learner guide - yellow media publishers · learner guide learning module 5: produce, implement and...

Learner guide

Learning Module 5:

Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event

SAQA QUAL ID20159

QUALIFICATION TITLE-National Diploma: ABET

Practice

NQF LEVEL: 05

Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an

assessment event

Learner guide – Module 05

1

TRAINING INTRODUCTION

WE

LC

OM

E Welcome to the course!

The Facilitator is here to assist you in learning and understanding what is required to successfully complete the course. You are encouraged to participate in all the exercises and ask as many questions as you like, that are pertinent to the course. If you are uncomfortable with any aspect of the course, please feel free to discuss this with your Facilitator. Remember that the course meets SAQA requirements.

IND

UC

TIO

N

We would like you to be comfortable throughout your learning, within a safe and healthy environment. Regular breaks are scheduled according to the course requirements and include tea / lunch time. You are requested to switch off your cell phone during lectures and the use of any form of digital camera (cell phone or other) is not allowed. If you are expecting and emergency, or urgent call, please discuss this with the Facilitator.

CO

UR

SE

FO

RM

AT

The Learner may also be requested to complete a Portfolio of Evidence in which practical work and exercises carried out in the workplace are recorded, written-up and evaluated.

The Learner will then be assessed Competent, or Not Yet Competent, using a variety of assessment tools which may include, Written Tests, Oral Tests, Assignments, Observations and Practical Role-plays.

AP

PE

AL

S

This Appeal Process is a requirement of accreditation as a Training Provider and therefore is fully compliant with SETA norms.

TR

AIN

ING

IN

SO

UT

H A

FR

ICA

SAQA (South African Qualifications Authority) oversee training in South Africa today and their authority extends over the complete spectrum of formal and informal learning in the classroom and the workplace. SETA’s (Sectorial Education and Training Authorities) are responsible for developing education and training within defined commercial and industrial sectors of the workplace and general population.

To ensure uniformity in education and training, each sector has a SGB (Standards Generating Body) who scrutinize and accredit the individual Unit Standards submitted for approval within that particular sector. This SGB will allocate a Unit Standard to a level and allocate credits whilst also registering the Unit Standard with an Identity Number.

The level allocated will be in accordance with the NQF (National Qualifications Framework) and the credits are based on an estimated learning period (1 credit = 10 hours of learning)

DETAILS OF THIS COURSE

Revise February 2016 Information Researched and developed by Yellow Media Publishers Group ©


assessment event


2

Contents

THE QUALIFYING LEARNER IS CAPABLE OF: .............................................................................. 8

MODULE ALIGNMENT .............................................................................................................. 8

TAKE NOTE ............................................................................................................................................ 16

.............................................................................................................................................................. 20

SELECTING ASSESSMENT TOOLS ....................................................................................................... 20

THE FOLLOWING IS AN EXAMPLE OF AN OBSERVATION ASSESSMENT INSTRUMENT.................... 22

DEFINING YOUR PROGRAM AND EXPECTED LEARNING OUTCOMES ......................................... 69

A) CLEARLY STATE PROGRAM MISSION AND GOALS ....................................................... 69

B) LISTING THE EDUCATIONAL OBJECTIVES FOR EACH GOAL ....................................... 70

C) STATE CLEARLY THE LEARNING OUTCOMES YOU ARE SEEKING .......................... 71

2. ALIGNING PROGRAM COMPONENTS WITH LEARNING OUTCOMES ........................................ 72

3. SELECTING AND IMPLEMENTING ASSESSMENT METHODS .................................................... 73

4. USING EVIDENCE GATHERED IN ASSESSMENT .................................................................... 73

PREPARING LEARNERS FOR ASSESSMENT ................................................................ 74

ASSESSMENT RUBRIC .................................................................................................... 75

ASSESSMENT POLICY ............................................................................................................ 76

FEEDBACK AND COUNSELLING ...................................................................................................... 80 REPORTING .............................................................................................................................................. 85

PRESENTATION ...................................................................................................................................... 88

.............................................................................................................................................................. 88

REASECH PROJECT ........................................................................................................................... 89

ACTIVITY : 06 ........................................................................................................................................ 89

.............................................................................................................................................................. 89

SIMULATION .......................................................................................................................................... 90

ACTIVITY : 07 ..................................................................................................................................... 90

.............................................................................................................................................................. 90

REASECH PROJECT ........................................................................................................................... 99

ACTIVITY : 08 ........................................................................................................................................ 99

.............................................................................................................................................................. 99

SIMULATION ........................................................................................................................................ 100

ACTIVITY : 09 ................................................................................................................................... 100


assessment event


3

............................................................................................................................................................ 100

HOW TO PERFORM SWOT ANALYSIS .......................................................................... 103

REASECH PROJECT ......................................................................................................................... 104

ACTIVITY : 11 ...................................................................................................................................... 104

............................................................................................................................................................ 104

SIMULATION ........................................................................................................................................ 105

ACTIVITY : 12 ................................................................................................................................... 105

............................................................................................................................................................ 105

ALTERNATE MEANINGS ....................................................................................................... 109

TYPES ................................................................................................................................ 109

INITIAL, FORMATIVE AND SUMMATIVE ............................................................................................... 109

OBJECTIVE AND SUBJECTIVE ............................................................................................................ 111

BASIS OF COMPARISON ..................................................................................................................... 112

INFORMAL AND FORMAL .................................................................................................................... 112

INTERNAL AND EXTERNAL ................................................................................................................. 113

STANDARDS OF QUALITY ..................................................................................................... 113

RELIABILITY ........................................................................................................................................ 113

VALIDITY ............................................................................................................................................. 114

EVALUATION STANDARDS ................................................................................................................. 115

SUMMARY TABLE OF THE MAIN THEORETICAL FRAMEWORKS ................................................. 116

ROLE PLAY ..................................................................................................................................... 119

............................................................................................................................................................ 119

PRESENTATION ............................................................................................................................. 120

............................................................................................................................................................ 120

REASECH PROJECT ...................................................................................................................... 121

ACTIVITY : 16 ................................................................................................................................. 121

............................................................................................................................................................ 121

ASSIGMENT ......................................................................................................................................... 125

............................................................................................................................................................ 125

ROLE PLAY ........................................................................................................................................... 126

............................................................................................................................................................ 126

PRESENTATION .................................................................................................................................... 127

............................................................................................................................................................ 127

REASECH PROJECT ......................................................................................................................... 128

ACTIVITY : 04 ...................................................................................................................................... 128

............................................................................................................................................................ 128

WHAT TO KNOW ABOUT GROUP DYNAMICS? ......................................................................... 130

TRAINING TIPS.................................................................................................................... 133

TEXTBOOKS ....................................................................................................................... 136

TEACHING AIDS .................................................................................................................. 138

ACTIVITY ............................................................................................................................ 140


assessment event


4

8.3 SUPPLEMENTARY LEARNING MATERIALS .................................................................................... 140

SIMULATION ........................................................................................................................................ 149

ACTIVITY : 05 ................................................................................................................................... 149

............................................................................................................................................................ 149

WRITING EFFECTIVE SENTENCES ............................................................................... 152

......................................................................................................................................... 152

1. CONCISENESS IN SENTENCES ...................................................................................................... 152

2. FLUENCY IN SENTENCES ............................................................................................................... 155

3. EMPHASIS IN SENTENCES ............................................................................................................. 156

4. MAKE SENTENCES CLEAR ............................................................................................................ 158

REASECH PROJECT ......................................................................................................................... 162

ACTIVITY :08 ....................................................................................................................................... 162

............................................................................................................................................................ 162

LESSON PLANNING AND TOOLS ........................................................................................... 165

USEFUL TOOLS .................................................................................................................. 166

TRAINER NOTE ................................................................................................................... 168

HANDOUT 17A: WAYS VISUAL AIDS HELP PEOPLE LEARN AND REMEMBER ................................. 173

HANDOUT 17B: WHY PICTURES FAIL TO CONVEY IDEAS ................................................................ 181

HANDOUT 17C: DESIGN CONSIDERATIONS ...................................................................................... 186

HANDOUT 17D: USING PICTURES TO COMMUNICATE EFFECTIVELY ............................................... 193

TRAINER ATTACHMENT 17A: WHY USE VISUAL AIDS? ................................................................... 196

TRAINER ATTACHMENT 17B: VILLAGERS TEACHING US TO TEACH THEM ..................................... 199

TRAINER ATTACHMENT 17C: EXAMPLES OF A TEACHING SITUATIONS ......................................... 203

ASSIGMENT ......................................................................................................................................... 205

............................................................................................................................................................ 205

ROLE PLAY ........................................................................................................................................... 206

............................................................................................................................................................ 206

PRESENTATION .................................................................................................................................... 207

............................................................................................................................................................ 207

REASECH PROJECT ......................................................................................................................... 208

ACTIVITY : 11 ...................................................................................................................................... 208

............................................................................................................................................................ 208

SIMULATION ........................................................................................................................................ 209

ACTIVITY : 11 ................................................................................................................................... 209

............................................................................................................................................................ 209

SUGGESTED READING & RESOURCES ....................................................................................... 211


assessment event


5

Structure of the Learner Guide

ELO US Type NLRD US Title Level Credits

ELO Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an assessment event

Core 10291 Design, implement and follow up on internal assessment for adult learners

Level 5

12

Core 10290

Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids

Level 5

12

TOTAL CREDIT VALUE 24

Note to learners

Dear Learner,

Welcome to this Learning programme. We trust that this

Learning programme will be of great value to you during your

studies. To succeed in anything in life requires a lot of hard work.

It will be expected of you to work through this study guide with a

http://regqs.saqa.org.za/showUnitStandard.php?id=10291

http://regqs.saqa.org.za/showUnitStandard.php?id=10290


assessment event


6

Preface:

The NQF allows for two exit points at Level 5: a Higher Certificate of 120 credits and a

National Diploma of 240 credits. Although it is not compulsory to make use of both these exit

points, the SGB decided that it is appropriate to do so. The decision was based on the


assessment event


7

following contextual factors:

a) There is very large demand in the ABET sector for a one year qualification, which

approximates a Higher Certificate at Level 5 of 120 credits.

b) Many people cannot afford the logistics and finance of two years of study, so an exit point

after one year is desirable.

c) Many people are unable to continue with their studies after one year, due to unforeseen

circumstances. The time already spent studying is then often of little or no value to them.

d) The state sector, one of the largest employers in ABET, has salary notches for M+1 and

M+2 qualifications.

e) A practitioner with the National Diploma qualification (240 credits), who has attained all

the level 5 unit standards, will be more ideally qualified as an autonomous professional.

Not all providers of ABET practitioner training will want to offer qualifications at both exit

points. They may offer only the 240 credit National Diploma, which will have higher status.

The model proposed by the SGB accommodates this by proposing that the Higher

Certificate exit point be an optional exit point. This enables some providers to offer both

qualifications and others only one.


assessment event


8

Introduction

The qualifying learner is capable of:

Module Alignment

Learner Tip

The modular structure illustrated above will contain a grouping of

unit standards that pertains to the exit level outcome and related

assessment criteria.

The following table illustrates the unit standard alignment in this

Learning Unit.

Learner Assessment


assessment event


9

Attending the training is not sufficient evidence of competence to award a certificate and the

credits attached to this programme. Learners are required to undergo assessment in order to

prove competence and be awarded the credits attached to this programme, eventually

leading to a national qualification.

After each module, you will be required to complete a formative assessment to assess your

knowledge by answering questions and apply the knowledge in the form of learning activities

before you move on to the next learning module. A separate learner workbook is provided.

Ideally, formative assessments should minimise the need for re-assessment as the assessor

and the candidate will agree to a summative assessment only when they both feel the

candidate is ready.

Summative assessment of competence is a process of making judgments about an

individual's competence through matching evidence collected to meet the appropriate

national standards. That is why the evidence in the learner’s portfolio should be closely

linked to the outcomes and assessment criteria of the unit standards against which the

learner is being assessed. However, candidates who are deemed not yet competent on a

summative assessment will be allowed to be re-assessed not more than two times.

When learners have to undergo re-assessment, the following conditions will apply:

Specific feedback will be given so that candidates can concentrate on only those

areas in which they were assessed as not yet competent

Re-assessment will take place in the same situation or context and under the

same conditions as the original assessment

Only the specific outcomes that were not achieved will be re-assessed

Candidates who are repeatedly unsuccessful will be given guidance on other possible and

more suitable learning avenues. In order for the assessor to assess competence, the


assessment event


10

portfolio should provide evidence of knowledge, skills, and attitude, and of how knowledge,

skills, and attitude were applied in a variety of contexts.

The Candidate’s Assessment Portfolio directs the learner in the activities that need to be

completed so that competence can be assessed and the credits attached to the programme

be awarded.

The assessment requirements for this programme are stated at the beginning of each

module.

The candidate has a right to appeal against assessment decisions or practices they regard

as unfair. An Appeals and Disputes procedure is in place and communicated to all

assessment candidates prior to assessment in order for them to appeal.


assessment event


11

Glossary / Terms

Assessment The process of collecting evidence of learners’ work to measure and

make judgments about the achievement or non-achievement of specified

National Qualifications Framework standards or qualifications.

Assessment criteria The assessment criteria for a course are the dimensions with which you

will judge how well a learner has achieved the learning goals.

Assessor A person who is registered by the relevant ETQA body to measure the

achievement of specified National Qualifications Framework standards

or qualifications.

Credit That value assigned by the Authority to ten (10) notional hours of

learning.

Integrated Assessment That form of assessment, which permits the learner to demonstrate

applied competence and which uses a range of formative and

summative assessment methods.

Moderation The process, which ensures that assessment of the outcomes described

in the NQF standards and qualifications, is fair, reliable, and valid.

Outcome Contextually demonstrated product of the learning process.

RPL (Recognition for

prior learning)

The comparison of the previous learning and experience of a learner,

howsoever obtained, against the learning outcomes required for a

specified qualification, and the acceptance for purposes of qualification

of that which meets the requirements.

SETA A body responsible for the organisation of education and training

programmes within a specific sector.

Specific outcome Knowledge, skills, and values (demonstrated in context) which support

one or more critical outcomes.

Summative

Assessment

This assessment for making a judgment about achievement. This is

carried out when a learner is ready to be assessed at the end of a

programme of learning.

Unit standard Registered statement of desired education and training outcomes and its

associated assessment criteria together with administrative and other

information as specified in the regulations.


assessment event


12

Learner’s class room rules

Dos

Don’ts

Participate actively

NO answering calls in class

Ask Questions for clarity

No eating or Drinking in class

Give constructive criticism

No discrimination is allowed in class

Maintain confidentiality

Avoid unnecessary movement in

class

Have a pen and pencil at hand

Unnecessary noise is prohibited

Use the note pad provided for notes

Do not steal other fellows

equipments

Keep your valuables safe


assessment event


13

ICONS

Icons Type of assessment Description

Formative knowledge

assessment:

This comprises of questions

to assess your knowledge.

You must obtain at least 80%

in each assessment criterion.

However there is no

judgement yet. It is now your

opportunity to identify the

shortcomings and ask

questions to the facilitator.

Formative applied

assessment:

These learning activities will

prepare you to “think out of

the box” and to maximise the

opportunity of group

discussions, problem-solving

and creative thinking skills.

You will prepare yourself

indirectly for the workplace

summative assessment.

Although these activities are

“not in the real life of work”,

you will then be better

equipped when you have to

do your workplace project in

the “real life situation”.


assessment event


14

Icons Type of assessment Description

Self-reflexive assessment You will be required to

answer a few reflexive

questions. These types of

questions will ask you to

identify problems and to

explain how to resolve them,

putting yourself in the shoes

of the situation and also the

impact it may have on you as

an individual.

Teamwork Self-Assessment

Form

After you completed this

course, you will be required

to assess your own

behaviour regarding team

work. See the template at

the back of this guide.

Work place experience After you completed this


to assess your own

behaviour regarding work

experience.

Project research After you completed this


to assess your own

behaviour regarding reseach.


assessment event


15

Learner’s materials

Make sure you have the following before the commencement of the lesson

Learner’s guide

Pens and pencils

Highlighter

Name tag

Ruler

Note pad


assessment event


16

ICONS

For ease of reference, an icon will indicate different activities. The following icons indicate

different activities in the manual.

Stop and Think!

Assessment Criteria

Course Material

Notes (Blank)

Take note

Note!

Reflection

References

Definition Summaries

Example


assessment event


17

Learning Map

SECTION:01-Select, adapt and design appropriate assessment instruments for

internal assessment

SECTION: 02-Implement internal assessment.

SECTION: 03Demonstrate professional judgment when assessing learners'

performance in internal assessment. -

SECTION: 04-Evaluate assessment instruments.

SECTION: 05-Follow up after an assessment event.


assessment event


18

UNIT: 01-10291 Design, implement and follow up on internal assessment for

adult learners

Competencies

Knowledge

of:

Persons credited with this unit standard are able

to produce, implement and evaluate assessment

instruments and conduct appropriate follow up

action after an assessment event.

Skills to:

Contributing to the full personal

development of each learner and the social

and economic development of the society

at large, by making it the underlying

intention of any programme of learning to

make an individual aware of the importance

of:

(i) reflecting on and exploring a variety of

strategies to learn more effectively;


assessment event


19

SECTION 1: Select, adapt and design appropriate assessment

instruments for internal assessment.

Specific Outcome

On completion of this section you will be able to: Select,

adapt and design appropriate assessment instruments for

internal assessment.

Assessment Criteria

Activities/instruments selected for the assessment instrument are appropriate to the outcomes,

the learning area and the learners.

(e.g. written test, oral interview, project, portfolio) (SO 1, AC 1)

Critical cross-field outcomes are assessed (SO 1, AC 2)

Outcomes and assessment criteria to be assessed are determined with reference to the

national unit standards and with due regard for learner readiness in relation to the unit

standards (SO 1, AC 3)

Guidelines for measurement of learners' performance are produced.

(e.g. in the form of a marking memorandum) (SO 1, AC 4)

Appropriate organisational procedures for moderation/ verification of internal assessment

instruments are followed, and feedback is incorporated into the assessment instrument.

(E.g. it may be necessary for the centre coordinator to moderate the facilitator's end-of-term test

before the learners write it.) (SO 1, AC 5)


assessment event


20

1.1 Activities/instruments selected for the assessment instrument are appropriate to the outcomes, the learning area and the learners. (E.g. written test, oral interview, project, portfolio) (SO 1, AC 1)

Selecting Assessment Tools

Selection of an assessment tool involves a tradeoff between the ability to obtain detailed

information and the need to keep the process feasible and manageable. For this reason, this

section lists advantages and disadvantages for each of the various assessment tools. Most

assessment experts believe it is important to use multiple assessment tools to overcome the

disadvantages of a single tool, albeit with added work and expense. Assessment tools can

generally be placed in two categories, direct and indirect. Sometimes a tool from each of

these categories is used to get a more holistic view of student learning.


assessment event


21

Direct measures of assessment are those in which the products of student work are

evaluated in light of the learning outcomes for the program. Evidence from coursework such

as projects or specialized tests of knowledge or skills are examples of direct measures. In all

cases, direct measures involve the evaluation of demonstrations of student learning. In

assessing a learning outcome, at least one direct measure should be used.

Indirect measures of assessment are those in which students judge their own ability to

achieve the learning outcomes. Indirect measures are not based directly on student

academic work but rather on what students perceive about their own learning. Alumni may

also be asked the extent to which the program prepared them to achieve learning outcomes.

In another example, people in contact with the students, such as employers, may be asked

to judge the effectiveness of program graduates. In all cases, the assessment is based on

perception rather than direct demonstration.

Direct measures tend to be more time- and labor-intensive than indirect measures, which

can often be handled through surveys. Without the direct evaluation of student work, larger

sample sizes may be possible, which adds to the value of the results. Each outcome must

be assessed by one or more direct measures.

Instrument validity is an important factor to consider in choosing an assessment tool.

Validity is the degree to which an instrument measures what it purports to measure. There

are several types of validity. For the purposes of a program-level assessment probably the

most important type is content validity. This refers to the degree of overlap between what

intended learning outcomes and the items on the instrument chosen to measure those

outcomes. One question to ask is whether all of the intended learning outcomes are covered

on the instrument. A different version of this question is whether the proportion of items on

the instrument mirrors the importance placed on that learning outcome within the program.

For example, if a national standardized test is used as a measure of learning outcomes,

faculty members should consider whether all the intended learning outcomes are covered

and also whether each one is given enough weight by the instrument. There are other types

of instrument validity that may be of importance in a particular assessment. These are

described in detail in any research methods textbook. Whether faculty members choose a

commercially developed instrument or a locally developed assessment tool, the validity of

the measure is an important issue to address.


assessment event


22

Instrument reliability refers to the instrument’s consistency. Test-retest reliability is a

measure of the consistency of scores when the instrument is administered more than once.

Internal reliability is a measure of the consistency of scores within the instrument (e.g., split-

half reliability, which measures whether scores in the first half of the test are consistent with

scores in the second half of the test). For programs using rubrics, inter-rater reliability is very

important as it provides a measure of the extent to which two or more scorers are in

agreement relative to the use of a given rubric. The type of reliability measure that is

important in a given assessment will depend on the assessment itself. If an instrument is not

reliable, it cannot be a valid measure. Therefore, it is important to learn the reliability of

commercially purchased instruments or to establish the reliability of locally developed tools.

The following is an example of an observation assessment instrument.

Note the following features:

it gives clear instructions to both the assessor and candidate about how to “do” the

assessment

it gives a clear indication of the observable things to look for and how to record those

observations

it guides the assessor on how to make the final assessment decision

Instructions to

the Assessee:

For this assessment you are required to be directly

observed while you:

- check and set up equipment for a given cleaning job,

and

- carry out cleaning of the soiled surface.

This assessment will commence with all material and

equipment assembled on the job site.

During the assessment I will observe you completing

the task and will make notes on a checklist. I will stop


assessment event


23

the assessment on occasion to ask questions or to get

you to repeat an action, or ask you to explain what and

why you are doing something. I will tell you when to

continue with the assessment task.

There are three critical actions in this assessment. If I

am not satisfied the actions have been carried out

satisfactorily, then I will have to stop the assessment

and decide if we can continue. The actions are:

- meeting the site barricade requirements

- wearing the correct PPE

- applying the cleaning agent correctly.

Action Observation ü X Comment

Checking

equipment

Equipment was checked before attempting to start the

job.

Equipment was checked correctly.

Questions:

What are you looking for when you check equipment?

- hoses

- compressor

- containers


assessment event


24

What common problems can occur with hoses?

Why is it important to check equipment?

