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Effective Evidence Collection in CAT & IT Assessment Process

Learn how to evaluate, monitor, and collect evidence of learner performance to track progress effectively in CAT & IT assessments. Understand the importance of evidence collection and storage for making informed decisions.

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Effective Evidence Collection in CAT & IT Assessment Process

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  1. SESSION 4 COLLECTING EVIDENCE OF LEARNER PERFORMANCE CAT AND IT

  2. ASSESSMENT PROCESS Evaluate Monitor Collecting Recording Reporting (Feedback) OF Evidence / Proof of a learner’s knowledge, skills and values = conceptual progression

  3. Introduction • What do we collect? • Information (Evidence / Proof) of learner progression and achievement (Protocol par. 5, 6, 12)) • Why do we collect? • Collect evidence of learner conceptual progression and achievement • To make decisions about the progress of learners and the teaching and learning process (Protocol par. 5, 12, 14, 15) • How do we collect? • Using various forms of assessment and tools for assessment (Protocol par 6, 17(h)

  4. Collecting Evidence • What do we collect? • Proof of learner performance • Gather evidence of learner’s conceptual progression within a grade • Verify progress made by teachers and learners in the teaching and learning process • Can include • A product • A completed assessment tool which reflect learner achievement e.g. checklist • A completed assessment tool in a task e.g. a criterion list / rubric

  5. Where is the evidence stored? EXECISE BOOK SUITABLE STORAGE SYSTEM FILE PORTFOLIO BOX

  6. Collecting Evidence – CAT & IT Where do we store / keep evidence? • Theoretical work: • Exercise book / file for each learner for written activities / exercises with marked assessment tools • Practical work: • Electronic storage medium e.g. flash disk or learner folder on the server – regularly backed up • Marked assessment tools filed in file • End of each quarter learner folder is written to CD to be filed in file • Programme of Assessment Tasks to be clearly indicated / flagged e.g. stickers or separate section in file • Separate portfolio for PAT

  7. Collecting Evidence How do we manage the evidence collected? • Check once per quarter • The collection should exhibit the learner's efforts, progress, and achievements in the subject • The collection is a way of tracking learners’ progress on a variety of different formats of assessment throughout the year

  8. Teacher’s Portfolio • What is a Teacher’s Portfolio? • Collection of all planning for assessment, including the assessment tasks and assessment tools for both formal and informal assessment. It should include the record sheets.

  9. Teacher’s Portfolio • Any suitable storage system • Must be available on request at all times for moderation and accountability purposes • Include (Policy and supporting documents) • National Curriculum Statement • Learning Programme Guidelines • Subject Assessment Guidelines • The National Senior Certificate: A Qualification at level 4… (Protocol included here) • Planning • Record sheets

  10. What should be included in a teacher’s portfolio? RECORD SHEET(S) CONTENTS PAGE ASESSMENT TASKS AND TOOLS (Formal and informal) ANNUAL ASSESSMENT PLAN AND WORK SCHEDULE (LOs & ASs) POLICY DOCUMENTS GUIDELINE DOCUMENTS PLANNING DOCUMENTS

  11. Wrap Up • Q&A Session

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