20159

SAQA QUAL ID20159
QUALIFICATION TITLE-National Diploma: ABET

Practice
NQF LEVEL: 05
Learner guide
Learning Module 5:
Produce, implement and evaluate assessment instruments and
conduct appropriate follow-up after an assessment event
Produce, implement and evaluate assessment instruments and conduct appropriate follow-up after an
assessment event
WELCOME
TRAINING IN SOUTH AFRICA
APPEALS
FORMAT
We would like you to be comfortable throughout your learning, within a safe and healthy
environment. Regular breaks are scheduled according to the course requirements and include
tea / lunch time. You are requested to switch off your cell phone during lectures and the use of
any form of digital camera (cell phone or other) is not allowed. If you are expecting and
emergency, or urgent call, please discuss this with the Facilitator.
COURSE
Welcome to the course!

The Facilitator is here to assist you in learning and understanding what is required to
successfully complete the course. You are encouraged to participate in all the exercises and ask
as many questions as you like, that are pertinent to the course. If you are uncomfortable with
any aspect of the course, please feel free to discuss this with your Facilitator. Remember that
the course meets SAQA requirements.
INDUCTION
TRAINING INTRODUCTION
The Learner may also be requested to complete a Portfolio of Evidence in which practical work
and exercises carried out in the workplace are recorded, written-up and evaluated.
The Learner will then be assessed Competent, or Not Yet Competent, using a variety of
assessment tools which may include, Written Tests, Oral Tests, Assignments, Observations and
Practical Role-plays.
This Appeal Process is a requirement of accreditation as a Training Provider and therefore is
fully compliant with SETA norms.
SAQA (South African Qualifications Authority) oversee training in South Africa today and their
authority extends over the complete spectrum of formal and informal learning in the classroom
and the workplace. SETAs (Sectorial Education and Training Authorities) are responsible for
developing education and training within defined commercial and industrial sectors of the
workplace and general population.
To ensure uniformity in education and training, each sector has a SGB (Standards Generating
Body) who scrutinize and accredit the individual Unit Standards submitted for approval within
that particular sector. This SGB will allocate a Unit Standard to a level and allocate credits whilst
also registering the Unit Standard with an Identity Number.
The level allocated will be in accordance with the NQF (National Qualifications Framework) and
the credits are based on an estimated learning period (1 credit = 10 hours of learning)
DETAILS OF THIS COURSE

