible, suggestive, and applicable to decisions that need to be made Ht means thinking in advance about how the information will be used, and by whom The point of ‘assessment is not to gather data and return “results; itis a process that starts with the questions of decision-makers, that involves them in the gathering and interpreting of data, and that informs and helps guide continuous improvement. zt Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change ‘Assessment alone changes litle. Is greatest contribution comes where leaders are valuing the qualiy of teaching and learning, and planning, budgeting, and personnel decisions are taken to achieve ‘such quality education. In such cases, information about tearing outcomes is seen as an integral part of decision- making, and avidly sought. «Through assessment, educators meet responsibilities to learners and to the public 35,‘ ‘There is a compeling public stake in education. As educators, we have @ responsibility to the public that depend on us to provide information about the ways in which our ‘students meet goals and expectations. But that responsibilty goes beyond the reporting of such information. Our deeper obligation -to ourselves, our students, and society 10 improve. such improvement involves greater rliabilty and valiiy, Those to whom educators are accountable have a corresponding obligation to support such attempts at improvement (AAHE, 2004) Activity 5 You should allow 25 minutes First decide on the meaning of each of the principles and then discuss the principles of assessment practices. Feedback ead the above principles and ask yourself what is each paragraph actually suggesting, Here follows some help in doing that. 1. Assessment is like all educational activities, underpinned by the values of educators. Such values guide our belief about the ultimate purposes of ‘education and how to achieve that purposes. 2. Assessment policies and practices should be based on an understanding of learning. 3. Assessment is « goal-oriented process, We need clear objectives 10 be able to measure their achievement. 4, Not only the product of the learning needs to be assessed, but also the processes occurring in the teaching-learning environment. 5, Assessment is more valid and reliable when done on 4 continuous basis. 6, Assessment is a collaborative activity in the sense that it informs all ‘stakeholders in student learning in order for them to adapt their input in education. 7, Assessment makes a difference when its results are evaluated and used as input for development. 368, Assessment results can be put to development use if the results are used by established structures with the purpose to improve education. 9, Teachers and schools have a responsibility to the public to use assessment to censure that the planned standards of education are maintained in the country. 45. Summary ‘This unit presented you with essential basic concepts and perspectives about assessment. Through the different headings you have learned that assessment and evaluation are related and also important parts of the total education effort. In fact, assessment is as important as teaching, because both are aids to support leaming. You should recognise that assessment plays a role in selecting telent but an even greater role in developing talent, Assessment is primarily the gethering of information about learning and teaching, There are different modes of assessment in order to assess different tyPes and levels of objectives and to give learners a fair chance to demonstrate what they understand and can do, Good assessment is valid and reliable assessment, Verbs play @ key role in valid assessment. Continuous assessment practices contribute to reliable assessment, and are therefore seen as one of the principles of good assessment practices. ‘Schools with sound leadership would interpret the assessment results regarding teaching- learning performances and use the findings for educational improvement. References » AAHE, 2004. Nine principles of good practice for assessing student learning Retrieved September 17, 2004 from the World Wide Web: (nttp:/Amww.aahe.ora/assessment/principL htm) «Alberta Assessment Consortium (AAC). 2004, About classroom assessment for learning (Q8A). Retrieved September 29, 2004 from the World Wide Web Ihttp:/www.2ac. ab.ca/aboutga. htm] + Burgess, H. 2004, Assessment. Retrieved September 29, 2004 from the World Wide Web: [http:/Aww swap.ac.uk/leamning/assessment2.asp} 7+ Cal Poly. 2004, Learning outcomes assessment planning guide. Retrieved September 17, 2004 from the World Wide Web: (nttp:/Awwnw.academics.calpoly. edu/assessment/assessplanquide him) «Classroom assessment techniques. 2004, Retrieved September 417, 2004 from the World Wide Web: (wwnw.ntif.com/ntmllib/oib/assess.htm) = Curzon, L.B. 1985, Teaching in further education. 3* ed. London’ Holt, Rinehart and Winston. «CUE. 2004, Action verbs. Retrieved December 1, 2004 from the World Wie Web: [ntlpv/www.cueunion orgfevents/action _ verbs. php + Darling-Hammond, L., Einbender, L., Fretow, F., Ley King, J. 1993, Authentic ‘assessment in practice: A collection of portfolios, performance tasks, exhibitions ‘and documentation. New York: National Center for restructuring education, schools and teaching, Columbia University. «Definitions of behavioural verbs. 