Assessment and Evaluation Assignment Essay Example

as it occurs at the end of the academic year. An important change is the redesigning of the C. P. E., which will no longer be solely based on a one-year written exam, but also on continuous assessment. Holistic Evaluation is emphasized, with all domains of education (cognitive, psychosomatic, and affective) being assessed to ensure effective teaching and learning.In addition to assessing knowledge, we also prioritize the development of skills and competencies. Starting from standard III, there will be a competency-based evaluation in Mathematics, Languages, and Basic Science. Other life skills such as Values, Arts, Movement Education, Music, and Body Awareness will be assessed through portfolios. At the end of standard IV, there will be a national test in Languages, Mathematics, Basic Science, History, and Geography. The assessment of life skills through portfolios will be conducted by the teacher.

The evaluation of behaviors through communicative synchrony is an example of holistic assessment that addresses the development of students' affective domain (personality traits) at the beginning of primary schooling. Continuous Assessment will also be implemented for subjects like Arts and Health and Physical Education starting from stage 1.3. The National Curriculum provides a framework for Curriculum-based Continuous Assessment, which involves both formal and informal assessments on a regular and continuous basis. Teachers can utilize Continuous Assessment for both formative and summative purposes.The text highlights the advantages and drawbacks of continuous assessment. On the positive side, continuous assessment provides regular information on teaching, learning, and the achievement of objectives. It also allows teachers to identify learning difficulties and assess performance-based activities that are challenging to evaluate in exams. Constructive feedback promotes learning and skill development, while alternative forms

of assessment cater to different learners and learning styles. Learners have the opportunity to improve their performance, and teachers can reflect and improve their teaching methods. Continuous assessment reduces stress and gradually eliminates unhealthy competition in education. However, on the negative side, the implementation of remedial works and activities may not always be possible for time-strapped teachers aiming to complete the syllabus.

They rarely propose remedial works during school hours, often opting to provide them through private tuition after school. As a result, records are kept in the form of portfolios, Student Record Cards (ISRC), checklists, anecdotal notes, and other evidence of work. However, this method of record-keeping takes up a significant amount of space and may not be realistic for teachers to consistently note their observations for each student in every subject.

The ISRC can sometimes be biased as teachers do not always refer to the criteria provided. Therefore, moderation may not guarantee fairness, validity, and reliability as claimed by the National Curriculum (NC).

The NC does not provide a framework for communicating student progress and teaching methods to parents. Instead, we still rely on end-of-term report books. I disagree with the weight given to Continuous Assessment (only 30%) as it does not promote fairness.

At stages 2 and 3, Continuous Assessment still relies on paper-pencil type assessments. Despite implementing Continuous Assessments in class, we do not adequately accommodate slow learners.

In a star school with a class of 40 pupils, the teacher typically focuses on the high-performing students, paying less attention to the few slow learners. To ensure fairness, it is proposed that the teacher-to-pupil ratio be reduced in order to implement moderation. The

Mauritius Examination Syndicate (MESS) should establish standardized criteria for evaluation at each primary level, enabling teachers to assess students on an equal basis. The moderation process should involve external moderators to enhance validity and fairness. Open days should be organized at primary schools, featuring exhibitions of students' work, as well as face-to-face meetings between parents and teachers for feedback. Continuous Assessment should account for 40% of the total grade, while National Achievements carry a weight of 60%. By adopting this approach, both slow learners and high flyers can receive appropriate care. It is essential to consider the developmental stage of young learners who may not be ready for stressful exams. Therefore, it is suggested to eliminate end-of-term examinations in stage 1 and adopt a formative assessment approach that emphasizes remedial work.

Given that we have the National Achievement Assessment as a year-end written exam that serves as a comprehensive evaluation, it raises the question of why we should not also consider other forms of Continuous Assessment. For instance, activities like role-play and sports can serve as means of Continuous Assessment, effectively showcasing students' performance. In essence, if we are advocating for a competency-based curriculum, it is crucial to propose various forms of assessment that align with the different competencies we aim for learners to acquire.

