Assessment
Assessment is the planned process of identifying, gathering and interpreting information about learners’ performance on an ongoing basis. Assessment should be both informal and formal, and a variety of assessment tasks should be used. Learners should receive feedback timeously on both informal and formal assessment.
The four steps of assessment
1 Generate and collect evidence of achievement. 2 Evaluate the evidence. 3 Record the findings. 4 Use the findings to guide future learning and teaching.
Types of assessment Type of
assessment
Baseline 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.
Diagnostic assessment
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
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.
Summative evaluation
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
Section 2: Planning and assessment
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