lOMoAR cPSD| 42036583
+254792947610
AED3701 PACK
2024
QUESTIONS WITH DETAILED ANSWERS
, lOMoAR cPSD| 42036583
2023
QUESTION: 1
1.1. Describing types of assessments:
1.1.1. Baseline assessment
• It is the starting point from which measurements and forecasts for the future can be
made. By comparing a learner's performance to their baseline assessment, baseline
assessment can also be used to assess the quality of education that the school is
delivering on a whole-school level. By measuring each student's potential and
aptitude for learning, baseline assessments enable schools to better understand the
needs of their pupils and the effects they are having on their academic
development. A high-quality on-entry baseline evaluation gives you and the
student access to information about what they already know and are capable of
doing, saving you both time and expanding your options for enhancing the learning
experience. An educator can use baseline testing to evaluate a learner's brain
function, including learning and memory abilities, attention span and ability to
focus, as well as how quickly he or she thinks and solves problems, in order to
support those who encounter learning barriers in the teaching and learning
environment.
1.1.2. Formative assessment
• Formative assessment aims to keep track of student learning and provide continual
feedback that both students and teachers can utilize to enhance their instruction.
Formative evaluations, in particular, assist students in identifying their areas of
strength and weakness and focus on those that require improvement. One can assist
a learner through in-class conversations where he or she discusses the topic of the
day with the students and actively engages with them in order to support those who
encounter learning hurdles in the teaching and learning environment.
1.1.3. Summative assessment
• At the end of a unit-length of instruction, this assessment measures the success of
the students in terms of their learning, knowledge, competency, and success.
, lOMoAR cPSD| 42036583
Summative exams are virtually always officially scored and frequently given a
high weighting. Final representations are a tool that can be used to benefit students
who encounter learning difficulties while in the classroom or learning setting. A
teacher can correct a student like this in a way that they will comprehend while
making representations.
1.1.4. Diagnostic assessment
• Before beginning instruction, teachers can examine students' knowledge, abilities,
and knowledge gaps using a diagnostic examination to determine their strengths
and limitations. With the help of this type of assessment, educators can create
lessons that are both relevant and effective and can cater to the needs of each
student. For example, one must evaluate a student's work from assignments, work
samples, or assessments in order to support learners who encounter learning
hurdles in the teaching and learning environment.
1.1.5. Recognition of prior learning assessment
• The candidate may apply to be evaluated through a Recognition of Prior Learning
(RPL) process in situations where the individual meets all entry requirements. RPL
is a strict procedure where candidates must be determined competent in relation to
the outcomes and competencies of the registered qualification and designation.
1.2. Terminologies descriptions:
1.2.1. Examination:
• Refers to any assessment activity, instrument, or program that has been designed,
developed, and implemented by Provincial Education Departments and the
Department of Basic Education either collectively or individually. The term
"examination" refers to the conduct of an end-of-term and/or once-off endof-year
assessment.
1.2.2. Essay :
, lOMoAR cPSD| 42036583
• It's a brief writing on a particular topic, often written by students as part of their
coursework.
1.1.3. Project work :
• It is labor that emphasizes finishing a task. With project work, students typically
practice a variety of skills and linguistic systems while using a lot of resources,
including time, people, and supplies.
1.1.4. Portfolio work:
• Refers to splitting your time between a number of, frequently unconnected,
occupations, jobs, or projects
1.2.5. Group work:
• It is an approach that entails working in groups to improve critical thinking,
decision-making, collaboration, and communication. Both in high school and
college, as well as in the workplace, people occasionally have to work in groups.
Peer-to-peer instruction is more effective when all team members are able to
understand the material, which is why this practice is strongly promoted.
QUESTION 2
2.1.1 Assessments serve the following four purposes: to facilitate learning, to hold people
accountable, to track their progress and to transfer knowledge.
2.1.2 Among the resources that offer a framework for preparing evaluations in
educational settings are books, journals, websites, and blogs.
• Describe the goal of your criticism. Describe the topic you'll be discussing and why
it's significant.
• Describe your observations and feelings. Clearly state the action or incident, as
well as how it affects you or other group members.
• Give the person a chance to answer. Ask the person what they think about it after
you have mentioned the objective, importance, observation, and your reaction.
