EDAHOD5 - The Educator as
Assessor: Updated Study Pack
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EDAHOD5
The Educator as
Assessor
NAME AND BRIEFLY DESCRIBE ANY FIVE (5) PURPOSES OF ASSESSMENT.
Assessment in order to:
Grade or sort
Teachers read learners work and assign a grade mark to indicate the value of the work.
Forming a judgment whether learners deserve A, B or C – if the learner passes or fails that subject.
Promote or select
Main reason is to select and keep the group more or less at the same level.
To be promoted to a higher level learners should prove their competence by passing exams.
Evaluate
Society uses results to evaluate the quality of education (eg schools with 100% pass = good).
Teachers evaluate their own teaching on performance of learners (learners pass = good T).
Predict
Existing assessment tools are used for prediction.
If learners do well in a particular assessment they will do well in something else as well.
Career guidance leans on prediction for future career options.
Control
Teacher will use assessment as a stick – if a learner underachieved the teacher will mark him/her
down in an attempt to make her work harder and achieve according to her ability.
Well behaved kids = better marks, ill-behaved kids = bad marks (strict marking applied).
In OBA this is an unfair practice and should never be used.
BRIEFLY DESCRIBE FIVE(5) PRACTICAL GUIDELINES FOR PLANNING AN ASSESSMENT. DO NOT USE
MORE THAN TWO SENTENCES PER GUIDELINE DO NOT REFER TO THE STEPS IN PLANNING TO
INTEGRATE ASSESSMENT WITH LEARNING.
Design tasks that are fair to all learners
A good assessment task reveals what learners know and can do.
A fair task provides equal opportunity for all learners, regardless of ability, learning style and interest.
Use a variety of tasks
Eg open and closed questions and tasks, relating to different contexts, requiring different modes of
thinking and communication – shows what learners can do.
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Keep outcomes in min all the time
When designing a task select a small number of outcomes as so called “focus outcomes”.
Design tasks that are authentic
Tasks ought to be appropriate to the learners experience and the particular learning areas.
Ensure learners know what they are to do
Which parts of the process is their responsibility, what are the timelines for the process and how they
will be assessed.
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BRIEFLY DISCUSS THE ROLE OF THE MODERATOR IN ASSESSMENT. REFER TO WHAT MODERATORS
DO PRIOR TO THE LEARNERS BEING ASSESSED, AND TO WHAT MODERATORS DO AFTER LEARNERS
HAVE COMPLETED ASSESSMENT TASKS.
When the educator designs a major assessment task (final exams) it is advised for the assessment
task to be moderated.
Prior
Moderator looks at the assessment paper and the marking memo, evaluates them and gives
feedback on how they can be improved before the day of assessment.
Over and above the fairness of the assessment, the moderator needs to check that:
-The question paper has no typing or spelling errors
-The layout of the question paper is correct
-The mark mom is fair – answers relate to questions
-The mark allocation is accurate
After
After complied assessment task the teacher has marked, the moderator should r-mark a random.
selection of tasks just to ensure the memo has been used as agreed and marking is fair.
DEFINE THE FOLLOWING CONCEPTS/TERMINOLOGY. YOUR DEFINITIONS HAVE TO FOCUS ON THE
ESSENTIAL ASPECT OF EVERY CONCEPT ONLY – DO NTO OVER-ELABORATE – THE MARK ALLOCATION
IS 2 MARKS PER DEFINITION.
Assessment
-The process of gathering and discussing information from multiple and diverse sources in order to
develop a deep understanding of what students know, understand and can do with their knowledge as a
result of their educational experiences.
Norm-referencing
-Comparing the learners performance with that of other learners or the “norm” which means comparing
the learners performance to what is normally expected from people in that group.
Criterion -referencing
-The practice of comparing a learner’s performance with a well-defined standard (criterion).
-There are clear criteria described and defined to indicate what level of achievement is worth.
Formative assessment
-Determines the progress of learners towards achieving the outcomes and the appropriateness of
learning acquired.
-Takes place during learning process and informs planning of future learning activities.
Continuous assessment
-The constant process of assessment that spans the entire learning process.
-Continuous updating of learners performance.
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Assessor: Updated Study Pack
written by
thestudyshack
The study-notes marketplace
Buy and sell all your summaries, notes, theses, essays, papers, cases, manuals, researches, and
many more...
www.stuvia.co.za
Downloaded by: rishmanyar |
Distribution of this document is illegal
,1|Page Stuvia.com - The study-notes marketplace
EDAHOD5
The Educator as
Assessor
NAME AND BRIEFLY DESCRIBE ANY FIVE (5) PURPOSES OF ASSESSMENT.
