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- FORM OF ASSESSMENT
| Product Assessment: The quality of a finished product is assessed using the criteria describing the quality standards of the product. Marks are awarded depending on the level of match between the criteria for assessment of the product. Proficiency Assessment: In this, the quality of a product or task and the speed used in performing the task are crucial. The two level grading system is normally used. For example, after students have learned and acquired the skills in sexing fish, a number of juveniles are given them to sex within a specified time frame. Students who complete the assignment successfully within the time period obtain grade Awhile those who fail to sex the fish successfully or did not meet the time limits get grade Bi iIn other words, students who obtain grade Bare not proficient in performing the task. The action verbs provided under the profile dimensions should help you to structure your teaching such as to achieve the effects needed. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use the action verbs also in writing your test questions. This will ensure that you give your students the chance to develop good thinking skills, and the capacity for excellent performance in examinations and in practical life situations. Check the weights of the profile dimensions to ensure that you have given the required emphasis to each of the dimensions in your teaching and assessment. FORM OF ASSESSMENT It must be emphasised again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment procedures, select specific objectives in such away that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative sample of the specific objectives taught, the testis referred to as a “Criterion-Referenced Test. In many cases, a teacher cannot test all the objectives taught in a term, in a year etc. The assessment procedure you use i.e. class tests, homework, projects etc. must be developed in such away that it will consist of a sample of the important objectives taught over a period. The example on the next page shows an examination consisting of three papers, Paper 1, Paper 2, Paper 3 and School Based Assessment. Paper 1 will usually bean objective-type paper Paper 2 will consist of structured questions or essay questions, essentially testing Application of Knowledge, but also consisting of some questions on Knowledge and Understanding. Paper 3 will be the practical test paper, and SBA will be based on all three dimensions as indicated. The distribution of marks for the objective test items, essay type questions and the practical questions in the three papers and in the SBA should be inline with the weights of the profile dimensions already indicated and as shown in the last column of the table below. The West African Examinations Council (WAEC) generally sets about 60 objective test items at the WASSCE. Emulate this by developing an objective test paper Paper 1) that consists of 60 items. Paper 2 could consist of some structured questions and essay questions. In general, let students answer five essay questions from a list of 7-10 questions. Paper 3 will consist of 5-7 practical questions. In the examination structure presented below, Paper 1 is marked out of 60; Paper 2 is marked out of 90, Paper 3 marked out of 100, and continuous assessment is marked out of 150, giving a total of 400 marks. The last row shows the weight of the marks allocated to each of the four test components. The three papers are weighted differently. Paper 2 is a more intellectually demanding paper and is therefore weighted more than Papers 1 and 3. |