What would you do if you found faulty equipment?

Erecting

barricade

Barricade was erected correctly.

Job environment constraints were dealt with

satisfactorily:

- Public Terrain

- Traffic Weather

Questions:

What would you do if the barricade interfered with

pedestrian traffic?

What would you do if there weren't sufficient solid

barricades to cover the site?

Wearing PPE Correct PPE was worn at all times.

Questions:

What is the effect of chemicals making contact with

skin?

How often must respirator filters be changed?

Cleaning and No overspray on any spot.


assessment event


25

rinsing

Correctly judged the area of wall to spray to allow time

for rinsing.

Correctly judged marks requiring alternative cleaning

methods.

Questions:

Describe the procedure to report marks that cannot be

removed using this method.

How do you dispose of waste chemicals?

What can happen if equipment is stored wet?

What are the health and safety implications of not

cleaning equipment?

Applying

agent,

neutralise and

remove

Rinsed before cleaning agent dried.

Surface was cleaned free of any marks or cleaning

agent.

Completed task in an acceptable time.

Questions:

Why do you add the chemical to the water and not

water to the chemical?

What is the ratio of chemical to water?


assessment event


26

What is the first aid procedure if chemical is

swallowed?

Describe the procedure for a chemical spill.

1.2 Critical cross-field outcomes are assessed (SO 1, AC 2)

Clio Bluestocking is

cranky, again. Why? She has to “get dressed, drive up to the self-proclaimed ‘main

campus’ (they aren’t, they just like to think they are) and sit in on one of those

hideous Outcomes Assessment meetings run by the OA Borg, a group of True

Believers who get paid a lot of money NOT to teach.” Yeah, that’s a loser of a

proposition twice-over: 1) a meeting, run by 2) “Outcomes Assessment” fraudsters.

http://cliobluestockingtales.blogspot.com/2009/08/back-to-outcomes-ass-essment-borg.html




assessment event


27

Oh, Historiann! You’re just an old crank too, you might be thinking. (You might be

right.) For those of you who remain blissfully ignorant of “Outcomes Assessment,”

allow me to explain: academic departments are asked to invent new tests and

measures by which to measure their students’ progress, outside of all of those

papers and exams we’re assigning to them in our classes to prove that our students

are learning something. That’s right, friends! It’s redundant work for everyone,

except for the “Outcomes Assessment” administrators who are paid to make

$hitwork up for faculty and students who would prefer to be left alone to get on with

the business of studying physical anthropology, or engineering, or zoology, or

Romantic literature, or something else that has actual interest and value to people

other than “Outcomes Assessment” administrators.

Why do I call “Outcomes Assessment” a fraud? Let Clio B. tell the tale:

Meanwhile, at our college, in our department, we all settled on a truce. Do what they

ask, generate the data and hand it over with as little disruption to our own teaching

as possible. After all, the OA Borg kept telling us, “You are the professionals. You

know your subject. We trust you to come up with the most effective assessment

instrument. We will accept what you come up with.” If we didn’t comply, then, “THEY

will come in and create one for you.”

Someone actually told that to me yesterday. I wanted to tell her, “c’mon! You are far

too old to believe that, if we are good little professors, and do exactly what is

expected of us, then THEY are going to leave us alone.” I did tell her, “THEY are

going to take it over if THEY want to no matter what we do.” She has become

assimilated. She honestly believes that she can limit the impact of the system by

becoming part of it. Our pity for her prevents us from holding her in contempt.

THEY are actually already taking it over. All of that “we trust you” and “you are the

professionals” and “we will accept what you come up with” is just smoke. You see,

we came up with ours, and they kept sending it back to us. At first, it was just

tweaking the language. “Students will understand the causes of the American

http://www.historiann.com/2008/10/04/assess-this/





assessment event


28

Revolution,” had to be “Students will demonstrate an understanding of the causes of

the American Revolution.” That sort of thing. Then, their revisions became more

detailed. “How does this question show that students are demonstrating the causes

of the American Revolution?” they wanted to know.

Ultimately, what they wanted from us was an essay-based exam. Ultimately, we

refuse to give it to them.

But, as we know from long experience with stray cats, ex-boyfriends, and

telemarketers: if you feed it, it will just keep coming back! If you engage with them,

they’ll never let you go!

The OA Borg becomes more and more intrusive with more and more forms and

more and more rejection of our own “assessment tools.” They say, “we let you create

your own tool because we trust that you know what you are doing.” Then, when we

do, they send it back saying “this isn’t good enough.” The process repeats until they

are satisfied, which means that they do have requirements for these “instruments,”

(please! They are “tests”!) but to keep up the mendacity of “you create the instrument

yourselves,” they have to coerce us into figuring out what it is and giving it to them.

To keep up the lie that “we aren’t asking for a standardized or common exam” they

have to get us to decide that a standardized and common exam is the best option.

Clearly, they do have to coerce our department because we don’t buy it and we have

no respect for their process. They want us to give them honest-to-god exams that

demonstrate education. We believe that we already do, they just aren’t the same

exams approaching the questions of the course in the exact same way. They don’t

accept that method because, if their numbers are going to mean anything, they need

sameness. To achieve that sameness, they want us to give the same exam.

We rebel against that because we see that as standardized testing with common

exams.


assessment event


29

1.3 Outcomes and assessment criteria to be assessed are determined with reference to the national unit standards and with due regard for learner readiness in relation to the unit standards (SO 1, AC 3)

Scoring Guides/Rubrics

Scoring guides, or rubrics, have been developed to provide consistency of scoring of student

performance.

The teacher does not need to use every category of scoring guide for each task.

Many teachers and students will find it helpful to focus on the assessment a few skills

at a time.

The task and scoring guide should be shared with the student to establish clear

expectations.

Scoring guides may also be used for peer or self-evaluation, providing a basis for self

reflection and an understanding of the skills gained through the task.

Refined writing pieces may be assessed with the ACTFL writing guidelines.

adapted from Second Language Elementary, Oregon Department of Education, February,

1995

General Communication Scoring Guide

Message is Delivery is Information Language

Structure

Pronunciation Vocabulary

6 easily understood

in its entirety

effortless

and smooth

expands on all

relevant

information

employs

complex

structures and

speech;

approximates

native speech

is used

accurately

with creative

variety


assessment event


30

demonstrates

a

sophistication

beyond that

which has

been studied

5 comprehensible

in its entirety with

a few minor flaws

has no

unnatural

pauses;

sounds like

natural

speech

includes all

relevant

information

employees

consistent and

accurate use

of structures;

.may contain a

few minor

errors that

don't interfere

with the

communication

is mostly

correct with

only minor

flaws

is varied and

accurate

4 generally

comprehensible

fairly smooth

with a few

unnatural

pauses;

slight

choppiness

and/or

occasional

error in

information

includes most

relevant

information

generally uses

correct

structures with

some errors

influenced by

first language

is

appropriate

3 somewhat

comprehensible

occasionally

halting and

fragmentary

with some

includes a fair

amount of

relevant

information;

demonstrates

an inconsistent

use of correct

structures

shows strong

influence from

first language

is simple

with some

inappropriate

use


assessment event


31

unnatural

pauses,

choppiness,

or

inappropriate

intonation

may include

contradictions,

informational

gaps, or

redundancies

2 difficult to

understand

very halting

and

fragmentary

with many

unnatural

pauses;

speech

sounds

mechanical

little relevant

information is

presented

shows many

errors in use of

structure

is dominated

by first

language

is limited or

incorrect

1 incomprehensible very halting

and

fragmentary

with

excessive

unnatural

pauses

vague or

confusing

information is

presented

has no

apparent

understanding

of structures

interferes with

comprehension

is very poor

or inaccurate

for topic; first

language

words may

be used;

speaker may

create a

target

language

form from

first

language


1995


assessment event


32

Interview Scoring Guide

Questions

and Answers

Word Order

and

Intonation

Delivery Language

Structure

Pronunciation/

Intonation

Vocabulary

6 are elaborate

and varied;

tailored to

previous

responses

(employs

some

circumlocation)

are correct

and fluent

is effortless

and smooth

employs

complex

structures and

speech;

demonstrates

a

sophistication

beyond that

which has

been studied

approximates

native speech

is used

accurately

with creative

variety;

reveals

breadth of

knowledge

5 are varied are correct has no

unnatural

pauses

employs

consistent and

accurate use

of structures;

may contain a

few minor

errors that

don't interfere

with the

communication

is mostly

correct with

only minor

flaws

is varied and

accurate

4 are basic are mostly

correct

is fairly

smooth with

generally uses

correct

is influenced by

first language

is

appropriate


assessment event


33

few

unnatural

pauses;

slight

choppiness

and/or

occasional

error in

intonation

structures with

some errors

3 are simplistic

or

inappropriate

are

influenced

by first

language

is halting

and

fragmentary

with some

unnatural

pauses

demonstrates

an inconsistent

use of correct

structure

shows strong

influence from

first language

is simple

with some

inappropriate

use

2 are very

simplistic or

inappropriate

are heavily

influenced

by first

language

is halting

and

fragmentary

with many

unnatural

pauses

shows many

errors in use of

structure

is dominated

by first

language

is limited or

incorrect

1 are minimal

and may be

inappropriate

(yes/no type;

one-word

response)

are

inappropriate

is halting

and

fragmentary

with

excessive

unnatural

pauses

has no

apparent

understanding

of structures

interferes with

comprehension

is very poor

or inaccurate

for topic; first

language

words may

be used;

speaker may

create a

target


assessment event


34

language

from first

language


1995

Narration Scoring Guide

Organization of

Story

Details Delivery Language

Structure

Pronunciation/

Intonation

Vocabulary

6 story has creative

or unusual

beginning,

middle, and end;

sequencing is

highly evident

with excellent

use of transitions

rich use of

details or

specifics

effortless

and smooth

employs

complex

structures and

speech;

demonstrates

a

sophistication

beyond that

which has

been studied

approximates

native speech

is used

accurately

with creative

variety;

reveals

breadth of

knowledge

5 story has well

developed

beginning,

middle, and end;

sequencing is

evident with good

use of

many

details or

specifics

no unnatural

pauses;

sounds like

natural

speech

employs

consistent and

accurate use

of structures;

may contain a

few minor

is mostly

correct with

only minor

flaws

is varied and

accurate


assessment event


35

use of transitions errors that

don't interfere

with the

communication

4 story has

adequate

beginning,

middle, and end,

but may be

unclear;

sequencing is

simple with few

transitions

some use

of details

or

specifics

fairly smooth

with few

unnatural

pauses;

slight

choppiness

and/or

occasional

error in

intonation

generally uses

correct

structures with

some errors

is influenced by

first language

is

appropriate

3 story has

beginning,

middle, and end,

but may be

unclear;

sequencing is

very simple with

few transitions

few details

or

specifics

included

occasionally

halting and

fragmentary

with some

unnatural

pauses,

choppiness,

or

inappropriate

intonation

demonstrates

an inconsistent

use of correct

structure

shows strong

influence from

first language

is simple

with some

inappropriate

use

2 story is sketchy;

sequence is

difficult to follow

audience

is left with

many

questions

halting and

fragmentary

with many

unnatural

pauses;

speech

shows many

errors in use of

structure

is dominated

by first

language

is limited or

incorrect


assessment event


36

sounds

mechanical

1 story is

incomprehensible

no

evidence

of

unfolding

of

significant

events

very halting

and

fragmentary

with

excessive

unnatural

pauses

has no

apparent

understanding

of structures

interferes with

comprehension

is very poor

or inaccurate

for topic;

first

language

word may be

used;

speaker may

create a

target

language

from first

language


1995

Skit Scoring Guide

Developing

and

Sequencing

Cultural

Behaviors

Delivery Language

Structure

Pronunciation/

Intonation

Vocabulary

6 creatively

developed in

detail;

exhibits

obvious and

subtle target

effortless

and smooth

employs

complex

structures and

approximates

native speech

is used

accurately

with creative


assessment event


37

entertaining;

rich, unusual

story

elements

cultural

behaviors

speech;

demonstrates

a

sophistication

beyond that

which has

been studied

variety;

reveals

breadth of

knowledge

5 well

developed;

many details;

holds

audience's

interest;

strong

beginning,

middle, and

end

exhibits

many

appropriate

target

cultural

behaviors

no unnatural

pauses;

sounds like

natural

speech

employs

consistent and

accurate use

of structures;

may contain a

few minor

errors that

don't interfere

with the

communication

is mostly

correct with

only minor

flaws

is varied and

accurate

4 adequately

developed;

includes all

required story

elements;

has

beginning,

middle, and

end

exhibits

some target

cultural

behaviors

fairly smooth

with few

unnatural

pauses;

slight

choppiness

and/or

occasional

error in

intonation

generally uses

correct

structures with

some errors

is influenced by

first language

is

appropriate

3 partially

developed;

missing a few

exhibits only

the most

obvious

occasionally

halting and

fragmentary

demonstrates

an inconsistent

use of correct

shows strong

influence from

first language

is simple

with some

inappropriate


assessment event


38

required story

elements;

beginning,

middle, and

end may be

unclear

target

cultural

behaviors

with some

unnatural

pauses,

choppiness,

or

inappropriate

intonation

structure use

2 minimal

development;

missing many

required story

elements;

hard to follow

exhibits little

target

cultural

behavior

halting and

fragmentary

with many

unnatural

pauses;

speech

sounds

mechanical

shows many

errors in use of

structure

is dominated

by first

language

is limited or

incorrect

1 unsatisfactory

development;

inadequate

amount of

material; no

sequencing

exhibits no

target

cultural

behaviors

very halting

and

fragmentary

with

excessive

unnatural

pauses

has no

apparent

understanding

of structures

interferes with

comprehension

is very poor

or inaccurate

for topic; first

language

word may be

used;

speaker may

create a

target

language

from first

language


1995


assessment event


39

Peer Evaluation of an Oral Presentation

Very Good

3

Satisfactory

2

Poor

1

Gave an interesting introduction

Presented clear explanation of topic

Presented information in acceptable order

Used complete sentences

Offered a concluding summary

Spoke clearly, correctly, distinctly, and

confidently

Maintained eye contact

Maintained acceptable posture


assessment event


40

Presentation was interesting

Used visual/audio aids well

Handled questions and comments from

the class very well

Total ___________ (of 33)

Teacher Resource Manual, Senior High Social Studies

10/20/30, Alberta , 1990

Group Performance Rating Scale

Directions: Use this form to give feedback about the performance in your group. Circle the

appropriate number after each statement.

0 = Major Difficulty, 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent

1. All members participated in the group

activities.

0 1 2 3 4

2. Members listened to others in the

group.

0 1 2 3 4

3. Members helped and encouraged

others in the group.

0 1 2 3 4

4. Group members stayed on the task

assigned.

0 1 2 3 4


assessment event


41

5. Group members worked well together. 0 1 2 3 4

6. No one dominated the group

discussions.

0 1 2 3 4

7. Group members practiced the

cooperative skills.

0 1 2 3 4

8. Group members did not use put-

downs.

0 1 2 3 4

9. Group members were able to accept

criticism.

0 1 2 3 4

10. Trust developed among group

members.

0 1 2 3 4

Add all circled numbers for Total Score ___________ (out of 40)

A. What I really liked about our group

B. Ideas for improvement

adapted from Alan C. King, Skills for Healthy Relationships, CMEC, 1993.


assessment event


42

Group Project Likert Scale

A likert scale is used to evaluate a product or demonstration by selecting a number from highest to

lowest (e.g., 1-5) for each specified trait. The numbers are arranged horizontally and are added up

to arrive at an overall score.

Directions: For each of the following criteria, place the most appropriate number or letter to

evaluate your peer's actions in group project. Group may be evaluated as a whole or as individuals.

Excellent

5

Good

4

Satisfactory

3

Fair

2

Poor

1

or A: Always, S: Sometimes, N: Never

1. _____ Your peers participated in the initial discussion used to get project going.

2. _____ Your peers contributed with creative ideas that enhances project.

3. _____ Your peers came up with few ideas, but these were always original and unique.

4. _____ Your peers were quick to suggest solutions to problems with project as they occurred.

5. _____ Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., of

project.

6. _____ Your peers showed strong leadership skills during development and construction of

project.

7. _____ Your peers were friendly, enthusiastic, and positive during group work.

8. _____ Your peers were encouraging and complimentary of your own performance in group

project.

9. _____ Your peers were always available to spend time working on group project.

10. _____ Overall, your peers were essential to the development and construction of your group

project.

Teacher Resource Manual, Senior High Social Studies 10/20/30, Alberta, 1990


assessment event


43

Dramatic Reader Score Sheet

Directions: For each quality listed below, circle the number that most nearly describes the position of this paper

on the following scale from high to low.

LANGUAGE FACTORS HIGH MEDIUM LOW

I.1. Conversation -

Realism

5 4 3 2 1

I.2. Conversation -

Situation

5 4 3 2 1

I.3. Stage

Directions

5 4 3 2 1

TOTAL LANGUAGE SCORE

SHAPE FACTORS HIGH MEDIUM LOW

II.1. Beginning 5 4 3 2 1

II.2. Structure 5 4 3 2 1

II.3. Ending 5 4 3 2 1

TOTAL SHAPE SCORE

CHARACTERIZATION

FACTORS

HIGH MEDIUM LOW


assessment event


44

III.1. Development 5 4 3 2 1

III.2. Consistency 5 4 3 2 1

TOTAL CHARACTERIZATION SCORE

MECHANICS FACTORS HIGH MEDIUM LOW

IV.1. Dramatic

Form

5 4 3 2 1

IV.2. Spelling 5 4 3 2 1

IV.3. Punctuation 5 4 3 2 1

TOTAL MECHANICS SCORE

RESPONSE FACTORS HIGH MEDIUM LOW

V.1 Entertainment 5 4 3 2 1

V.2 Originality 5 4 3 2 1

TOTAL RESPONSE SCORE__________

TOTAL SCORE

Cooper and Odell, Evaluating Writing, Describing, Measuring, Judging, NCTE, p.29, 1977


assessment event


45

Portfolio Evaluation

Profile of a Bilingual Child 199_ - 199_

Child's Name ________________________________ Grade Level _________________________

District ___________________ School ______________________Teacher ____________________

First Language (L1) ______________ Second Language (L2) ________________ Date _________

Curriculum/Assessment

Areas

Does Not Meet

Standards

Meets Standards Exceeds Standards

Oral Language L1 L2 L1 L2 L1 L2

Written Language L1 L2 L1 L2 L1 L2

Reading L1 L2 L1 L2 L1 L2

Overall Profile Summary L1 L2 L1 L2 L1 L2

Pieces of Evidence for Curriculum/Assessment Areas

Curriculum/

Assessment Areas

L1 Date

Completed

L2 Date

Completed


assessment event


46

I. Oral Language 1.1____________

1.2____________

1.3____________

1.4____________

___________

___________

___________

___________

1.10___________

1.20___________

1.30___________

1.40___________

___________

___________

___________

___________

II. Written Language 2.1___________

2.2___________

2.3___________

2.4___________

___________

___________

___________

___________

2.10___________

2.20___________

2.30___________

2.40___________

___________

___________

___________

___________

III. Reading 3.1___________

3.2___________

3.3___________

3.4___________

___________

___________

___________

___________

3.10___________

3.20___________

3.30___________

3.40___________

___________

___________

___________

___________

draft by Margo Gottlieb, Illinois Resource Center, 1855 Mt. Prospect Road, Des Plaines, IL

60018


assessment event


47

CHECKLISTS

Writing Conference Checklist

student's

name

Title of

work

Date Ideas

(Focus/

Thesis)

Organization Vocabulary Sentence

Structure

Voice Mechanics Comments


assessment event


48

Symbol explanations: + well developed; v satisfactory;- needs attention; NA not applicable

ü Checklist for Planning an Immersion Program Comments

core group of parents and district staff established

facts gathered

sufficient parent interest established

target language selected


assessment event


49

realistic program goals established

program type and scope determined

action plan and timetable developed

budget prepared

public relations campaign planned

public relations campaign underway

program submitted for district approval

adapted from Challenges and Opportunities: Immersion Education in San Francisco


assessment event


50

Reading Conference Checklist

Student_____________________________________________________

Date: Date: Date: Date: Date: Date:

Title: Title: Title: Title: Title: Title:

Level Appropriate

Reads fluently

With inflection

Literal

comprehension

Interpretive

comprehension

Strategies:

Whole

idea

Picture

clues

Pattern

Sight

words

First letter

Decodes


assessment event


51

Context

clues

Skip-

return

Rereads

Comments

CODES: + Consistently, X Sometimes

adapted from Christopher-Gordon Publishers, 1994

ü Checklist to Evaluate Textbooks, Activities, and Materials

contains student activities that are proficiency-based

appeals to a variety of learning styles

actively engages students in meaningful, interactive communication


assessment event


52

allows for open-ended and creative uses of language

requires higher order thinking skills

occurs within a cultural context

promotes the use of language functions

supports the spiraling process of language acquisition

grammar explanations are clear and concise, enabling students to work toward accuracy goals from the

beginning of the instructional sequence

cultural information integrates throughout the text

cultural information is current

cultural information reflects the diversity within that culture


assessment event


53

all materials include visuals of both genders, varied ages, and are representative of ethnic, racial, and

cultural diversity

interdisciplinary connections are apparent in the materials


1995

Summary of a Bilingual Child's Portfolio: Developmental Criteria

CHECK THE CRITERIA THAT APPLY TO THE CHILD'S PERFORMANCE IN THE FIRST (L1) AND

SECOND (L2) LANGUAGE AS DEMONSTRATED IN THE PORTFOLIO AND MARK THE PORTFOLIO'S

OVERALL DEVELOPMENT.