2004. Retrieved December 1, 2004 from the World Wide Web: {httpuwww.kaschassociates. comi207web/207behavioralobjectives htm] + Gronlund, NE. 1985. Measurement and Evaluation n Teaching. Sted. New York: Macmillan Publishers Gronlund, N. E. 1998. Assessment of student achievernent. Boston Allyn and Bacon. Kubiszyn, K., 8Borich, G. 1984, Educational testing and measurement: Classroom application and practice. Glenview, IL: Scott, Foresman, PP- 53-56. = Learning styles. 2004, Retrieved September 17, 2004 from the World Wide Web: (hitp:siwww.ldpride.netileamingstyles.MI.htm). + Marsh, C. 2000. Handbook for beginning teachers, 2° ed. Australia: Longman/Pearson Education Australia, + Ministry of Basic Education and Culture, Namibia. 1996. Towards improving Continuous Assessment in schools: A policy and information guide. Windhoek: Examinations Board, 38Njambili, AF.1999. Practical Guide for classroom measurement and testing: the basic essentials. 3rd edition. Dar es Salaam, Mture Publishers. = NCLRC. 2004, Peer and self-assessment. Retrieved September 29, 2004 from the World Wide Web: [http:/Awww.nelrc. orglessentials/assessing/peereval htm] + Ogunniyi, M.B. 1984. Educational Measurement and Evaluation. Nigeria: Longman. «Pierce, W.D. and Lorber, M.A. 1977. Objectives and methods for secondary teaching. New Jersey: Prentice-Hall + auia, 2004, Verb definitions, Retieved December 1, 2004 from the World Wide ‘Web: [http:/www. Quia.comijg/140153hst htm. «University of Technology, Sydney. 2004. Peer assessment. Retrieved September 29, 2004 from the World Wide Webs [http ywwyr iml.uts.edu.aulassessmen/students/peer html} pron der Mervie, FJ. 2000.Continuous Assessment: The Namibian ‘experience. Windhoek: DNEA. 39Unit 2 Namibian assessment directives Contents Introduction Objectives Additional reading Activities and study time 1 2 Functions of the DNEA ‘The Junior Secondary Certificate (JSC) examination at the end of grade 10 ‘The HIGCSE examination at the end of grade 12 End of primary education examination Inspestion of a H/IGCSE examination centre Rules for the administration of the national JSC examinations Rules for Junior Secondary Certificate (JSC) candidates “The expectation of the National Professional Standards for Teachers In Namibia on assessment practices ‘Summary ReferencesIntroduction ‘When | was educated as a teacher, university education focused on the international academic ideas related to the roles of a teacher. Fortunately the nature of university ‘education has changed to include much ofthe features of a particular national reality This unt provides you with some of the Namibian schooling assessment polices and practices that you will have to operate in. Objectives ‘After you have completed this unit, you should be able to: «identify the functions of the Directorate of National Examinations and Assessment (DNEA) + deseribe the nature of the end of primary education examination + compare the national Junior Secondary Certificate and the NSSC examination «provide the rules for the administration of the National Junior Secondary Certificate examination + identify the criteria that a school should meet to be an acceptable examination centre + describe the rules for candidates during examinations. Additional reading The following documents could be consulted = Van der Merwe, LF-.J. 1999. Case study on the establishment of a national ‘examinations and assessment system for school examinations in Namibia. Windhoek: DNEA. + DNEA. 2004. Rules for regional examination officials (Rexos). Windhoek: Ministry of Basic Education, Sport and Culture. + DNEA. 2004. Rules for principals / heads of examination centres. Windhoek: Ministry of Basic Education, Sport and Culture. aDNEA. 2004, Rules for inviilators. Windhoek: Ministry of Basic Education, Sport and Culture. DNEA. 2004, Rules for candidates. Windhoek: Ministry of Basic Education, Sport and Culture. Activities and study time ‘Activity 1 Deseribe the functions of the Directorate of National Examinations and Assessment (DNEA) Allow 15 minutes Acfiviy 2. Compare the natute of the national Jurior Secondary Certificate and the NSSC examination Allow 30 minutes ‘activity 3 Explain what criteria a school should meet to be ‘an acceptable examination centre Allow 30 minutes Activity 4 Describe the rules for candidates during examinations Allow 20 minutes 4. Functions of the DNEA “The Directorate of National Examinations and ‘Assessment (DNEA) as critical component in the structure of the Namibian ‘examination system takes responsibility for: Conducting of all external and semexternal schoo! examinations. Issuing of certificates to those who meet the minimum requirements specified by the Examination Board. Formulation of assessment schemes and examination syllabuses for the various examinations. ‘Arrangement and conducting of centralised marking sessions for the external ‘examinations. Capturing, processing and archiving of examination dat and the publication of results. a2«Development of professional procedures to ensure the quality and validity of ‘examinations. + Development of administrative procedures and regulations for the secure conducting of examinations in all educational regions. «Evaluation and appointment of examiners, moderators and markers «Provision of training for