Revise February 2016 Information Researched and developed by Yellow Media Publishers Group
Learner guide Module 05
assessment event
Contents
THE QUALIFYING LEARNER IS CAPABLE OF: .............................................................................. 8
MODULE ALIGNMENT .............................................................................................................. 8
TAKE NOTE ............................................................................................................................................ 16
.............................................................................................................................................................. 20
SELECTING ASSESSMENT TOOLS ....................................................................................................... 20
THE FOLLOWING IS AN EXAMPLE OF AN OBSERVATION ASSESSMENT INSTRUMENT.................... 22
DEFINING YOUR PROGRAM AND EXPECTED LEARNING OUTCOMES ......................................... 69
A) CLEARLY STATE PROGRAM MISSION AND GOALS ....................................................... 69
B) LISTING THE EDUCATIONAL OBJECTIVES FOR EACH GOAL ....................................... 70
C) STATE CLEARLY THE LEARNING OUTCOMES YOU ARE SEEKING .......................... 71
2. ALIGNING PROGRAM COMPONENTS WITH LEARNING OUTCOMES ........................................ 72
3. SELECTING AND IMPLEMENTING ASSESSMENT METHODS .................................................... 73
4. USING EVIDENCE GATHERED IN ASSESSMENT .................................................................... 73
PREPARING LEARNERS FOR ASSESSMENT ................................................................ 74
ASSESSMENT RUBRIC .................................................................................................... 75
ASSESSMENT POLICY ............................................................................................................ 76
FEEDBACK AND COUNSELLING ...................................................................................................... 80
REPORTING .............................................................................................................................................. 85
PRESENTATION ...................................................................................................................................... 88
.............................................................................................................................................................. 88
REASECH PROJECT........................................................................................................................... 89
ACTIVITY : 06 ........................................................................................................................................ 89
.............................................................................................................................................................. 89
SIMULATION .......................................................................................................................................... 90
ACTIVITY : 07 ..................................................................................................................................... 90
.............................................................................................................................................................. 90
REASECH PROJECT........................................................................................................................... 99
ACTIVITY : 08 ........................................................................................................................................ 99
.............................................................................................................................................................. 99
SIMULATION ........................................................................................................................................ 100
ACTIVITY : 09 ................................................................................................................................... 100
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............................................................................................................................................................ 100
HOW TO PERFORM SWOT ANALYSIS .......................................................................... 103
REASECH PROJECT......................................................................................................................... 104
ACTIVITY : 11 ...................................................................................................................................... 104
............................................................................................................................................................ 104
SIMULATION ........................................................................................................................................ 105
ACTIVITY : 12 ................................................................................................................................... 105
............................................................................................................................................................ 105
ALTERNATE MEANINGS ....................................................................................................... 109
TYPES ................................................................................................................................ 109
INITIAL, FORMATIVE AND SUMMATIVE ............................................................................................... 109
OBJECTIVE AND SUBJECTIVE ............................................................................................................ 111
BASIS OF COMPARISON ..................................................................................................................... 112
INFORMAL AND FORMAL .................................................................................................................... 112
INTERNAL AND EXTERNAL ................................................................................................................. 113
STANDARDS OF QUALITY ..................................................................................................... 113
RELIABILITY ........................................................................................................................................ 113
VALIDITY ............................................................................................................................................. 114
EVALUATION STANDARDS ................................................................................................................. 115
SUMMARY TABLE OF THE MAIN THEORETICAL FRAMEWORKS ................................................. 116
ROLE PLAY ..................................................................................................................................... 119
............................................................................................................................................................ 119
PRESENTATION ............................................................................................................................. 120
............................................................................................................................................................ 120
REASECH PROJECT...................................................................................................................... 121
ACTIVITY : 16 ................................................................................................................................. 121
............................................................................................................................................................ 121
ASSIGMENT ......................................................................................................................................... 125
............................................................................................................................................................ 125
ROLE PLAY ........................................................................................................................................... 126
............................................................................................................................................................ 126
PRESENTATION .................................................................................................................................... 127
............................................................................................................................................................ 127
REASECH PROJECT......................................................................................................................... 128
ACTIVITY : 04 ...................................................................................................................................... 128
............................................................................................................................................................ 128
WHAT TO KNOW ABOUT GROUP DYNAMICS? ......................................................................... 130
TRAINING TIPS.................................................................................................................... 133
TEXTBOOKS ....................................................................................................................... 136
TEACHING AIDS .................................................................................................................. 138
ACTIVITY ............................................................................................................................ 140
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8.3 SUPPLEMENTARY LEARNING MATERIALS .................................................................................... 140