Overall Development:

L1 L2 L1 L2 L1 L2

¨ Does Not Meet

Standards

¨ ¨ Meets Standards ¨ ¨ Exceeds

Standards

¨

Criteria

____ demonstrates little

creativity, versatility

and imagination

____ ____ demonstrates

considerable

creativity, versatility

____ ____ demonstrates

wide-range

creativity,

____


assessment event


54

and imagination versatility and

imagination

____ exhibits few

reasoning strategies

____ ____ exhibits a variety of

reasoning strategies

____ ____ exhibits a full

repertoire of

reasoning

strategies

____

____ links

skills/ideas/concepts

loosely together

____ ____ links

skills/ideas/concepts

and forms

meaningful patterns

____ ____ integrates

knowledge

and applies it

to new

situations

____

____ reflects negative

attitude toward

learning

____ ____ reflects neutral

attitude toward

learning

____ ____ reflects

positive

attitude

toward

learning

____

____ reveals intermittent

interest in

interacting with

environment

____ ____ reveals sustained

interest in

interacting with

environment

____ ____ reveals

sophistication

in interacting

with

environment

____

____ appears

overwhelmed and

frustrated by

problems

____ ____ seeks immediate

solutions to

problems

____ ____ wrestles with

problems and

enjoys the

challenge

____

____ engages in

scattered attempts

of self-reflection

____ ____ engages in self-

reflection and

analysis of learning

____ ____ engages in

self-reflection

and analysis

____


assessment event


55

under guidance under guidance of learning

____ communicates little

progress and limited

growth

____ ____ communicates

relative progress

and sporadic growth

____ ____ communicates

clear progress

and consistent

growth

____

____ involves parents in

the learning process

only when required

to do so

____ ____ involves parents in

the learning process

to a limited extent

____ ____ involves

parents in the

learning

process to a

great extent

____

Eric Clearinghouse on Languages and Linguistics K-8 Foreign Language Assessment: a

Bibliography Compiled by Lynn Thompson

Student Self Assessment of Foreign Language Performance

Grade_______ Male _______ Female_______

Read the descriptions of tasks that you can do as a result of completing level 1.

Check the appropriate areas that indicate how you rate yourself.

Description

Language_______________________

I can do the following:

Yes

(no

assistance)

Yes

(with

assistance)

No Comments

1. greet someone and ask the

person how does she/he feels.


assessment event


56

2. Tell someone my name, where

I live, and my age.

3. Tell someone a little

information about my family.

4. Question someone if it relates

to me, my family, my school.

5. Describe my best friend.

6. Discuss 3 countries where the

foreign language is spoken and

tell a few interesting points

about these countries.

7. Understand and respond to

questions asked to me about

my name, age, where I live,

and the music I like.

8. Read a simple short paragraph


assessment event


57

if it is about someone who is

discussing him/herself, school,

or friend.

9. Write a note to a pen pal telling

about myself.

10. Write my teacher and describe

a typical day from the time I get

up to the time I go to bed.

11. Write the correct endings on

verbs, when requested,

because I understand which

endings go with specific

subjects.

12. Read, write, and tell the time.

13. Order something in a school

store, a restaurant, a

department store.

14. Describe other tasks that you can perform.


assessment event


58

15. Which of the above descriptions are you willing to demonstrate? List in priority

order.

_____________________ _____________________ ______________________

Eric Clearinghouse on Languages and Linguistics K-8 Foreign Language Assessment: a

Bibliography Compiled by Lynn Thompson Prince George's County (MD) Public Schools

Foreign Language Office

Questioning Techniques

Preproduction

Point to.........

Find the........

Put the ___ next to the ___.

Give the ___ to ___.


assessment event


59

Who has the ___?

Do you have the ___?

Is this a ___?

Who wants the ___?

Who has the ___?

Early Production

Yes/no questions (Is Jimmy wearing a

sweater?)

Either/or questions (Is this a pencil or an

eraser?)

One word response questions (What does

the woman have in her hand?)

General questions which encourage lists of

words (What do we see on the

playground?)

Two word responses (Where did he go? To

school.)

Speech Emergence


assessment event


60

Why?

How?

Tell me about - Talk about

What do you think about?

Describe...

How would you change this part of the

story?

Intermediate Fluency

What would you recommend/suggest?

How do you think this story will end?

What is your opinion (on this matter)?

Describe/compare...

How are these different/similar?

What would happen if........?

Which do you prefer? Why?


assessment event


61

Anecdotal Records

Anecdotal records offer opportunities to document students' growth over time. On-the-spot

recording provides an inexpensive, non-threatening, assessable method of gathering a

range of information about not only academic development, but also social and emotional

development. Regular anecdotal recordings offer glimpses of progress and patterns of

behavior not necessarily captured by other means of assessment. For example, in the

inclusive classroom, students willingness to ask for help can be captured on daily anecdotal

records. Similarly, through the use of anecdotal recordings, attention can be given to such

student attributes as paying attention, time on task, effort, and organizational skills. This

information, recorded over time, can reveal areas of instruction needing attention.

Alaska Social Studies Framework Draft, 10/6/96

Anecdotal Notes: Summary of Individual Retelling

I = included

N = not included

NT = not included in the book

Date Story

Comments


assessment event


62

9/15 Mr.

Floop's

Lunch

Oral

Unguided

Read to

student

N I I 5/5 N 4/6 N N I N N Student includes main

character, supporting

characters, some

episodes, and ending.

Setting refers to place.

Needs sequence and

details for reader to

follow story. Must

include problem and

resolution.

Adapted from Wei Ling Wu, Rider College Reading/Language Arts, 1993


assessment event


63


assessment event


64

Assignment

Activity : 01

Instructions Explain how to design appropriate assessment

instruments

Method Individual task

Media Method Flipchart

Marks 10

Notes:


assessment event


65

role play

Activity:02

Instructions Develop the follow assessment

portfolios, tests, interviews, essays, peer review

Method individual Activity


Marks 50

Notes:


assessment event


66

presentation

Activity:03

Instructions Explain the critical cross field outcome

Method Group Activity


Notes:


assessment event


67

REASECH PROJECT

Activity :

Instructions Explain the assessment procedures

Method Individual Activity


Mark 10

Notes:


assessment event


68

SECTION 2: Implement internal assessment.

Specific Outcome

On completion of this section you will be able to: Implement

internal assessment.

Assessment Criteria

Outcomes to be assessed and procedures are discussed with

learners before the assessment event takes place (SO 2, AC 1)

Learners are given clear, unambiguous explanations as to what

to do during the assessment event (SO 2, AC 2)

Learners are provided with the necessary resources for the

assessment task.

(e.g. hand tools, calculators) (SO 3, AC 3)

Learners are given consistent support for the duration of

longer-term assessment tasks.

(e.g. regular feedback on drafts of projects, portfolios) (SO 4, AC

4)


assessment event


69

2.1 Outcomes to be assessed and procedures are discussed with learners before the assessment event takes place (SO 2, AC 1)

Defining Your Program and Expected Learning Outcomes

A) CLEARLY STATE PROGRAM MISSION AND GOALS

Definition of a Program Mission

the values and philosophy of the program, a vision of what the program is supposed to

do. A mission statement might include a brief history and philosophy of the program, the

type of students to be served, the academic environment and primary focus of the

curriculum, faculty roles, the contributions to and connections with the community, the

role of research, and a stated commitment to diversity and nondiscrimination.

Example One - Program Mission

The mission of the department of ___________is to provide students with educational

experiences and environment that promote the mastery of discipline knowledge and

methods, the ability to succeed in discipline-related graduate programs and careers, and

the skills and dispositions needed for citizenship in our diverse culture and the world.

Definition of Program Goals

The general aims or purposes of the program and its curriculum. Effective goals are

broadly stated, meaningful, achievable and assessable. Goals should provide a

framework for determining the more specific educational objectives of a program and

should be consistent with your program mission and the Cal Poly mission.


assessment event


70

Example One - Program Goals

- Understand and can apply fundamental concepts of the discipline.

- Communicate effectively, both orally and in writing.

- Conduct sound research.

- Address issues critically and reflectively.

- Create solutions to problems.

- Work well with others.

- Respect persons from diverse cultures and backgrounds.

- Commitment to open-minded inquiry and lifelong learning.

B) LISTING THE EDUCATIONAL OBJECTIVES FOR EACH GOAL

Definition of Educational objectives

- The knowledge, skills, abilities, capacities, attitudes or dispositions you expect students

to acquire in your program.

- Educational objectives should be clearly stated, realistic and achievable.

- They should meaningfully define the related goal, and, where possible, indicate desired

level of attainment.

- Educational objectives should be assessable.

Example One - Listing the educational objectives for each goal

- Goal I. Understand and can apply fundamental concepts of the discipline.

Educational Objectives connected to Goal I

1. Demonstrate understanding of basic concepts in the following areas of the discipline:

_______, _______, _________ and _________.

2. Recognize the source(s) of major viewpoints in discipline.

3. Apply concepts and/or viewpoints to a new question or issue.


assessment event


71

Example Two - Listing the educational objectives for each goal

- Goal VII. Respect persons from diverse cultures and backgrounds.

Educational Objectives connected to Goal VII

1. Interact positively with those from groups other than the student's own.

2. Entertain, empathetically, viewpoints from a variety of perspectives.

3. Demonstrate awareness of cultures and backgrounds other than the student's own.

C) STATE CLEARLY THE LEARNING OUTCOMES YOU ARE SEEKING

Definition of Learning outcomes: are specific, observable behaviors evidenced by

students who have achieved your educational objectives. Learning outcomes are stated

operationally, and describe the observable evidence of a student's knowledge, skill,

ability, attitude or disposition. State clearly each outcome you are seeking: How would

you recognize it? What does it look like? What will the student be able to do?

Example One - Clearly stating the learning outcomes you are seeking

Goal I. Understand and can apply fundamental concepts of the discipline.

Educational Objectives connected to Goal I:

1. Demonstrate understanding of basic concepts in the following areas of the discipline:

_______, _______, _________ and _________.

Learning outcomes evidencing Educational Objective I:

Describe___________.

Classify____________.

Distinguish_________.

Give examples of_____.


assessment event


72

Explain_____________.

Interpret____________.

2. Aligning Program Components with Learning Outcomes

Identify program components that are designed to achieve each educational objective.

The curriculum and courses required by your program should be designed to meet your

program goals and educational objectives. Clearly, students will not demonstrate the

desired learning outcomes if your program components have not provided sufficient

opportunity to develop them during coursework and related experiences. According to

Mary Allen, "curricula should be structured to introduce key learning opportunities early

and to reinforce this learning throughout."

The MATRIX is a tool commonly used to summarize the relationship between program

components (curriculum, courses) and program goals and objectives (I = Introduced, P =

Practiced, R = Reinforced):

MATRIX mapping program objectives to courses

COURSE OBJECTIVE

I

OJECTIVE

II

OBJECTIVE

III

OBJECTIVE

IV

OBJECTIVE

V

125 I

170 I I

225 P

231 P P

331 P P

335 P P

400 R R

435 R R

Note that this program formally introduces, consistently practices and reinforces just one

objective, objective V.

Objective II is introduced, but never practiced or reinforced.


assessment event


73

Objective III is never formally introduced.

Objective IV is not included in the curriculum at all.

(adapted from M. Allen, 2002, page 44)

3. Selecting and Implementing Assessment Methods

Understand that not every goal or educational objective can always be assessed, identify

those that you prize most highly and that can be meaningfully measured.

Select methods or instruments for gathering evidence to show whether students have

achieved the expected learning outcomes related to educational objectives and goals.

A List of Assessment Methods is provided for reference.

4. Using Evidence Gathered in Assessment

Specify procedures for analyzing and interpreting the evidence gathered in assessment.

It may be useful at this stage to form a small work group. Determine before hand what

form the raw data will be in for your work group to analyze. Pay particular attention to

maintaining anonymity to personal identifiers in teh data. prior to scoring assessments,

determine andy performance expectations

If you are utilizing multiple assessment instruments, review the results for related parts

that directly address your program goals and educational objectives. Is there a

relatinship between the findings? Are they consistent, inconsistent, or at opposite ends of

the spectrum? Use the data to pinpoint the areas in your program that are achieving

program goals and also areas of your program that warrant change for improvement.

Identify the means by which information that results from assessment can be used for

decision-making, strategic planning, program evaluation, and program improvement.

http://www.academicprograms.calpoly.edu/content/assessment-methods


assessment event


74

- How, exactly will your data be used to help with program planning and improvement?

- Will your program form a committee to review assessment findings, and make

recommendations for change or improvement in a timely manner?

- Will your entire department convene to discuss assessment results and program

changes?

- Who will make formal recommendations for curricular or other changes?

- Will it be the chair/head or the committee?

2.2 Learners are given clear, unambiguous explanations as to what to do during the assessment event (SO 2, AC 2)

Preparing learners for assessment

You should prepare learners for their assessments. If you have not done so give them the

pack of assessment instruments contained in the Learner Guide. Brief them on the

assessor’s contact details. You should also ensure that they have your contact details.

Evidence is collected in a portfolio that must then be submitted for final summative

assessment. Note that the last exercise during the facilitated learning provides space for

learners to plan the layout of their portfolios. The easiest may be a simple file with the

assessment pack in it, duly completed and signed off. The assessment instrument checklist,

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=CYGwJQzRdQ7BeM&tbnid=UVkez5TAal6wCM:&ved=0CAUQjRw&url=http://www.education.state.mn.us/mde/edexc/testing/index.html&ei=kZIGUvH2F6yM0wWL-4HgDw&bvm=bv.50500085,d.ZG4&psig=AFQjCNElEL7VIpV_f2liQ8Y_l6YTTnOMZQ&ust=1376248842019846


assessment event


75

duly ticked off, should be included at the front of the portfolio along with copies of information

used (copy of payslip, copy of employment contract or letter of appointment).

Note that the assessment instruments developed for this unit standard incorporate generic

headings and footers (learner name, dates, signatures, etc.). When using this material the

facilitator and/or assessor should fit the questions to a template that meets his/her

requirements for controlling the assessment. The assessment should take place in line with

the assessment and moderation policies of the relevant Training Service Provider.

Assessment rubric

The pages that follow correspond to each of the assessment instruments developed in the

previous section. The rubric indicates a “model solution” indicating what constitutes

competence and, where applicable, what does not constitute competence. The number of

the knowledge tests, the exercises and the group projects correspond to those given in the

assessment instruments. Header and footer information has been omitted.

The number of the relevant assessment criterion is given in each case in italics, e.g. AC2.1

relates to the first assessment criterion under specific outcome 2.


assessment event


76

Assessment policy

Introduction

Standards-based assessment and the unit standards and qualifications that are

associated with it are an integral part of the implementation of the National Qualifications

Framework and the improvement of the skills of all South Africans.

Background

Standards-based assessment is assessment which is designed to show what learners

understand and what they can do and can apply from what they have learnt. In order to

achieve this, learners must understand the purpose of assessment and the methods of

assessment, they must develop reflective and self-analytical skills. Assessment must be

formative (part of the learning process, not separated from it) be continuous so as to be

diagnostic and/or remedial, show process analysis and product analysis and be

transparent (criterion referenced) and self-referenced not norm referenced.

Standards-based assessment allows the learner to demonstrate complex learning that

integrates knowledge, skills and attitudes/values with understanding and the ability to

apply this across new and different contexts (applied competence). Standards-based

assessment is intended to not only ensure that assessment takes place using

internationally competitive forms of measuring the competence of our staff but also that

assessment is a productive part of their learning and development.

As one of the first accredited training providers in the ETD sector, Learning Performance

Link is committed to maintaining excellence in education, training and development and,

as part of that vision, to assisting others to develop world-class assessment systems.

Therefore it is incumbent upon LPL to set a prime example to all of its clients and

learners with the approach to assessment. It is the policy of Learning Performance Link

that all assessments, whether following training interventions or as recognition of prior

learning, will be carried out at the highest possible levels of expertise and

professionalism consistent with NQF principles as embodied in the South African generic

outcomes-based assessor unit standards.


assessment event


77

Aims and Objectives

To align assessment with world best practice, the requirements of SAQA and the NQF

and to regulate the processes and procedures of assessment to ensure a high quality of

assessment that supports and enhances the development and capacity building of

people both within and in the wider ETD community, is consistently achieved.

Assessment Policy

Development of

Assessment

Guides

All assessment guides will be developed by the Research and Development Manager in

consultation with the Chief Executive. These guides will define assessment processes for

each unit standard that support the fundamental principles of validity, reliability, fairness

and flexibility that underpin our assessment practice.

Master copies of assessment guides will be held by the Research and Development

Manager, and copies issued to assessors as required. Assessors will be responsible for

ensuring that access to the guides is appropriately controlled.

These guides will be reviewed and amended by the Research and Development

Manager on an annual basis in conjunction with the Chief Executive, assessors and the

applicable moderators to ensure that they remain current and relevant.

The amendment of assessment guides by assessors is not permitted. Where deviation

from the standards and procedures laid out in the guide may be required because of

unusual circumstances or the special needs of a learner this should be done in

consultation with the relevant moderator. The principle of a flexible approach to

assessment of individuals while maintaining reliability and fairness should be borne in

mind at all times.

Control of access

Each assessment guide contains a guide to the assessor with regard to the response

they should expect form a learner. It is the responsibility of each assessor who has

possession of an assessment guide to ensure that the Guide to learner’s response

remains confidential and is not made available to any learner in any form or manner.


assessment event


78

Methods of

Assessment

It is the policy of this organisation to ensure that assessments are conducted using

appropriate methods according to the requirements of the learner, the organisation and

the standards being assessed. The outcomes of a particular unit standard to be

measured will determine the particular method(s) of assessment to be used. A range of

assessment methods will be used to ensure that sufficient evidence is gathered in the

most appropriate and practical manner to allow the assessor to make an accurate

decision on a learners competence, and to ensure that the evidence gathered is valid,

authentic and current.

These methods will be identified in each individual assessment guide, and will include

but are not limited to:

Structured interviews;

Written knowledge tests;

Written assignments/projects;

On-the-job observation of performance;

Role play/simulation of performance

Portfolio of evidence.

Multiple assessments ensure that competency is assessed throughout and that the

individual’s development areas are identified and shortcomings are rectified on an

ongoing basis. This form of multiple assessments is grounded on the principles of

formative and summative assessment and ensures that the assessment is

comprehensive and serves its purpose.

Recognition of

Prior Learning

(RPL)

Recognition of Prior Learning underpins the NQF principle of not denying access to

education and training of individuals because of a lack of formal qualification.

LPL is committed to the principle of RPL as a fundamental part of ETD practice.

Policy QMS004 provides the detailed policy and procedure for RPL.

Selection and

Registration of

Assessors

All LPL staff, both ETD practitioners and administrators, will be developed as assessors

in order to provide a high quality service to all clients and learners, and to ensure on-

going development and capacity building of all staff.


assessment event


79

All assessors will be required to be declared competent against the unit standard

"Conduct outcomes-based assessment" at NQF level 5 (or it’s predecessor) and must be

able to substantiate competence in the other unit standard(s) that they will be responsible

for assessing. Assessment of learners for the purposes of declaring competence is not

permitted unless an assessor has attended the relevant assessor training and has been

registered with the appropriate ETQA as an assessor for the relevant unit standard(s).

Assessor

orientation

Before an assessor can conduct assessments for the purpose of declaring a learner

competent they must have been declared competent against the above mentioned unit

standard and registered with the ETQA. Prior to conducting their first assessment a

moderator will orientate new assessors to this policy, its related processes and

procedures and assessment practice according to the relevant assessment guide.

Selection of learners

Internal selection

External selection

LPL upholds the principle of open access to development and training within the

organisation, and the NQF principles as applied to adult learning, i.e.:

Learner-centredness

Learner participation

Relevance

RPL

Lifelong learning

Career-pathing

Quality and cost-effectiveness

Equity and empowerment

It is equally important to ensure that no learner is denied access to training and

development because of previous disadvantage, lack of formal qualifications, or special

needs.

Learners will be selected for specific learning interventions and thereby assessment

based on :

The business needs of the organisation

The specific needs of their job/role

The individual development needs of the learner as agreed with their manager

during the development interview process.

Refer to ‘Learner selection policy’.


assessment event


80

Feedback and

counselling

Feedback of assessment results is a very important part of the assessment process

which must include counselling.

Feedback should be seen as part of the learning process, and approached

accordingly.

Feedback sessions must be used as an opportunity to identify further goals and

training opportunities, or to explore issues that may be causing poor performance

during assessments.

Feedback must be given as soon after the assessment has been completed.

Results of an assessment must be communicated to the learner within the period of

time as specified in the relevant assessment guide.

Re-assessment

Learners attempting a standard or qualification will be given fair opportunity to meet the

requirements of each standard. Where a learner is found to be not yet competent against

a standard they may be re-assessed as soon as they feel ready. Details of the re-

assessment policy and procedure are to be found in Policy QMS07, “Learner

reassessments”.

This assessment policy and its related processes and procedures have been designed to

ensure that learners do not attempt summative assessment until they are suitably

prepared.

Declaration of

Competence

Learners will be declared competent based on the criteria and standards as defined

within each individual assessment guideline.

Appeals

All learners have the right to a fair assessment. Learners have the right to appeal

against an assessment decision where they feel that the assessment decision was

incorrect or unfair. The learner must be made aware of this both at the planning stage of

the assessment and also during feedback.

The appeals structure will be made up of three levels of appeal:

1st level A different assessor registered to assess the standard being appealed;

2nd level Appeal to the moderator;

3rd level Appeal to the Chief Executive


assessment event


81

If the appeal still cannot be resolved the learner has recourse to the ETQA processes.

(See ‘Appeals policy)


assessment event


82

Moderation

Moderation of assessments will take place to ensure that the quality of the assessments

remains high. The moderation function is intended to ensure that all standards awarded

are of the same standard as registered on the NQF, and that all assessments carried out

are fair, valid and reliable. The moderation process will verify assessment decisions and

ensure that the assessment procedures are current and appropriate to the outcomes and

standards. Moderation of the assessment procedure ensures that LPL’s organisational

requirements for assessment are adhered to and that there is compliance with national

and sector requirements in assessment.

Once an assessor has declared a learner competent in a specific unit standard or

qualification all the evidence/paper work of the assessment will be forwarded to the

database manager, who will randomly select assessments for moderation. The

moderator will apply the moderation process and procedure to the assessments before

recommending them to the EDTQA for verification.

Moderators will be subject matter experts in the areas in which they are moderating or

else will have a subject matter expert to assist during the moderation process. All

moderators must be nominated based on their expertise to thoroughly evaluate

assessor's competence in a way that is non-threatening, fair and accurate using the

criteria outlined in the Moderator Roles and Responsibilities guideline.

All moderators will be required to be declared competent against the unit standard

"Conduct moderation of outcomes-based assessments" at NQF level 6, and "Conduct

outcomes-based assessment" at NQF level 5. Moderation of assessments for the

purposes of recommending certification is not permitted unless the moderator has

attended the relevant moderator training and has been registered with the appropriate

ETQA as a moderator for the relevant unit standard(s).

(See Moderation Policy)


assessment event


83

Roles and Responsibilities

Assessor

An assessor is a person committed to the development of individuals and sees

assessment as a vehicle for ongoing development.

