4. • Assessment and evaluation are processes that
are done to measure and describe the progress
of the learners and the success of the teachers
and school.
5. In assessment
• The teacher measures the quality of the
learners' performance using tests and
observation.
6. • In evaluation
• The information collected from assessment is
used to reflect on and describe the learners'
and teacher's performance
7. Types of Assessment
• There are two kinds of assessment that are
important
1.Formative Assessment (On-going Assessment).
2. Summative Assessment (Formal Assessment ).
8. 1. On-going assessment:
• This refers to making observations on a
continual basis to find out what learners know,
understand, and are able to do. This generally
involves observing learners throughout the
lesson and giving a short assessment at the end
of the lesson.
9. On-going assessment helps teachers
to:
• Find out whether instructional objectives have been
achieved or not.
• Keep track of each learner's progress.
• Work immediately with those who haven't
mastered the knowledge and skills.
• Find out if teaching has been effective and plan an
effective lesson for the following day.
• Identify strengths and weaknesses of individuals to
determine the needs of each learner so that all
learners have the opportunity to succeed in school.
10. 2. Summative assessment:
• This refers to formal assessment at the end of a
given period of time, such as examinations at
the end of a term or school year.
11. Summative assessment helps teachers and schools to:
• Evaluate the learner's overall progress.
• Determine whether overall objectives have
been achieved.
• Determine promotion to the next class or
grade.
• Evaluate the educational capacity of the
teachers and school.
12. Developing Appropriate Assessment
• In order to assess acquisition of knowledge,
skills and attitudes in pupils effectively, the
teacher should be able to develop both
Objective and subjective tests.
• The questions developed for these tests should
test various abilities in learners
13. Types Of Assessment
1. Objective Tests
These are written tests and are marked
objectively by the teacher-that is marking is
accurate and personal opinion does not affect
the marking process. They usually have one
correct answer which very brief. The score in
an objective test can be either right or wrong.
14. Examples of objective tests are:
A) Multiple choice
B) Matching
C) Fill in or completion questions
D) True or false
15. Multiple Questions
1) Which of the following is herbivorous animal?
a) Dog
b) Cow
c) Hyena
2. The first World War One began in :
a) 1914
b) 1940
c) 1944
16. • These questions have a stem and three or four
alternative answers for lower primary and upper
primary respectively. The learners should choose
the correct one.
When preparing multiple choice questions it is
necessary to make sure that:
the stem is stated in simple and clear language
the stem is worded so that there is no repetition of
material in the alternatives
the stem is stated in positive form wherever
possible
the intended answer is correct or clearly best
17. Matching
• Examples of matching questions for lower
primary
• Match the foods and their color
1.Ripe tomatoes White
2.Oranges Yellow
3.Maize flour Red
18. • Example of matching questions for upper
primary
• Match the following
1) Translucent Piece of
wood
2) Transparent Plastic bag
3) Opaque Glass
19. • In matching questions pupils are expected to use
arrows , letters or numbers ,but you should clearly
state at the instruction the way you want for them .
In matching questions ensure that:
the items are based on homogeneous material
the instructions clearly state the basis for.
matching and that each response can be used once,
more than once, or not at all .
the items appear on the same page .
20. Fill -in or completion
• This where a statement is made and a blank
space is left out. Pupils are expected to insert
the right answer(s) in the blanks.
Example of a fill in question for lower primary.
We use a ___________ to brush our teeth.
Example of a fill in question in upper primary:
Two examples of mammals are _____and____
21. True and False
• A statement is made and the learner is expected
to state whether the statement is true or not.
Examples
1) We see with our eyes.( True or False).
2) All mammals have a backbone ( True or
False).
22. • For True and False items make sure that:
the statement is brief and stated in simple, clear
language .
negative statements are used sparingly and double
negatives are avoided.
the statements are free of clues to the answer (e.g.
verbal clues, gesture) .
there is approximately an equal number of true
and false statements .
the true and false items are arranged in random
order.
23. Subjective tests or Essays
• These type of tests are marked subjectively
and the marker’s opinion can affect or
determine the marks to be awarded.
• These type of tests have the advantage of
allowing students to express themselves and
hence promote development of language skills.
Subjective tests should be adminstered mainly
in upper primary schools.
24. • The essay question can be in the form of
statement or an open question. It can also be
structured.
For example, in evaluating the topic of Energy ,
pupils can be asked to:
Explain how the electrical energy is transformed
into heat energy?
25. When setting subjective or essay test ,the teacher
should aim at testing students’ abilities at
various levels. These levels are:
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
26. Recall or Knowledge Level
• These questions test the ability of the learners
to recall or remember:
Certain piece of information.
A standard procedure
Laws and principles in science.
27. • The following questions are examples of three
types of recall questions.
I) A cactus plant stores food in the:
A) Root B) Stem C) Leaf D) Flower
II) In order to separate a mixture of salt an sand
,we should do the following:
A) Filter, dissolve in water and, evaporate.
B) Dissolve in water, filter and evaporate
C) Stir, evporate,dissolve in water.
28. III) The law which states- why throwing objects
fall to the ground is called:
a) The law of kinetic energy.
b) The law of gravity
c) The law of momentum.
29. Comprehension Questions
• These questions test the ability of the learners to
comprehend or understand information presented
in the questions. Typical comprehension questions
may be in the form of passage.
e.g. Ahmed Capo lives in a small village called
Balli Abane. He is a farmer. He has a lot of
animals including cow, sheep and goats.
1. Where does Ahmed live?
2. What does he do?
3. Does he have camels?
30. Application
• These type of questions test the ability of
learners to apply knowledge in order to solve
scientific questions.
e.g. A solid has a mass of 20 g and a volume of
50 cm3. Calculate its density?
Given that Density=Mass (g)
Volume (Unit)3
31. Analysis Questions
• In analysis questions ,pupils are expected to
break down a concept into parts and explain
their relationship.
e.g. What is the difference between wind-
pollinated flowers and insect-pollinated
flowers?
32. Synthesis questions
• These are questions that test the learners ability to
arrive at answers through synthesis; that is,
through combining facts or ideas to come up with
a complex whole.
e.g. The following are the characteristics of an
animal that Dayib came across:
Had a backbone
Had scales on its body
Was cold-blooded
Could live both on land and in water
What is the name of that anima?
33. Evaluation
• Pupils are required to assess concepts and
make judgment through comparison.
e.g.
Which type of soil is suitable for cultivating of
crops? Why?