Topic 30: Diagnostic domain 3: Assessment
This domain covers the Area of (i) Learner Assessment i.e. ensuring validity, covering all levels of Bloom’s learning, using different instruments for consistency, reflecting on learner competency, and tracking progress over 5 year period, and (ii) Communicate Results i.e. informative on-time reporting, improving teaching delivery, improve future teaching and learning, formative assessment used to inform summative assessment, and provide second chance opportunities.
In our methodology we utilise the following diagnostic tools:
- Standard based assessment such as ANA, TIMSS, Mathematics Olympiad, etc. will be used to validate and verify assessments in schools;
- Learners will be offered lessons with questions that cover the different levels of complexity of Bloom;
- Multiple instruments will be used to evaluate learners from their targets, to improvement, to learning, to leadership, etc.;
- We ensure that the learner profile is more than just the report card, for example so that it includes performance and strengths instead of academic information only;
- We keep track of the learner from the day he/she first enters the system, until the end of grade 12. The transition from primary to secondary school is therefore seamless and ‘files sharing’ is not needed;
- Report back to learners should be normal in all our schools. It is not just about ‘reporting back’ on grades/levels, but rather to give feedback which is useful to learners to improve their performance in the future;
- Assessment is woven throughout our ‘lesson plan builder’, to continuously improve teaching and learning in specific and/or related topics;
- Reflection allows teachers to comment on their own work, and improve future instruction;
Formative assessment is utilised to inform teachers on the ‘quality of their teaching’, in order to improve the summative assessment of learners to improve the ‘quality of learning’.
- These two assessments are complimentary and should not be viewed as separate events;
- The learners who don’t perform at their optimum and/or target level, will be given a second chance to change their optimum level. This will be initiated after teachers have reflected on their performance and the system has given them expected preparatory work to be done before the ‘second chance’ event. This second chance activity would not be marked by teachers, since they will be ‘online’ and ‘automated’;
These tools will be managed by SiSopen to ensure the integration of teaching, learning, and assessment. The intelligence gathered will reflect the operations in the school in a proactive way, to ensure that teachers are constantly informed of the performance levels of learners. This will be achieved without having to go through a ‘standardised test’ to assure the quality of education in the school.