examiners, markers and invigilators. «Publishing of examiner reports and the provision of statistics about national, regional, school and subject performances. «Evaluation of fulltime and parttime centres to become examination centres. = Maintenance of a register of examination centres for fulltime and parttime candidates. (Van der Merwe, 1999). Activity 1 You should allow 15 minutes Describe the functions of the Directorate of National Examinations and Assessment (ONEA) with regard to the functionality as seen from a school examination perspective. Feedback Reflect for a moment on what is typically happening before, during and afer ‘examinations in a school. Yes, there must be syllabi upon which examination papers oe based: there is an examination timetable: there are invigilators necessary: there is marking and moderating to be done and results must be sent to the parents. This ‘and more functions are undertaken by the DNEA. Revisit the functions above and see how logical they seem if viewed from a school examination perspective. The fact that the DNEA attend to national needs require some: additional functions not ‘normally done in schools. 32. The Junior Secondary Certificate (JSC) examination at the end of grade 10 “The South Afican examination atthe Junior Secondary phase (grade 10) was replaced by the Namibia Junior Secondary Certificate (JSC) Examination in 1991 (Ministry of Education, 1993). “This was implemented over a three year period, with the first examination written in 1993. The aims of the curriculum for the Junior Secondary Cerificate are: (1) providing @ common core learning experience for all Namibian youth; (2) promoting a balanced curriculum: {@) improving the links between the learning in schoo, the local community, and the available job opportunities; (4) introducing English as a common medium of instruction: and (5) promoting leaming with understanding through & relevant national curriculum. ‘The arrangements for the JSC examination are: Fulktime candidates have to enter for nine examination subjects. that is a compulsory core of six plus three optional subjects. Two of these subjects should be languages, i.e. the official language English and anether language. Part-time and re-sit candidates may center for a maximum of three and six subjects respectively. The examination is also available in adapted format to deaf and blind candidates. “The examination is written once a year in October/November, lasts about six weeks, and covers 37 subjects. The results for both full-time and parttime candidates are published approximately six weeks after completion of the examination and the certificates are available about five months thereafter. Continuous assessment may count either 35% of the summative grade in content subjects or 50% in skills based subjects. The following table summarizes the weighting of CA in the JSC. 44Skills-based subjects (Languages, Pre- | 50% 50% Vocational subjects) a a Content subjects (All other subjects) _| 35% __| 65% | 1 | oe Source: Ministry of Education (2009), The National Curriculum for Basic Education since continuous assessment counts toward the final pass mark, the DNEA produced document with the tile, “Towards improving continuous assessment: A policy and information guide”, This document assists teachers to understand continuous assessment and how to generate valid continuous assessment marks. These marks are moderated Py the DNEA (Van der Merwe, 1999). “The examination results are graded according toa 7-point scale of grades A-G where A indicates the highest level of achievement. Scores below G are labelled ungraded. The JSC examination was developed for certification purposes at the end of basic education after ten years of schooling. The results are however also used to select candidates for senior secondary level. For this selection the six best subject scores are awarded points: Grade B=6, C25, etc. English must be one of the six subject scores. The minimum level of academic performance required for admission to senior secondary levels was 19 points atthe start of the “JSC examination and has since increased to 23 points from 2000. Ideally it should be 27 points. in 2010, a total of 33 670 ful ime Grade 10 leamers registered for national examinations. Out 33.570, leamers who wrote the Grade 10 examination in 2010, 17 187 qualified for admission to Grade 11 in 2011, This meant that 51.2% of the learners qualified for admission to Grade " comparing to 50.3% in 2009 (Ministry of Education, 2010). The Ministry of Education in this press statement acknowledged that, “on average, since 1993 the percentages of leamers 45qualifying for admission have been between a minimum of 37.2% and a maximum of 51.2%" (Ministry of Education, 2010: 3). The statement wamed that that “this status (state) of affairs surely calls for all of us as a nation to embark upon a holistic transformation of our education system” (Ministry of Education, 2010b: 3). To assist you to set valid and reliable papers examination syllabi were developed for subjects that suggest questions of various degrees of difficulty and how to balance the easier and complex questions per section. Specimen materials including appropriate types of questions, ‘that emphasise skills and depth of understanding are also provided to schools. You