An assessor will be responsible for:

Encouraging learners to take responsibility for their own assessment

Assisting learners to identify opportunities for gathering evidence for

competence

Preparing learners for assessment by explaining the outcomes to be covered ,

the methods of assessment to be used , the process to be followed and the

responsibilities of both the assessor and the learner

Developing assessment plans with the learner

Assessing evidence against standards

Making fair, valid and reliable judgements about the learners competence

Keeping assessment records

Providing meaningful and constructive feedback to learners

Liasing with the learner’s line manager/trainer and moderator

Declaring a learner competent against a unit standard

Ensuring that all aspects of an assessment comply with the company

assessment policy and procedures.

Moderator

A moderator must ensure that all company policy and procedure is complied with and

that the standards being applied are of a consistent nature across programmes and

assessors. It is the responsibility of the moderator to ensure that the assessment process

is fair, valid and reliable, and that unit standards awarded are at the same standard as

registered on the NQF. The moderator’s role is part of the quality management system

and is closely linked to the external verification function performed by EDTQA.

Learner

Assessment in the context of the NQF needs to ensure a co-operative relationship

between the learner and the assessor with the learner taking more control over their own

assessment and self-assessing their performance before summative assessment.

Learners are expected to accept responsibility for their training in terms of initiative,


assessment event


84

availability and commitment.

Administration

The administration processes and procedures have been designed to support the

assessment process and are an integral part of the quality management system. The

processes and procedures laid down to administer assessments must therefore be

complied with without deviation.

Learner support

All learners are provided with support from both facilitator and assessor, during training

and assessment. All facilitators and assessors are required to provide contact details to

learners so that any problems they may encounter during the preparation for their

assessment can be dealt with promptly, either via telephone/e-mail or in person if

necessary.

A written learner guide is also given to each learner that explains the nature of the

programme and the resources, both human and otherwise, available to the learner

throughout the programme. The guide also gives direction to the learner should they

experience any difficulties during the programme.

Trainers and assessors need to be made aware of the specific learning disabilities of any

learner and are required to make allowances for these.

Evidence storage

The basis of a standards-based training and assessment approach is the confirmation of

learners’ competence, and the accurate recording of this information. The assessment

tools used in the gathering of evidence about a learner’s competence need to be stored

to provide documentary support for the decisions reached by the assessors. This

evidence will comprise:

Checklists used in on-the-job observations

Written knowledge tests

Records of oral evaluations

Interview summary sheets

Projects/assignments

PoE checklists.

All evidence collected by assessors will be forwarded to the database manager for

recording and selection for moderation, after which it will be stored by the archive


assessment event


85

manager for future reference. All documentation relating to the assessment process must

be stored for a period of no less than 5 years, with the exception of learner portfolios.

Those portfolios that have been moderated must be kept until the next external

verification visit; all others may be returned to the learner once certification has taken

place.

Reporting

As already stated, it is essential that the recording and reporting of assessment results is

carried out under clear guidelines. The importance of accuracy in the recording and

reporting of decisions regarding a learner’s competence cannot be overstated.

Once a final judgement regarding the learner’s competence has been made the results

must be reported to:

The learner (see ‘Feedback and counselling’)

Moderator

The client

EDTQA

If any appeal, moderation or verification process is required this must be completed

before reporting results to EDTQA.

At all stages during the reporting process the learner’s right to confidentiality must be

respected. All personnel involved must deal with this confidential information in a

responsible manner.

Reviewing the assessment system

Assessment policies, process and procedures will be reviewed on an annual basis or

more frequently when circumstances dictate. These circumstances include upon request

from an outside moderation/verification body.

The review will be based on the principle of continuous improvement, ensuring that

changes to legislation or statutory requirements, EDTQA and SAQA guidelines, or unit

standards, are taken into account. The review will ensure that problem areas are

identified, and indicate ways in which the system can be improved.

This review will be conducted and reported on as part of the broader review of the

Quality Management System.


assessment event


86

(Please refer to the Quality Management Policy)

2.3 Learners are provided with the necessary resources for the assessment task. (E.g. hand tools, calculators) (SO 2, AC 3)

Item samplers are available to help teachers and students become familiar with the format

and type of content included in each test. In addition, student tutorials are available for the

online tests. See the link to Minnesota Assessments Portal under "Related offside

resources" on this page.

Achievement Level Descriptors (ALDs) describe the four levels of achievement on the

Minnesota Academic Standards. Developed by panels of Minnesota teachers, ALDs from

the Individual Student Reports for reading, mathematics, science and English learner

http://www.google.co.za/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=rzTRxxNIqp_GJM&tbnid=yswCGy-ISAyuUM:&ved=0CAUQjRw&url=http://www.compostmanager.com/calculators&ei=MJMGUp-HLcrB0gWKvYGQDw&bvm=bv.50500085,d.ZG4&psig=AFQjCNGpe9Nh9KZkgmPatNbS08OyTFQUNg&ust=1376248999692152


assessment event


87

assessments are provided in this section.

Advisory panels: Qualified teachers and community members are needed to serve on the

assessment advisory panels. Each advisory panel plays an important role in developing

quality tests for Minnesota students. If you wish to submit an application to serve on a

panel, please see Register for Advisory Panels for additional information.

Test specifications are specific rules and characteristics that guide the development of a

test’s content and format. They indicate which strands, sub-strands, standards and

benchmarks will be assessed on the test and in what proportions. Test specifications are

excellent tools for gaining an in-depth understanding of the content and format of the

tests. On the Test Specifications page you will find the specifications for the Minnesota

Comprehensive Assessments (MCAs) in mathematics, reading, and science as well as

other state tests.


assessment event


88

PRESENTATION

Activity:05

Instructions Explain the internal assessment procedures?



Notes:


assessment event


89

REASECH PROJECT

ACTIVITY : 06

Instructions DESCRIBE THE ADVANTAGES AND DISAVANTAGES FOR

ASSESSMENT



Mark

Notes:


assessment event


90

SIMULATION

ACTIVITY : 07

Instructions Explain the methods used in assessment regular feedback

on drafts of projects, portfolios



Mark 10

Notes:


assessment event


91

SECTION 3: Demonstrate professional judgment when assessing learners' performance in internal assessment.

Specific Outcome

On completion of this section you will be able to: Demonstrate professional

judgment when assessing learners' performance in internal assessment.

Assessment Criteria

Judgments made about learners' performance can be justified in terms of the stated outcomes

and assessment criteria (SO 3, AC 1)

Learners are not penalised for making mistakes which are outside the scope of the outcomes

being assessed in a particular assessment item.

(E.g. If learners make grammar and spelling mistakes in response to an item which is testing

literal understanding or interpretation of text.) (SO 3, AC 2)

Principle of fairness is applied when making judgments on borderline cases or cases that fall

outside of the guidelines for measurement of learners’ performance. (SO 3, AC 3)

Moderation/verification procedures for learners' performance in internal assessment are

followed according to organisational policy (SO 4, AC 4)


assessment event


92

3.1 Judgments made about learners' performance can be justified in terms of the stated outcomes and assessment criteria (SO 3, AC 1)

Feedback after any form of assessment or evaluation helps in mirroring the information

regarding their performance to the candidate and also initiates the learning process in them.

An objective, transparent and respectful conversation needs to be conducted during

feedback to drive home the points which the participant needs to work upon.

Giving feedback is never easy not even for an external consultant conducting an

assessment in the organization and when assessments are done internally it becomes all

the more important that the feedback process is handled delicately. It sure does not mean

that the points which address the negative aspects of a candidate’s personality are left un-

discussed; neither has it to be sweet talked or disguised.


assessment event


93

There are certain considerations which can guide an assessor during feedback:

A cliche which works effectively, is to open the session with a positive feedback

It also helps in knowing the expectation of the participant from the feedback session,

it acts as a compass for the assessor

The assessor needs to be very specific and stick to the pre-defined parameters or

competencies to make reference

Whenever possible examples should be cited to help the participant understand

better

Involving the participant is important, feedback has to be a dialogue and not a

monologue which means that the participant should be given an opportunity to

discuss their career aspirations, motivations, experience of the assessments etc

Assessors need to be patient and display great listening skills to create the required

trust and rapport with the participant

The participant should be allowed to explain the intent behind their actions and

differing opinions whenever appropriate

The assessors should refrain from passing a judgmental statement, their statements

have to be suggestive rather than stated as absolute truths

The feedback provider has to remember that feedback is also a mechanism to learn for

people. We might as well make a reference to the Johari Window, here:

http://www.managementstudyguide.com/johari-window.htm


assessment event


94

The feedback should aim that the participant gets aware of both the areas of strength

and areas of development. It should encourage introspection, help participants draw

inference and reach conclusions.

People are very good at hiding any feeling of hurt and upset. However, beneath the façade

lies a demoralized and de-motivated individual. For example, some participants might start

thinking “if that is what I am like, am I really going to get where I want” or “Is this they think of

me” such situation require very careful handling of feedback else it can become the road to

frustration.

If the desired level of trust does not exist between the assessor and the participant, the

facilitation of the feedback discussion becomes very difficult and the purpose is defeated. If

assessors share the outcomes and feedback with the participant without allowing discussion

or comment, the feedback session becomes a fiasco. Where participants do not share

hopes, aspirations or intrinsically commit to their development actions no further progress

can take place.


assessment event


95

Some participants may also blatantly refuse to accept the observation and information

provided by assessors and could externalize reasons to validate their behaviors, even

questioning the entire assessment process. For example, “these exercises are not relevant

to my work situation” or “I work in the XYZ industry and this is not the case there” or “this is

just an exercise we did, actual work is very different”. This is an attempt at blocking

discussion around their performance being examined.

Participant age and demographic profile also strongly impact their perception and

expectations from assessors. Older, more experienced and senior participants feel

vulnerable being observed by juniors or internal colleagues.

Example

Hence, a lot of planning is required before the feedback session. It helps if the assessor

can know the profile of the participant before-hand as it later helps in navigating the

feedback discussion appropriately. And in the end it is important to remember the very

basic principle of androgogy that adults learn if they find the learning relevant to what

they do. It is important to link feedback to the everyday work of the participant and how

improving can have positive effects on their work also can be outlined. This helps in

greater acceptability of feedback.


assessment event


96

3.2 Learners are not penalised for making mistakes which are outside the scope of the outcomes being assessed in a particular assessment item. (E.g. If learners make grammar and spelling mistakes in response to an item which is testing literal understanding or interpretation of text.) (SO 3, AC 2)


assessment event


97

Assessments of any kind have a bearing on the careers of the individuals hence

when assessments are carried out certain ethical considerations should be taken

care of:

1. Assessments are conducted for several purposes in the organization, whatever the

purpose is, it needs to be communicated clearly to all participating members,

assessors and administrators

2. The assessment should happen only on the pre-defined criteria, no new aspects

should be added later nor any aspect however profound should be measured or

referred to, which might not be in the list of pre-defined criteria for assessment.

These dimensions and aspects are to be clearly defined to the participants

3. It is also highly recommended that any competency or dimension is measured more

than once to clearly establish its presence or absence in the participants

4. The selection of participants for assessments should be a standardized process so

that people of similar level, knowledge and skills are put together for assessment.

Also it is avoidable to put senior and subordinate together in the same assessment

5. The assessor selection should be done keeping in mind the level of the participants,

cultural context and sensitivity for e.g. For senior managers, junior level of assessors

should not be involved

6. It is also important to clearly establish the management of assessment data within

the organization

How would the collection and coalition of data happen

The people who would handle data and write reports

How would the reports be used

With whom would the reports be shared

How long the reports will be stored and for what purposes shall they be used

7. The simulation exercises should be developed by well qualified and trained

professionals which would be used during assessments

8. The reliability and validity of the assessment tools have to be established prior to use


assessment event


98

9. The internal assessors from within the organization participating in assessment need

to be adequately trained

10. Integrating the feedback with the assessment process

11. There should be careful considerations regarding the different cultural context in

which assessments will take place. There are some assessment techniques which

work well in some cultures while they fail to bring out the desired behaviors in certain

others. For e.g. Individual exercises work well in Western culture but Asians prefer

team exercises

12. While video recording or writing verbatim for roe plays or other exercises, the

consent of the participants should be sought so that they do not feel threatened. If

they refuse, the assessors should convince them of the necessity and only then use

such recording methods

13. The assessors need to sometime play the role of facilitator for the participants

especially in assessments done for developmental purposes so that participants can

display behaviour’s.

A review mechanism to track developments post assessment could also be considered

Example

These are some ethical considerations for assessment. Some of these points may not

be applicable when assessments are done for selection and hiring purposes however

transparent and open communication regarding results and feedback on performance

goes a long way in creating credibility of the assessments conducted. For internal

processes it also helps create a culture of objective potential and performance

evaluation.


assessment event


99

REASECH PROJECT

ACTIVITY : 08

Instructions EXPLAIN HOW ASSESSMENT FEEDBACK IS CONDUCTED



Mark 10

Notes:


assessment event


100

SIMULATION

ACTIVITY : 09

Instructions Describe the assesmemnt principles



Mark 10

Notes:


assessment event


101

WORKPLACE EXPERIENCE Task: 10

Criteria activities (0) Not yet capable

(1) Capable (2) More than capable

Evidence is not sufficient and needs to be readdressed

Evidence is sufficient and meet the desired outcome

Evidence is more than sufficient and meet the desired outcome

Task : Develop an assessment tools

Assessment criterion 1,2


Assessment criterion 5


assessment event


102

SECTION 4: Evaluate assessment instruments.

Specific Outcome

On completion of this section you will be able to: Evaluate

assessment instruments.

Assessment Criteria

Strengths and weaknesses in the assessment instrument are

identified on the basis of learners' performance (SO 4, AC 1)

Further information on the strengths and weaknesses of the

assessment instrument is identified through discussion with

learners after the assessment event (SO 4, AC 2)

Further information on the strengths and weaknesses of the

assessment instrument is identified through discussion with

learners after the assessment event. (SO 4, AC 3)


assessment event


103

4.1 Strengths and weaknesses in the assessment instrument are identified on the basis of learners' performance (SO 4, AC 1)

How to Perform SWOT Analysis

A valuable step in your situational analysis is assessing your firm’s strengths, weaknesses,

market opportunities, and threats through a SWOT analysis. This is a very simple process

that can offer powerful insight into the potential and critical issues affecting a venture.

The SWOT analysis begins by conducting a review of internal strengths and weaknesses in

your organisation. You will then note the external opportunities and threats that may affect

the organisation based on your market and the overall environment. Don’t be concerned

about elaborating on these topics at this stage; bullet points may be the best way to begin.

Capture the factors you believe are relevant in each of the four areas.

The primary purpose of the SWOT analysis is to identify and assign each significant factor,

positive and negative, to one of the four categories, allowing you to take an objective look at

your business. The SWOT analysis will be a useful tool in developing and confirming your

goals and your marketing strategy.

to complete your SWOT analysis in whatever order works best for you. In either situation,

you will want to review all four areas in detail.


assessment event


104

REASECH PROJECT

ACTIVITY : 11

Instructions EXPLAIN HOW TO EVALUATE ASSESSMENT INTRUMENTS



Mark 10

Notes:


assessment event


105

SIMULATION

ACTIVITY : 12

Instructions Describe the streagnth and weakness for assessments



Mark 15

Notes:


assessment event


106







Task : Explain the assessment methods for record keeping?





assessment event


107

SECTION 5: Follow up after an assessment event.

Specific Outcome

On completion of this section you will be able to: Follow up

after an assessment event.

Assessment Criteria

Results of internal assessment are made available to learners

within an agreed period of time(S O 5, AC 1)

Learners' errors are analysed and reasons can be given for the

possible causes of errors(SO 5, AC 2)

Feedback is given to all learners on their individual strengths

and weaknesses with regard to their performance in the

assessment event (SO 5, AC 3)

Feedback focuses on performance in relation to stated

outcomes and assessment criteria. (SO 5, AC 4)


assessment event


108

5.1 Results of internal assessment are made available to learners within an agreed period of time(S O 5, AC 1)

Educational assessment is the process of documenting, usually in measurable terms,

knowledge, skills, attitudes, and beliefs. Assessment can focus on the individual learner, the

learning community (class, workshop, or other organized group of learners), the institution,

or the educational system as a whole (also known as granularity. The final purposes and

assessment practices in education depends on the theoretical framework of the practitioners

and researchers, their assumptions and beliefs about the nature of human mind, the origin of

knowledge and the process of learning.

http://en.wikipedia.org/wiki/Documenting

http://en.wikipedia.org/wiki/Knowledge

http://en.wikipedia.org/wiki/Skill

http://en.wikipedia.org/wiki/Attitude_%28psychology%29

http://en.wikipedia.org/wiki/Belief

http://en.wikipedia.org/wiki/Granularity


assessment event


109

Alternate meanings

According to the Merriam-Webster online dictionary the word assessment comes from the

root word assess which is defined as:

1. to determine the rate or amount of (as a tax)

2. to impose (as a tax) according to an established rate b: to subject to a tax, charge, or

levy

3. to make an official valuation of (property) for the purposes of taxation

4. to determine the importance, size, or value of (assess a problem)

5. to charge (a player or team) with a foul or penalty

Assessment in education is best described as an action "to determine the importance, size,

or value of."

Types

The term assessment is generally used to refer to all activities teachers use to help students

learn and to gauge student progress.[2] Though the notion of assessment is generally more

complicated than the following categories suggest, assessment is often divided for the sake

of convenience using the following distinctions:

1. initial, formative, and summative

2. objective and subjective

3. referencing (criterion-referenced, norm-referenced, and impassive)

4. Informal and formal.

Initial, formative and summative

Assessment is often divided into initial, formative, and summative categories for the purpose

of considering different objectives for assessment practices.

Initial assessment - Also referred to as pre-assessment or diagnostic assessment,

initial assessments are conducted prior to instruction or intervention to establish a

baseline from which individual student growth can be measured.

http://en.wikipedia.org/wiki/Educational_assessment#cite_note-Black_Box-2

http://en.wikipedia.org/wiki/Ipsative

http://en.wikipedia.org/w/index.php?title=Initial_assessment&action=edit&redlink=1


assessment event


110

Formative assessment - Formative assessment is generally carried out throughout a

course or project. Formative assessment, also referred to as "educative

assessment," is used to aid learning. In an educational setting, formative assessment

might be a teacher (or peer) or the learner, providing feedback on a student's work

and would not necessarily be used for grading purposes. Formative assessments

can take the form of diagnostic, standardized tests.

Summative assessment - Summative assessment is generally carried out at the end

of a course or project. In an educational setting, summative assessments are

typically used to assign students a course grade. Summative assessments are

evaluative.

Educational researcher Robert Stake explains the difference between formative and

summative assessment with the following analogy:

When the cook tastes the soup, that's formative. When the guests taste the soup, that's

summative.

Summative and formative assessment are often referred to in a learning context as

assessment of learning and assessment for learning respectively. Assessment of learning is

generally summative in nature and intended to measure learning outcomes and report those

outcomes to students, parents and administrators. Assessment of learning generally occurs

at the conclusion of a class, course, semester or academic year. Assessment for learning is

generally formative in nature and is used by teachers to consider approaches to teaching

and next steps for individual learners and the class.

A common form of formative assessment is diagnostic assessment. Diagnostic assessment

measures a student's current knowledge and skills for the purpose of identifying a suitable

program of learning. Self-assessment is a form of diagnostic assessment which involves

students assessing themselves. Forward-looking assessment asks those being assessed to

consider themselves in hypothetical future situations.

Performance-based assessment is similar to summative assessment, as it focuses on

achievement. It is often aligned with the standards-based education reform and outcomes-

based education movement.

http://en.wikipedia.org/wiki/Formative_assessment

http://en.wikipedia.org/wiki/Peer_group

http://en.wikipedia.org/wiki/Summative_assessment

http://www.ed.uiuc.edu/circe/Robert_Stake.html

http://en.wikipedia.org/wiki/Standards-based_education_reform

http://en.wikipedia.org/wiki/Outcomes-based_education

http://en.wikipedia.org/wiki/Outcomes-based_education


assessment event


111

Though ideally they are significantly different from a traditional multiple choice test, they are

most commonly associated with standards-based assessment which use free-form

responses to standard questions scored by human scorers on a standards-based scale,

meeting, falling below or exceeding a performance standard rather than being ranked on a

curve. A well-defined task is identified and students are asked to create, produce or do

something, often in settings that involve real-world application of knowledge and skills.

Proficiency is demonstrated by providing an extended response. Performance formats are

further differentiated into products and performances. The performance may result in a

product, such as a painting, portfolio, paper or exhibition, or it may consist of a performance,

such as a speech, athletic skill, musical recital or reading.

Objective and subjective

Assessment (either summative or formative) is often categorized as either objective or

subjective. Objective assessment is a form of questioning which has a single correct answer.

Subjective assessment is a form of questioning which may have more than one correct

answer (or more than one way of expressing the correct answer). There are various types of

objective and subjective questions. Objective question types include true/false answers,

multiple choice, multiple-response and matching questions. Subjective questions include

extended-response questions and essays. Objective assessment is well suited to the

increasingly popular computerized or online assessment format.

Some have argued that the distinction between objective and subjective assessments is

neither useful nor accurate because, in reality, there is no such thing as "objective"

assessment. In fact, all assessments are created with inherent biases built into decisions

about relevant subject matter and content, as well as cultural (class, ethnic, and gender)

biases.

http://en.wikipedia.org/wiki/Standards-based_assessment

http://en.wikipedia.org/wiki/Multiple_choice

http://en.wikipedia.org/wiki/E-assessment


assessment event


112

Basis of comparison

Test results can be compared against an established criterion, or against the performance of

other students, or against previous performance:

Criterion-referenced assessment, typically using a criterion-referenced test, as the name

implies, occurs when candidates are measured against defined (and objective) criteria.

Criterion-referenced assessment is often, but not always, used to establish a person's

competence (whether s/he can do something). The best known example of criterion-

referenced assessment is the driving test, when learner drivers are measured against a

range of explicit criteria (such as "Not endangering other road users").

Norm-referenced assessment (colloquially known as "grading on the curve"), typically using

a norm-referenced test, is not measured against defined criteria. This type of assessment is

relative to the student body undertaking the assessment. It is effectively a way of comparing

students. The IQ test is the best known example of norm-referenced assessment. Many

entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed

proportion of students to pass ("passing" in this context means being accepted into the

school or university rather than an explicit level of ability). This means that standards may

vary from year to year, depending on the quality of the cohort; criterion-referenced

assessment does not vary from year to year (unless the criteria change).

