Formative Assessment Questions
1. (a) Choose one topic of your teaching
subject and complete the chart below.
List
at least three possible misconceptions that students can face and reveal in
learning and understanding some lesson contents in the topic of your choice.
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Cite
examples of students’ responses to illustrate the respective misconceptions
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Include
your reference, i.e., as a teacher how did you come to know the misconception
(indicate LR for literature review, PE for personal experience or both LR and
PE
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1, Language
misconceptions
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Example
in this question ‘what were (i) the causes and (ii) effects of the Great
Deppression in Africa between 1929 and 1934.
Students can explain the word ‘causes’ as a key word of the question
instead of explaining the ‘Great Economic Depression.
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PE
and LR
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2,
map misconceptions
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A map
used in the topic of Crisis in the capitalist system is lacking a north
direction. Students can fail to locate the site of different historical areas
because there is no north direction to help them find the location.
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PE
and LR
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3,
the term World Wars are misconceptions
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The
term World Wars can mislead the students as they can respond that all
countries in the world participated actively in the war.
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PE
and LR
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(b)
Choose two misconceptions that you have identified in section (a) above. Then construct one question
or task for each misconception that will test students’ competence (in a sense
of deep learning and understanding) and can reveal presence or absence of the
misconception in students’ learning and understanding of lesson contents in the
topic of your choice.
i.
Language misconceptions
Question.
In 1929 the Great Economic Deppression affected the World as many banks were
closed, people lost their job and economic hardship which increased poverty.
The reason behind this was the first world war and overproduction. Basing on
your prior knowledge and help from different books you have read, discuss the
causes and effects of the Great Economic Deppression.
ii.
World wars misconceptions.
Question.
It is not true that all countries participated in the first and the second
world wars. Mention all countries which participated in the first and second
world war.
2. (a) Draw and complete this chart
Name
at least four textbooks for school use for your subject of specialization in
your country of origin
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State
misconceptions assessed through questions or tasks available in the textbooks
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Page
numbers
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1,
History for Secondary School. Form four. Written by Tanzania Institute of
Education.
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Language
misconceptions. Example of question. ‘what were (i) the causes and (ii)
effects of the Great Deppression in Africa between 1929 and 1934.’
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07
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2, History
for Secondary Schools Form Four. Written by Kaloly and Kiruthu.
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The
term first World war.
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14
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3,
Advanced Learners History. Form five and six. Written by Edward John Kuyela.
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The
term ‘New World’ in the topic people of African origin in the new World.
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45
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4,
Mastering Advanced Level History Book 2. Written by Kato Abubakary Kassim
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The
term ‘cold war’
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248
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(b) Cite two questions or tasks
available in the textbooks that in your view test students’ competence (in a
sense of deep learning and understanding) and can reveal presence or absence of
the misconception in students’ learning and understanding of lesson contents of
any topic in one of the textbooks you listed in section (a) above.
i. Why
the cold war was called cold?
ii.
Trace the genesis of the people of African origin in the New World.
3.
Read website of one African (except
Tanzania) national or regional examinations council or board (E.g., ZIMSEC for
Zimbabwe; WAEC for West African countries; NECO for Nigeria; KNEC for Kenya and
UNEB for Uganda) and attempt the following questions:-
a. Download
at least five papers for your subject of specialization
b. In each
paper cycle the questions that you think test students’ competence (in a sense
of deep learning and understanding) and can reveal presence or absence of
particular misconception at the end of the respective education level (e.g.,
primary or secondary).
Answers are attached at the end of this
work.
c. List
the summative assessment features that included in the website of the national
examination council or board for the African country that you have read about.
Summative assesment features
i. Set and
maintain examination standard.
ii. Do
anything in a dental or conductive to the performance of any of the preceding
functions.
iii. Award
certificates and diplomas to successful candidates
d. Develop
a chart to present difference in assessment information (features) in the
website of the national examination council or board website of your choice
when compared to NECTA for Tanzania.
KNEC
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NECTA
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Uses
of range of marks example uses grade to present the examination performance.
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Uses
of color of green, yellow, and red representing high, medium and low performing
school respectively and in 2003 O’level and 2015 advanced level use of GPA to
present the examination performance.
