A tool to improve learners’ learning and teachers’ teaching
Jika Communication and Training welcomes you to this course, Assessment: A tool to improve learners’ learning and teachers’ teaching.
This course is broken up as follows:
Participants will attend 2 contact sessions (Session 1 will be 1 day and Session 2 will be 1 day, with a minimum of 3 weeks of experiential on-site learning and application of what was presented in the first contact session.)
Session 1 (1 day)
Participants will first engage in an activity, reflect on it and then discover the essence of the activity on their own, in pairs or in groups. Self-discovery is key to this course which not only guides learners through the content in activity-based methodologies, but also allows room for individual reflection which we feel is an invaluable dimension of embedded learning.
During day one, participants will after certain sections, complete activities in a separate workbook. The workbook will also include activities that have been planned for on-site (at school) application and reflection. The workbook will provide the evidence for the SACE PDP file.
EXPERIENTIAL ON-SITE LEARNING BETWEEN SESSION 1 AND 2
Session 2 (1 day)
The “homework tasks” and the results of the activities at school are discussed after which the next part of the course is completed, with participants completing their continuous assessment and reflection activities. This workbook is handed in and serves as part of the participants’ PDP.
Table of Contents
Rationale: Why a course of this nature?
Unit 1: Defining assessment and setting assessment tasks
- Formative versus summative assessment
- Misconceptions about assessment in mathematics
- Cognitive levels
- How to use textbook examples for assessment of learning
- Summary of Unit 1
Unit 2: Using assessment tasks to improve teaching and learning
- Evaluating assessment tasks
- Defining error analysis
- Doing error analysis
- Formulating intervention strategies
- Summary of Unit 2
- Annexure A
- Annexure B
The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both respond to the information it provides. Assessment for learning is an ongoing process that arises out of the interaction between teaching and learning.
CAPS says the following about assessment: “Assessment is a continuous planned process of identifying, gathering and interpreting information regarding the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement, evaluating this evidence, recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal and formal. In both cases regular feedback should be provided to learners to enhance the learning experience. This will assist the learner to achieve the minimum performance level of 40% to 49% required in Mathematics for promotion purposes.”
Assessment all too often measures learners only for the purpose of recording marks for reporting purposes. In Mathematics that is a scandalous waste of time and effort! Assessment should help learners to move their learning forwards.
Learners should, in the first place, be taught how to improve.
‘It is no use spending so much time weighing the pig that you don’t have enough time to feed it!’
In this workshop we shall examine ways of using assessment in a way that enables the learners to know where they are and so that they know how to improve without causing too much work for teachers. We shall also look at some misconceptions about assessment.