Assessment of the learning process

How and when is this product of teaching normally assessed?

Write down some of the instruction words that typically appear in exam papers.

Circle those words which you have written down that appear in the list of outcome verbs that need to be avoided?

Discuss whether these outcomes should be or are able to be assessed only in tests and examinations. Suggest other means and opportunities of assessing outcomes.

Assessment should provide learners with the opportunity to prove that they have been able to do what the performance indicators state they should be able to do. A performance indicator is a detailed statement describing very simply and specifically what a learner should be able to do in order to have achieved the outcome. There may be a number of performance indicators that will collectively provide evidence of the learner being able to do what the outcome specifies.

e.g.

For the outcome of being able to ride a bicycle successfully the performance indicators could be:

Learner should be able to:

• Hold a bicycle still while mounting
• Sit on the bicycle saddle while it is stationery
• Push off with one foot and propel the bike forward without wobbling
• Brake and come to standstill without falling off or losing balance

In summary, if they can perform these things as described they have achieved the outcomes.

Note: new methods of assessment cannot be introduced without involving learners in all aspects. It must be transparent and the learners must be fully aware of what is expected.

Continuous assessment is one of the cornerstones of the assessment process in OBE. Previously in this section we have explored the various ways in which assessment can be different from the tests that only examine content and are scored with marks. Continuous assessment does not mean tests continuously. It means that the teacher is involved in ongoing observation of the learner as the learner participates in the group. This observation also extends to any other activity that the learner does that provides evidence of the learner’s progress. It forms part of the learning process, since the teacher can intervene if it is noted that the learner is not grasping a skill or concept. This intervention will help the learner to improve. The assessment is therefore considered to be formative - it helps form the character, skills and understanding of the learner. Testing which takes place at the end of a long period of learning is called summative assessment. Can you see the difference between the two approaches to assessment? If teachers use summative assessment then there is little opportunity for them to intervene during the learning process.

OBE integrates assessment into teaching and learning

Some assessment tools:

Peer assessment - Since a central feature of OBE is collaboration, there is considerable opportunity for feedback from within the group about the performance of members of the group. This is especially applicable to assessing the individual collaborative skills of the learners and is formative in the sense that members of the group are encouraged to give each other feedback and encouragement, as well as resolve their own internal conflicts. Workshop 5 will deal with issues of collaborative group management. Peer assessment used in conjunction with a rubric is particularly effective, especially if the learners have been involved in designing the rubric. They then have a sense of ownership of the assessment process.

Portfolios - If assessment is continuous then it has to include work that is being produced on an ongoing basis. Samples of this work can be collected together and called a portfolio. This portfolio can include anything that the child has done, whether it be a maths exercise, a tea pot stand or an essay.

Narrative tasks - When people tell stories, particularly about their own experiences, it helps them think about what effect those experiences had on them. Thereafter, this process of telling can assist them to gain insight into their situation. Narrative tasks are particularly appropriate in helping teachers to step back and take a look at their own teaching and how successful it is and the reasons for that.

Some other options for assessment:

Whenever it is appropriate you should allow the learners to choose how they will be assessed.  They might choose any of the above or one of the following, depending on their particular strengths. 

• creative writing and written reports

• role play and oral presentations

• expressive movement

• musical interpretation

• art, craft or graphical work

• written tests that use application of knowledge rather than asking recall questions only

For example, a learner who has strength in linguistic intellligence may choose to write or talk about a topic whereas a learner with visual intelligence may prefer to draw a poster about it.

Rubrics - A rubric:

• is an assessment guide that differentiates, on an articulated scale, among a group of sample behaviours or performance indicators;.
• uses a range of statements to measure a range of performance quality;
• can be used in a qualitative or quantitative way;
• is an authentic assessment tool, particularly useful in assessing criteria which are complex and subjective.

Examine this extract from a rubric for a slide show presentation.

This is one of nine criteria, or performance indicators, that are being measured during the presentation.

• It is performance-based / outcomes-based i.e. the teacher must know the desired outcomes and performance indicators
• It gives the student clear guidelines towards better quality work (process and product)
• It is a justification of the assessment as well as being instant feedback for the student.
• Assessment becomes part of the learning process i.e. formative assessment
• The teacher also gets more detailed feedback
• Students can more easily become involved in the assessment process through ongoing self-assessment and also peer assessment - this results in more focussed work
• Students know what is expected.

Creating a rubric

• Determine which learning outcomes you are assessing.
• Review the measurable criteria (performance indicators) that should be used to assess performance. Each should focus on a different skill.
• Decide on how you will measure the range i.e. a number scale or word scale. (beginning....developing....accomplished....exemplary)
• Describe the three or four different levels of performance for each criteria.
• First describe the performance for the highest level.
• Then circle descriptive words which can vary according to level of performance.
• Then write the other performance descriptions for that criteria.
• Test the rubric on pupils to see if they understand the concepts and terms.
• Revise the rubric, if necessary.

Depth, breadth, quality, scope, extent, complexity, accuracy, presence, completeness, consistency, frequency

Copyright (C) Nikana - January 2000