assignment hmef5053 measurement and evaluation in education

8/20/2019 Assignment Hmef5053 Measurement and Evaluation in Education

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FACULTY OF EDUCATION AND LANGUAGE________________________________________________________________________

HMEF5053MEASUREMENT AND EVALUATION IN EDUCATION

MAY SEMESTER 2015

ASSIGNMENT________________________________________________________________________

INSTRUCTIONS TO STUDENTS

1. This assignment contains question that is set in English.

2. Your assignment should be typed using 12 point Times New Roman font and 1.5line spacing.

3. You must submit your hardcopy assignment to your Facilitator and ON-LINE

ia the !y"#E. $or the online student% you are to submit a softcopy of your assignment ia !y"#E and another softcopy to the facilitator ia e&mail. Refer tothe portal for instructions on the procedures to submit your assignment on&line.You are adised to 'eep a copy of your submitted assignment and proof of the


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OBJECTIVE: The assignment is intended to provide you the opportunity to:

1. Explain the principles and/or applications of performance assessment, analyse literature

on the approaches of performance assessment and discuss performance assessment

strategies.

2. Carry out a small research or case study on the usage of performance assessment in

the classroom, implement a research in school and collect relevant data for the

research; interpret and synthesie the data collected to produce a coherent report; and

!rite a research report using an appropriate report !riting format.

INSTRUCTIONS:

The assignment consists of t!o "2# related tas$s.

Question 1 re%uires you to gather information from various sources and !rite an essay in not

more than 1000 words.

Question re%uires you to carry out a case study on the usage of performance assessment in

the classroom. &rite your report in not more than !000 words.

The details of the tas$s are explained 'elo!:


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Can there 'e more than on correct ans!er

s the instruction integrated !ith the assessment

ntervie! some students and as$ them ho! they react to performance assessments.

5elo! are some %uestions to guide your intervie!:

&hat do they li$e and disli$e a'out them

o! do they compare to more traditional types of assessment

o! could they 'e more effective

&rite your research report in NOT more than 6 !ords.

*7 mar$s-

"TOT#$: 100 %#R&S'

#((ITION#$ )UI(E$INES * #SSI)N%ENT +OR%#T

• 8se dou'le space and 12point of Times 9e! oman font.

• The assignment should contain a'out + 6 !ords "16 2 pages#


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%#, SE%ESTER 01!-%E+!0!/ %E#SURE%ENT #N( EV#$U#TION IN E(UC#TION

SCORIN) )UI(E

Question 1 0 mars2

S3a4e Criteria

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Co5era6e 7 Content

0ccurate, relevant and thorough analysis of case. 0 comprehensive range of relevant literature is chosen and used

appropriately. elationship of ideas is clearly sho!n.

Qua4it8 o9 Re5iew

Excellent critical revie!: 0ccurate, comprehensive and complete analysisof ideas and issues.

Or6anisation&ell organised, logical and coherent. deas developed fully and clearly!ith appropriate examples, explanations and su'stantiation.

Qua4it8 o9 Sour3esExcellent referencing and 'i'liographical s$ills.ncludes a very !ide variety of primary and secondary sources


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S3a4e Criteria

1!/1;

Co5era6e 7 Content

>ostly relevant and good analysis of case. 0 satisfactory range of relevantliterature is chosen and used. elationship of ideas is fairly clear.

Qua4it8 o9 Re5iew

Aairly good critical revie!:Aairly accurate and in depth analysis of ideas.

Or6anisationAairly !ellorganised, logical and coherent. Aairly !elldeveloped ideasthat include ade%uate supporting facts/examples.

Qua4it8 o9 Sour3esBood referencing and 'i'liographical s$ills.ncludes ade%uate num'er of primary and secondary sources.

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Co5era6e 7 Content

Aairly accurate, relevant analysis of case.Aair range of relevant literature is chosen and usedelationship of ideas is fairly clear

Qua4it8 o9 Re5iewAairly good critical revie!

Aairly accurate analysis of ideas and issues.

Or6anisationAairly !ell organised !ith some lapses. deas developed fairly !ell. &ith


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S3a4e Criteria

Qua4it8 o9 Sour3es


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Question =0>2

%#R&IN) RUBRICS +OR RESE#RC-*C#SE STU(, RE?ORT

Aspect

Criteria EXCELLENT DISTINCTION CREDIT PASS FAIL

1.0 INTRODUCTION

Reflection onteacin!e"perience

#10 $ar%s&

'(10 )(* + , 0(-

Outstanding descriptionof T&L experience thatis relevant to the focusof study.

Very good descriptionof T&L experience thatis relevant to the focusof study.

Good description of T&Lexperience that isrelevant to the focus ofstudy.

Adequate description ofT&L experience that isrelevant to the focus ofstudy.

Vague description ofT&L experience that isrelevant to the focus ofstudy.

.0 FOCUS OFIN/ESTIATION ISSUE OF CONCERN

#10 $ar%s&

'(10 )(* + , 0(-

Substantial articulationof the issue that relatesto the practice ofperforanceassessent inclassroo.

Outstanding descriptionof the inforationgathering proceduresand convincing !ustification for the useof the strategies.

Very good articulation ofthe issue that relates tothe practice ofperforanceassessent inclassroo.

Very good description ofthe inforationgathering proceduresand convincing !ustification for the useof the strategies.

Good articulation of theissue that relates to thepractice of perforanceassessent inclassroo.

Good description of theinforation gatheringprocedures andconvincing !ustificationfor the use of thestrategies.

Appropriate articulationof the issue that relatesto the practice ofperforanceassessent inclassroo.

