Planning-Assessment-Evaluation

Planning

Planning involves answering the questions:

· Why. Rationale. Decisions on the value of chosen intended outcomes.

· What. Content: knowledge / understandings. Skills / processes. Values / beliefs

· Where Context. The learning environment. Meaningful, relevant, appropriate setting. Eg topic, theme, issue, challenge,…

· When. Sequence for learning. Stages of development, duration, timing.

· How. Strategies used. The learning experiences eg individual, cooperative, competitive activities.

· With what. Resources. Materials / experiences provided for the students to engage in learning.

· So what. Evaluation. The outcome / value of the learning. Effectiveness based on criteria.

Planning - Teaching and Assessment

· Planning-Teaching-Assessment are closely interrelated.

· Effective planning provides natural assessment criteria – that are an integral part of the learning process

· The above planning / learning processes are also assessment processes

Reasons for assessment

There are two main reasons for assessment:

1. Feedback to the student on their progress within the learning program

2. Information for the teacher about the effectiveness of the learning program (outcomes achieved).

Assessment

· Assessment involves the determination of criteria.

· Clear criteria enables a teacher to make consistent verifiable judgements about student performance.

· The accumulation of the applications of the criteria provide EVIDENCE

Evaluation

· Evaluation involves making a collective judgement based on the criteria about the progress towards an outcome.

· Assessment criteria evidence is thus the basis for evaluation in terms of KLA outcomes: strands / levels.