In conclusion, our education system still favors Norm Referenced Tests, which are standardized tests used to compare students' performance. This approach promotes a meritocratic system, where only surface-level knowledge based on memorization is tested. Consequently, this tends to label disadvantaged students and diminish their confidence in themselves. However, it does serve as a simple and fairly accurate means of filtering

students for higher education and is commonly supported by the government. In my opinion, this system is the foundation of the competitive mindset that pervades our society.

Nevertheless, with the implementation of Continuous Assessment, we are progressing towards Criterion Referenced Tests. These tests are standardized but allow teachers to set criteria based on individual learners' abilities and learning styles.

The implementation of Continuous Assessment is not beneficial for high achieving students as it primarily focuses on average and slow learners. Perhaps the entire curriculum should be reviewed to meet the needs of our developing nation.

Regrettably, the education system in Mauritius is primarily driven by political motives rather than a genuine concern for education. As civil servants, we lack the authority to make meaningful changes.

Discussing the significance of Assessment for Learning (FALL), it can be defined as a process where teachers use assessment data to adapt their teaching methods and students adjust their learning strategies. Assessment, teaching, and learning are deeply interconnected and mutually influential.

FALL is a powerful process that can either enhance or hinder learning depending on its application. It takes place throughout the learning journey. The purpose of classroom assessment is to support student learning and communicate their progress to others.

To effectively support student learning, classroom assessment should actively involve students in the process, provide specific and descriptive feedback during their learning, and include evaluative feedback to communicate and report progress over time.This helps build a shared language that everyone can use to describe growth and learning. Assessment for learning, also known as formative assessment, is a range of formal and informal assessment procedures undertaken by teachers in the classroom. This is done as an

integral part of the normal teaching and learning process in order to modify and enhance learning and understanding during the lesson. The primary function of formative assessment is to provide feedback to the students. It focuses on the content being learned rather than how far a student is falling short of the expected standard.

The importance of formative assessment for teachers is that it reduces their stress and provides valuable information to improve their teaching skills. It also helps promote high-quality education through the following means: teachers are able to determine what standards students already know and to what degree, and they can decide on modifications or changes in instruction to ensure all students succeed in upcoming instruction and assessments.Teachers have the ability to create appropriate seasons and activities for groups of learners or individual students. They can also inform students about their current progress in order to help them set goals for improvement. Additionally, teachers can prepare remedial sessions for students who need extra help. As a result, FALL promotes effective teaching by shifting the focus from what students have to learn to how they are going to learn.

This approach is reflected in the design of lesson plans, which favor a student-centered approach. The importance of FALL for students is that it includes summation assessment at the end of lessons. This assessment measures how much students have learned. It serves purposes such as assigning grades, certification, ranking, and promotion. However, summation assessment can be problematic as it creates an unhealthy competition that leads to stress, cheating cases, primary school dropouts, and low self-esteem.

To address this problem, we are considering implementing FALL instead of summation assessment.

FALL offers several advantages for students. First, it clarifies what good performance looks like. The classroom assessment process includes essential elements that support student learning. To ensure success for all learners, particularly those who struggle, students need to understand their current knowledge, what they still need to learn, and what success entails.

Students should have an understanding of what constitutes high-quality work as it enables them to develop self-assessment skills. Furthermore, students should learn how to guide their own learning by setting and using criteria, providing feedback to themselves, and setting goals. They should acknowledge that their work can be improved and engage in critical reflection and commentary. This process provides valuable information to students about their learning, allowing them to identify their strengths and areas for improvement. Students can then take appropriate action to bridge the gap between their current level of learning and their desired level. In addition, fostering positive motivational beliefs and self-esteem is essential. The most effective motivational beliefs arise when feedback focuses on the qualities of the student's work rather than comparing it to others. The feedback should also address specific ways to improve the work and highlight improvements made from previous work. Students benefit greatly from assessment when feedback is provided without marks or grades, as marks tend to dominate their thinking and become the sole purpose of the assessment. This approach encourages students to take responsibility for their own learning by being aware of what and how they should learn.