Informal and formal

Assessment can be either formal or informal. Formal assessment usually implies a written

document, such as a test, quiz, or paper. A formal assessment is given a numerical score or

grade based on student performance, whereas an informal assessment does not contribute

to a student's final grade such as this copy and pasted discussion question. An informal

assessment usually occurs in a more casual manner and may include observation,

inventories, checklists, rating scales, rubrics, performance and portfolio assessments,

participation, peer and self-evaluation, and discussion.

http://en.wikipedia.org/wiki/Criterion-referenced_test

http://en.wikipedia.org/wiki/Bell_curve_grading

http://en.wikipedia.org/wiki/Norm-referenced_test

http://en.wikipedia.org/wiki/Rubric_%28academic%29


assessment event


113

Internal and external

Internal assessment is set and marked by the school (i.e. teachers). Students get the mark

and feedback regarding the assessment. External assessment is set by the governing body,

and is marked by non-biased personnel. Some external assessments give much more

limited feedback in their marking. However, in tests such as Australia's NAPLAN, the

criterion addressed by students is given detailed feedback in order for their teachers to

address and compare the student's learning achievements and also to plan for the future.

Standards of quality

In general, high-quality assessments are considered those with a high level of reliability and

validity. Approaches to reliability and validity vary, however.

Reliability

Reliability relates to the consistency of an assessment. A reliable assessment is one which

consistently achieves the same results with the same (or similar) cohort of students. Various

factors affect reliability—including ambiguous questions, too many options within a question

paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of

an assessment is based on the following:

1. Temporal stability: Performance on a test is comparable on two or more separate

occasions.

2. Form equivalence: Performance among examinees is equivalent on different forms of

a test based on the same content.

3. Internal consistency: Responses on a test are consistent across questions. For

example: In a survey that asks respondents to rate attitudes toward technology,

consistency would be expected in responses to the following questions:

o "I feel very negative about computers in general."

o "I enjoy using computers."

The reliability of a measurement x can also be defined quantitatively as:

where is the reliability in the observed (test) score, x; and are the variability in ‘true’

(i.e., candidate’s innate performance) and measured test scores respectively. can range

http://en.wikipedia.org/wiki/Reliability_%28statistics%29

http://en.wikipedia.org/wiki/Validity_%28statistics%29

http://en.wikipedia.org/wiki/Reliability_%28statistics%29


assessment event


114

from 0 (completely unreliable), to 1 (completely reliable). A reliability of 1 is rarely achieved,

and a value of 0.8 is generally considered reliable.

Validity

A valid assessment is one which measures what it is intended to measure. For example, it

would not be valid to assess driving skills through a written test alone. A more valid way of

assessing driving skills would be through a combination of tests that help determine what a

driver knows, such as through a written test of driving knowledge, and what a driver is able

to do, such as through a performance assessment of actual driving. Teachers frequently

complain that some examinations do not properly assess the syllabus upon which the

examination is based; they are, effectively, questioning the validity of the exam.

Validity of an assessment is generally gauged through examination of evidence in the

following categories:

1. Content – Does the content of the test measure stated objectives?

2. Criterion – Do scores correlate to an outside reference? (ex: Do high scores on a 4th

grade reading test accurately predict reading skill in future grades?)

3. Construct – Does the assessment correspond to other significant variables? (ex: Do

ESL students consistently perform differently on a writing exam than native English

speakers?)

4. Face – Does the item or theory make sense, and is it seemingly correct to the expert

reader?

A good assessment has both validity and reliability, plus the other quality attributes noted

above for a specific context and purpose. In practice, an assessment is rarely totally valid or

totally reliable. A ruler which is marked wrong will always give the same (wrong)

measurements. It is very reliable, but not very valid. Asking random individuals to tell the

time without looking at a clock or watch is sometimes used as an example of an assessment

which is valid, but not reliable. The answers will vary between individuals, but the average

answer is probably close to the actual time. In many fields, such as medical research,

educational testing, and psychology, there will often be a trade-off between reliability and

validity.

http://en.wikipedia.org/wiki/Validity_%28statistics%29

http://en.wikipedia.org/wiki/Syllabus

http://en.wikipedia.org/wiki/English_as_a_second_language


assessment event


115

A history test written for high validity will have many essay and fill-in-the-blank questions. It

will be a good measure of mastery of the subject, but difficult to score completely accurately.

A history test written for high reliability will be entirely multiple choice. It isn't as good at

measuring knowledge of history, but can easily be scored with great precision. We may

generalize from this. The more reliable our estimate is of what we purport to measure, the

less certain we are that we are actually measuring that aspect of attainment. It is also

important to note that there are at least thirteen sources of invalidity, which can be estimated

for individual students in test situations. They never are. Perhaps this is because their social

purpose demands the absence of any error, and validity errors are usually so high that they

would destabilize the whole assessment industry.

It is well to distinguish between "subject-matter" validity and "predictive" validity. The former,

used widely in education, predicts the score a student would get on a similar test but with

different questions. The latter, used widely in the workplace, predicts performance. Thus, a

subject-matter-valid test of knowledge of driving rules is appropriate while a predictively valid

test would assess whether the potential driver could follow those rules.

Evaluation standards

In the field of evaluation, and in particular educational evaluation, the Joint Committee on

Standards for Educational Evaluation has published three sets of standards for evaluations.

"The Personnel Evaluation Standards"] was published in 1988, The Program Evaluation

Standards (2nd edition) was published in 1994, and The Student Evaluation Standards[16]

was published in 2003.

Each publication presents and elaborates a set of standards for use in a variety of

educational settings. The standards provide guidelines for designing, implementing,

assessing and improving the identified form of evaluation. Each of the standards has been

placed in one of four fundamental categories to promote educational evaluations that are

proper, useful, feasible, and accurate. In these sets of standards, validity and reliability

considerations are covered under the accuracy topic. For example, the student accuracy

standards help ensure that student evaluations will provide sound, accurate, and credible

information about student learning and performance.

http://en.wikipedia.org/wiki/Evaluation

http://en.wikipedia.org/wiki/Educational_evaluation

http://en.wikipedia.org/wiki/Joint_Committee_on_Standards_for_Educational_Evaluation

http://en.wikipedia.org/wiki/Joint_Committee_on_Standards_for_Educational_Evaluation

http://en.wikipedia.org/wiki/Educational_assessment#cite_note-14

http://en.wikipedia.org/wiki/Educational_assessment#cite_note-16


assessment event


116

Summary table of the main theoretical frameworks

The following table summarizes the main theoretical frameworks behind almost all the

theoretical and research work, and the instructional practices in education (one of them

being, of course, the practice of assessment). These different frameworks have given rise to

interesting debates among scholars.

TOPICS EMPIRICISM RATIONALISM SOCIOCULTURALISM

Philosophical

orientation

Hume: British

empiricism

Kant, Descartes:

Continental

rationalism

Hegel, Marx: cultural

dialectic

Metaphorical

Orientation

Mechanistic/Operation

of a Machine or

Computer

Organismic/Growth

of a Plant

Contextualist/Examination

of a Historical Event

Leading

Theorists

B. F. Skinner

(behaviorism)/ Herb

Simon, John Anderson,

Robert Gagné:

(cognitivism)

Jean Piaget/Robbie

Case

Lev Vygotsky, Luria,

Bruner/Alan Collins, Jim

Greeno, Ann Brown, John

Bransford

Nature of

Mind

Initially blank device that

detects patterns in the

world and operates on

them. Qualitatively

identical to lower

animals, but

quantitatively superior.

Organ that evolved to

acquire knowledge

by making sense of

the world. Uniquely

human, qualitatively

different from lower

animals.

Unique among species for

developing language, tools,

and education.

Nature of

Knowledge

(epistemology)

Hierarchically organized

associations that

present an accurate but

incomplete

representation of the

world. Assumes that the

General and/or

specific cognitive and

conceptual

structures,

constructed by the

mind and according

Distributed across people,

communities, and physical

environment. Represents

culture of community that

continues to create it. To

know means to be attuned

http://en.wikipedia.org/wiki/David_Hume

http://en.wikipedia.org/wiki/Empiricism

http://en.wikipedia.org/wiki/Empiricism

http://en.wikipedia.org/wiki/Immanuel_Kant

http://en.wikipedia.org/wiki/Ren%C3%A9_Descartes

http://en.wikipedia.org/wiki/Rationalism

http://en.wikipedia.org/wiki/Rationalism

http://en.wikipedia.org/wiki/Georg_Wilhelm_Friedrich_Hegel

http://en.wikipedia.org/wiki/Karl_Marx

http://en.wikipedia.org/wiki/Dialectic

http://en.wikipedia.org/wiki/Dialectic

http://en.wikipedia.org/wiki/B._F._Skinner

http://en.wikipedia.org/wiki/Behaviorism

http://en.wikipedia.org/wiki/Herb_Simon

http://en.wikipedia.org/wiki/Herb_Simon

http://en.wikipedia.org/wiki/John_H._D._Anderson

http://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9

http://en.wikipedia.org/wiki/Cognitivism_%28psychology%29

http://en.wikipedia.org/wiki/Jean_Piaget

http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development#Robbie_Case

http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development#Robbie_Case

http://en.wikipedia.org/wiki/Lev_Vygotsky

http://en.wikipedia.org/wiki/Alexander_Luria

http://en.wikipedia.org/wiki/Jerome_Bruner

http://en.wikipedia.org/wiki/Ann_Brown

http://en.wikipedia.org/wiki/John_D._Bransford

http://en.wikipedia.org/wiki/John_D._Bransford


assessment event


117

sum of the components

of knowledge is the

same as the whole.

Because knowledge is

accurately represented

by components, one

who demonstrates those

components is

presumed to know

to rational criteria.

Essentially these are

the higher-level

structures that are

constructed to

assimilate new info to

existing structure and

as the structures

accommodate more

new info. Knowledge

is represented by

ability to solve new

problems.

to the constraints and

affordances of systems in

which activity occurs.

Knowledge is represented

in the regularities of

successful activity.

Nature of

Learning (the

process by

which

knowledge is

increased or

modified)

Forming and

strengthening cognitive

or S-R associations.

Generation of

knowledge by (1)

exposure to pattern, (2)

efficiently recognizing

and responding to

pattern (3) recognizing

patterns in other

contexts.

Engaging in active

process of making

sense of

("rationalizing") the

environment. Mind

applying existing

structure to new

experience to

rationalize it. You

don't really learn the

components, only

structures needed to

deal with those

components later.

Increasing ability to

participate in a particular

community of practice.

Initiation into the life of a

group, strengthening ability

to participate by becoming

attuned to constraints and

affordances.

Features of

Authentic

Assessment

Assess knowledge

components. Focus on

mastery of many

components and

fluency. Use

Assess extended

performance on new

problems. Credit

varieties of

excellence.

Assess participation in

inquiry and social practices

of learning (e.g. portfolios,

observations) Students

should participate in


assessment event


118

psychometrics to

standardize.

assessment process.

Assessments should be

integrated into larger

environment.


assessment event


119

ROLE PLAY

Activity:14

Instructions Communicating effectively using visual, mathematical and/or

language skills in the modes of oral and/or written presentation.



Marks 10

Notes:


assessment event


120

PRESENTATION

Activity:15

Instructions Demonstrating and understanding of the world as a set of related

system by recognising that problem solving contexts do not

exist in isolation.



Notes:


assessment event


121

REASECH PROJECT

ACTIVITY : 16

Instructions Contributing to the full personal development of each learner

and the social and economic development of the society at large,

by making it the underlying intention of any programme of

learning to make an individual aware of the importance of:

(i) reflecting on and exploring a variety of strategies to learn

more effectively;

(ii) participating as responsible citizens in the life of local,

national and global communities;

(iii) being culturally and aesthetically sensitive across a range of

social contexts;

(iv) exploring education and career opportunities; and

(v) developing entrepreneurial opportunities



Mark 25

Notes:


assessment event


122

Learning Map

SECTION:01-Evaluate, select and adapt published materials.

SECTION:02-Develop and use own supplementary learning aids.

SECTION:03-Communicate information clearly in writing and in

visual form.

SECTION:04-Evaluate own supplementary learning aids.


assessment event


123

UNIT: -10290 -Evaluate, select and adapt published learning materials and develop, use and evaluate own supplementary learning aids

Competencies Knowledge

of:

Persons credited with this unit standard are able

to select material for adult learners, adapt

existing materials and develop their own learning

aids using a variety of available sources.

Skills to:

The development of own, supplementary

learning aids refers to learning aids for

individual lessons, and not for an entire

programme


assessment event


124

SECTION 1: Evaluate, select and adapt published materials.

Specific Outcome

On completion of this section you will be able to: Evaluate, select and adapt published materials.

Assessment Criteria

A range of published materials is accessed for purposes of evaluation and selection. (e.g.

course books, readers, magazines, pamphlets from health institutions and elsewhere, audio

cassettes, videos) (SO 1, AC 1)

Strengths and weaknesses of the published materials are identified Relevance to the relevant

unit standards; incorporation of principles of adult learning; logical sequencing of information

and activities; language level; visuals, layout and design; affordability (SO 1, AC 2)

Criteria for evaluation, selection and adaptation of materials take into (SO 1, AC 3)


assessment event


125

ASSIGMENT

Activity : 01

Instructions The development of own, supplementary learning aids

refers to learning aids for individual lessons, and not for an

entire programme



Marks 10

Notes:


assessment event


126

ROLE PLAY

Activity:02

Instructions Explain the methods of using external resources for learning



Marks 25

Notes:


assessment event


127

PRESENTATION

Activity:03

Instructions Give examples of magazines or any books , which are

conducive to your learning ?



Notes:


assessment event


128

REASECH PROJECT

ACTIVITY : 04

Instructions DECRIBE HOW USING MAGAZINE CAN HAVE A POSIBLE INPACT IN A

CLASS- ROOM?



Mark 25

Notes:


assessment event


129

1.1 A range of published materials is accessed for purposes of evaluation and selection. (e.g. course books, readers, magazines, pamphlets from health institutions and elsewhere, audio cassettes, videos) (SO 1, AC 1)

A well-developed programme and training materials only partly guarantee the success of the

training. A more important role is played by the trainer's ability to organise the process of

education, i.e. to create a positive atmosphere, to be in touch with the level of interest and

the development of relationships between the participants, to stimulate discussion and

skilfully make transitions from one part of the training to another and so forth. In order to

accomplish this task you need to pay attention to the following things:

Watch and work with the group dynamics

Create a favourable atmosphere and establish a rapport with the participants

Maintain the interest of the participants and raise the degree of absorption of knowledge

during training

Work with different target groups

Answer difficult questions

Be ready to extricate yourself from complicated situations and to deal with ‘difficult’

participants


assessment event


130

What to know about group dynamics?

In the work of any group there are three issues on the mental agenda of each participant.

‘I’ issues encompass the personal emotions and thoughts of a trainer and of every

participant: Who am I and how do I feel? What am I concerned about? How do I experience

my role in this group? How am I received by the group? They are also connected with the I

— we relationships.

‘We’ issues are matters of behaviour of the participants toward each other. For instance,

the culture of the meetings, politeness and everything that is related to our relationships with

other members of the group. Who is allowed to speak? Who makes decisions within a group,

and how are decisions arrived at? Whose opinions are important? Do we make room for

different opinions?

‘It’ issues are those concerning the subject of a training or a meeting – the actual reason for

coming together, no matter whether it is to do business or for educational or other purposes.

What do we do together? What do we need to discuss, in order to reach a result?

German researchers Lahnmark and Braun compare the phenomenon of group activities to

an iceberg (Figure 5). The business aspect — discussions on the subject, working with

texts, facilitation of receiving information — comes to the surface.


assessment event


131

Figure 5: Group-Iceberg

Quite often the trainer tries to achieve the maximum effect from the very beginning of the

meeting, resisting any deviations from ‘It’ — the business agenda. At the same time

everyone has an ‘I’ and a ‘We’ lying waiting under the surface. These unexpected matters

may ‘float to the surface’ and devour the time and energy of the group, restraining the

effectiveness of work to the level it had in the beginning stage.

The task of every trainer is to maintain a balance between the business and psychosocial

aspects, ‘I’ and ‘We’. If, instead of suppressing the ‘I’ and ‘We’, the trainer consciously pays

attention to them and encourages them to ‘float to the surface’ with the help of exercises

such as "Getting Acquainted", "Expectations" and "Icebreakers", etc., then, having spent

more time on them in the beginning, s/he will be able to save considerable time later on.

Therefore, pay special attention to the introductory part of training. If you are successful in

giving sufficient space to the I and We, the balance of interest will soon shift and the group

will become an effective working group, where people enjoy meetings, express their creative

abilities and feel that they can discuss matters that are important to them.


assessment event


132

Figure 6: Positive dynamics of a group

in training

A group with a positive dynamic learns step by step how to satisfy its business and

psychosocial needs, both each person’s individual needs and the needs of the whole group

as well as the need to achieve the goal of the session/training.

Stages of group dynamics exist

As a trainer you have not only to observe and facilitate the work of the group, but also to

evaluate the development of group dynamics, and effectively intervene, if the group dynamic

hampers the effective implementation of the training. According to Tackman’s model, a

group goes through five major stages in the development of a group process (group

dynamics): formation, storm, getting normal, maximum output capacity, parting [1].

http://www.unep.org/ieacp/graphic.aspx?f=training-manual/fig6.gif


assessment event


133

Training Tips

During each stage, change your actions in order to ensure positive group dynamics!

The table below provides some advice on what activities to use at each stage.

Stage Attributes Main tasks for the trainer

Formation • The participants have not yet decided,

what role they should accept, or don't

know what roles the others will accept

• On a non-verbal level the participants

are communicating diffidence

• Nobody wants to "stick their neck out

", mediocrity is supported

• Explain the goals of the training,

discover doubts

• Encourage participants to

formulate their own goals

• If the participants are not

acquainted - conduct an

introduction session

• Establish norms and rules of

work

• Carry out the first assignments

of the work plan

Storm • A leader or leaders appear within the

group

• The participants start manifesting their

attitude towards what’s going

on negative behaviour may emerge, i.e.

such that could hinder or sabotage the

work of the group

• Conflict arises

• "Difficult" participants emerge

• Questions to the participants

regarding their expectations

(diary of wishes and remarks)

• Moderate the work

• Make sure aggressive behaviour

is ‘de-fused’ and the energy used

in a positive way

• Formation of goals

Getting

normal

• Acceptance of the training

• The participants clearly understand the

assignment, take part in discussion,

openly express their opinions, learn

• The group functions efficiently without

trainer's attention, a facilitator may arise

from among the members of the group

• Cooperation, mutual support and

• Secure an efficient workflow and

the flow of the training process

• Summarise the work of the

group, moderate the training

• Gather feedback information

from the participants


assessment event


134

mutual perception

Maximum

output

capacity

• The group starts functioning as an

effective group

• The members of the group take part in

doing the assignments, bringing in their

ideas, analysing the ideas of the others

• Compare the group's activity

with the goals and assess their

capability to apply the knowledge

they receive in exercises and

assignments

• Evaluation of the work of the

group against established criteria

Parting • Summarising the results of the work

• Determining the prospects of

cooperation

• Exchanging contact information

• Comparing the results of the

group process with the tasks of

the training

• Stimulating the preparation of

individual plans

• Expressing gratitude for the

creative work


assessment event


135

SECTION 2: Develop and use own supplementary learning aids.

Specific Outcome

On completion of this section you will be able to: Develop

and use own supplementary learning aids.

Assessment Criteria

Own supplementary learning aids are developed using a range of sources.

(E.g. sources include, but are not restricted to, newspapers, textbooks, worksheets, lesson

plans, magazines, and radio, video and audio cassettes.) (SO 2, AC 1)

Purpose of the learning aids can be explained (SO 2, AC 2)

Method in which the learning aids are to be used can be explained (SO 2, AC 3)

Learning aids are appropriate to the learners and the planned learning outcomes (SO 2, AC 4)

Learning aids support development of the critical cross-field outcomes in learners. (SO 2, AC 5)

Learning aids support sound principles of adult learning (SO 2, AC 6)

Tasks contained in the learning aids are logically sequenced and varied (SO 2, AC 7)


assessment event


136

2.1 Own supplementary learning aids are developed using a range of sources. (E.g. sources include, but are not restricted to, newspapers, textbooks, worksheets, lesson plans, magazines, and radio, video and audio cassettes.) (SO 2, AC 1)

Besides teacher qualifications and school facilities, another important determinant of quality

of education is the teaching and learning materials. It is essential for quality materials to

be made available to the teachers and students in adequate quantities to support the

teaching and learning processes.

Textbooks

Ideally, every student in every class should possess his/her own copy of the textbooks

required by the school for each grade and each subject. The textbooks may be new or

previously used by other students. Textbooks may be provided by the school, their parents,

friends or other bodies such as NGOs. The percentage of students who do not have the

textbooks they need for their classes is an important indicator that may be calculated

from data in the school records.


assessment event


137

This table was constructed by using figures from the textbook record sheets to tally the

number of students with a ‘0’ for each subject. These tallies were then totalled for each

grade and subject to show how many students in the whole school do not have the required

textbooks (see the top rows in example 30). each of these numbers was divided by the total

number of students (see the right- hand column) to give the percentage of students who do

not have the required textbooks for their classes (see the bottom rows in example 30).

A closer analysis of example 30 shows that more than 30 per cent of the students in Grades

1 and 2 do not have textbooks for their foreign language and social studies classes. There is

also a short- age of science textbooks among students in Grade 1 and 3. With the exception

of the national language subject in Grade 5 for which no students were missing their

textbook, additional textbooks are required for all the other grades and subjects. The

http://www4.unescobkk.org/education/efatraining/wp-content/uploads/2012/03/p53_ex30.jpg


assessment event


138

numbers in the upper rows in example 30 indicate the quantity of each textbook that should

be acquired.

Such summary tables from schools can be aggregated into similar tables at the district,

provincial and country levels, to use for evaluating textbook availability and to

implement measures to ensure that all students possess all the necessary learning

materials.

Activity 18

Review and discuss with other school managers, district and local education officers about

the monitoring of availability of textbooks. Then, answer the following questions:

1. How do you monitor the availability of textbooks?

2. What were the difficulties you encountered in monitoring the availability of textbooks and

other learning materials?

3. How best should one go about monitoring the availability and adequacy of learning

materials including textbooks?

Teaching aids

Teachers use teaching aids such as maps, wall charts, flip charts, flash cards, scientific

models, kits and toys to support teaching and learning activities at school.

Schools produce or purchase teaching aids for either shared use among the teachers or

provide them to individual teachers. Every school should keep an inventory of available

teaching aids by quantity and conditions of use. The teaching aid inventory should be

able to track how frequently each resource is used on a weekly or monthly basis.