Adequate description ofthe inforationgathering proceduresand convincing !ustification for the useof the strategies.

"nappropriate# liitedarticulation of the issuethat relates to thepractice of perforanceassessent inclassroo.

Vague description of theinforation gatheringprocedures andconvincing !ustificationfor the use of thestrategies.

7


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Aspect


2.0 TARET ROUPPARTICIPANTS

#, $ar%s&

.

, - 2 ., 0(.-

Very clear and detaileddescription ofparticipants$nuber% gender% class #position% acadeicperforance and otherunique aspects ofparticipants.

lear description ofparticipants$nuber% gender% class #position% acadeicperforance and otherunique aspects ofparticipants.

Good description ofparticipants$nuber% gender% class #position% acadeicperforance and otherunique aspects ofparticipants.

Adequate description ofparticipants$nuber% gender% class #position% acadeicperforance and otherunique aspects ofparticipants.

Vague#"nappropriatedescription ofparticipants$nuber% gender% class #position% acadeicperforance and otherunique aspects ofparticipants.

2.0 O34ECTI/ERESEARC5

6UESTIONS

#, $ar%s&

, - 2 ., 0(.-

The ob!ective is fullyand very clearly stated.

'ighly focused andappropriate researchquestions.

The ob!ective is clearly stated.

(ocused andappropriate researchquestions.

The ob!ective issatisfactorily stated.

Good researchquestions )hich arepertinent to theinvestigation.

The ob!ective isadequately stated.

Satisfactory researchquestions% generallyfocused and relevant% )ith soe gaps.

The ob!ective isinadequately stated.

*esearch questions areinsufficient and#orinappropriate.

- .0 Data aterin!7eto8s

#, $ar%s&

, - 2 ., 0(.-

Outstanding descriptionof the data gatheringethods and convincing !ustification for the useof ethods.

Very good description ofthe data gatheringethods and convincing !ustification for the useof ethods.

Good description of thedata gathering ethodsand )ell+argued !ustification for the useof ethods.

Adequate discussion ofdata gathering ethodsand soe !ustificationfor the use of ethods.

Liited#(la)edexplanation of datagathering ethods.

,.0 ANAL9SIS ANDINTERPRETATION OFDATA

#, $ar%s&

, - 2 ., 0(.-

Very clear and detaileddescription of dataanalysis ethods )ithhighly convincing !ustification.

Very good description ofdata analysis ethods )ith convincing !ustification.

Good description ofdata analysis ethods )ith fairly convincing !ustification.

,ata analysis ethodsare generally outlinedand !ustified although )ith possible gaps.

,ata gathering ethodsare insufficientlyexplained.

F


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Aspect


+.0 FINDINS

#10 $ar%s&

'(10 )(* + , 0(-

(indings are highlyrelevant to the studyand ans)er theresearch questions.

(indings are relevant tothe study and ans)erthe research questions.

(indings are ostlyrelevant to the studyand ans)er ost of theresearch questions.

The findingssatisfactorily ans)er theresearch questions% )ithsoe gaps.

The findings areinsufficient and#orirrelevant to the study.

).0 CONCLUSION

#10 $ar%s&

'(10 )(* + , 0(-

The )or- deonstrateshighly critical% incisivearguent and a highlyappropriate conclusionbased on a full analysis.

The )or- deonstratescritical% strong arguentand an appropriateconclusion based on asubstantial analysis.

All a!or aspects of thequestion are ta-en intoaccount )ith no notableoissions. There isclear evidence of abilityto synthesie ideas% and

to produce criticallya)are aterial.

The )or- isconventional%straightfor)ard% and% onbalance% presents agenerally acceptablearguent and

conclusion.

The )or- contains soeobvious and significantinadequacies in ters ofcontent% relevance% logicand critical !udgent#arguent.

*.0 ACADE7IC:RITIN

#, $ar%s&

, - 2 ., 0(.-

/resentation is excellentin all respects.

Language is accurateand clear and contains

very fe) errors.

/resentation is verygood in all respects.

Language is accurateand clear and contains

no significant errors..

A good standard ofpresentation isaintained.

Language is intelligibleat all ties and contains

soe errors.

/resentation isgenerally clear andappropriate.

Language is generallyclear and substantially

correct )ith no seriousor sustainediscounication.

/resentation isgenerally not clear.

Language is generallyfaulty )ith nuerouserrors )hich ipede

counication.

'.0 LIST OFREFERENCES

#, $ar%s&

, - 2 ., 0(.-

A coprehensive rangeof relevant literature ischosen and usedappropriately.

A very good range ofrelevant literature ischosen and usedappropriately.

A good range ofrelevant literature ischosen and usedappropriately in ost

A core range of relevantliterature has beenconsulted.

"nsufficient coverage ofand failiarity )ith arange of relevantliterature.

G


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Aspect


0xcellent referencingand bibliographicals-ills.

(ull copliance )ithA/A acadeicconventions.

(e) if any technicalerrors.

Very good referencingand bibliographicals-ills.

A very good level ofcopliance )ith A/Aacadeic conventions.

(e) technical errors.

parts.

Good referencing andbibliographical s-ills.

"n copliance )ith A/Aacadeic conventions.

Several technical errors.

Acceptable referencings-ills.

Acceptable level ofcopliance )ith A/Aacadeic conventions.

Soe technical errors.

Liited quotations andreferences are includedin the text.

"naccurate andinconsistent use of A/Aacadeic conventions.

1uerous technicalerrors.

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assignment hmef5053 measurement and evaluation in education

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