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CHARACTERISTICS OF OUTCOMES-BASED ASSESSMENT BY William M. Kapambwe Senior Research Officer Presented at the Workshop to D...
OUTLINE <ul><li>1.0 Background: Paradigm shift from   content-based to outcomes-based syllabi. </li></ul><ul><li>•  Holist...
1.0.  BACKGROUND <ul><li>Paradigm shift from content-based to outcomes-based or competence-based syllabi. </li></ul><ul><l...
2.0  CHARACTERISTICS OF THE OUTCOMES-BASED EDUCATION SYLLABUS <ul><li>Integrated learning areas. </li></ul><ul><li>Active ...
3.0  CHARACTERISTICS OF OUTCOME-   BASED ASSESSMENT <ul><li>Role of OBA – Valid and reliable evidence. ongoing, criterion-...
<ul><li>Alternative Assessment  - From standardised/traditional assessment to a variety of assessment such as portfolios, ...
3.0. CHARACTERISTICS OF OUTCOME-    BASED ASSESSMENT CONTD… <ul><li>Integration of assessment and teaching – formative </l...
<ul><li>Identification of learners’ needs </li></ul><ul><li>Planning learning </li></ul><ul><li>Tracking learners progress...
5.0 RECORDING AND REPORTING IN    THE OUTCOMES-BASED ASSESSMENT <ul><li>Varied but sound and meticulous recording and repo...
<ul><li>Reporting should : </li></ul><ul><li>   describe the learning that has taken    place. </li></ul><ul><li>   outl...
6.0 CONCLUSION <ul><li>Need for holistic approach to assessment so as to assess various learning areas. </li></ul><ul><li>...
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Characteristics of outcomes based assessment

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Describes the nature of outcomes-based assessment to match the outcomes-based curriculum

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Characteristics of outcomes based assessment

  1. 1. CHARACTERISTICS OF OUTCOMES-BASED ASSESSMENT BY William M. Kapambwe Senior Research Officer Presented at the Workshop to Develop Assessment Tasks and Activities for the Grade 5 Continuous Assessment Programme River Motel – Kafue 5 th June to 11 th June, 2005
  2. 2. OUTLINE <ul><li>1.0 Background: Paradigm shift from content-based to outcomes-based syllabi. </li></ul><ul><li>• Holistic nature OBE: integrating thinking & doing & thinking & feeling; Competence- based – integrated competence. </li></ul><ul><li>2.0 Characteristics of Outcomes-Based Syllabus. </li></ul><ul><li>3.0 Characteristics of Outcomes-Based Assessment. </li></ul><ul><li>4.0 Purposes of Assessment in the Outcomes- Based Curriculum </li></ul><ul><li>5.0 Recording and Reporting in the Outcomes- Based Assessment </li></ul><ul><li>6.0 Conclusion </li></ul>
  3. 3. 1.0. BACKGROUND <ul><li>Paradigm shift from content-based to outcomes-based or competence-based syllabi. </li></ul><ul><li>OBE’s focus – holistic development achievement of outcomes </li></ul><ul><li>Holistic – all outcomes </li></ul><ul><li>Outcomes: Statements about what we expect learners to know and be able to do, plus positive attitudes and values </li></ul>
  4. 4. 2.0 CHARACTERISTICS OF THE OUTCOMES-BASED EDUCATION SYLLABUS <ul><li>Integrated learning areas. </li></ul><ul><li>Active Learning. </li></ul><ul><li>Continuous assessment oriented. </li></ul><ul><li>Learner-Centred Approaches. </li></ul><ul><li>Working Cooperatively </li></ul>
  5. 5. 3.0 CHARACTERISTICS OF OUTCOME- BASED ASSESSMENT <ul><li>Role of OBA – Valid and reliable evidence. ongoing, criterion-referenced, variety of assessment. Integrated with teaching. </li></ul><ul><li>Specification of learning outcomes </li></ul><ul><li>Assessment objectives linked with learning outcomes. </li></ul><ul><li>Criterion-Referenced Assessment. Shift from the norm-referenced to Criterion – Referenced. Focus on Mastery Learning. Ability of learners to do. </li></ul>
  6. 6. <ul><li>Alternative Assessment - From standardised/traditional assessment to a variety of assessment such as portfolios, performance-based assessment, dynamic assessments, on the run assessment, and anecdotal records. </li></ul><ul><li>Authentic Assessment – Assessment reflecting real life settings and legitimate learning and instructional goals. </li></ul>
  7. 7. 3.0. CHARACTERISTICS OF OUTCOME- BASED ASSESSMENT CONTD… <ul><li>Integration of assessment and teaching – formative </li></ul><ul><li>Holistic assessment – varied assessment strategies, </li></ul><ul><li>Combination of formative and summative CA. </li></ul><ul><li>Progression levels – development assessment. </li></ul><ul><li>Cooperative assessment – group processes and products included. </li></ul><ul><li>Publicising of criteria for assessment. </li></ul><ul><li>Participatory assessment – Parents, pupils and teacher engage in assessment. </li></ul>
  8. 8. <ul><li>Identification of learners’ needs </li></ul><ul><li>Planning learning </li></ul><ul><li>Tracking learners progress </li></ul><ul><li>Diagnosing problems </li></ul><ul><li>Helping learners improve their work </li></ul><ul><li>Adjusting focus and pace </li></ul><ul><li>Providing evidence of learners’ level of achievement </li></ul><ul><li>Judging the effectiveness of the learning programmes </li></ul><ul><li>Motivating pupils and teachers </li></ul>4.0 PURPOSES OF ASSESSMENT IN THE OUTCOMES-BASED CURRICULUM
  9. 9. 5.0 RECORDING AND REPORTING IN THE OUTCOMES-BASED ASSESSMENT <ul><li>Varied but sound and meticulous recording and reporting methods. </li></ul><ul><li>Records should be: </li></ul><ul><li> reliable indicators of learners’ strengths and weaknesses. </li></ul><ul><li> comprehensive enough to demonstrate learner progress. </li></ul><ul><li> ongoing and continuous. </li></ul>
  10. 10. <ul><li>Reporting should : </li></ul><ul><li> describe the learning that has taken place. </li></ul><ul><li> outline learners’ strengths and weaknesses for parents and subsequent teachers. </li></ul><ul><li> make teachers more accountable to learners, parents and the wider community. </li></ul>
  11. 11. 6.0 CONCLUSION <ul><li>Need for holistic approach to assessment so as to assess various learning areas. </li></ul><ul><li>Formative assessment – OBA promotes the teaching and learning processes. </li></ul>

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