Learning Unit 5

“The goal of every childhood education should be to achieve that child’s

own natural desire to learn”
Assessment in
CAPS
Analysis the approach that CAPS takes to
assessing IP learner’s home and frst
additional language skills.

TREY 2
 The educator as the assessor
o Assessments can be seen as a vehicle that takes
learning forward. If the assessments is the vehicle
that driver is the educator and the passenger will be
the learners.
o Assessments can be seen as GPS waypoints and
destinations as they indicate a way to go and also how
to get back on track when learners lose their way so
that everyone can arrive that their intended
destination. TREY 3
 Kindly see this short clip on
the idea behind assessments

https://youtu.be/JHZsz_j_z7A?si=9-u3gPIC_o7fFzJq
Answer the classroom questions which follows

TREY 4
Assessments vs Evaluation
• There is really no agreement amongst academics on the diference between assessments and evaluations.
• Some might see assessments as the data gathering prior to evaluation, and the latter as entailing judging
performance relative to some standard or baseline. For example:
Evaluation usually occurs when students have fnished a task, whereas assessment goes beyond evaluation to include
gathering information about student performance as they work and also when they are fnished.

TREY 5
Assessing
Language Skills
Types of asessments

TREY 6
Using the curriculum to inform learners of assessment criteria
• Assessments should be intended to ‘catch learners out’, but yo help them
develop their potential. Therefore, teachers should be completely
transparent about the content learners have to master.

1. Learners should know the reasons for activity

2. Learners must revived clear and understandable instructions (action
words)
3. Instructions must include conditions and requirements
4. Assessments should be valid, authentic, and assess adequate evidence

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Assessment techniques
Observation

• Teachers observe how learners interact during group activities, and when they are involved in cooperative
learning. By their level of interaction, teachers might determine how much they know and how confdant they feel
about what they know.

Diagnostic
• A form of pre-assessment or a pre-test where techniques can evaluate students’ strengths,
weaknesses, knowledge, and skills before their instruction Usually does not count for grades).
See the example in the video below:
• https://youtu.be/H-WEmsuvDsA?si=2LOZqOeJ66OEn0c0

Formative
• The goal of formative assessments is to monitor student learn ending to provide ongoing
feedback that can be used by instructors to improve their teaching and by students to improve
their learning. See the example in the video below:
• https://youtu.be/-RXYTpgvB5I?si=rFhWtey6RJi9JXCF
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Assessment Techniques

Summative assessments
• The goal of a summative assessment is to evaluate student learning at the end of the instructional unit by
comparing it against some standard or benchmark.

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Observation

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Formative

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 Theme 3: Feedback
It takes humility to seek feedback. It takes wisdom to
understand it, analyse it, and appropriately act on it.

Stephen Covey

Theme 3 12
The nature of feedback
• Feedback is any response regarding a student’s
performance or behavior. It can be verbal,
written, or gestural. The purpose of feedback in
the assessment and learning process is to
improve a student’s performance - not put a
damper on it.
• It is essential that the process of providing
feedback is a positive, or at least neutral,
learning experience for the student. Negative
feedback can discourage student efort and
achievement.
• Instructors have the distinct responsibility to
nurture a student’s learning and to provide
feedback in such a manner that the student
does not leave the classroom feeling defeated.

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The nature of feedback
• Providing feedback means giving students an
explanation of what they are doing correctly
AND incorrectly, with the focus of the feedback
on what the students is doing right.
• It is most productive to a student’s learning
when they are provided with an explanation as
to what is accurate and inaccurate about their
work. One technique is to use the concept of a
“feedback sandwich” to guide your feedback:
Compliment, Correct, Compliment.

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