should encourage learners to perform well enough in the JSC 10 be allowed 10 the secondary levels, since it is most unlikely t0 obtain a job with a grade ten certificate, 3. The NSSC examination at the end of grade 12 The Cambridge International General Examinations (CIE) was invited by the Namibian government soon after independence to assist in the reform of Senior Secondary education phase. The Higher/International General Certificate of Secondary Examination (H/IGCSE) replaced the Cape Education Department Matriculation examination in 1994 in grade 11. This new system made provision for school-based assessment or course work compulsory in some subject syllabuses and optional in others. However, the Ministry of Education decided that due resources and expertise, school based assessment should be offered only for subjects in which it is compulsory component (Howarth, 1995). The first (H)IGCSE extemal examination was written in 1995 (Swarts, 1995). The HIGSCE component was designed specifically for Namibia because Britain did not has it in their system (Njabili, 1995). This was also due to the fact that South African universities would not accept IGCSE alone for matriculation exemption (Swarts, 1995). According to Howarth (1995:40), the aims of HIGCSE and IGCSE were to: 46(1) support modern curriculum development; (2) promote international understanding; (8) encourage good teaching practice, and (A) set widely recognized standards From the Namibian perspective, the H/IGCSE was found to be “pedagogically appropriate as a starting point to develop an own Namibian Senior Secondary Certificate” (Swarts, 1995:6). The H/IGCSE is founded on the ideal that “learning and assessment should be integrated and not divorced from each other’ (Howarth, 1995:41). In this model, learners are provided opportunities for their work to be assessed both at the school and externally, in this case at Cambridge. This according to the Ministry of education would allow teaching and assessment to move away from a “culture of failure to the education that “requires that we rethink the philosophy that guides our examinations ... we are moving from an approach that emphasizes success versus failure toward an orientation that focuses on encouraging and recording achievement" (Ministry of Education and Culture, 1993-124) The H/IGCSE is also designed to cater for a wide range of abilities of leamers. For example, a leamer could choose to sit for either a core paper or an extended paper. In the core paper, grades C-G only can be awarded. In the extended paper grades A-E only can be awarded. No conversion from extended grade to core grades took place. The leamer was either graded or ungraded in the specific paper he or she offered in the examination. This was posing some challenges especially to teachers to adapt because they were used to the Cape Education system whereby a subject could either be taken on the Higher Grade or the Standard Grade. In the Cape assessment system happened to fail on the Higher Grade, the results would a7automatically be converted to the Standard Grade and such a leamer might pass his/her ‘examinations. ‘Activity 2 You should allow 30 minutes ‘Compare the nature of the national Junior Secondary Certificate and the HIGCS Localization of the Namibian Secondary Certificate From the initial stage of the consultations with the CIE, the Namibian government made sure that the (H)IGCSE qualifications would later become the foundation for developing the Namibia Certificate of Secondary Education. At the National Conference on H/IGCSE, the Prime Minister, the second highest level of the government commented that, IGCSE is specifically tallored for foreign countries while GCSE is the version in the use in Great Britain, Overall it would seem to me that IGCSE Is specifically tailored export model as against GCSE which is the real thing, This requires that we build up our own capabilities — our own ‘examination system, and our own assessment mechanisms... (van der Merwe, 1995: 181). The Namibian Senior Secondary Certificate (NSSC) Ordinary and Higher level syllabuses and examinations were, therefore, implemented in grade 11 at the beginning of 2006. These syllabuses are mostly based on the CIE’s International General Certificate of Education (IGCSE). This was indeed another achievement to the education and political systems of the country because for the first time, the country will have its own examination system. 48Given this, the Ministry of education was very carefully in developing the new syllabuses and examinations insisting that it should be of ‘a high quality in order to be accepted and recognized inside and outside the borders of Namibia and that the standard should at least be equivalent to or higher than that of IGCSE and HIGCSE (Ministry of Education, 2007: 2). For this, the Ministry of Education, “worked closely with experts from Cambridge to carry forward the strengths of the Cambridge curriculum and examination system to the new NSSC system and made changes where necessary to ensure that the new NSSC curriculum and examination system are relevant to Namibian needs” (Ministry of Education, 200; |. After going through a tight quality assurances, the new syllabuses were then approved by the National Examination, Assessment and Certification Board (NEACB}. Ten changes worth pointing out according to the Ministry of Education (2007:3) with regards to the localization of the syllabuses and curriculum are: (2) Literature, which was a syllabus separate from IGCSE First Language English and First Language German syllabuses, was integrated into these two Ordinary level syllabuses. (2) Both the IGCSE and HIGCSE Mathematics syllabuses were upgraded to include more topics at Ordinary level, and to study important topics in greater depth and to a higher level of ‘pplication in the new Higher level syllabus. (3) The Development Studies syllabuses was upgraded with the inclusion of more topics of relevance to the Southern African context, e.g. NEPAD was included. (4) Because of the overlap between Geography and Environmental Management essential non- ‘overlapping topics in the Natural Environmental syllabuses were incorporated in the Ordinary level Geography syllabus, and the Environmental Management syllabus was phased out. (5) The IGCSE subjects Child Development, Religious Studies and Music were phased out because of the very low candidate enrolments in these subjects. 49(6) The seven specialized IGCSE technical subjects were phased out. Design and Technology remain the only “technical subject” at both NSSC Ordinary and Higher levels. (7) The structure of the NSSC senior secondary curriculum remains the same as for IGCSE and HIGCSE. (8) The Core/Extended differentiated examinations which existed for ten (10) IGCSE subjects were done away with in the NSSC Ordinary Level syllabuses except for Mathematics, Afrikaans as a Second Language and English as a Second Language, where they were retained. (9) The grading scales of A*{highest) to G (lowest) for Ordinary Level and 1 (highest) to 4 (lowest) for Higher Level will be retained as was the case for IGCSE and IGCSE respectively. (10) Art and Design, French and Computer Studies the syllabuses and examinations still have to be borrowed from Cambridge. The localization of these syllabuses have not been completed because of a lack of capacity and expertise in the Namibian Education system in these subject areas. Recording and reporting of learner performance ight levels of competence exist for the NSSC Ordinary Level subjects namely, Grades A*, A, B, €,D,E, Fand G. Grade A* is awarded for the highest level of achievement while Grade G indicates minimum satisfactory performance. In Mathematics and the Second Languages there will be a choice between an examination at Core or Extended level. For the Core examination the available levels of competence are from C to G and for the Extended examination from A* to E, Candidates failing to reach the minimum standard for Grade G, or Grade E for those sitting the extended examination, will be ungraded. Grade descriptors in the syllabus of each Ordinary level NSSC subject describe the subject-specific competencies associated with the grades.Four levels of competence exist for the Higher Level NSSC subjects, namely Grades 4, 2, 3 and 4. Grade 1 is awarded for the highest level of achievement while Grade 4 indicates minimum satisfactory performance. Candidates failing to reach the minimum standard for Grade 4 will be ungraded. Grade descriptors in the sylabus of Higher level subject describe the subject specific competencies associated with the grades. ‘Outcomes of the Namibia Senior Secondary Certificate ‘As the exit level qualification of the school system the NSSC must: ‘A. Represent planned combination of learning outcomes that has defined purposes ‘and is intended to provide qualifying learners with broad and balanced command of such knowledge, skills and attitudes that will enhance: + Understanding, creativity and an investigative and eritical mind «productivity and the abilty to apply knowledge, skills and attitudes, and to solve problems and make informed decisions in real life situations «the ability to communicate effectively «moral development, awareness of one's own beliefs and opinions and respect for those of others + values of reliability, co-operation, democracy, tolerance, mutual understanding and service to others ‘+ the development of seif-reliance and entrepreneurship as preparation for the world of work and self-employment SLB. Provide basis for further education and training and lifelong learning C. enrich the qualifying leamer with knowledge, skills and values and provide benefits to the society and the economy D. where applicable, be internationally comparable E. comply with the objectives of the National Qualifications Framework incorporate various forms of assessment G. indicate the rules governing the awarding of the NSSC qualifications. Feedback Tf you are comparing two issues you need to find a set of criteria according to which the issues can be compared, You should read the above two descriptions and see if you could find possible criteria to base the comparison on, It appears that you could use the following criteria to compare the two examinations: + the amount of subjects per candidate + when is the exam written + how are the subject results grade + what percentage is continuous assessment contributing to the final mark + what is the examination results used for ‘The above descriptions of the two examinations could be extended. If you find more information you could add more criteria