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implementing outcomes-based assessment in a real classroom situation.” This was the response from another educator, “I was very disappointed when facilitators gave different versions of what the difference is between content and context.”
Most educators interviewed were not clear about the principles of assessment. Amongst the responses from those interviewed were the following:
“Assessment is outcomes-based and learners learn independently.”
“Assessment is outcomes-based and learners can design their own activities and learn at their own pace.”
“Assessment is continuous and learners do not write tests or examinations.”
Based on the above responses it was clear that educators do not have a clear understanding of the principles of assessment because no one has made reference to the principles of assessment as outlined in the assessment policy document.
Educators were not clear in their responses with reference to the principles of recording and reporting. A few of the verbatim responses are indicated below:
“I only know that everything learners do in class should be recorded. Reporting is done at the end of the term to show learners' achievement.”
“Reporting is done to show learner progress and achievement. Reporting is done at the end of each term to inform learners of what they have achieved and what they have not achieved.”
From the above responses, it was clear that educators had a very simplistic understanding of the principles of recording and reporting. None of the educators made reference to principles of recording and reporting as outlined in the National Protocol on Assessment.
Educators complained about lack of resources, both material and human. These were the responses from the educators who were interviewed: One educator said, “We don't have textbooks that clearly outline the specific outcomes and assessment criteria. We still rely on the old textbooks that we were using.” Another educator also held the similar view when he said, “If the
The Experiences of Adult Learning Centre Educators in Implementing Outcomes-Based Assessment 172