SIMULATION ........................................................................................................................................ 149
ACTIVITY : 05 ................................................................................................................................... 149
............................................................................................................................................................ 149
WRITING EFFECTIVE SENTENCES ............................................................................... 152
......................................................................................................................................... 152
1. CONCISENESS IN SENTENCES ...................................................................................................... 152
2. FLUENCY IN SENTENCES ............................................................................................................... 155
3. EMPHASIS IN SENTENCES ............................................................................................................. 156
4. MAKE SENTENCES CLEAR ............................................................................................................ 158
REASECH PROJECT......................................................................................................................... 162
ACTIVITY :08....................................................................................................................................... 162
............................................................................................................................................................ 162
LESSON PLANNING AND TOOLS ........................................................................................... 165
USEFUL TOOLS .................................................................................................................. 166
TRAINER NOTE ................................................................................................................... 168
HANDOUT 17A: WAYS VISUAL AIDS HELP PEOPLE LEARN AND REMEMBER ................................. 173
HANDOUT 17B: WHY PICTURES FAIL TO CONVEY IDEAS ................................................................ 181
HANDOUT 17C: DESIGN CONSIDERATIONS ...................................................................................... 186
HANDOUT 17D: USING PICTURES TO COMMUNICATE EFFECTIVELY ............................................... 193
TRAINER ATTACHMENT 17A: WHY USE VISUAL AIDS? ................................................................... 196
TRAINER ATTACHMENT 17B: VILLAGERS TEACHING US TO TEACH THEM ..................................... 199
TRAINER ATTACHMENT 17C: EXAMPLES OF A TEACHING SITUATIONS ......................................... 203
ASSIGMENT ......................................................................................................................................... 205
............................................................................................................................................................ 205
ROLE PLAY ........................................................................................................................................... 206
............................................................................................................................................................ 206
PRESENTATION .................................................................................................................................... 207
............................................................................................................................................................ 207
REASECH PROJECT......................................................................................................................... 208
ACTIVITY : 11 ...................................................................................................................................... 208
............................................................................................................................................................ 208
SIMULATION ........................................................................................................................................ 209
ACTIVITY : 11 ................................................................................................................................... 209
............................................................................................................................................................ 209
SUGGESTED READING & RESOURCES ....................................................................................... 211
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Structure of the Learner Guide
ELO
ELO
Produce,
implement and
evaluate
assessment
instruments and
conduct
appropriate
follow-up after
an assessment
event
US Type
NLRD
Core
10291
Core
10290
US Title
Design, implement and follow

up on internal assessment for
adult learners
Evaluate, select and adapt
published learning materials
and develop, use and
evaluate own supplementary
learning aids
Level
Credits
Level
5
12
Level
5
12
TOTAL CREDIT VALUE
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Note to learners
Dear Learner,
Welcome to this Learning programme. We trust that this
Learning programme will be of great value to you during your
studies. To succeed in anything in life requires a lot of hard work.
assessment event
Preface:
The NQF allows for two exit points at Level 5: a Higher Certificate of 120 credits and a
National Diploma of 240 credits. Although it is not compulsory to make use of both these exit
points, the SGB decided that it is appropriate to do so. The decision was based on the
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following contextual factors:

a) There is very large demand in the ABET sector for a one year qualification, which
approximates a Higher Certificate at Level 5 of 120 credits.
b) Many people cannot afford the logistics and finance of two years of study, so an exit point
after one year is desirable.
c) Many people are unable to continue with their studies after one year, due to unforeseen
circumstances. The time already spent studying is then often of little or no value to them.
d) The state sector, one of the largest employers in ABET, has salary notches for M+1 and
M+2 qualifications.
e) A practitioner with the National Diploma qualification (240 credits), who has attained all
the level 5 unit standards, will be more ideally qualified as an autonomous professional.
Not all providers of ABET practitioner training will want to offer qualifications at both exit
points. They may offer only the 240 credit National Diploma, which will have higher status.
The model proposed by the SGB accommodates this by proposing that the Higher
Certificate exit point be an optional exit point. This enables some providers to offer both
qualifications and others only one.
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Introduction
The qualifying learner is capable of:
Module Alignment
Learner Tip
The modular structure illustrated above will contain a grouping of
unit standards that pertains to the exit level outcome and related
assessment criteria.
The following table illustrates the unit standard alignment in this
Learning Unit.
Learner Assessment
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Attending the training is not sufficient evidence of competence to award a certificate and the
credits attached to this programme. Learners are required to undergo assessment in order to
prove competence and be awarded the credits attached to this programme, eventually
leading to a national qualification.
After each module, you will be required to complete a formative assessment to assess your
knowledge by answering questions and apply the knowledge in the form of learning activities
before you move on to the next learning module. A separate learner workbook is provided.
Ideally, formative assessments should minimise the need for re-assessment as the assessor
and the candidate will agree to a summative assessment only when they both feel the
candidate is ready.
Summative assessment of competence is a process of making judgments about an