for the comparison, 524. End of primary education examination At the end of Primary schooling (grade 7), learners used to write a semi external examination as. a transition to the Junior Secondary education in four subjects, English Second Language, Mathematics, Social Studies and Natural Science and Health Education. However, semi external examination was stopped in 2009 and schools were requested through the Ministry's Circular 28/2010 to set their own question papers in the four as from November 2010 (Ministry of Education, 2010a). The same circular informed schools that Grade 7 Standardised Achievements under the Education, Training and Sector Improvement Programme (ETSIP) would still continue to be written and conducted by the DNEA in three subjects, Mathematics, English Second Language and Natural Science. This examination would be written in all schools. The outcomes of this examination are not used for promotional purposes, but only for diagnostic purposes. As in the case of NSSC, primary teachers are trained to set papers, mark scripts and award valid continuous assessment marks for tasks. Furthermore, examination syllabi prescribe the weight and levels of questions for particular sections of the syllabi. An item bank is being developed also. Continuous Assessment at this phase level may count either 65% of the summative grade in content subjects, or 50% in skills-based subjects. In Grades 6 and 7, continuous assessment counts 50% of the summative grade in all subjects. The following table outlines the weighting of continuous assessment and examination: Subjects Grade 5 Grades 6 and 7 CA__| Examination cA Examination Skills-based subjects | __ 50% 50% 50% 50% Content subjects (All | 65% 35% 50% 50% other subjects) ‘Source: Ministry of Education (2009), The National Curriculum for Basic Education 53Inspection of a NSSC examination centre The following checklist provides an understanding of what are expected of schools in order to meet the standards for being recognised as an examination centre. Even if schools do not aspire to become a recognised centre, they should still observe what is ‘expected in regard to appropriate management of examinations. According to ONEA regulations (DNEA, 2004, DNEA, 2008) the inspection of a NSSC (Ordinary and Higher Levels) examination centre should involve the following: Name of inspection o' Centreno: NA... Centre nam Name of question paper: {in process) 1. Security of stationery, question papers and scripts 4.1. Suitable safe or container and its location in a secure area 4.2. Envelopes with question papers received — these must be sealed for ‘examinations not yet conducted: Examination stationery received — this must be locked in a suitable safe or container together with the question papers. 1.3. Any shortages/incorrect question papers must be reported to the REXO (Regional Examination Official) by the centre. 1.4 Examination material is kept in a suitable strongroom. ....4.5 Question paper packets are arranged in timetable order. ......» 1.6 The forms to certify that envelopes with question papers were found sealed and intact on the day of the examination were available, completed, signed and filed. 4.7. All question papers must be collected after the examination and kept in a safe place for 24 hours. 1.8 Isa relative of a registered candidate employed at this centre? 4.9 The relative has no unaccompanied access to examination materials. 4.10 Access to the strongroom is allowed for: Name(s) and Occupation. 4.11 The key to the strongroom is available to: Name(s) and Occupation, ‘Comments: 2, Examination room(s) 2.4. Classroom(s)/a hall is/are being used as examination room(s), 2.2 The rooms/hall provide candidates with appropriate conditions to take the exams such as sufficient lighting, ventilation, and cleanliness. 552.3. The immediate environment is quiet a 2.4 No helpful materials are visible in the room... 2.5 Time is indicated with a wall clock(s) which is/are visible to all candidates. 2.6 The poster ‘Notice to Candidates” is displayed inside and outside the ‘examination room. 2.7 The poster ‘Notice to Candidates" is displayed outside the examination room. 2.8 The Centre number, start and finishing times, paper in progress, are visible to all. 2.9 The arrangement and spacing of desks are as required (1.25 m apart). 2.10. Candidates are seated in candidate number order in accordance with the checklist and seating plan... 2.11 Candidate numbers are labelled on each desk 2.12 All candidates face in the same direction. ... Comments:3. Invigilation 3.4 3.2 33 34 3.6 a7 a8 ‘The Handbook for Centres is available in the examination room. Invigilators are familiar with the regulations contained in Part 3 of the Handbook. . ‘An invigilation timetable is av At least one invigilator for every 30 candidates: Candidates: Invigilators: Practical tests: one invigilator per 15 candidates: Candidates Invigilators: .. Practical tests: Teacher of subject examined, present at the start of the test, Listening tests: Teacher who speaks the language is present in the examination room. The subject teacher should not be the sole invigilator at any time. ‘Comments: 574, Conduct of the examination 44 42 43 44 45 46 47 48 49 Candidates must arrive at least 30 minutes before starting time ID documents are being checked on entry. Admission permits are being checked on entry... ‘The Present column on the checklist is ticked off as candidates enter the roorn/hall. Candidates are allowed only to take in authorized materials. Candidates must be seated at least 15 minutes before starting time. Candidates are informed of the regulations regarding stationery, equipment, etc. A seating plan is compiled in triplicate for every session. ‘Answer paper must be handed out first and then question papers. Question paper envelopes must be checked and opened in front of the candidates. Candidates may not read through the paper before the starting time. Reading and writing time are included in the time allocated for the paper.4.10 Practical tests: Movement of candidates limited to the minimum. 