+254792947610
AED3701 PACK
2024
QUESTIONS WITH DETAILED ANSWERS
, lOMoAR cPSD| 42036583
2023
QUESTION: 1
1.1. Describing types of assessments:
1.1.1. Baseline assessment
• It is the starting point from which measurements and forecasts for the future can be
made. By comparing a learner's performance to their baseline assessment, baseline
assessment can also be used to assess the quality of education that the school is
delivering on a whole-school level. By measuring each student's potential and
aptitude for learning, baseline assessments enable schools to better understand the
needs of their pupils and the effects they are having on their academic
development. A high-quality on-entry baseline evaluation gives you and the
student access to information about what they already know and are capable of
doing, saving you both time and expanding your options for enhancing the learning
experience. An educator can use baseline testing to evaluate a learner's brain
function, including learning and memory abilities, attention span and ability to
focus, as well as how quickly he or she thinks and solves problems, in order to
support those who encounter learning barriers in the teaching and learning
environment.
1.1.2. Formative assessment
• Formative assessment aims to keep track of student learning and provide continual
feedback that both students and teachers can utilize to enhance their instruction.
Formative evaluations, in particular, assist students in identifying their areas of
strength and weakness and focus on those that require improvement. One can assist
a learner through in-class conversations where he or she discusses the topic of the
day with the students and actively engages with them in order to support those who
encounter learning hurdles in the teaching and learning environment.
1.1.3. Summative assessment
• At the end of a unit-length of instruction, this assessment measures the success of
the students in terms of their learning, knowledge, competency, and success.
, lOMoAR cPSD| 42036583
Summative exams are virtually always officially scored and frequently given a
high weighting. Final representations are a tool that can be used to benefit students
who encounter learning difficulties while in the classroom or learning setting. A
teacher can correct a student like this in a way that they will comprehend while
making representations.
1.1.4. Diagnostic assessment
• Before beginning instruction, teachers can examine students' knowledge, abilities,
and knowledge gaps using a diagnostic examination to determine their strengths
and limitations. With the help of this type of assessment, educators can create
lessons that are both relevant and effective and can cater to the needs of each
student. For example, one must evaluate a student's work from assignments, work
samples, or assessments in order to support learners who encounter learning
hurdles in the teaching and learning environment.
1.1.5. Recognition of prior learning assessment
• The candidate may apply to be evaluated through a Recognition of Prior Learning
(RPL) process in situations where the individual meets all entry requirements. RPL
is a strict procedure where candidates must be determined competent in relation to
the outcomes and competencies of the registered qualification and designation.
1.2. Terminologies descriptions:
1.2.1. Examination:
• Refers to any assessment activity, instrument, or program that has been designed,
developed, and implemented by Provincial Education Departments and the
Department of Basic Education either collectively or individually. The term
"examination" refers to the conduct of an end-of-term and/or once-off endof-year
assessment.
1.2.2. Essay :
, lOMoAR cPSD| 42036583
• It's a brief writing on a particular topic, often written by students as part of their
coursework.
1.1.3. Project work :
• It is labor that emphasizes finishing a task. With project work, students typically
practice a variety of skills and linguistic systems while using a lot of resources,
including time, people, and supplies.
1.1.4. Portfolio work:
• Refers to splitting your time between a number of, frequently unconnected,
occupations, jobs, or projects
1.2.5. Group work:
• It is an approach that entails working in groups to improve critical thinking,
decision-making, collaboration, and communication. Both in high school and
college, as well as in the workplace, people occasionally have to work in groups.
Peer-to-peer instruction is more effective when all team members are able to
understand the material, which is why this practice is strongly promoted.
QUESTION 2
2.1.1 Assessments serve the following four purposes: to facilitate learning, to hold people
accountable, to track their progress and to transfer knowledge.
2.1.2 Among the resources that offer a framework for preparing evaluations in
educational settings are books, journals, websites, and blogs.
• Describe the goal of your criticism. Describe the topic you'll be discussing and why
it's significant.
• Describe your observations and feelings. Clearly state the action or incident, as
well as how it affects you or other group members.
• Give the person a chance to answer. Ask the person what they think about it after
you have mentioned the objective, importance, observation, and your reaction.
