TYPES OF ASSESSMENT

Based on the new curriculum which assesses learning in totality, the focuses are on the assessment of learning, assessment for learning and assessment as learning. In the next paragraphs the different types of assessment that must be used for learning are discussed.

138 4.3.1 Assessment for learning

Assessment for learning occurs throughout the learning process. It is designed to make teachers’ understanding visible, so that they can decide what they can do to help learners progress. Learners acquire individual and idiosyncratic ways, yet at the same time, there are predicable patterns of connections and preconceptions that learners may experience as they move along the continuum from emergent to proficient.

Assessment Reform Group (ARG,1999:29-30) further states that in assessment for leaning the wide variety of information that teachers collect about their learners’ learning processes provides the basis for determining what they need to do next to move learner learning forward. It provides the basis for providing descriptive feedback to learners and deciding on group instructional strategies and resources.

4.3.1.1 Teachers’ roles in assessment for learning

Assessment for learning occurs throughout the learning process. It is interactive with teachers as indicated as follows by ARG (1999:29-30): aligning instruction with the targeted outcomes; identifying particular learning needs of learners or groups; selecting and adapting materials and resources and creating differentiated teaching strategies and learning opportunities for helping individual learners move forward in their learning; as well as providing immediate feedback and direction to learners. Teachers also use assessment for learning to enhance learners’ motivation and commitment to learning. When teachers commit to learning as the focus of assessment, they change the classroom culture to one of learner success. They make visible what learners believe to be true, and use that information to help them move forward in manageable, efficient and respectful ways.

4.3.1.2 Planning assessment for learning

In assessment for leaning, the intent is to enhance learner learning. Teachers use assessment for learning to uncover what learners believe to be true and learn more about the connection learners are making, their prior knowledge, preconceptions, gaps and learning styles. Teachers use this information to structure and differentiate instruction and learning opportunities in order to

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reinforce and build on productive learning, and to challenge beliefs or inhibit the next stage of learning. Teachers also use assessment for learning to enhance learners’ motivation and commitment to learning as the focus of assessment; they change the classroom culture to one of learner success.

4.3.1.3 Planning for CASS

Assessment for learning further forms an integral part of successful teaching and learning. It should be well planned and co-ordinated to ensure quality assessment practices at school.

In addition, the review committee by Department of Education (2001:19) states that planning should be done at three levels. That is, at a school level (macro-planning), at a phase level (meso-planning) and in a day-to-day planning level (micro-planning). These levels are described in the next sections.

4.3.1.4 Macro planning

Macro planning is the planning that is done at school. Continuous assessment is the process of change in assessment.

Since the system of continuous assessment is new to educators, it can be useful if they plan in teams at school so as to help one another and also to avoid repetition. Le Grange and Reddy (1998:13-14) suggest that educators in a given grade can plan and work together across different learning areas. Different educators in one grade can focus on developing the learning outcomes suited to their particular learning area.

For example, a language educator may focus on assessing oral presentations, a Natural Science educator on practical skills, and so on. All the information about what the learner has done can be kept in a common portfolio, which can be used for continuous assessment by all educators. Every assessment method can be evaluated by the team of educators. In this way, the educators can improve the way in which they assess in future.

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All schools should have an assessment policy which should address what the macro planning implications are for reporting to parents. What issues will parents expect to be reflected in the report cards at the end of the year as stated by the policy? (DoE, 2001:19).

4.3.1.5 Meso-planning

According to the Department of Education (2001:19), in meso planning educators in a phase focus on learning outcomes and assessment standards to be covered in every grade over a specific period and in every Learning Programme.

4.3.1.6 Micro-planning

The Department of Education review committee (2001:19) supports that micro-planning focuses on day-to-day assessment planning and implementation to ensure that assessment is integrated into teaching and learning.

Traditionally, educators were encouraged to use preparation books in which the lesson aims and objectives were noted. These aims were broad and general statements, open to various interpretations and they usually stated what the educator intended to do, as emphasised by Le Grange and Reddy (1998:13-14).

Unlike aims, outcomes are specific statements of expected learning. When educators plan their lessons or activities, their plans should include the outcomes they intend to achieve. These outcomes should be clear and observable, should be learner-oriented and should describe exactly what learners are expected to demonstrate at the end of the lesson. The outcome is stated in terms of what the learner will be expected to do at the end of the lesson, not what the educator is expected to do.

According to the statement above, Le Grange and Reddy (1998:13-14) state that educators decide what the learning process will consist of; that is, what teaching methods they will use or what activities learners will engage in to achieve the lesson outcomes. The educators should decide the assessment

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method which is most appropriate to determine whether a learner has achieved the outcome.