individual's competence through matching evidence collected to meet the appropriate
national standards. That is why the evidence in the learners portfolio should be closely
linked to the outcomes and assessment criteria of the unit standards against which the
learner is being assessed. However, candidates who are deemed not yet competent on a
summative assessment will be allowed to be re-assessed not more than two times.
When learners have to undergo re-assessment, the following conditions will apply:
Specific feedback will be given so that candidates can concentrate on only those
areas in which they were assessed as not yet competent
Re-assessment will take place in the same situation or context and under the
same conditions as the original assessment
Only the specific outcomes that were not achieved will be re-assessed
Candidates who are repeatedly unsuccessful will be given guidance on other possible and
more suitable learning avenues. In order for the assessor to assess competence, the
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portfolio should provide evidence of knowledge, skills, and attitude, and of how knowledge,
skills, and attitude were applied in a variety of contexts.
The Candidates Assessment Portfolio directs the learner in the activities that need to be
completed so that competence can be assessed and the credits attached to the programme
be awarded.
The assessment requirements for this programme are stated at the beginning of each
module.
The candidate has a right to appeal against assessment decisions or practices they regard
as unfair. An Appeals and Disputes procedure is in place and communicated to all
assessment candidates prior to assessment in order for them to appeal.
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Glossary / Terms
Assessment
The process of collecting evidence of learners work to measure and

make judgments about the achievement or non-achievement of specified
National Qualifications Framework standards or qualifications.
Assessment criteria
The assessment criteria for a course are the dimensions with which you
will judge how well a learner has achieved the learning goals.
Assessor
A person who is registered by the relevant ETQA body to measure the

achievement of specified National Qualifications Framework standards
or qualifications.
Credit
That value assigned by the Authority to ten (10) notional hours of

learning.
Integrated Assessment
That form of assessment, which permits the learner to demonstrate

applied competence and which uses a range of formative and
summative assessment methods.
Moderation
The process, which ensures that assessment of the outcomes described

in the NQF standards and qualifications, is fair, reliable, and valid.
Outcome
Contextually demonstrated product of the learning process.
RPL (Recognition for

prior learning)
The comparison of the previous learning and experience of a learner,

howsoever obtained, against the learning outcomes required for a
specified qualification, and the acceptance for purposes of qualification
of that which meets the requirements.
SETA
A body responsible for the organisation of education and training

programmes within a specific sector.
Specific outcome
Knowledge, skills, and values (demonstrated in context) which support

one or more critical outcomes.
Summative
Assessment
This assessment for making a judgment about achievement. This is

carried out when a learner is ready to be assessed at the end of a
programme of learning.
Unit standard
Registered statement of desired education and training outcomes and its

associated assessment criteria together with administrative and other
information as specified in the regulations.
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Learners class room rules
Dos
Donts
Participate actively
NO answering calls in class
Ask Questions for clarity
No eating or Drinking in class
Give constructive criticism
No discrimination is allowed in class
Maintain confidentiality
Avoid unnecessary movement in
class
Have a pen and pencil at hand
Unnecessary noise is prohibited
Use the note pad provided for notes
Do not steal other fellows

equipments
Keep your valuables safe
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ICONS
Icons
Type of assessment
Description
Formative knowledge
This comprises of questions
assessment:
to assess your knowledge.