The appropriate guidance on how to progress in their learning process and meet required standards is crucial for students. Unlike summative assessment, where students simply aim to pass exams

without truly acquiring knowledge, formative assessment fosters the development of lifelong learning skills. This type of assessment has a positive impact on students' achievements.

Formative assessment is particularly beneficial for students who have struggled academically, as it helps to bridge the gap between low and high achievers while improving overall learning outcomes. It encompasses a wide range of assessment procedures, making it suitable for all types of learners and providing them with equitable opportunities for success. Compared to summative assessment, formative assessment offers more advantages for both teachers and students. It is student-centered and accommodates different abilities and learning styles.

In addition to its benefits for students, formative assessment also promotes effective teaching and learning practices in the classroom. Communication of goals to students and parents is vital in enhancing students' productivity. Therefore, teachers should also communicate the advantages of formative assessment to parents and other individuals involved in students' learning. This information can improve communication between parents and schools, leading to better outcomes for students.Parents and others concerned with schools should be aware of the potential that formative assessment has in improving academic achievement. Additionally, formative assessment provides valuable information for parents, who will receive regular progress reports from both their children and their children's teachers. The importance of Assessment for Learning for the School is that keeping records of each learner allows teachers to share the class's progress with colleagues and administration during staff meetings. The school management can also analyze the school's progress and make appeals for remedial actions, if necessary, to ensure smooth operations. The ministry can use the appeals made by schools to plan its budget and provide assistance, such as remedial

teachers or school psychologists, to schools in need. In summary, FALL offers more advantages compared to summative assessment for both teachers and students. It is a student-centered assessment that caters to different abilities and learning styles. It also promotes effective teaching and learning practices in the classroom. In section B, you are instructed to select a topic/theme from the Standard Ill curriculum and design a test blueprint based on it.Test Topic: Plants
Level: Standard Ill
Overall Marking: 30 Marks

Table of Test Blue-print:
1. Sub-topic: Names of Plants
Learning Objectives I Type of Objective/Kind: Level I
Total Marks Allocated I Number of questions I Type of Question and Marks
List 5 fruit Plants I Cognitive/Knowledge: Lower order | 5 12 1
3 Multiple Choice x 1 mark= 3 marks
2 True/False 1 mark= 2 marks
List 5 flower plants
List 5 herbs

2. Sub-topic: Parts of Plants
Learning Objectives I Type of Objective/Kind: Level Ks Allocated I
Number of questions I Type of Question and Marks
Identify 6 parts of the plant I Cognitive [Knowledge: Lower order | 8 12 1
5 Matching x 1 mark= 5 marks
Drawing x 3 marks= 3 marks
Draw and name fruits I Psychosomatic/ Analysis: Higher order I | 3

3. Sub-topic: Use of Plants
Number of questions I Types of Questions and Marks
State 3 uses of plants I Affective ;Cognitive/Knowledge: Lower order.| 7 13 1
True/False x 1 mark= 2 marks

Multiple Choice x 1 mark= 1 mark
Short Answer Question x 2 marks= 4 marks
Classify food plants into vegetables, fruits and cereals I Cognitive/Analysis: Higher order.

Associate 5 animals to parts of plants they eat I Cognitive/Analysis: Higher order.

4.Sub-topic: Seed Number of Questions, Types of Questions, and Marks

Test Items Types of Objectives Marking
1. Multiple Choice Question Lower order 6
2. True/False Lower order 6
3. Matching

Lower order 5
4. Drawing Higher order 3
5. Short Answer Questions Higher order 10

Total Marking: 30

Higher order: 13/30 x 100 = 43.33%
Lower order: 17/30 x 100 = 56.67%

Benchmark: Lower order is to higher order (60:40)

Based on the blueprint, design an original test paper consisting of 5 different types of test items.

SECTION A
Question 1 (6 marks)
For each item, there is ONE correct answer.

Draw a circle around the letter which shows the correct answer.