Assessment in order to:
Grade or sort
Teachers read learners work and assign a grade mark to indicate the value of the work.
Forming a judgment whether learners deserve A, B or C – if the learner passes or fails that subject.
Promote or select
Main reason is to select and keep the group more or less at the same level.
To be promoted to a higher level learners should prove their competence by passing exams.
Evaluate
Society uses results to evaluate the quality of education (eg schools with 100% pass = good).
Teachers evaluate their own teaching on performance of learners (learners pass = good T).
Predict
Existing assessment tools are used for prediction.
If learners do well in a particular assessment they will do well in something else as well.
Career guidance leans on prediction for future career options.
Control
Teacher will use assessment as a stick – if a learner underachieved the teacher will mark him/her
down in an attempt to make her work harder and achieve according to her ability.
Well behaved kids = better marks, ill-behaved kids = bad marks (strict marking applied).
In OBA this is an unfair practice and should never be used.
BRIEFLY DESCRIBE FIVE(5) PRACTICAL GUIDELINES FOR PLANNING AN ASSESSMENT. DO NOT USE
MORE THAN TWO SENTENCES PER GUIDELINE DO NOT REFER TO THE STEPS IN PLANNING TO
INTEGRATE ASSESSMENT WITH LEARNING.
Design tasks that are fair to all learners
A good assessment task reveals what learners know and can do.
A fair task provides equal opportunity for all learners, regardless of ability, learning style and interest.
Use a variety of tasks
Eg open and closed questions and tasks, relating to different contexts, requiring different modes of
thinking and communication – shows what learners can do.
Downloaded by: rishmanyar |
Distribution of this document is illegal
,2|Page Stuvia.com - The study-notes marketplace
Keep outcomes in min all the time
When designing a task select a small number of outcomes as so called “focus outcomes”.
Design tasks that are authentic
Tasks ought to be appropriate to the learners experience and the particular learning areas.
Ensure learners know what they are to do
Which parts of the process is their responsibility, what are the timelines for the process and how they
will be assessed.
Downloaded by: rishmanyar |
Distribution of this document is illegal
, 3|Page Stuvia.com - The study-notes marketplace
BRIEFLY DISCUSS THE ROLE OF THE MODERATOR IN ASSESSMENT. REFER TO WHAT MODERATORS
DO PRIOR TO THE LEARNERS BEING ASSESSED, AND TO WHAT MODERATORS DO AFTER LEARNERS
HAVE COMPLETED ASSESSMENT TASKS.
When the educator designs a major assessment task (final exams) it is advised for the assessment
task to be moderated.
Prior
Moderator looks at the assessment paper and the marking memo, evaluates them and gives
feedback on how they can be improved before the day of assessment.
Over and above the fairness of the assessment, the moderator needs to check that:
-The question paper has no typing or spelling errors
-The layout of the question paper is correct
-The mark mom is fair – answers relate to questions
-The mark allocation is accurate
After
After complied assessment task the teacher has marked, the moderator should r-mark a random.
selection of tasks just to ensure the memo has been used as agreed and marking is fair.
DEFINE THE FOLLOWING CONCEPTS/TERMINOLOGY. YOUR DEFINITIONS HAVE TO FOCUS ON THE
ESSENTIAL ASPECT OF EVERY CONCEPT ONLY – DO NTO OVER-ELABORATE – THE MARK ALLOCATION
IS 2 MARKS PER DEFINITION.
Assessment
-The process of gathering and discussing information from multiple and diverse sources in order to
develop a deep understanding of what students know, understand and can do with their knowledge as a
result of their educational experiences.
Norm-referencing
-Comparing the learners performance with that of other learners or the “norm” which means comparing
the learners performance to what is normally expected from people in that group.
Criterion -referencing
-The practice of comparing a learner’s performance with a well-defined standard (criterion).
-There are clear criteria described and defined to indicate what level of achievement is worth.
Formative assessment
-Determines the progress of learners towards achieving the outcomes and the appropriateness of
learning acquired.
-Takes place during learning process and informs planning of future learning activities.
Continuous assessment
-The constant process of assessment that spans the entire learning process.
-Continuous updating of learners performance.
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