4.11. Practical tests: Chemicals in containers are not identified. Comments: 5. Examination file 54 52 53 54 55 Comments: Forms to certify that envelopes were found sealed are available, completed, signed and filed... Seating plans (second copies) are available, completed, signed and fled Copies of SC forms (if applicable) are available and filed. ....... Checklists are dealt with according to regulations, available and filed Cut open envelopes are available in the safe. (Check if envelopes were correctly opened by having been cut open with a scissor as was indicated on the envelope, with a small piece stil attached to the envelope), 596. Atthe end of the examination 6.1 Candidates are informed that 5 minutes remain before the end of the examination. 6.2 Candidates stop writing at the end of the examination... 6.3. Rules are followed for candidates who arrive late. 6.4 _Invigilator follows the instructions for candidates at the end of the examination. Comments: 7. Packing and handling of answer scripts after the session is completed 7.1. Answer scripts, Multiple Choice Answer sheets and Question papers are collected from/handed in by the candidates before candidates leave the room and the Number of Scripts column on the Check List is completed at the same time. 7.2. Answer scripts/Multiple Choice answer sheets are placed in the order shown ‘on the Checklist. 7.3. Collected answer scripts and question papers are immediately handed over to the responsible person for packing Ss7.4 Allunused stationery are collected and returned to secure storage. 7.5 Answer scripts/Multiple choice answer sheets of completed examinations are packed in white answer script envelopes. Checklists are included and the envelope is sealed immediately after the session, labelled and ready for dispatch. (White envelope for scripts and brown pre-prepared one for Multiple Choice answer sheets) 7.6 Consignments are collected by Regional Office/delivered to Regional Office. ‘Comments: (ONEA, 2004, Rules for regional examination officials; DNEA, 2008, Handbook for Centres) Activity 3 You should allow 30 minutes: List the criteria that a school should meet to be an acceptable examination centre. Try to reduce the content. Feedback You have read the numerous criteria above. To better comprehend and remember ‘them you must find a way to structure and reduce the content. How can this be done? We would suggest you list the 7 headings and write down two key ideas per heading. For example: 1, Security of stationery, question papers and scripts: safe and access to safe 2. Examination room(s): physical conditions, clock and seating arrangements 613, Invigilation: invigilator's rules available, enough invigilators 4. Conduct of the examination: candidates enter early, admission permits checked, inform learners about rules and hand out examination papers after exam books. 5. Examination file: file ‘envelope sealed’ and attendance list. 6. At the end of the examination: announce time left, stop on time. 7. Packing and handling of answer scripts after the session is completed: collect all examination materials and put them in labelled envelopes, sequence scripts according to list. Rules for the administration of the national JSC examinations ‘As can be expected the JSC examinations are managed according to similar rules as the NSSC examinations. The DNEA document ‘Rules for principals/heads of examination centers for conducting of JSC examinations” (2004) clarify the rules for heads of examination centers and invigilators and provide copies of the relevant forms to be completed A brief summary of the tasks of invigilators is also given below. You should take note of these tasks and apply the appropriate ones to all tests and examinations in your school. ‘These guidelines ensure valid and reliable assessment practices for all grades in all schools. By applying these rules both you and your learners are prepared for the JSC and H/IGCSE examinations at grade ten and twelve respectively. The rules for conducting the national JSC examination involve that principals study the relevant DNEA documents such as the “Head of examination centre” and “Rules for chief invigilators and invigilators’, “Rules to candidates’, “Rules for the appointment of invigilators’ and “Rules for the dispatching of schoo! based assessed work, question papers, answer soripts and other examination materials for the JSC examination’. When these rules are followed conscientiously, the examination process would run smoothly. Schools, acting as JSC centres, must