1. Which one of the following is a flower plant?
A) Coconut B) Thyme C) Rose D) Guava tree

2. Which

one of the following is a fruit plant?
A) Banana tree B) Rose C) Sugar cane D) Parsley

3. Where do seeds come from?
A) Cow B) Fruits C) Flowers D) Roots

4. Which one of the following plants is an herb?
A) Water lily B) Coriander C) Banana tree D) Papaya tree

5. Which one of the following fruits has the smallest seeds?A Avocado B Mango C Coconut D Grapes 6.

Which one of the following is a fruit? A Lettuce B Carrot C Maize D Kiwifruit Marks Scored: Question 2 (6 marks) Read the sentences carefully and put a tick one has been done for you.

True I False Dog is a plant.2.Mint is an herb.I 3.Parsley is a fruit plant.I 4.The cat eats grass.5.The monkey eats banana.I 6.The Coconut has many small seeds.In the appropriate column.The first water to germinate.

Question 3 (5 marks) Draw a line to match parts of the plant with their names.The first one has been done for you.

Parts of the plant I Names of the part of the plant I I LeafRootBranchStemFlowerFruit I SECTION B Question 4 (3 marks) Draw a fruit in the given box and write its name below in the space provided.Fruit name:

Question 5 (10 marks) Read the questions carefully and write the answers in the space given.) Give two ways how a plant is useful to us.B) What will happen to a seed if it does not receive water at all?C) Why will you prefer to sit under a big tree on a very sunny and hot day?D) What will happen to a

seed after germination?) Will a seed germinate in dry soil and give a reason?3.Make a critical reflection on the validity of your test paper.Any assessment must be developed in a way that gives the assessor accurate information about the performance of each pupil.As an educator I should make sure that my test paper for Science standard Ill possesses certain qualities.Validity and reliability are the two most important qualities that should be reflected in my test papers. Reliability refers to the consistency, stability, trustworthiness, and dependence between two measures of the same thing. My test paper is reliable as I have introduced marks for every test item to make the paper valid.

Validity refers to the test items used to measure what they are supposed to measure throughout the test paper. For a test to be valid, it must first be reliable. Content validity refers to the extent to which the content of the test items represents the entire body of content to be measured. The test paper covers the subtopics done in class and the questions were set according to the learning objectives set for each lesson.

The test paper is designed to test both lower and higher order thinking skills of attempting the questions. While a test paper cannot cover the whole chapter, a selective approach was used in choosing questions related to specific objectives to make the paper achievable. The test is designed according to the teaching strategies used in class.

Face validity is also important, and the test paper is very supportive in nature as it is accompanied by real-life pictures expressing the purpose of setting the questions. It is necessary for the paper to

be appealing and grab the learners' interest in working through the question paper.The test questions are arranged in a way that places the high scoring questions first and the tricky questions last. The students will attempt all of the questions. The test begins with multiple choice questions, which are generally easy to find the correct answer for. Moving on to other test items, the True/False exercise is made easier as the child only has to choose between true or false. The test paper starts with easy questions to motivate students and appears to be scoring, carrying a high weight.

Section B consists of higher order test items, accounting for 13 out of 30 marks. It is important to note that all questions are numbered so that students do not miss any of them. The instructions and questions are written in a simple and comprehensive language. Instructions and important words are bolded to draw attention. Ample space is provided on the questionnaire itself for students to write their answers.

In designing my test, I consider the different learning styles and abilities of my students to ensure that it suits everyone. My test paper aims to have construct validity by catering to different learning styles.The est.paper includes test items specifically designed for visual learners, such as a picture to word matching task in Section A question 3, and for kinesthetic learners, such as a drawing task in Section B question 4. The auditory and kinesthetic learners are also accommodated with short answer questions and multiple choice options. Additionally, the test paper considers the ability of the students by using a ratio of 60:40 (lower order to higher

order) as the benchmark, ensuring that low ability students feel confident when working on the test paper. The time allotted for completing the test paper in air is more than sufficient for the students, and the test items and time allocation are well-matched, making the test paper realistic for all students.