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e. Which
assessment features or information are included in the websites of African
national or regional examination councils or boards (including Tanzania) that
can be appropriated to adopt formative assessment in reporting national
examinations results for the African countries.
i. According
to KNEC – KENYA, most countries are turning to adoption of continuous
assessments over summative evaluation. For the purpose of planned changes to
the education curriculum to gradually invest in the change that focuses on continous
evaluation
ii. According
to NECTA – TANZANIA, to provide fair efficient and effective educational
assessment.
iii. To be
the centre of Excellence in quality education assessment and certification .NECTA
iv. To be a
leading center of assessment for quality education. UNEB – UGANDA
v. To
ensure continued improvement of quality, validity and reliability of assessment
and evaluation of the curriculum and learners achievement. UNEB – UGANDA.
vi. Integrity
commitment, security, confidentiality, efficiency, teamwork, accountability,
creativity and impartiality. UNEB - UGANDA
4. (a) Take sample of one copy of the so called ‘review books’ and
another of ‘test papers book’ that are available in the public cycle in
Tanzania and for which it is now a must condition for students to possess in
some private schools including best performing schools in primary and secondary
national examinations. Complete the chart below
Include
full reference/citation of the ‘review
book’ and ‘test papers book’
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Target
education level (e.g., primary
|
Write
the summative assessment aspects or messages therein
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Write
the formative assessment aspects or messages therein
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1,
Ezra, J. (2013). Ordinary Level History
Review. Questions and Answers. Dar es Salaam: APE Network.
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Secondary.
Ordinary Level
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“At
this level, most of students learning process is passive, that is, they
abslutely depend on information obtained from books, teachers and
parents/guardians. So if we who have taken the duty of educating stundents do
not guide them on how to learn, how can we expect them to understand and
perform well?”
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“APE
network’s series of textbooks, reviews and periodicals is processing with the
deremination to bring proper education and facilitate effective learning to
all people.”
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2, Nyambari,
N. (2008). Advanced level History Paper. Question with Answers. Nyambari
Nyangwine Publishers: Dar es Salaam.
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Secondary
Level. (Form 5&6).
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Help
students to ease revision and help students review the concepts learned and
prepare themselves for final exams.
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Help
the student to have wider understanding and prepare themselves for the final
exam.
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(b)
Cite only two questions or tasks in each category of the books that in your
view test students’ competence (in a sense of deep learning and understanding)
and can reveal presence or absence of the misconception in students’ learning
and understanding of lesson contents of any topic.
Questions in review book.
i. Why has
the dream of a United Africa not been
achieved?
ii. Explain
the objectives of the newly re established East African Community and how
Tanzania is likely to benefit from it.
Questions in paper book.
iii. Explain
the meaning of state.
iv. What do
u understand by the term common wealth?
5. Identify website and ICT
facilities (ICT solutions) in African countries today that provide assessment
work for enriching learning and preparing primary and secondary school learners
for national examinations. Additionally, some of them claim to provide address
pedagogical aspects with the intention to enabling and providing learning
opportunities for students in line with the current (constructivist view) of
learning. A list of ICT solutions that were showcased during ICT exhibition
week in September 2015 at Julius Nyerere International Conference Centre can be
accessed online. Work on any five ICT solutions and complete the chart below.
Include
full name and respective websites
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Target
education level (e.g., primary
|
Write
the summative assessment aspects or messages therein
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Write
the formative assessment aspects or messages therein
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1, Shule
direct
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Secondary
education. O level.
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An
online platform that provides educational learning content for students and
teachers in secondary schools.
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Join
your fellow students for discussion about different subjects. In case of
problem or misunderstanding I will be there to help.
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2,
Maktaba
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Primary
and secondary. A level and O level.
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CSEE
2016 pass rate. The first got 88% - Iringa. And the last Lindi region got
52%.
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Founded
in 2008, TETEA has been helping students in Tanzania to receive a better
education.
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3, My
elimu
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Secondary
education. O level and A level.
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MyElimu
| Discussions For Briliant Students.
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"I
believe one day Tanzania education will rise and we will have great minds
that will lead this country towards the development we've always dream
of." - Given
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4,
thl
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Secondary
education O level and A level.
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more
than 10,000Review question and answers.
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Group
discussions na uwezo wa kuuliza maswali na kujibiwa.
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5,
Mwalimumakoba
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Primary
education, Secondary education. O level and A level.
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Kukisoma
kitabu hiki ni kumiliki alama 30% za mtihani wa mwisho wa kidato cha nne hata
kabla ya kuufanya mtihani wenyewe!
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Pia
mada zinazojadiliwa humu, zitaongeza ubunifu wa wanafunzi na kuwafanya
waongeze maarifa yao ambayo ndiyo msingi wa kila kitu.
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(b) Select only one ICT solution from the five
you worked in section ‘a’ above,
then, use the chart below to cite the features that are in line with the
summative or formative view of assessment in regard to (i) construction of
questions or tasks of the assessment tasks therein (ii) administration of the
assessment work (iii) marking of the students’ responses in the assessment work
and (iv) interpretation of assessment results and feedback giving.
