Continuous assessment as a relevant tool to quality products of learners in education

Continuous Assessment as Relevant Tool to Quality Products or Learners in Education Presented by William M. Kapambwe at the National Curriculum Symposium-Mulungushi International Conference Centre 1 st to 3 rd June, 2009 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

1.0 Introduction ,[object Object],[object Object],[object Object],[object Object]

2.0 Definition of the Curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

3.0 Definition of Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4.0 Relationship Between Learning and Assessment D ifferent philosophical and psychological theories of learning determine the use of different assessment procedures depending on the purposes for which teaching and learning processes are provided. 4.1 Philosophical Foundations of Learning and Assessment Educational Philosophy Curriculum Organization & Emphasis Teaching & Learning Strategies Assessment Strategies Traditional (Perennialism & Essentialism) Philosophical Base: Realism & Idealism ) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Contemporary (Progressivism & Reconstruction) Philosophical Base: Pragmatism ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4.0 Relationship Between Learning and Assessment 4.2 Psychological Theories of Learning and Assessment The three major psychological theories of learning influence the type of assessment used based on the way they view learning: Psychological Theory on Learning Behaviourist or Association ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Cognitive/Ration-alist ,[object Object],[object Object],[object Object],[object Object],Situative & Socio-historic (Constructionist) ,[object Object],[object Object]

5.0 Types of Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

6.0 Curriculum Planning Models and their Appropriate Assessment Models T yler’s four fundamental questions to be answered in developing any curriculum have alerted us to a possibility of classifying three models of curriculum planning(Tyler,1949). The three models provide us with the context within which Continuous Assessment can be deemed to be relevant. ,[object Object],[object Object],[object Object]

7.0 Principles of the Curriculum Process Model and the Relevance of Continuous Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],7.0 Principles of the Process Model and the Relevance of the Continuous Assessment

8.0 Observed Impact of Using CA From the Implementation of the CA Pilot Programme (2006 to 2009). ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

9.0 Conclusion ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Continuous assessment as a relevant tool to quality products of learners in education

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