For the outcome to be clear and observable, educators should use verbs that describe observable actions that enable them to assess outcomes. Verbs like name, explain, define, apply, evaluate, identify, distinguish, measure, draw and predict should be used. Verbs that are open to various interpretations should be avoided; verbs such as know, understand, appreciate, realise, discover, infer, grasp and so on. The teaching method the educator uses should lead to achieving the outcomes. If it does not, an alternative method should be used.

When planning assessment, educators should take into account the interrelatedness with learning outcomes and learning experiences. The Draft Revised National Curriculum Statement (2001:21) guides educators in planning for Continuous Assessment. Educators need to assess learners not only formally through marking their work, but also through assessing different kinds of written and oral work completed for examinations or tests, as well as performance assessment tasks. In planning for CASS, formative assessment plays an important role. Policy makers place great emphasis on portfolios as a tool for planning CASS; for example, a portfolio of a learner’s work in a specific learning area provides a clear account of performance and progress. An educator has to develop an own framework based on policy guidelines in order to assess achievement in practical and functional ways. It will not always be possible to address all aspects of an outcomes-based learning programme. However, assessment achievement in an integrated assessment programme will address outcomes and supportive tasks, and assessment criteria for corresponding targets of knowledge, reasoning, skills, products and values.

4.3.1.7 Assessment for learning methods

In assessment for learning, as indicated by ARG (1999:30-30), teachers use focused observations, questioning, conversations, quizzes, computer-based assessments, learning logs or whatever other methods are likely to give them information that will be useful for their planning and their teaching. Every time

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teachers plan an assessment for learning they need to think about what information the assessment is designed to expose and must decide which assessment approaches are most likely to give detailed information about what every learner is thinking and learning. The methods need to incorporate demonstrating their learning.

4.3.1.8 Characteristics of assessment for learning (continuous assessment)

As the National Curriculum Statement Assessment Guidelines (2007:11) state, continuous assessment is the chief method by which assessment for learning takes place. Assessment for learning takes place over a period of time and is on-going. Learning is assessed regularly and the records of learners’ progress are updated throughout the year.

Furthermore, assessment for leaning supports learners’ growth and development. Learners become active participants in learning and assessment, they understand the criteria that are used for assessment activities, they are involved in self-assessment and set individual targets for themselves that reflect on their learning, thereby experiencing raised self- esteem.

Moreover, assessment for learning provides feedback on learning and teaching. Feedback is a crucial element in formative assessment. Methods of feedback include appropriate questioning; focusing the educator’s oral and written comments on what was intended to be achieved by an assessment activity and the encouragement of learners.

Assessment for learning allows for integrated assessment, this may include assessing a number of related learning outcomes within a single activity and combining a number of different assessment methods. Competence in particular learning outcomes can be demonstrated in many different ways, and therefore a variety of assessment methods and opportunities must be provided through which learners can demonstrate their ability. All of these will help to indicate whether or not learners have achieved the desired outcomes.

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Finally, the statement above agrees with the researcher’s opinion that the principal should monitor that feedback from learning and teaching is made at school. The principal should have assessment activities that are made according to assessment plans of the school and that will improve the required results. The principal should ensure that quality assessment is achieved through corrections in the classroom.

4.3.1.9 Advantages and disadvantages of assessment for learning

The following advantages of assessment for learning are stated by ARG (1999:31). In assessment for learning there is provision for effective feedback to learners. There is an active involvement of learners in their own learning. Teaching is adjusted to take account of the results of assessment; there is recognition of the profound influence of assessment for learning and there is the need for learners to be able to assess their own work and understand how to improve.

The following are the disadvantages of assessment for learning: There is no provision of feedback to learners. There is no active involvement of learners in their own learning; there is a lack of adjusting teaching to take account of the consequences of assessment on the motivation and self-esteem of learners, both of which are critical influences on learning. There is no need for learners to assess their own work and to understand how to improve.

4.3.1.10 Strategies of assessment for learning

The following are the strategies of assessment for learning as identified by Gipps (1994:32): Learners learn from assessment when the teacher provides specific detailed feedback and direction to all learners to guide their learning. Feedback for learning is part of the learning process, the part that follows after the initial instruction has occurred, when information is provided on the way the learner has processed and interpreted the original material.

Feedback needs to be immediate and identify the way forward. It should not simply tell learners whether their answers are right or wrong; feedback must be descriptive and specific. Feedback for learning provides evidence that confirms or challenges an idea that a learner holds. Feedback encourages

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learners to think about and respond to the suggestion and it focuses on both quality and learning.

4.4 TYPES OF ASSESSMENT IN THE ASSESSMENT FOR LEARNING