Assessment in the Intermediate Phase


Assessment is about collecting evidence of the learners’ learning. It is an integral part of teaching and learning, and should be planned when planning the lesson content. Assessment helps to identify the needs of the learners. It also provides evidence of progress, enables teachers to reflect on what they are doing and provides for feedback and reporting to all stakeholders. Good assessment practice in Natural Sciences and Technology includes:  assessing whether skills and aims are applied to content knowledge  determining whether learners can apply this knowledge to procedures and problems  providing feedback.


The four steps of assessment: 1 Generating and collecting evidence of achievement 2 Evaluating the evidence 3 Recording the findings 4 Using the findings to guide future learning and teaching.


Types of assessment Type of


assessment


Baseline assessment


Diagnostic assessment


 Establishes whether learners meet basic skills and knowledge level required  Helps teacher plan for the year and for each learner 


Is administered at the beginning of the year and before a particular topic  Results are used as a guide for teaching and not for promotion purposes





Informs the teacher about certain specific problem areas that may hinder performance


 May help determine whether a learner’s problems are content or psycho-social based


 Appropriate interventions should follow on from diagnostic assessment  Results should inform interventions and not be used for promotion purposes


Formative assessment


Summative evaluation


 Used to aid the learning process and not for promotion purposes  Usually informal, to provide the teacher and learner with a more frequent account of where the learner is at


 Teachers can use this form of assessment to modify and adapt their own teaching


 Carried out after completion of a topic or cluster of topics 


Is an assessment of learning that has taken place


 Recorded and used for promotion  This is usually formal assessment, making up the Formal Programme of Assessment


Description


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