Title
of the chart (name of the ICT solution (e.g., 10monkeys game or Graphogame)
Part of the assessment process
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Assessment perspective
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Summative
(AoL)
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Formative
(AfL)
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Construction
of questions or tasks
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Misconceptions.
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Uses
of prior knowledge and understanding.
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Administration
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Attempting questions
individually.
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Collaboration
among learners.
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Marking
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Use of ticks and cross.
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Use
of information (comments), that convey messages.
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Interpretation
of results and feedback giving
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Involve
performance and scores.
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Involve
error analysis (oral and written information).
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6. Access and work on one of the
NECTA’s candidates’ items response analysis reports for national examinations
in Tanzania to complete the chart below. Foreign students can use similar reports
published by the examination boards or councils in their respective countries
of origin.
Title
of the chart below (code and name of the paper, examination level and year,
e.g., 033 Biology for CSEE 2015)
012
HISTORY for CSEE 2014
Section
of the subject based NECTA report
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Write
the summative assessment aspects or messages therein
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Write
the formative assessment aspects or messages
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therein
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Missing
and that can be included
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||
1.
Cover page
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Performance
of candidates
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Examiners
report
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Understanding of candidates
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2.
Foreword
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This
report provides a descriptive feedback on the summative evaluation carried
out in November, 2014. It focuses on identifying and highliting the strength
and weaknesses of candidate’s responses in education.
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The
certificate of Secondary Education Examination is the yardstick for measuring
how well or poor the candidates mastered of failed to master the O-level
competence standards.
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Quality
of education with regard to the deep learning of the students.
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3.
Introduction
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It is
a comparative report which analyse the candidate performance which compared
the students results who sat in 2014 with 2013.
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History
examination paper assessed the competences as stipulated in the 2005 History
Syllabus. Additionally, samples of responses have been extracted from the
candidate script to illustrate
relevancy and irrelevancy of their responses.
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The
result must be about subject content and not about individuals. The subject
content should be talking about the strength and weaknesses of understanding
and learning a particular subject content and the information must much as
possible to avoid grading.
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4.
Structure of the report or Table of contents
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The
head if self provide summative message. The term table of contents reflect on
the issues that is tottally summative because the main items and sub-items is
content based and performative.
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There
is no formative message.
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Table
of contents missing the items that can reflect on the learner’s
understanding.
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5.
Analysis of the candidates’ performance per questions
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Percentage
based assessment where by each question the report showed the markers used to
mark, for instance they based on correctness and incorrectness of the answer.
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There
is no formative message.
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In
the report did not shown clearly the explanation on about the role of each
answer is correct or incorrect and why such particular responses.
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6.
Analysis of the candidates’ performance in each topic
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If is
percentage based assessment in each topic. The candidates response per topic
characterized by low, middle, high percentage all this are summative aspect
of assessment.
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To
some extent the report provide from the message especially interm of explain,
the key causes of the candidates responses per topic.
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The
report missing the aspect of learning environment, this had larger impact
toward meanful learning. Leading environment interms of method of teaching
and candidate misconceptions.
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7.
Conclusion
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The
first sentence provide summative message through the use of the term average.
Apart form that also the third sentence provide summative message by
including the term highly scored. The last third sentence of the conclussion
also provide summative message by including the term poor performance.
Further more the last fourth sentense provide summative message by including
the term good performance.
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The
last sentence of the conclussion provide formative message as it indicate the
actual candidates response as well as the clear causes toward that responses.
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The
conclussion missing the clear solution of improving learners in understanding as well as
learning environment. This two aspect are very important in formative
assessment.
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8.
Recommendations
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Teachers
to guide the candidates on how to learn in tackling examination questions.
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Participation
of students in history subject clubs
-
participation in both interclass and
interschool debating clubs and essay writing competition.
-
Teachers should teach by using
relevant teaching and learning materials coupled with drawings, illustrative
examples as well as enough exercises so as to boast the understanding of the
candidates.
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Teacher
should encourage the students to examine everything critically and challenge
everything to explore their knowledge on the subject matter.
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9.
Appendix I:
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Comparison
on the students performances per topic were it shows topics where performed
good average and poor.
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Shows
the level of students understanding per topic.
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Suggestion
on how to improve the students learning and understanding which will enable
the students to answer questions.
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10.
Appendix II:
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NILL
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NILL
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NILL
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11.
Appendix III:
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NILL
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NILL
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NILL
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