The following three indicators tell us what we need to know about the school’s teaching aids

and how they are used for different subjects and in different grades.


assessment event


139

1. Percentages of teaching aids to be repaired or replaced are derived by separately

dividing the quantity of each teaching aid needing repair or replacement by the total

quantity of the same teaching aid.

2. Teachers to Teaching aid ratio are calculated by dividing the number of teachers who

are eligible to use each type of teaching aid, by the quantity of each teaching aid that are

in good working condition (=Total – quantity to repair – quantity to replace).

3. Frequency of use counts the number of times each teaching aid was used by teachers

during each week or month, and take the simple averages over a semester or a school

year.

As can be seen in example 31, these indicators tell us whether there is sufficient quantity of

each type of teaching aid that are in good condition, and how many need to be repaired or

replaced. The frequency of use can also tell us about the pattern of teachers’ use of various

teaching aids, which can help the school decide whether to acquire new teaching aids, or to

repair existing ones.



assessment event


140

Activity

Review and discuss with other school managers, district and local education officers about

the monitoring of teaching aids. Then, answer the following questions:

1. How do you make use of data and information on teaching aids in your school?

2. What were the difficulties you encountered in monitoring and using the data on teaching

aids?

3. How best should one go about monitoring and using the data on teaching aids?

8.3 Supplementary learning materials

The school may have acquired a variety of supplementary learning materials that students

can use

to reinforce their learning. The most common among these materials are books,

newspapers, magazines and other reading materials that supplement the textbooks.

Students can borrow various charts, kits, models and equipment or instruments for science,

sports, music and arts. for schools that are equipped with audio-video equipment and

computers, the range of supplementary learning materials can also include audiotapes and

videotapes, CD-ROMs and dVds, access to computers and access to the internet:

A set of indicators, which are similar to those we use for teaching aids, may be calculated

and used, as follows:

1. Percentages of supplementary learning materials to be repaired or replaced are

derived by dividing the number of each supplementary learning material that are in need

of repair or replacement by the total number of the same supplementary learning

materials.

2. Students to supplementary learning materials ratio is calculated by dividing the

number of students who are eligible to use each type of supplementary learning material,

by the number of each supplementary learning material that are in good working

condition (see example 32).


assessment event


141

3. Frequency of use counts the number of times students borrowed and used each

supplementary learning material each week or month and averages the usage over a

semester or a whole year.

By indicating the number of students who share the supplementary learning materials in a

school (see example 32), the school management as well as local and district education

offices can assess whether there are adequate amounts of each type of learning material for

the student population. This can be done by identifying those learning materials that have a

high frequency of use ratio, such as musical instruments, newspapers, and access to

computer and the internet in example 32. Taking into account the average frequency of use

per week and per month, decisions can be made to acquire appropriate quantities of these

supplementary learning materials to reduce the gaps in access to resources.



assessment event


142

2.2 Purpose of the learning aids can be explained (SO 2, AC 2)

Students can become bored sitting in a classroom for hours. Teaching aids can provide a

welcome break for students who have been sitting for a while and listening to an instructor

lecture in front of the room. Educators can use various teaching aids besides textbooks to

pique students’ interest and demonstrate how things work. Visual aids, such as whiteboards

or chalkboards, charts, maps, flash cards, and calendars are commonly used. Presentation

tools. such as bulletin boards, audiovisual equipment, and overhead projectors are also

utilized frequently along with multimedia displays and computers.

Flash cards are an effective way to teach various subjects. These popular teaching aids are

available for many fields, such as spelling, geography, and arithmetic, and the teacher or

parent can also create customized flash cards geared toward a specific subject or child.

Children who are visual learners will receive the most benefit from the use of flash cards, but

auditory learners will also benefit if the information presented on the cards is read aloud.

A pointer is a teaching aid used in many classrooms. It is used to point out items such as

words written on a chalkboard or features on a map. The traditional pointer is a long, skinny

wand. Laser pointers, which are used to shine a beam of light on the feature the instructor

wants to highlight, are becoming more common. The lights in laser pointers are available in

different colors, and some can even display various designs such as flowers, butterflies, and

animals.


assessment event


143

2.3 Method in which the learning aids are to be used can be explained (SO 2, AC 3)

Visual aids in the classroom situation

Visual aids have a

major role to play in a language classroom. They are a useful resource for teaching and

enable the development of a wide range of skills. They are especially valuable in teaching

young learners, as this group require as many prompts as possible. These could take the

form of visual aids because there are many language learners who need to see the

information discussed.

“(...) even young learners will work for a while without searching for something to listen to”.

However if they “(...) are not supplied with something to look at that is relevant to the

learning task in hand they will find and probably be distracted by something that is not”.

Children have a great need to be motivated by the teacher and the materials in order to

learn effectively. Therefore, it is important for the teacher, dealing with young learners, to


assessment event


144

have a wide range of stimulating resources and they must include visuals.

I. Kinds of visuals

I.1 Flashcards (picture cards) are the most common kind of visual aids for young learners.

They appear useful in for all language skills. Pictures are an invaluable way of introducing

and revising vocabulary, drilling simple structures and functions. Visuals also help students

relate words to images. They are valuable resource for teachers and parents and used as a

linguistic or visual stimulus for learners to read, speak or write. What is more, illustrations

that complement texts add extra information, which allows students to infer what does the

author intend but not clearly state in them, or help to understand unknown vocabulary.

“Picture flash cards are pictures mounted or drawn on cards approximately 15 cm by 20

cm. They are normally used by the teacher in oral work for cueing responses to questions

or more open communicative work for stimulating conversation, story-telling, etc.”

The size of flash cards, however, depends of the type of use. It means that for group work

they can be smaller but when we stick them to the board or hold in our hands they must be

big enough for students at the back to see. The more clearly visible, colourful and striking

they are the better. It is also possible, however, to use black and white cards and ask

students to colour them themselves.

Illustrations A and B

Pictures can represent peoples’ appearance, their behaviour, moods or actions and the

setting of the situation to promote discussion and motivate learning. They could be pictures

of animals, food, household objects, places or story characters. The most valuable in


assessment event


145

pictures is that they bring real objects to the classroom (such as a car or a bicycle).

Illustration C Illustration D Illustration E

Illustration F Illustrations G, H

I.2 Word cards (word flash cards) have a single word or phrase written clearly on the card.

They can be the size of picture flashcards but they should not be less than eight

centimetres in height so that even students at the back of the classroom are able to see

them. The length of word cards depends on the text, however long ones are impractical as

may cause some problems with storing them or carrying to the classroom. They are easy

and inexpensive for teachers to prepare. All we need is cardboard (white or coloured) and

markers. It is also possible, however, to make word cards on the computer, print them and

stick to cardboard. The idea of using word processor is worth considering if we are afraid

that our handwriting will not be legible.

Word cards are easy for the teacher or students to handle. We can hold them, prop, stick to

the board or hang on a thread. In addition to that, they can be used separately or together

with flashcards and in any stage of the lesson.

What is more, word cards apply to reading practice as well as to writing and listening

practice. They are beneficial to introduction, practice and revision of vocabulary. The most

important, however, is the fact that they facilitate grammar explanation. By the use of word

cards, it is easier to teach construction of tenses (the rules of forming affirmative sentences,

questions and negatives). We can also use coloured cardboard or markers to distinguishing

parts of speech in a sentence, the word order or contractions of words.


assessment event


146

do not don’t

Peter goes to work by bus.

stand up

I.3 Drawings are another type of visual aids. Sometimes it happens that we cannot find

suitable pictures or we want to involve our students in preparation of visual materials. In

that case, a teacher can draw on the board or ask students to make illustrations themselves

(for example of workers). It should not be a problem because children in general love

drawing and they will be willing to help.

For the education purpose, our drawings do not need to be perfect and we do not have to

be very talented. The most important thing teachers have to remember while drawing on

the board is that there should not be too many details in the picture. In fact, the more details

we include the less visible it becomes. Our drawings should be simple and not sketchy. To

achieve that we should use quite thick lines and the shape should be as suggestive of the

object as possible. For further information on this matter, it is worth considering literature,

which gives advice and teaches us techniques along with examples of line drawing. Thanks

to such books, we can learn how to draw people or animals in a quick and easy way.

Examples below are taken from such resource books for teachers.

Illustration 1 Wright A.; ”Pictures for Language Learning”, Cambridge University Press

1992, p.204

Illustration 2 Gerngross, G. and Puchta, H.; ”Pictures in Action”,


assessment event


147

I.4 Workcards and worksheets are the type of visuals that we can treat with a wide range of

techniques. They are appropriate for students at all levels. Even young students can be

engaged in doing simple workcards containing illustrations or connected with tracing letters.

Moreover, worksheets are useful for individual students’ work or for those working in pairs

or small groups. Thanks to them students have the chance to perform more or less

independently of the teacher. They can be successfully used to present information

different from what regular lessons contain. In other words, they contribute to variety and

interest in the classroom. In addition to that, they facilitate the development of all four

language skills (listening, reading, speaking and writing) with little teacher’s involvement.

If we want to assure students’ success in dealing with workcards and worksheets, we have

to remember about two things:

“1. The students should understand what they have to do.

2. The language demands on the students should be within their capabilities.”

Illustration 3 Gray, Elizabeth; “Skill Builder” For Young Learners, Express Publishing, p.70-

71

I.5 Class projects are probably the kind of activities children love most. They play a vast

role in developing a sense of responsibility for gathering materials, preparation as well as

the outcome. Another value of projects is that they cause students’ cooperation and give

opportunity to practice spoken language (if we make sure they do not switch to their mother

tongue). Class projects contribute to all four language skills: speaking, reading, writing and

listening.


assessment event


148

They can be prepared in small groups or by the whole class. What is more, the topic of a

project can regard either specific sets of vocabulary (names of animals) or deeper

description of a particular problem (showing the live of one animal).

I.6 Wall pictures and wall posters are the biggest of visual aids, large enough to be seen by

all the students. They are illustrations of situations, places, people or objects. Teachers can

buy wallposters produced for language teaching purposes by publishing houses or get them

free if they use coursebooks from those publishers. It is also possible to use wallposters

designed for other educational purposes (for example road safety posters), or for

commercial purposes not connected with education (cinema posters). Other option is that

teachers can create wallpictures themselves or ask students to prepare them, either by

drawing or making collages. While making wallposters we should remember, however, not

to include too many details in them because it might distract from the main points. On the

other hand, we can use the same wallpicture on many different occasions and in many

different ways. They are excellent tools for controlled practice in listening, speaking and

writing as they provide a context for language use. In addition to that, they serve as a rich

source of vocabulary; encourage students to listen carefully in order to identify what the

teacher refers to and offer considerable choice of what to talk about. Posters displayed in a

language classroom can contribute to a feeling of the foreign culture and facilitate

unconscious learning if only students would have a look at them from time to time.


assessment event


149

SIMULATION

ACTIVITY : 05

Instructions Explain how to use your own supplementary learning aids



Mark 10

Notes:


assessment event


150







Task : What is the purpose of the learning aids?





assessment event


151

SECTION 3: Communicate information clearly in writing and in visual form

Specific Outcome

On completion of this section you will be able to:

Communicate information clearly in writing and in visual form

Assessment Criteria

Written texts use standard sentence construction and spelling (SO 3, AC 1)

Written texts are coherent and cohesive.

(E.g. it is clear which thing or person a pronoun refers to.) (SO 3, AC 2)

Sentences and paragraphs are logically sequenced (SO 3, AC 3)

Tone of written language is appropriate to audience and purpose (SO 3, AC 4)

5. Language level used in the learning aids is appropriate to the language level of the learners.

(SO 3, AC 5)

Language and images used are free from bias (e.g. non-racist, non-sexist). (SO 3, AC 6)

Visuals, layout and typeface used in the learning aids are accessible and appropriate to the

visual literacy level of the learners (SO 3, AC 7)


assessment event


152

3.1 Written texts use standard sentence construction and spelling (SO 3, AC 1)

Writing Effective Sentences

Effective sentences need to be concise, fluent, and emphatic. To write good sentences takes

careful study and good, regular practice. You can study the guides in such textbooks as

Writing for College and Technical English in the CAT electronic library or on-line books such

as Elements of Style. This section will provide some guides that can help you avoid the most

common problems candidates have in writing sentences. The list is basic and selective.

It is expected that you can write Standard American English. If you need to review rules

about grammar, punctuation, spelling, or sentence structure, you are asked to consult a

college composition handbook. In fact, it is recommended that all candidates have a

composition handbook on their desks for reference at all times.

Following are some guidelines for writing effective sentences.

1. Conciseness in Sentences

When you write your first drafts of documents, undoubtedly you will write sentences that

need to be pruned. Here are some strategies for writing sentences that are concise. It is

important to note that concise sentences can be filled with sophisticated material. They can

be packed with content, but they do not contain unnecessary words.


assessment event


153

Eliminate Redundant Words and Phrases.

Say things only once. Each bracketed word or phrase that follows had clutter; the

other word(s) make the meaning clear

seven p.m. [in the evening]

heavy [in weight]

[final] conclusion

consensus [of opinion]

spherical [in shape]

[month of] May

[viable] alternative

mix [together]

Eliminate Unnecessary Words

Edit out words that unnecessarily pad the sentence. Wordy phrases make sentences

laborious to read. It is useful to be reminded of some of the some common wordy

expressions. On the left are the wordy phrases and on the right are the

corresponding tightened expressions.

Wordy Phrase Concise Phrase

at the conclusion of after

based on the fact that because

in view of the fact that because

despite the fact that although

in the event that if

at this point in time now

until such time as until

on a daily basis daily

it is often the case that often

have a capability to can

during the course of during

take into consideration consider

of the opinion that think that

make reference to refer to


assessment event


154

in the final analysis finally

Focus on the "Real Subject"

The "real" subject should be in grammatical subject of the sentence; it should be

highlighted. Do not bury the real subject

Poor: The use of this method would eliminate the problem.

Good: This method would eliminate the problem.

Also, try to avoid beginning sentences with "there is" or "it is." Begin with the real

subject.

Poor: There is no alternative for our company except to modify the practice.

Good: We have no alternative for our company except to modify the practice.

Focus on the "Real" Verb

The "real" verb should be prominent. Do not bury the real verb by placing it in the

form of an abstract noun. An abstract noun most often ends in the suffix, tion.

Technical writing can be very weighted down if the writer uses abstract nouns where

verbs would do far better.

Poor: An investigation of all possible causes was undertaken.

Good: All possible causes were investigated.

Avoid "All-Purpose" Nouns.

Use precise words instead of vague words like "factor," "aspect," "thing," and

"element."

Poor: One thing that became clear at the meeting was that managers were

not listening well to their employees.


assessment event


155

Good: One problem that became clear at the meeting was that managers

were not listening well to their employees.

Use the Positive

Positive statements are more easily understood than negative ones, because they

are direct. In addition, positive statements are more concise and clear.

Poor: I did not gain anything from the lecture.

Good: I gained nothing from the lecture.

Delete Needless Qualifiers

Many qualifiers--I feel, I believe, in my opinion--are unnecessary. After all, the I

referred to is the writer and it is obvious that he or she is the one expressing beliefs

or feelings.

Poor: In my opinion, you have completed this project.

Good: You have completed this project.

2. Fluency in Sentences

Fluent sentences use a variety of patterns. In using different word orders and sentence

lengths, fluent sentences make clear connections between major and minor points. Good

writers write sentences that have fluidity and connectedness, while inexperienced writers

tend to use choppy, repetitious, short sentences.

When you write technical documents, you will discover that generally, you will write shorter

sentences than those you write in essays. Yet, the sentences you do write in technical

documents ought to have some variety in length and word order. These variations will make

ideas clear and emphatic.

Here are some guides for writing fluid sentences.

Combine Related Points


assessment event


156

Often a string of short sentences is monotonous, choppy, and most importantly,

unclear. Though short sentences can be used to emphasize a point, very often at the

beginning or the end of a paragraph, they ought to be used sparingly.

Poor: Brisk walking can be a healthy. You need good shoes. You need some

guidance about how to walk properly.

Good: Walking can be healthy, but you need good shoes and guidance about

how to walk properly.

Vary the Word Order

A series of sentences that begin with the subject-verb pattern can be boring. There

are two recommended ways to vary the beginning of sentences: 1) invert the normal

word order and 2) place modifiers before the subject.

Normal Word Order Diesel engines are most difficult to start in cold weather.

Subject-verb Inversion Most difficult to start in cold weather are diesel engines.

Normal Word Order Gravity roots us to the earth, firmly and insistently.

Adverb first Firmly and insistently, gravity roots us to the earth.

3. Emphasis in Sentences

Good writers make arrange words and phrases in sentences to emphasize key points. They

foreground main ideas and background subordinate ideas.

Here are some guidelines for writing sentences that underscore the most important

information.

Connect Ideas Using Coordination

To connect ideas that require equal emphasis, use coordinating conjunctions (and,

or, and nor) or conjunctive adverbs (however and therefore)

Two simple sentences: This course is difficult. It is a packed with useful

information.


assessment event


157

Coordinated: This course is difficult, but it is packed with useful information.

Connect Ideas Using Subordination

Subordination demonstrates that a less important idea is related or dependent upon

a more important idea. To demonstrate that one idea is less important than another,

you can combine two simple sentences and deemphasize the less important idea by

putting it in a dependent or subordinate clause. A dependent clause is signaled by a

subordinating conjunction ( because, so that, if, after, until, since, while, as, unless,

and although.)

Two Sentences: Jean tries to get her work done on time in the factory. She

has a physical disability.

Combined: Although she has a physical disability, Jean tried to get her work

done on time in the factory.

Use Parallel Structure

Using parallelism means to put items of equal importance in the same grammatical

form. Using parallel structure in presenting items of similar importance ensures that

sentences will have greater clarity, better flow and appropriate emphasis on key

ideas.

Using parallel structure well is crucial for technical writers, in particular. Often they

will use parallelism to link items in various kinds of listings.

Poor: The store is 100 feet in length, 80 feet wide, and has a height of six

stories.

Good: The store is 100 feet in length, 80 feet wide, and six stories high.

Technical writers use parallel structure frequently. For example, they use parallelism

when presenting aspects of a problem, steps in a process or a series of results,

conclusions or recommendations.


assessment event


158

Use the Active Voice Often and Use the Passive Voice With Care

In the active voice, the subject is the actor:

Joe started the engine.

Conversely, in the passive voice, the recipient of the action (the engine) serves as

the subject:

The engine was started by Joe.

The active voice is preferred because it is direct, clear, concise, and energetic. The

sentence is directly identified, the subject acts, and the action is presented concisely.

Conversely, in the passive voice, the actor is obscured and the action is indirectly

presented using more words.

However, the passive voice is not incorrect. For example, when describing a process

in a set of instructions, it is important to use the passive voice. In the process, the

action is central and is more important than the actor. Also, there are occasions

where, for good reason, a writer wants to avoid stating directly who the actor is.

These occasions occur in industry. In such cases, using the passive voice allows the

writer to avoid identifying the actor entirely: The writer could simply state:

The report was completed two weeks late.

4. Make Sentences Clear

It is crucial that a sentence convey the meaning of ideas easily and immediately. Good

writers strive to make sentences clear upon the first reading.

Here are some guidelines for writing clear sentences.

Avoid Misplaced or Dangling Modifiers

A misplaced modifier obscure meaning, because the modifier is placed too far away

from the words it modifies. On occasion, misplaced modifiers can be not only

puzzling, but comical.


assessment event


159

Poor: In her tent, devouring her supply of bananas, Jane Goodall saw a huge

gorilla.

Was Jane Goodall devouring her supply of bananas?

Good: In her tent, Jane Goodall saw a huge gorilla devouring her supply of

bananas.

A dangling modifier make no sense because it has no word that it modifies in the

sentence: therefore it dangles.

Poor: Trying to solve the problem, the instructions seemed unclear.

The person doing the trying is not identified in the sentence.

Good: As I was trying to solve the problem, the instructions became unclear.

Make Pronouns Clear

Pronouns--this, that , he, she, it, his, their, they--take the place of nouns in

sentences. For clarity, it is essential that the writer identify the noun to which the

pronoun refers. If the referent is not clear, the reader can easily misread the passage

or at least, become temporarily confused.

Ambiguous: Our employees are enjoying the sunny lunch hour breaks while

they last.

Does they refer to the sunny lunch hour breaks or the employees?

Clear: Our employees are enjoying their sunny lunch breaks while the good

weather lasts.


assessment event


160

3.2 Written texts are coherent and cohesive. (E.g. it is clear which thing or person a pronoun refers to.) (SO 3, AC 2)

Learn to spell and punctuate

correctly. Use a good dictionary; don't rely on your computer spell checker. Consult a good

English handbook to learn the rules of correct punctuation and capitalization. Others judge

your writing by your spelling and mechanics. If your spelling is poor, study the rules with a

vocabulary or spelling book. See the Resources section. Consult an English handbook to

learn the rules of correct punctuation and capitalization.

Step 2

Learn correct grammar and sentence structure. For example, make sure every sentence you

write has a subject and a verb. If you have gaps in your knowledge, take a writing or

grammar class, consult an English handbook or do exercises at the Purdue Online Writing

Lab (OWL). See the link in the References section.


assessment event


161

Step 3

Practice the various genres or types of writing. Learn narration, description, exposition and

argument. For business writing, study letter and report writing. Practice on your own using

the OWL at Purdue or take a class.

Step 4

Learn to write strong paragraphs. Practice writing a topic sentence or main idea statement

for each paragraph. Then give specific details and write a conclusion. A strong paragraph

usually has three or more details.

Step 5

Learn to write clear five-paragraph essays. The standard form includes an introductory

paragraph with a thesis (main idea), three supporting paragraphs and a concluding

paragraph. The strongest place for the thesis of the essay is the end of paragraph one. Each

of the three supporting paragraphs should expand on some part of the thesis. Make sure you

use transitions to connect to each successive paragraph. Then write a conclusion that

restates the thesis or summarizes it in some way. Learn more tips from the OWL at Purdue

or in a writing class.

Step 6

Read quality written English every day. Read fiction or nonfiction books, magazines or

newspapers. If you read good English, you will absorb good English. Timothy Bell concludes

that extensive reading improves writing skills.

Step 7

Practice fluency in writing by writing in English every day. Buy a notebook or journal and

write for 20 minutes or more every day. Writing will become much easier in only a few

weeks’ time.


assessment event


162

REASECH PROJECT

ACTIVITY :08

Instructions USE A NEWS PAPER AND RECOSTRACT SENTENCES WITHIN ANY

ARTICLE YOU USE?



Mark 10

Notes:


assessment event


163

SECTION 4: Evaluate own supplementary learning aids.

Specific Outcome

On completion of this section you will be able to: Evaluate

own supplementary learning aids.

