HMTE 031

PRESENTATION
2023
  Before/ pre-assessment
• Diagnostic assessment allows a teacher to determine learner’s strength,
weakness, knowledge, and skills prior to instruction. It is primarily used
to diagnose learner’s difficulties and to guide lesson and curriculum.
• Baseline assessment are given to assess a leaner’s knowledge on a
subject prior to instruction. These assessments can be very informative and

When do we valuable in a teacher’s planning and implementation. By assessing your learner’s

prior knowledge, you can compare the results. This shows you are the change
or growth that takes place due to the instruction.

assess in  During
• Formative assessment is used to monitor learner’s learning to provide

technology? ongoing feedback that can be used by teachers to improve their teaching
and by learners to improve their learning. The purpose is to assist the teacher and
learners to achieve desired learning outcomes.
 After/post- assessment
• Summative assessment is used to evaluate learner’s learning at the end
of an instructional unit by comparing it against some standard or benchmark.
 The difference between assessment of learning
and assessment of learning.

Assessment of learning Assessment for learning

It is summative It is formative

it occurs at the end of the topic, unit, semester or year it occurs during the learning process

It is designed to provide evidence of achievement to parents, teachers and principal. It is designed to monitor learner’s learning, to provide ongoing feedback

It does not involve the learners It involves learners

Feedback is in a form of symbols or numerical form Feedback is in a form of descriptive

E.g. examinations, tests, presentations, final projects E.g. questioning, observations, discussions, quizzes
TASKS THAT ARE
Assessment for learning is also known as formative
ASSOCIATED assessment and it takes place during teaching and
learning process. It provides teachers with an
WITH opportunity to address misconceptions that the
learners may have and come up with different
ASSESSMENT teaching approaches.

FOR LEARNING
AND Assessment of learning is also known as
ASSESSMENT OF summative assessment and it takes place at the
end of the of a semester, term or year. It provides
LEARNING. grading which determines if the learner goes to the
next grade or not.
ASSESSMENT TOOLS AND HOW THEY WORK.

 RUBRICS ARE DEFINED AS RULES, GUIDES OR LISTING CRITERIA FOR GRADING. THEY MAINLY
OBJECTIFY THE ASSESSMENT AND GUIDE THE ASSESSOR ON HOW TO GO ABOUT GRADING A
LEARNER. RUBRICS CAN GUIDE A LEARNER BECAUSE IT STATES WHAT IS REQUIRED FROM
THEM AND THAT HELPS THEM TO PRIORIES THEIR TASKS. RUBRICS ARE IDEALLY USED IN
PROJECTS, ASSIGNMENT AND INVESTIGATIONS BECAUSE EACH COMPONENT OF THE
PROJECT HAS A CORRESPONDING SECTION ON THE RUBRIC.
 MEMORANDUM IS A GUIDE THAT IS USED TO GRADE LEARNER’S FORMAL ACTIVITIES, WHICH
GIVES DIRECT ANSWERS TO THE QUESTIONS ASKED. IT HELPS TEACHERS TO GRADE
LEARNERS FAIRLY IN A CONSTANT MANNER. IN TECHNOLOGY MEMORANDUMS ARE USED TO
MARK THE TEST/EXAMINATION.
 CHECKLIST CAN BE USED WHEN LEARNERS ARE DOING PRACTICAL’S WHERE THE TEACHER
CHECK IF THE LEARNERS ARE WEARING APPROPRIATE SAFETY CLOTHING FOR PRACTICAL. IT
CAN ALSO BE USED TO CHECK THE SKILLS WHERE LEARNERS ARE ENGAGING IN PRACTICAL.
THE TEACHER CHECKS ON WHAT THE LEANERS ARE DOING IN RELATION TO WHAT HE IS
ASSESSING IN THAT PRACTICAL.
IDENTIFYING, The term normative
assessment refers to the process of
ANALYZING comparing one test-taker to his or
AND her peers
CRITIQUING
NORM AND
A rank-based system produces only
CRITERION data that tell which students
REFERENCE perform at an average level, which
ASSESSMENT. students do better, and which
learners do worse.
 Comparing
sometimes have the
sides effect

Loose confidence in
themselves

CRITICS Hating each other

Having jealousy to
each other instead
of focusing on
studies

Looking down on
others
 An assessment tool that helps to
determine learners‘   (Most) Tests that are written by
PERFORMANCE as regards
specific LEARNING OBJECTIVES
 or COMPETENCIES that had been
defined in advance.
Criterion
reference
CRTs need to be composed of
adequate COGNITIVE ITEMS
 based on predetermined learning
objectives or performance
statements.
school teachers can be
considered criterion-referenced
tests
The criterion-
referenced interpretation of
a test score identifies the
relationship to the content
(subject matter).
 Learners
will not out
do
themselves

CRITIQUE Looking at
the
minimum
pass mark
  Fair
The assessment does not disadvantage a candidate.
Assessment is agreed in advance with the candidate.
Adjustment can be made to meet the needs of the candidate and need to be
approved by system IQA
  Authentic
A piece of evidence that can be proven as being performed by the

PRINCIPLES candidate.
  Current
A piece of evidence which is sufficiently recent to prove the candidates
OF current need and skills or knowledge.
This needs to be current at the point of certification.
ASSESSMENT  Reliable
The method of assessment that is used needs to produce consistent results
when it is used with a range of candidates.
Assessors need to be able to get consistent using the same method.

 Safe and manageable

Assessors and IQAS need to make sure that the assessment method used
are safe and manageable
Does not put the candidate or the organization they work for under
unnecessary pressure.
 Oral probing

FORMS OF Assessed through criticizing, acknowledging, confirming or clarifying

ASSESSMENT learners’ responses.
• Discussions and classroom activities

ASSOCIATED Assessed through immediate analysis and feedback

WITH • Project and practical assessment task

TECHNOLOGY Assessed through checklist (checking the requirements of the task) and
rubrics (checking the level of competence in each phase of the PAT)
AND HOW • Investigations

THEY CAN BE rubrics

ASSESSED • Tests and examinations

Assessed through memorandums for theory section and rubrics for

marking drawings and sketches.
Thank you