Assessment is not a once-off and stand-alone activity,it is continous and integrated into all the activities.
- The methods used to gauge learner readiness for the module.
- The product or performance task that will engage the learners and best demonstrate the teacher’s intended learning goals and targeted thinking skills.
- The identification of the quality work and the involvement of learners in understanding the project expectations and criteria.
- The teacher’s approaches in addressing and assessing higher-order thinking.
- The reporting and monitoring methods which the teacher will use to encourage learner self-management and progress during independent and group work, and also identify the monitoring and reporting tools needed to create.
- The monitoring of the learner understanding and the necessary adjustments to be made.
- The methods of assessment to help the learners to reflect on their learning (metacognition) and assist the teacher to check understanding, and assessment tools needed to create.
- The methods to be used by the teacher to assess the final understanding and demonstration of learning, and the identification of the quality.
That is true. I am noting the facts.
ReplyDeleteover emphasis on Summative assessment
ReplyDeleteThe NCS document adapted and overlooked would you agree with me on the injustice and baseless common papers currently in use in Gauteng schools.Can common papers be written from grade 1- 9 that be away from common workscedule.The role of cluster meeting is reduce to religious gathering to obey facililtators'dictum.The issue you raised question the ligitimacy of myraid task that also hinder active learning and teaching. Can assessment be reviewed wherein the draft policy shoul reduce some of the spicifieed number of task demanded completetion per term?