CHARACTERISTICS OF CHARACTERISTICS OF OUTCOMES-BASED OUTCOMES-BASED

ASSESSMENTASSESSMENTBY William M. KapambweSenior Research Officer

Presented at the Workshop to Develop Assessment Tasks and Activities for the

Grade 5 Continuous Assessment Programme

River Motel – Kafue 5th June to 11th June, 2005

OUTLINE1.0 Background: Paradigm shift from

content-based to outcomes-based syllabi.

• Holistic nature OBE: integrating thinking & doing & thinking & feeling; Competence- based – integrated competence.

2.0 Characteristics of Outcomes-Based Syllabus.

3.0 Characteristics of Outcomes-Based Assessment.

4.0 Purposes of Assessment in the Outcomes- Based Curriculum

5.0 Recording and Reporting in the Outcomes- Based Assessment

6.0 Conclusion

1.0. BACKGROUND

Paradigm shift from content-based to outcomes-based or competence-based syllabi.

OBE’s focus – holistic development achievement of outcomes

Holistic – all outcomesOutcomes: Statements about what

we expect learners to know and be able to do, plus positive attitudes and values

2.0 CHARACTERISTICS OF THEOUTCOMES-BASED EDUCATION

SYLLABUSIntegrated learning areas.Active Learning.Continuous assessment

oriented.Learner-Centred

Approaches.Working Cooperatively

3.0 CHARACTERISTICS OF OUTCOME- BASED ASSESSMENT

Role of OBA – Valid and reliable evidence. ongoing, criterion-referenced, variety of assessment. Integrated with teaching.

Specification of learning outcomesAssessment objectives linked with

learning outcomes.Criterion-Referenced Assessment.

Shift from the norm-referenced to Criterion – Referenced. Focus on Mastery Learning. Ability of learners to do.

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.

Authentic Assessment – Assessment reflecting real life settings and legitimate learning and instructional goals.

3.0.CHARACTERISTICS OF OUTCOME- BASED ASSESSMENT CONTD…Integration of assessment and teaching –

formativeHolistic assessment – varied assessment

strategies,Combination of formative and summative

CA.Progression levels – development

assessment.Cooperative assessment – group

processes and products included.Publicising of criteria for assessment.Participatory assessment – Parents,

pupils and teacher engage in assessment.

Identification of learners’ needsPlanning learningTracking learners progressDiagnosing problemsHelping learners improve their

workAdjusting focus and paceProviding evidence of learners’

level of achievementJudging the effectiveness of the

learning programmesMotivating pupils and teachers

4.0 PURPOSES OF ASSESSMENT IN THE OUTCOMES-BASED CURRICULUM

5.0 RECORDING AND REPORTING IN THE OUTCOMES-BASED ASSESSMENT

Varied but sound and meticulous recording and reporting methods.

Records should be: reliable indicators of learners’ strengths and weaknesses. comprehensive enough to demonstrate learner progress. ongoing and continuous.

Reporting should : describe the learning that has taken place. outline learners’ strengths and weaknesses for parents and subsequent teachers. make teachers more accountable to learners, parents and the wider community.

6.0 CONCLUSION

Need for holistic approach to assessment so as to assess various learning areas.

Formative assessment – OBA promotes the teaching and learning processes.