Assessment Criteria

Feedback on learning aids is elicited from peers or managers and incorporated where

relevant. (SO 4, AC 1)

Learners responses to the learning aids are observed and described (SO 4, AC 2)

Strengths and weaknesses of learning aids are identified with reference to learners'

performance and responses. (SO 4, AC 3)

Suggestions can be made for improvement of own supplementary learning aids with reference

to identified strengths and weaknesses (SO 4, AC 4)


assessment event


164

4.1 Feedback on learning aids is elicited from peers or managers and incorporated where relevant. (SO 4, AC 1)

These educational tools can help you to make lessons fun, interesting, and more effective.

12. Khan Academy: Many teachers use this excellent collection of math, science, and finance

lectures and quizzes to supplement their classroom materials.

13. Manga High: Manga High offers teachers a wealth of resources for game-based learning in

mathematics.

14. FunBrain: If you’re looking for a great collection of educational games, look no further than

FunBrain. On it, teachers can take advantage of fun tools for math and reading.

15. Education’s: Education’s is an amazing online tool for the iPad that lets teachers (or

students) create videos that teach a given topic. Perfect for studying or getting students to

show off their knowledge.

16. Animoto: Animoto makes it simple to create video-based lessons or presentations for the

classroom and to share them with students or anyone else.

17. Socrative: Available for computers, mobile devices, and tablets, this student response

system engages students through games and exercises on any device they have on hand.

Even better, teachers can easily assess student progress and track grades.

18. Knewton: Adaptive learning has been a hot topic in recent months, and with Knewton it’s

something that any teacher can access and use. The site personalizes online learning

content for each student according to his or her needs.

19. Kerpoof: On Kerpoof, students can get creative with their learning with games, interactive

activities, drawing tools, and more that are both fun and educational.

20. StudySync: With a digital library, weekly writing practice, online writing and peer reviews,

Common Core assignments, and multimedia lessons available, this site is a fully-featured

tool for teaching and learning that can be a big help in the classroom.

21. CarrotSticks: On this site, teachers can take advantage of a wide range of math learning

games, giving students practice while they have fun.

http://www.khanacademy.org/

http://www.mangahigh.com/en_us/

http://www.funbrain.com/

http://www.educreations.com/

http://animoto.com/

http://www.socrative.com/

http://www.knewton.com/

http://www.kerpoof.com/

http://www.studysync.com/our-product/what-is-studysync

http://www.carrotsticks.com/


assessment event


165

Lesson Planning and Tools

Use these tech tools to pull together great lessons and design amazing and memorable

student projects.

1. Teachers Pay Teachers: Have great lessons to share? Looking for something to

add to your classes? On this site you can do both, selling your own class materials

and buying high-quality resources from other teachers.

2. Planboard: Make sure your lessons are organized and that your day runs smoothly

with the help of this amazing online tool designed just for teachers.

3. Timetoast: Timetoast is a pretty cool for student projects, allowing them to build

sleek, interactive timelines in minutes.

4. Capzles: There are so many different ways that Capzles can be used in the

classroom, there’s bound to be an application that fits your needs. What does it do?

Capzles makes it simple to gather media like photos, videos, documents, and even

blog posts into one place, making it perfect for teaching, learning, or online projects.

5. Prezi: Want to build presentations that will wow your students? Make use of this

online tool that makes it simple to do all kinds of cool things with your lessons, even

allowing collaboration between teachers.

6. Wordle: Create stunning word clouds using Wordle, a great complement to language

lessons of any kind.

7. QR Codes: QR codes (or quick response codes) are showing up with greater

frequency in education. If you’d like to get in on the trend, you’ll need a tool to create

and manage the codes like Delivr and one to read codes, like any of those listed on

this site.

8. Quizlet: Quizlet makes it easy for teachers to create study tools for students,

especially flashcards that can make memorizing important information a snap.

9. MasteryConnect: How are your students performing with regard to state and

common core standards? MasterConnect makes it simple to track and analyze both,

as well as other elements of student performance.

10. Google Docs: Through Google Docs, teachers can create and share documents,

presentations, or spreadsheets with students and colleagues as well as give

feedback on student-created projects.

http://www.teacherspayteachers.com/

http://www.planboardapp.com/

http://www.timetoast.com/

http://www.capzles.com/

http://prezi.com/

http://www.wordle.net/

http://en.wikipedia.org/wiki/QR_code

http://www.delivr.com/

http://www.mobile-barcodes.com/qr-code-software

http://www.mobile-barcodes.com/qr-code-software

http://quizlet.com/

http://www.masteryconnect.com/

https://docs.google.com/


assessment event


166

11. YouTube: Not all schools allow YouTube, but they are missing out as the site

contains a wealth of great learning materials for the classroom. There’s even a

special education-focused channel just for teachers and students.

12. TED-Ed: TED isn’t just a great place to find inspiration anymore, the site also

contains numerous videos that are organized by subject and can help you to teach

everything from how pain relievers work to Shakespearean insults.

13. Glogster:Glogster is a social site that lets users mash up music, photos, videos, and

pretty much anything else you’d like. It’s a great way to create learning materials and

a handy tool for creative student projects.

14. Creaza: Want to bring your student projects into the 21st century? Creaza can make

that possible, offering tools to brainstorm, create cartoons, and edit audio and video.

15. Mentor Mob: On Mentor Mob, you or your students can create a learning playlist,

which is essentially a collection of high-quality materials that can be used to study a

specific concept.

16. Useful Tools

17. These tools can help you to stay connected, organized, and increase the ease of

building multimedia lessons and learning tools.

18. Evernote: Capture great ideas, photos, recordings, or just about anything else on

your Evernote account, access it anywhere, and keep it organized. A must-have tool

for lesson planning.

19. Twitter: There are so many ways Twitter can be used in education. Teachers can

connect with other educators, take part in chats, share their ideas, or even use it in

the classroom to reach out to students.

20. Google Education: Google offers a number of great edtech resources for teachers,

including email and collaborative apps, videos, lesson plan search, professional

development, and even educational grants.

21. Dropbox: Easily store, share, and access any kind of data from anywhere with the

easy-to-use and free Dropbox service.

22. Diigo: Diigo lets you treat the web like paper-based reading material, making it

simple to highlight, bookmark, take notes, or even add sticky notes.

23. Apple iPad: One of the most widely used, though expensive, tech tools being used

in today’s classroom is the Apple iPad. With a host of educational apps being

http://www.youtube.com/

http://www.youtube.com/education

http://ed.ted.com/

http://www.glogster.com/

http://www.creazaeducation.com/

http://www.mentormob.com/

http://edublogs.com/

http://twitter.com/

http://www.google.com/edu/teachers

https://www.dropbox.com/

http://www.diigo.com/

http://www.apple.com/ipad


assessment event


167

developed for the device, it’s become a favorite of teachers and students alike across

the nation.

24. Aviary: Aviary is a suite of tools that make it easy to edit images, effects, swatches,

music, and audio or to create and modify screen captures.

25. Jing: If you’re teaching kids about tech or just about anything else, a great

screenshot program is essential. Jing is one great option that allows teachers to take

screenshots as images, record up to five minutes or videos then edit and share the

results.

26. Popplet: You and your students can use Popplet to brainstorm ideas, create

mindmaps, share, and collaborate.

27. Google Earth: From geography projects to learning about geological processes,

Google Earth can be an amazing and fast way to show students anywhere in the

world.

28. DonorsChoose: Need funding for a classroom project? You can get it through this

site that hooks up needy teachers with willing donors.

29. SlideShare: With SlideShare, you can upload your presentations, documents, and

videos and share them with students and colleagues. Even better, you can take

advantage of materials that other have uploaded as well.

30. LiveBinders: Like a real-life three ring binder, this tech tool allows you to collect and

organize resources. Much better than a binder, however, the site also comes with

tools to connect and collaborate and a virtual whiteboard.

31. AudioBoo: Through this tool, you can record and share audio for your students or

anyone else.

http://advanced.aviary.com/

http://www.techsmith.com/jing.html

http://popplet.com/

http://www.google.com/earth/index.html

http://www.donorschoose.org/

http://www.slideshare.net/

http://www.livebinders.com/

http://audioboo.fm/


assessment event


168

4.2 Learners responses to the learning aids are observed and described (SO 4, AC 2)

Trainer Note

Prior to the session ask participants to look through Chapter 11 of Helping Health Workers

Learn (Making and Using Teaching aids. and identify at least one new use of visual aids.

that they would like to try out during this training course.

Ask three participants to work with you to prepare and demonstrate effective uses of visual

aids. In the demonstration focus one creative uses of visual aids; appropriate selection of

visual aids. and showing skill in the actual handling of the material, such as timing (when to

show a visual) and making sure it can be seen.

Prior to the training, ask participants to bring visual aids. that they have developed and used.

Also ask a few people to locate examples of different kinds of visual aids. on topics related to

the control of diarrheal diseases and to arrange or display them in the training room. Include

in the display all the visual aids. used in the training program thusfar. Assign this task

enough in advance to enable them to visit local agencies to collect or borrow visual aids. If

the location of the training site is too far from such agencies, collect these materials yourself

prior to the training. Get as many locally designed and produced materials as possible and,

where available, get multiple copies to give to the participants for their health education

activities.

If you plan to use the Optional Step on Selecting Nell Designed Pictures (located at the end

of the Procedure section) ask two people to help you find or prepare visual aids. that

illustrate the design considerations shown in Handout 17C (Design Considerations). Ask for

one good and one bad example for each consideration.

Trainer Attachment 17A Includes a short activity that you can use to introduce this session if

time allows.

Step 1 (60 min)

Ways Visual Aids Help People Learn and Remember


assessment event


169

Introduce the session by reviewing the objectives and pointing out the display of visual aids.

With the help of the participants who prepared with you, demonstrate at least three different

uses of visual aids. for specific teaching situations dealing with the control of diarrheal

diseases. For each demonstration, state the objective, and describe the target group. After

each one, discuss questions such as the following:

- What did you like best about the ways visual aids. were used here?

- What did you like least?

- What different ways could you use this visual aid?

- Has the timing (when the visual aids were used in the session) and handling skillful and

effective?

After all the demonstrations are finished, facilitate a discussion using the following kinds of

questions:

- What kinds of information are best communicated using visual aids?

- How can visual aids. strengthen nonformal education techniques?

- Can visual aids. stand on their own for communicating health messages?

- What are some examples of effective use of visual aids. during this training program? How

have you used visual aids.

Trainer Note

You may want to begin this session with the activity described in Trainer Attachment 17A

(Why Use Visual Aids?).

Be sure that you demonstrate the use of visual aids. when they are needed and not Just

added because someone wants to use a visual aid. The visual aids. should be appropriate

for the objectives, the learners, and communicate effectively (applying the Design

Considerations in Handout 17C). Do short, focused demonstrations.

Include combinations of visual aids and nonformal education techniques to increase the

participation of the learners, to identify and solve problems, evaluate projects and learning-

by-doing as well as communicating health informations. Handout 17A (Nays Visual Aids

Help People Learn and Remember) and Helping Health Workers Learn offer many ideas.


assessment event


170

The outcome of the discussion should be answers to the questions: - Why use visual aids?

When should I use visual aids?

You can also write and discuss this Chinese proverb: "I hear I forget' I see I remember; if I

do it I know it".

Step 2 (15 min)

Gallery Tour of Visual aids.

Give participants 15 minutes to make a "gallery tour" of the visual aids. arranged in the

display. Ask then to choose a partner for the "tour" . Have the partners discuss ways to use

these materials in their work in controlling diarrheal diseases and share creative ways that

they have used visual aids. In the past. Encourage them to pick up the visual aids. and think

about the ideas for using visual aids. that they read about in Helping Health

Workers Learn. At the end of tints activity give them Handout 17A (Ways Visual Aids Help

People Learn and Remember) as a reference.

Step 3 (20 min)

Selecting Visual Aids for the Local Community

Briefly summarize and discuss Trainer Attachment 17B (Villagers Teaching Us to Teach

Thea) or a similar example to highlight the importance of involving the community in

selecting (or developing) and using pictures for health education.

Ask the participants to agree on three or four main criteria to use in selecting visual aids. Ask

someone to summarize these on newsprint for future use. After the discussion Distribute

Handout 17B (Why Pictures Fall to Convey Ideas) as a reference,

Trainer Note

Some of ideas that should come out of the discussion include:

- Consider local beliefs, customs, design preferences, meaning associated with colors, and

familiar things such as clothing, houses, and household goods.


assessment event


171

- Use a variety of visual aids. when possible.

- Use the real thing rather than a picture whenever possible. - Select media that involve the

learners in the session.

- Involve the learners in selecting and making visual aids.

The following are the most important criteria for selecting visual aids.

- Skills, knowledge, attitudes, or organization stated in your health education objectives are

accomplished more effectively and easily using visual aids.

- The visual aid is culturally appropriate.

- The visual aid is well-designed; it communicates the intended message clearly and simply.

- The visual aid works well with the health education techniques that you have chosen.

If participants have a special interest in developing visual aids. you may want to use the

Optional Step on Selecting Nell Designed Visual Aids after Step 3.

Step 4 (30 min.)

Practice Selecting Visual Aids

Divide into the pairs that developed project plans. Ask each pair to apply what they have

Just learned about cultural and design considerations for visual aids and techniques, along

with their project objectives, to decide and discuss how they would select visual aids for their

target group for one health education session in that project.

Ask them to select visual aids if appropriate, from those displayed in the room and be

prepared to explain their choice to the other groups. If the visual aids in the room are

inappropriate, ask them to suggest what, if any, visual aids they plan to make for the session

and explain why they need them.

Trainer Guide


assessment event


172

It you find that participants need some practice in selecting visual aids before starting their

own sessions, divide them into three or more groups and assign teaching situations such as

those described in Trainer Attachment 17C (Examples of Teaching Situations). Have each

group select visual aids and nonformal education techniques for the asssigned situations

and present the session to the other groups. Allow additional time for this alternative.

Step 5 (40 min.)

Sharing Visual Aids Selections

Reconvene the large group. Ask each small group to describe their project objective, target

group and the session during which they will use the visual aids. Then have them show the

visual aids selected and explain why they were chosen.

After each report have the others assess the criteria used to select the visual Aids and how

well the visual aids fit the criteria. Encourage suggestions for other possible combinations of

nonformal education techniques and visual aids for each session. At the end of the

discussion distribute Handout 17D (Using Pictures to Communicate Effectively) as

supplementary reading.

Close the session by explaining that they will be applying these skills in selecting and using

visual aids in Session 19 (Designing and Evaluating Health Education Sessions) and in their

final project presentations (Session 22).

Optional Step (20 min)

Selecting Well Designed Visual Aids

Show the group the pairs of pictures prepared earlier to illustrate the design considerations

in Handout 17C (Design Considerations). For each pair of pictures, ask the group which

picture is better? When they decide, ask them what makes one picture better than the other.

Ask someone to make up a simple rule for choosing well-designed visual aids based on

each comparison.

Distribute Handout 17C (Design Considerations) as a summary. Briefly discuss how the list

on the wall is similar to the list of considerations in the handout.


assessment event


173

Trainer Note

Use this optional step after Step 3.

The outcome of the discussion should be a list of rules about what makes a visual aid

communicate well. Hake sure that the points on Handout 17C (Design Considerations) come

out in the discussion.

Emphasize the importance of simplicity. Note that the most common error in visual Aids is

including too much information. A good guideline is to include only one main idea in a

picture. Also make it clear that the rule of thumb, "Use simple visual messages", does not

assume a simple minded target audience. Nor does it imply omitting important information.

Instead it means to identify what is necessary, as opposed to "nice" to know and to present

that information step-by-step, one idea at a time.

If participants have already covered these concepts in preservice or other training, simplify

this step as follows. Ask one of the participants to summarize what makes a visual aid

communicate effectively. Have them demonstrate by comparing a picture that communicates

effectively with one that does not, pointing to the parts of the pictures that illustrate their

"rules of thumb" for communicating with pictures.

Handout 17A: Ways visual aids help people learn and remember


assessment event


174


assessment event


175

Figures 1-5

1. Visual aids can make something small look larger. A large picture of the inner ear can

help students study the small parts. A drawing or poster of an egg and sperm help learners

understand what these things look like. Because the pictures are much larger than real life.

learners can study thee carefully.

2. Visual aids help us compare the similarities and differences between two things. Show

your earners pictures of two similar objects side by side, and they can loot at the pictures

and identify which things are the same and which are different.

The illustration here shows the drawings one nursing school instructor uses to teach her

students about the differences in appearance of children with kwashiorkor and children with

marasmus. She uses the pictures to help them learn the basic information, and then takes

them to the clinic to see real children with these conditions.

3. Visual aids are an excellent wag to show the steps to follow in doing a task. Mr.

Kamwengu, a nurse tutor, uses a series of pictures like the ones here to teach his students

how to take temperatures.

4. Pictures can show how something changes or grows, One picture can show all the

changes which take place. These kinds of pictures are good for showing how something

happens. The example here shows how blood flukes spread schistosomiasis.

5. Visual aids can help learning by providing a basis for discussion. Most of the time, you

want to be sure that everyone who looks at your visual aid will understand the same

message. But sometimes it is valuable to use a visual aid which can be interpreted in more

than one way.

You could use this picture as the bests for a discussion by asking, "What do you think this

picture is about?". Often this is the only question you will need to ask. To keep the

discussion going, you might ask other questions such as the ones below.


assessment event


176

- Who are these peoples

- What is happening in the picture?

- How do the people feel about it?

You can use other pictures like this one to start discussions in which the learners explore

their own needs, feelings, attitudes, and expectations. For learners who will be doing any

counseling, this knowledge and discussion of their prejudices and feelings is very important.

Pictures like this are also useful in community health word. A group discussion helps you

learn quickly how the villagers feel about many things, and what problems need to be solved

in the community.

Discussing their interpretations of pictures encourages people to observe, think and question

carefully and critically.

Figure 6

6. You can also use visual aids to review or test Your learners to see if they really

understand. After instruction, you can ask learners to identify or explain parts of a picture or

other visual aid.


assessment event


177

Flannelboards are very good for this kind of review, and learners seem to enjoy the activity.

The community health worker in the picture here uses a folded blanket wrapped around a

piece of wood as a flannelboard. She has been teaching the village women about nutrition,

using the flannelboard as she talked about food groups. Afterward, she asks her learners to

come up and place each food in its proper group on the board.

Figure 7

7. Visual aids can provide information when the trainer cannot be present. You cannot a

ways be present when someone needs to ask you about something. Sometimes you have

other work you must do or you must be somewhere else.

For example, Mrs. Macalou directs a community health clinic. She has one nurse's aid

working for her full time. Mrs. Macalou needed to make time to see more clients at the clinic.

Mrs. Macalou made a poster to put over the table where clients check into the clinic. The

poster shows the steps her aide should go through in taking a client's history and recording

the person's complaint.


assessment event


178

Now when her aide comes to work, she can help Mrs. Macalou by seeing all of the clients

first. If Mrs. Macalou must be out of the clinic, the aide can still record the client's history and

complaint.

Mrs. Macalou can come back to the clinic look at the histories, and decide quickly which

patients need to be seen first.

Figure 8

8. Visual aids can show people something they can't see in real life. The section on how

visual Aids can make small things look larger mentioned that visual aids help learners see

things such as cells, which are impossible to see unless you use a microscope because they

are too small.

Sometimes it is impossible to see things in real life for other reasons as well.

Sometimes a visual aid is useful to show something that cannot be seen because it is inside

the body.


assessment event


179

Mrs. Hasan is a community health worker. She uses diagrams like the ones here to teach

traditional birth attendants about the different positions the baby can have in the womb.

She discusses the pictures with the traditional birth attendants. Then she shows them how to

feel the womb of a pregnant woman for the baby's head and buttocks.

You can also use visual aids to show your learners things which are impossible to visit in

real life. You can show them pictures of an activity- in a village which is too far away for them

to visit. The nurse in the picture here has used drawings to make a display which she can

use in clinic presentations.

Figure

Some other examples of how visual Aids can show us things that are impossible to see in

real life are:

- a nursing instructor uses a series of pictures when explaining the growth of the fetus

- a nurse/midlife uses a paper cut-out held against her body to show mothers what the womb

looks like and where it is located in the body.


assessment event


180

Figure 9

9. Making their own visual Aids is very useful in helping learners discover solutions to

problems. When learners make their own Aids and Discover the answers for themselves,

learning becomes an adventure. When people are having fun learning, they remember what

they learn.

Mothers and children can learn about diarrhea and dehydration by making their own "baby".

from clay, tin cans, plastic bottles, or gourds. They can experiment with the principle of

rehydration by pouring water into the "baby" and mending the different holes with "food."


assessment event


181

Figure 10

10. Visual Aids can make a difficult idea easier to understand. they do this by showing

familiar people and things which illustrate the idea.

For example, suppose a nurse is counselling a family about the benefits of child spacing.

She tells the family how child spacing means better health for the mother and for the

children. But this is a new idea to the family. It is difficult to understand, because they do not

know any other families who use child-spacing.

So the nurse shows the family some pictures which compare child spacing to the spacing of

crops. Then the family begins to understand, They know from their experience that crops

grow better if they are not planted too close together.

Handout 17B: Why pictures fail to convey ideas

1. Villagers who are not used to looking at pictures mar find it difficult to see what objects are

shown in the picture.


assessment event


182

"Reading" pictures is easier than reading words, but people have to learn to "read" pictures.

This picture, intended to show how oral rehydration fluid is made at home, was shown to 410

villagers. Only 69 of them realized it was a picture of hands putting something into a pot.

Ninety-nine others could see the hands but could not suggest what they might be doing. And

the rest of the villagers (242 people) did not see the hands at all-82 of them thought it was a

picture of flowers or a plant.

Figure

2. Villagers do not expect to receive ideas from pictures, and must be taught that pictures

can instruct.

Staff members of the Honduran project, PROCOMSI, wanted to develop a set of visual

instructions to remind mothers how to prepare a solution of oral rehydration salts from a

packet. The question was whether the instructions would work without teaching. The

mothers were handed the packet of salts with the visual instructions facing up.


assessment event


183

Litrosol

None of the mothers perceived the series of drawings as "instructions." They seemed to

think that the pictures were simply a product label. Several women tried to read the written

instructions printed on the back of the packet but were able to understand only a few words.

After no more than fifteen seconds of looking at the packet. most mothers opened it and

began mixing the salts in water which was available near the test site.

A later stage of the test consisted of pointing out to the mothers that the visuals were

intended to convey information and "teaching". them what the series of drawings meant. This

proved very easy, and mothers understood almost instantly.