prepare the physical facilities (e.g. spacing desks 1.25m apart) and invigilators must be appointed timely. All examination materials must be locked in a safe or strongroom and strict security must be enforced with regard to admittance to such safe, 62For example, only the principal is allowed to have keys to the safe and should the keys be handed to someone else, it must be recorded. ‘On receiving examination papers the principal should fill in a form to certify that the envelopes were sealed or apparently tampered with. All other examination material received must be checked against particular DNEA forms and the boxes in which materials are received are stored to be used again for the return of materials. Envelopes are clearly marked on what dates they could be opened and should not be opened before that dates. Since absenteeism from examinations is a common problem, there are clear rules to deal with this. Typically learners have to produce doctors’ certificates for personal illness or death of family members, otherwise absence due to other reasons will not be accepted, The names of candidates who do supply valid documents are recorded on a form “List of absentees”, The examination room must have sufficient seats spaced 1.25m apart and students should face in the same direction according to a seating plan. All learning materials that may be helpful to candidates should be removed from the examination room. A clock should be placed in full view of all learners. Invigilators should monitor the arrangements of the examination room as indicated in the paragraph above and ensure that candidates are seated according to the seating plan and candidate examination numbers. Invigilators check identification documents of learners as, they enter the examination room, tick off their names on attendance lists and refer them to the seating plan on a board or wall. In cases where candidates arrive late because of negligence no additional time will be awarded to them. In cases where candidates arrive late because of valid reasons such as illness or transport difficulties additional time may be allowed, However, if they arrive after more than half of the scheduled session time has expired they are not allowed to enter the examination room and are viewed as an absence. Once candidates are seated they are requested to put away any unauthorised materials and reminded that they are now subject to the examination regulations. No cell phones are allowed in the examination room. Envelopes are opened in front of candidates and counted before handed out to ensure there are sufficient papers. No additional time is allowed for learners to read the papers before commencing. Invigilators should be vigilant and are not allowed to eat, smoke or read while on duty. They may not explain or translate any question to a candidate.Candidates are mostly allowed to use calculators but not dictionaries. If candidates are caught of dishonesty or malpractice their scripts are confiscated, any incriminating evidence also collected and leamers are to continue in a new script. The invigilator writes an accurate report on the incident and hand it to the head of the examination centre, which is mostly also the principal. Candidates should be warned fifteen minutes and again five minutes before the end of the session of the time left. Candidates may not leave the room during the last fifteen minutes. When it is time candidates are instructed to stop writing and all used and unused scripts are collected. A candidate may take no scripts or multiple answer sheets from the ‘examination room. The scripts are arranged in the order of the checklist and counted to double check attendance totals with actual scripts. Bundles of scripts are packed into boxes, which are sealed with wide buff tape. Teachers, acting as invigilators, are not paid as invigilation is seen as part of their duty. Rules for Jui rr Secondary Certificate (JSC) candidates “The DNEA document titled “Rules for candidates for the JSC examination” (2004), set out ules for leamers according to three main headings: Arrival, admission and departure, Disqualification and General information. You should inform learners of all grades at examination times of these rules so that they understand and accept these rules long before they reach the grade ten examination. Some of the main points that learners should know are: + Arrival, admission and departure Study the timetable carefully since misreading of itis not accepted. Be sure to be in possession of the admission permit and some form of valid identification document. You shall arrive at least thirty minutes before a session and be seated fifteen minutes before a session, Be sure you have all necessary stationery, since no items may be borrowed from other candidates during a session. No cell phones are allowed inside the room and neither is eating or drinking or smoking. You must be properly clothed. Listen to announcements of invigilators and follow their instructions. Before handing in your answer script ensure that the information on the cover page of the script is filled in correctly. + Disqualification ‘Your examination results in a subject may be declared null and void if you have in your possession notes in any format. You may not attempt to aid anyone or try to obtain aid