Types and Principles of Assessment.

1. Assessment : Types and
Principles of
Assessment
Ssabavuma Wilson
Curriculum Specialist-
NCDC
February, 2024

2. Session outcomes
By the end of this session participants should:
1. Understand the types and principles of
assessment
2. Appreciate the role of CBA in learning

3. Introduction
Activity 1(15min)
In groups,
1. Explain what is meant by the term
assessment
2. Identify the broad types of assessment
3. Discuss and identify the attributes which
you have always emphasised when
developing assessment items and
instruments.
4. Share your ideas to the plenary.

4. Key points to note
 Assessment as a concept has its roots in
the Latin word “assidere”, which means to
sit beside.
 Evolved as a practice that involved
teachers sitting beside their learners to find
out what they know, understand and can
do.
 Also called Evaluation; from Latin, “E-
valuere” which means to bring out the
value of something.

5. Cont’d
 It’s a systematic process of gathering
information about what a learner knows, is able
to do, and is learning to do.
 Aimed at getting feedback from the learner
about the teaching/learning process.
 At the formative stage, assessment involves
making value judgments about the
teaching/learning process with a view to
improving instructional methods.

6. Assessment in teaching and
learning

7. Opportunities for assessment in
the Lower Secondary curriculum
Activity 2 (10 min)
1. In groups, study the syllabus for any
subject and find out:
a) Any guidance on assessment.
b) The types of assessment
recommended for the teachers to use.
c) Suggested mode of recognising learner
achievement.
2. Share your findings in a plenary.

8. The Lower Secondary curriculum
recommends three types of assessment
namely:
 Assessment for learning
 Assessment as learning
 Assessment of learning
Key points to note

9.  This is also commonly referred to as formative assessment.
 It is conducted throughout the teaching/learning process.
 It is aimed at:
i) improving learners’ achievement by giving them actionable
feedback.
ii) giving the teacher feedback about the pedagogies used.
 It’s can be conducted using:
 Exit cards, Admission cards, End of lesson quizzes,
 Misconception checks,
 Journal reflections, Peer instruction,
 Socratic seminar,
 Four corners approach,
 Triangulation etc.
Assessment for learning

10. This is a technique of assessment in the
LS curriculum, that involves the teacher
collecting evidence of learning from three
different sources namely:
 Observation
 Conversation
 Product
Assessing using the triangulation
method

11.  It involves self assessment and peer
assessment by the learners.
 It is geared at helping the learners to learn
about themselves and how they learn.
 It helps the learners reflect on their own
learning on a regular basis and devise
means of how to improve their levels of
achievement.
Assessment as learning

12.  This is summative assessment.
 It is meant to confirm whether learners can
demonstrate that they have met the set
curriculum outcomes.
 It takes place after instruction
 In the LS curriculum, teachers are expected
to administer well designed summative
exercises at the end of every topic or unit
and(Situations of Integration)and EOY
exams.
Assessment of learning

13. The principles/Attributes
 Validity: Does the assessment instrument measure
what it is supposed to measure?
o Content validity - in relation to the prescribed syllabus.
o Predictive – the extent to which the results can be
relied upon to predict future performance.
 Reliability: How consistent/stable are the results
obtained from administering the instrument to a
group(s) of learners with similar characteristics.
 Fairness: No tricks/surprises; motivating, allowing
ample time and challenging enough; conditions should
not disadvantage any learner.
 Flexibility: skills, knowledge, abilities can be
demonstrated in a variety of ways.
 Clarity: The learner should be able to understand
what the test item/instrument demands of them.

14. Principles cont’d…..
 Accessibility: provision to cater for all
the learners, including those with learning
difficulties.
 Feasibility/viability: The test should be
done within the cost, schedule and other
constraints in the education system.

15. .
Thanks for your
kind attention

16. Sample
Test Item
Carefully study the 1:50,000(Uganda) Map Extract of
Nabyeso provided (insert) and Table 1 and use them
to answer the questions that follow.
Your relative who lives in the USA is coming with four
of his friends for a summer holiday. They would like
to tour the area shown on the map (insert). They
have requested you to be their tour guide in the area
for 5 days. Public transport fares per head in the area
are as follows: Motor vehicle Sh. 5000; Boda- boda
(motor cycle) Sh. 8000; Canoe Sh. 2000, per
kilometer.
On your tour you will enter the area using Awello
road.

17. Table 1

18. .
a) Use a table similar Table 1 to prepare
a travel itinerary for the 5 days. To
help you with this, the first 4 rows
on day 1 have been filled for you.
b) Describe the likely challenges you
and the visitors might face while
touring the area.
c) Suggest how you can overcome any
two of the challenges which you
have identified in (b) above.