3. Villagers tend to "read" pictures very literally. That is even if they recognize the objects or

people represented in the picture, they may not attempt to see any link between the objects,

or any meaning behind the picture.

4. Villagers do not necessarily look at a series of pictures from left to kit, or assume that

there is any connection between the pictures in a series.


assessment event


184

Figure

This series of drawings is intended to show one way in which diarrheal diseases are spread.

It was tested in the Nepal study.

Less than half of the 410 villagers in the study looked at these pictures in order from left to

right (37% of them looked at the middle picture first.) Hardly any of the villagers appeared to

think that the pictures were related to each other.

Visually "illiterate" people do not "fill" in missing steps. Each message or step must be

conveyed with another picture.

Figure


assessment event


185

5. Pictures which try to convey ideas or instructions often use symbols which are not

understood by villagers.

For instance, villagers may never have learned that a check mark can mean "right" or "good"

and an "X" stands for "wrong" or "bad." Thus, symbols such as these are often

misunderstood or simply ignored.

6. Symbols which represent A concept in one culture do not necessarily convey the same

idea to another group of people.

Visual perception varies greatly from culture to culture. Finding the right picture to transmit

an idea is usually harder and more complicated than picking the right word.

For example, in looking for a visual symbol to represent "menstruation," PIACT designers

tried a number of symbols: in Mexico, a Kotex (brand of sanitary napkins) box was originally

tested but proved to be a satisfactory symbol only among urban women; a drawing of a roll

of cotton was more successful in suggesting menstruation. In Bangladesh, a red spot at the

back of A woman's sari was widely recognized to represent menstruation; in the Philippines,

a red dot at the front of a woman's dress along with a calendar showing a date encircled

were found to convey the idea.


assessment event


186

Bangladesh, Mexico, Phillipines

Handout 17C: Design considerations

1. Are the Pictures and Words easy to see?


assessment event


187

Figure

2. Are the pictures and words easy to understand?

a) are unfamiliar words or graphic symbols used?


assessment event


188

Figure

b) are all figures and objects in the same scale?

Figure


assessment event


189

c) are full figures shown before showing parts of figures?

Figure

3. Is the information presented clearly and simply?

a) are there any unnecessary details?


assessment event


190

Figure

b) is there one main idea for each picture?

Figure

4. Is each picture well organized?

a) does the picture fill the space?


assessment event


191

Figure

b) is there a white margin around the outside of the picture?

Figure

c) if words are necessary, is it clear what words go with what pictures?


assessment event


192

Figure

5. Does each picture direct the viewer's attention to important information? Examples of

ways to do this include:

a) use of contrast to emphasize important information


assessment event


193

Figure

b) making the most important thing the center of attention

Figure

6. Is the picture interesting to the people for whom it is intended?

- are the figures and objects in the picture based on the experience of the viewers?

- does the design and style fit local ideas about what is attractive?

- is the topic considered important?

Handout 17D: Using pictures to communicate effectively

DEVELOPMENT OF VISUAL MESSAGES REQUIRES SKILL

· The design and testing of nonverbal materials are more complicated and require much

more time than the development of comparable verbal materials. Simple does not mean

easy.


assessment event


194

KEEP PICTURES SIMPLE

· Keep pictures as simple as possible. It is better to show a family planning clinic set against

a plain background than against a city street. A crowded street will only detract from the

message befog conveyed.

· Though excessive, unnecessary detail interferes with understanding the message, the

comprehension may also be reduced by deletion of all detail.

· Each picture and each page should have a single, sharp meaning. Putting multiple

messages on one page will be confusing.

· A single page of a booklet should not include too many objects. It is better to have many

drawings with one or two objects in thee than to try to put many things in one drawing.

· Comprehension of the picture is higher when a person's whole body, rather than Just some

part of it, is portrayed.

THE MORE REALISTIC, THE BETTER

· for maximum comprehension, pictorial symbols should be as realistic as possible.

· Pictures of objects, people, and actions should loot like the objects, people and actions in

the specific area where the pictures will be used. Such things as different styles of dress

easily lead villagers to assume that a picture does not refer to their own village or their own

life.

· Material produced for national distribution may not be equally appropriate for all regions of

the country, since there are usually variations in styles and customs from one part of the

country to another.

PICTURES WILL BE "READ" LITERALLY

· Remember that villagers will be likely to interpret your drawings very literally. For example,

if you draw something larger than it is in real life (such as drawing a fly six inches high)

people can assume you really mean it to be an impossibly enormous fly, or they may thins it

is a strange kind of bird.


assessment event


195

COLOR

· if the material befog prepared will use more than one color ink, the color choices should be

pretested in the same way the illustrations are tested. Keep in mind that certain colors have

different meanings in different societies. Choose colors whose meaning in the culture

corresponds to the ideas you wish to convey. Using color will also add to the production

cost. Tests have shown that color does not, by itself, improve comprehension.

PEOPLE MAY NOT FOLLOW INTENDED SEQUENCE

· People who have not learned to read or write do not necessarily look at pictures in the

order intended. It often proves helpful, as messages are being tested, to ask several groups

of people to arrange the individual messages into a sequence that seems most logical to

them.

· If a poster, wallchart, packet instruction or booklet consists of a series of pictures,

numbering the pictures may indicate to the villagers the order in which the pictures should be

"read." However, the Honduran tests of the visual instructions for mixing oral rehydration

salts showed that this technique does not always word. The placing of the numbers inside

the box with the drawings led some mothers to assume that the numbers referred to the

number of packets to mix, rather than the sequence of instructions to follow

PICTURES ALONE ARE NOT ENOUGH

· Do not expect villagers to learn a lot from the drawings alone. Use drawings to capture the

villagers' attention, to reinforce what you say, and to give the. an image to remember, but

always give a clear and full oral explanation of your subject in addition to showing the

drawings.

· Rural people need to be told explicity that "pictures will show you how to mix the salts", or

to "look at the pictures and follow the directions."

· People helping villagers to understand the message of pictures and posters should explain

the meaning of conventional signs and symbols used by the artist. It is likely that if this is

consistently done over a period in any given village, the villagers will learn to "read" the


assessment event


196

messages the pictures are trying to convey. Longitudinal tests in Honduras showed that rural

women did not easily forget a symbol once learned.

· Not all kinds of technical information can be transferred primarily through illustrations.

Pictures can probably be used to teach someone how to change a tractor tire, but it is

doubtful they can be used to teach a person to drive that tractor.

THE AUDIENCE DECIDES WHAT PICTURES WORK BEST

· The intended audiences should have the final say about the content, illustrations and

sequences that are used. Administrators and others indirectly connected with the project

usually will have an abundance of suggestions for revisions, or state that they do not

understand the message. But, the materials were not designed for this group!

Trainer Attachment 17A: Why use visual aids?

TITLE:

WHY USE VISUAL AIDS?

TIME:

20 minutes

OBJECTIVE:

Learners will recognize and state that visual aids are sometimes necessary for a clear

understanding of new information.

MATERIALS NEEDED:

Pencils and paper for each participant.

Picture of the aardvark (or other animal or object to be described in activity). If you have

more than 1520 participants, you will need a larger drawing. See Unit 2 for ways to enlarge

pictures.


assessment event


197

INSTRUCTIONS:

1. Be sure everyone has pencil and paper.

2. Explain that this activity is like a game that will lead to a discussion of teaching. Explain

that you will be asking people to draw an animal based on a description from an

encyclopedia which you will read to them 2 times. Emphasize that it doesn't matter how well

they draw. Ask them to think about their reactions to the activity as they do it.

3. Read the description slowly and clearly. Do not worry if people express confusion. Ask

your learners to draw whatever kind of picture the words suggest to them.

If learners want to hear the description again, read it to them again.

Tell them they have 5 minutes to complete the drawing. Let them work on the drawing for 5

minutes.

4. Ask learners how they feel about doing this activity. List some of their responses on the

chalkboard to refer to later. Some of the responses you can expect are: "not clear," "not

enough information," "I got lost after the first sentence."

5. Ask a few people to guess what kind of animal they have been drawing. Show participants

the picture of the aardvark. Reread the description, pointing to each part of the picture as it is

described.

6. Ask people to summarize what they have learned from this activity. They should state

some version of the objective for this activity. If they have difficulty, give them a hint such as:

What has this shown you about learning new information with words and pictures?.

7. Ask learners to imagine they are nursing students and an instructor has just given them a

verbal description of how an IUD is inserted, but has not shown them what the IUD or the

inserter looks like! Point to the list of frustrations expressed while they tried to draw the

animal. Ask them how they can apply what they have learned in this activity to their own

work.


assessment event


198

8. Summarize the activity by stating the objective ("You have stated that visual aids . . . .").

Repeat their list of frustrations noting the similarity with frustrations often stated by students.

POSSIBLE ADAPTATIONS:

1. The aardvark seems to work well. But you may want to use another example that will be

more interesting to your learners. Choose any description of an animal or object that is

confusing when described only with words.

2. If time allows, in instruction 5 above, you may want to have learners post their pictures

after they guess what animal it is, but before you show the aardvark picture.

3. This activity can be combined with part of activity 3, THINGS WE HAVE LEARNED

THROUGH PICTURES). After instruction 7 above, have the large group do steps 1-3 of

Activity 3.

"The body is stout, with arched back; the limbs are short and stout, armed with strong, blunt

claws; the ears long; the tail thick at the base and tapering gradually. The elongated head is

set on a short, thick neck, and at the end of the snout is a disc in which the nostrils open.

The mouth is small and tubular, furnished with a very long, thin tongue".


assessment event


199

Figure

Trainer Attachment 17B: Villagers teaching us to teach them

Tanzania

Handing the camera over to non-literate village women to photograph familiar village

activities yielded interesting discoveries about the way rural people see things, and how they

learn.

The photographer squints through the viewfinder, then motions to the woman holding the

baby to dunk it in the bath. The baby shrieks. "Click!"

The scene might evoke familiar memories. But here in this Tanzanian village, there is a

difference: the subject is a village woman, and so is the photographer. But even more novel

than the scene was the assignment the photographer had undertaken: she was taking

pictures of a familiar village activity of her own choosing in order to use the result to teach

others how that activity could most easily and economically be performed.


assessment event


200

The use of graphic illustrations in communicating ideas about development has been

extensively researched. The central purpose of much of this research has been to

understand how non-literate rural people respond to visual aids such as drawings,

photographs. slide sets, and posters. My goal was similarly to enhance that understanding

but to do so in a manner that gave the people themselves virtual control of the material that

had to be produced and assessed. So I decided to hand over the tool - the camera to the

villagers so that they could film their own activity. Their choice of perspective, 'editing' and

the subject "frame" would, I felt, yield significant indications of the way they perceived things

visually.

Over a two-year period in Peru and then Tanzania, two hundred delegated villagers

cooperated enthusiastically in the exercise. Each learned how to use an instant picture

camera, then took and explained their picture series on how to hoe, to harvest. to cook, to

feed the baby, and many other everyday activities. And it became apparent very quickly how

invaluable a tool in village education pictures can be. Again and again I saw photographs

spark the interest of villagers and provide them with detailed images of both familiar and

unfamiliar things and places.

In the process I learnt a great deal about the effective use of picture series amongst

villagers, especially women, and as well about why villagers were sometimes left confused

about the overall story or message of the pictures and films made by "experts". Particularly

confusing have been "how-to" films designed to communicate new skills in essential

activities. So putting the camera in the hands of villagers was a move hack to the basics, to

find out how villagers related to their own productive work on the visual plane.

The picture series taken by the villagers could be roughly grouped into two categories. In the

first group, the emphasis was on the action; each step was shown in a separate picture. The

photographers in this grouping were mostly men. And they were men who lived in villages

near major roads or in shanty-towns near urban centres.

Pictures taken by women, and by men in more isolated villages, were very different. Their

pictures emphasized people doing the work, not each step of how the work was performed.

Large blocks of activity were often shown in a single picture.


assessment event


201

These photographers conceived of a "how-to" picture series in a very broad sense. They

showed people travelling to work, working, resting, and often drinking. The emphasis was on

"how we work", not a step-by-step presentation of an activity. It was a style of

communicating with pictures that was descriptive, personal and "whole, reflecting how

villagers taught and learned from one another in their daily lives.

"Why-to" and not just "How-to"

This provided insight into what kind of picture series would be needed to introduce new

ideas into village areas. For men in the first grouping, conventional "how-to" pictures, with

each step shown in a separate picture, were likely to work. But for nearly all village women,

and for men in isolated villages, picture series would need to follow certain guidelines:

- The narration, or written description, that accompanied the pictures would be very

important. Pictures in themselves would convey lime without highlighting what was seen in

the image and why it was important.

- A picture series could not be expected to teach villagers how to perform a specific activity.

This could only be done by someone on the spot. "How-to" picture series were unlikely to

work.

- Picture series could be very successful in encouraging villagers to adopt new ideas,

ranging from improved cropping techniques to better diets for babies. Instead of a "howto"

series, these would be "why-to" pictures.

- A "why-to" picture series would need to be presented in a descriptive, person-to-person,

style

- The picture series would need to present experience, not merely information. This would

mean showing something which actually happened in a village and worked.

I struggled with different ways to carry out these guidelines. I found it was difficult to script a

picture series that would speak on a person-to-person basis to villagers. The problem was

the enormous gap between the actual situation of villagers and my own situation-or indeed

that of any highly-trained communications worker living in an urban centre.


assessment event


202

Eventually, I found the best way was to involve villagers directly in the planning and

production of picture series.

My method was to choose a village where a development idea had been successfully

applied, and then to select a group of villagers and ask them to tell with pictures why they

had adopted the idea. They planned the story-line and composed the pictures; I shot them.

The narration was written jointly and recorded by the villagers. The final product became a

testimonial from one village group to other village groups on why they adopted a particular

idea, ranging from ox-ploughs to sanitary latrines.

The final step was to create an effective method of using picture series in villages. I settled

on a slide series with a recorded narration as a format. I then designed a means of

distribution which depended on the villagers themselves. This was an audio-visual kit which

can be carried on the back of a bicycle and includes a 12-volt projector and a cassette

recorder, both powered by generators fined to the bicycle. It requires no petrol and no

batteries. The advantage of this small kit is that it can be left in the village for weeks at a

time. A village worker, paid on a part-time basis, can show the picture and answer questions.

Many small showings can be scheduled at times which are convenient for the people in the

village.

Reporting on concrete results

As a result of producing these picture series with villagers, I found that I also developed a

new attitude toward the role of communication workers in development. I began to see

specialists in development communications primarily as journalists, not producers. The first

requirement of a successful picture series, I found, was a successful village project on which

to base it.

This would mean, for instance, that to educate village women about a balanced diet, the first

step would be to find a village where this has actually happened. This might be a village

where a co-operatives had started to raise chickens and a group of women had planted

beans. Should a setback have occurred, such as the treasurer running off with the money,

this would also be portrayed in the picture series, along with the remedial action taken. The

essential characteristic of the village selected for the series would be that the results of the


assessment event


203

project were visible. Picture series for villagers are effective only if they are based on actual

occurrences, not merely on advocacy or promotion.

What this means is that communications workers must be effective journalists if they are to

be effective educators. Before snapping the first picture or drawing the first storyboard, they

must be able le. see how a project is operating in the field. Only then will they be able to

make audio-visual or other aids which present concrete, realistic options likely to motivate

villagers to reassess their own practices in favour of more productive alternatives.

Trainer Attachment 17C: Examples of a teaching situations

In all three of the following sample teaching situations, the participants will use the WHO

chart information to develop a short (15 minute) presentation using a visual aid. They will

prepare a simple visual aid using the guidelines from the earlier part of this Session as well

as their own experience and imagination. Encourage the to use the "real thing" when

possible and to avoid making a picture Just for the sake of having a picture to use. The

sample situations intentionally identify three different audiences for the messages (1) health

workers, (2) community members in a group, and (3) individuals.

This will provide a basis for comparison when the groups present their events. Recommend

looking at Helping Health Workers Learn for additional ideas for their sessions.

Situation 1: Staff Development for Health Workers

You are working in a community health clinic. The clinic health workers have asked you to

do a 15 minute staff development session on how to distinguish between dehydration that

requires ORS and the most severe dehydration that requires referral for IV or nasogastric

tube treatment. The staff has knowledge of ORT and is familiar with the WHO chart but

some people have had difficulty reading the chart and using it.

Situation 2: Child-to-Child Activity

You are a PCV health worker in a community with no health center and many children

suffering from diarrhea and dehydration. Children care for their younger brothers and sisters

most of the day while mothers and fathers work in the fields. You have decided to use the

child-to-child approach to reduce deaths from dehydration. Develop a 5 minute activity for


assessment event


204

children that helps them learn when a child or baby needs the "special drink". Be sure to see

Helping Health Workers Learn, for ideas such as the gourd baby and songs.

Situation 3: Teaching e Mother During a Home Visit

You have worked with a group of mothers during a health education session in the clinic.

They learned to mix oral rehydration solution using local ingredients. They also learned

when and how much of the solution to give to a child with diarrhea. You want to make certain

in your home visit that the mother understands when a child is showing signs of dehydration

so she will bring the child to the clinic for care. You prepare a visual aid and plan the

methods that you will use in working with her during the home visit.


assessment event


205

ASSIGMENT

Activity : 09

Instructions Identifying and solving problems in which responses

display those responsible decisions, using critical and

creative thinking have been made



Marks 10

Notes:


assessment event


206

ROLE PLAY

Activity:

Instructions Working effectively with others as a member of a team,

group, organisation, or community.



Marks 10

Notes:


assessment event


207

PRESENTATION

Activity:10

Instructions Organising and managing oneself and one's actions

responsibly and effectively.



Notes:


assessment event


208

REASECH PROJECT

ACTIVITY : 11

Instructions Collecting, analysing, organising and critically evaluating information.



Mark 12

Notes:


assessment event


209

SIMULATION

ACTIVITY : 11

Instructions Communicating effectively using visual, mathematical

and/or language skills in the modes of oral and/or written

presentation



Mark 20

Notes:


assessment event


210







Task : Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation.





assessment event


211

REFERENCES

SUGGESTED READING & RESOURCES

lack, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003) Assessment for

Learning: Putting it into practice. Berkshire, England: Open University Press.

Butler, D.L. & Winnie, P.H. (1995) Feedback and self-regulated learning: a theoretical

synthesis.Review of Educational Research, 65(3), 245-281.

Butler, S. M. & McMunn, N. D. (2006). A teacher’s guide to classroom

assessment: Understanding and using assessments to improve student learning.

San Francisco: Jossey-Bass

Ebel, R. L., and Frisbie, D. A. Essentials of Educational Measurement. (5th ed.)

Englewood Cliffs, N.J.: Prentice-Hall, 1990.

Gronlund, N. E., and Linn, R. Measurement and Evaluation in Teaching. (6th ed.) New

York: Macmillan, 1990.

Hargreaves, E. (2007), The validity of collaborative assessment for learning; Assessment


assessment event


212

Teamwork Self-Assessment Form (Remember to include this in your portfolio of evidence)

Name and surname: Company

name

Date of course

attended:

Learner

number

Contact

number


assessment event


213

Describe the task that the team was trying to achieve and the size, composition and, if appropriate, the

skills base of the group:

What was your role in the team and which were those undertaken by others? How did this relate to the

individual strengths and weaknesses of the team members including yourself?

What went well and which elements of teamwork did you enjoy? What were your specific contributions to

the outcome of the task?

What did not go well, which elements of teamwork did you find difficult and how did they hinder moving

towards the final result?

What do you think could have been done differently or better:

a. By yourself?

b. By other individuals?

c. By the team as whole?


assessment event


214

How satisfied were you, and based on what criteria, with the performance of

a. Yourself

b. Other individuals

c. The team as a whole

What have you learnt about teamwork and your team-working preferences and abilities?


assessment event


215

Learner Evaluation Form

Learning Programme

Name

Facilitator Name

Learner name

(Optional)

Dates of Facilitation

Employer / Work site

Date of Evaluation

Learner Tip:

Please complete the Evaluation Form as thoroughly as you are able to, in order

for us to continuously improve our training quality!

The purpose of the Evaluation Form is to evaluate the following:


assessment event


216

logistics and support

facilitation

training material

assessment

Your honest and detailed input is therefore of great value to us, and we

appreciate your assistance in completing this evaluation form!

A Logistics and Support Evaluation

No Criteria / Question

Po

or

Belo

w S

tan

da

rd

Su

ffic

ien

t

Ab

ove

Sta

nd

ard

E

xc

ellen

t 1 Was communication regarding attendance of the

programme efficient and effective?

2 Was the Programme Coordinator helpful and

efficient?

3 Was the training equipment and material used

effective and prepared?

4 Was the training venue conducive to learning (set-up

for convenience of learners, comfortable in terms of

temperature, etc.)?

Additional Comments on Logistics and Support


assessment event


217


Po

or

Belo

w S

tan

da

rd

Su

ffic

ien

t

Ab

ove S

tan

dard

Exc

ellen

t

B Facilitator Evaluation

1 The Facilitator was prepared and knowledgeable on the

subject of the programme

2 The Facilitator encouraged learner participation and input

3 The Facilitator made use of a variety of methods,

exercises, activities and discussions

4 The Facilitator used the material in a structured and

effective manner

5 The Facilitator was understandable, approachable and

respectful of the learners

6 The Facilitator was punctual and kept to the schedule

Additional Comments on Facilitation


Po

or

Belo

w

Sta

nd

ard

Su

ffic

ien

t

Ab

ove

Sta

nd

ard

Exc

ellen

t

1 2 3 4 5


assessment event


218

C Learning Programme Evaluation

1 The learning outcomes of the programme are

relevant and suitable.

2 The content of the programme was relevant

and suitable for the target group.

3 The length of the facilitation was suitable for

the programme.

4 The learning material assisted in learning new

knowledge and skills to apply in a practical

manner.

5 The Learning Material was free from spelling

and grammar errors

6 Handouts and Exercises are clear, concise

and relevant to the outcomes and content.

7 Learning material is generally of a high

standard, and user friendly

Additional Comments on Learning Programme


assessment event


219

D Assessment Evaluation


Po

or

Belo

w S

tan

da

rd

Su

ffic

ien

t

Ab

ove S

tan

dard

Exc

ellen

t

1 2 3 4 5

1 A clear overview provided of the assessment

requirements of the programme was provided

2 The assessment process and time lines were clearly

explained

3 All assessment activities and activities were discussed

Additional Comments on Assessment

learner guide - yellow media publishers · learner guide learning module 5: produce, implement and...

Documents