You must obtain at least 80%
in each assessment criterion.
However there is no
judgement yet. It is now your
opportunity to identify the
shortcomings and ask
questions to the facilitator.
Formative applied
These learning activities will
assessment:
prepare you to think out of

the box and to maximise the
opportunity of group
discussions, problem-solving
and creative thinking skills.
You will prepare yourself
indirectly for the workplace
summative assessment.
Although these activities are
not in the real life of work,
you will then be better
equipped when you have to
do your workplace project in
the real life situation.
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Icons
Type of assessment
Description
Self-reflexive assessment
You will be required to

answer a few reflexive
questions. These types of
questions will ask you to
identify problems and to
explain how to resolve them,
putting yourself in the shoes
of the situation and also the
impact it may have on you as
an individual.
Teamwork Self-Assessment After you completed this

Form
course, you will be required

to assess your own
behaviour regarding team
work. See the template at
the back of this guide.
Work place experience
After you completed this

to assess your own
behaviour regarding work
experience.
Project research
After you completed this

to assess your own
behaviour regarding reseach.
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Learners materials
Make sure you have the following before the commencement of the lesson
Learners guide
Pens and pencils
Highlighter
Name tag
Ruler
Note pad
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ICONS
For ease of reference, an icon will indicate different activities. The following icons indicate
different activities in the manual.
Assessment Criteria
Take
note
Note!
Stop and Think!

Course Material
Reflection
Notes (Blank)
References
Definition
Summaries
Example
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Learning Map
SECTION:01-Select, adapt and design

appropriate assessment instruments for
internal assessment
SECTION: 02-Implement internal
assessment.
SECTION: 03Demonstrate professional

judgment when assessing learners'
performance in internal assessment. SECTION: 04-Evaluate assessment
instruments.
SECTION: 05-Follow up after an

assessment event.
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UNIT: 01-10291
Design, implement and follow up on internal assessment for
adult learners
Competencies
Knowledge
of:
Persons credited with this unit standard are able

to produce, implement and evaluate assessment
instruments and conduct appropriate follow up
action after an assessment event.
Skills to:
Contributing to the full personal
development of each learner and the social
and economic development of the society
at large, by making it the underlying
intention of any programme of learning to
make an individual aware of the importance
of:
(i) reflecting on and exploring a variety of
strategies to learn more effectively;
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SECTION 1: Select, adapt and design appropriate assessment

instruments for internal assessment
Specific Outcome
On completion of this section you will be able to: Select,
adapt and design appropriate assessment instruments for
internal assessment.
Assessment Criteria
Activities/instruments selected for the assessment instrument are appropriate to the outcomes,
the learning area and the learners.
(e.g. written test, oral interview, project, portfolio) (SO 1, AC 1)
Critical cross-field outcomes are assessed (SO 1, AC 2)
Outcomes and assessment criteria to be assessed are determined with reference to the
national unit standards and with due regard for learner readiness in relation to the unit
standards (SO 1, AC 3)
Guidelines for measurement of learners' performance are produced.

(e.g. in the form of a marking memorandum) (SO 1, AC 4)
Appropriate organisational procedures for moderation/ verification of internal assessment

instruments are followed, and feedback is incorporated into the assessment instrument.
(E.g. it may be necessary for the centre coordinator to moderate the facilitator's end-of-term test
before the learners write it.) (SO 1, AC 5)
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1.1 Activities/instruments selected for the assessment

instrument are appropriate to the outcomes, the learning area
and the learners.
(E.g. written test, oral interview, project, portfolio) (SO 1, AC
1)
Selecting Assessment Tools

Selection of an assessment tool involves a tradeoff between the ability to obtain detailed
information and the need to keep the process feasible and manageable. For this reason, this
section lists advantages and disadvantages for each of the various assessment tools. Most
assessment experts believe it is important to use multiple assessment tools to overcome the
disadvantages of a single tool, albeit with added work and expense. Assessment tools can
generally be placed in two categories, direct and indirect. Sometimes a tool from each of
these categories is used to get a more holistic view of student learning.
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Direct measures of assessment are those in which the products of student work are
evaluated in light of the learning outcomes for the program. Evidence from coursework such
as projects or specialized tests of knowledge or skills are examples of direct measures. In all
cases, direct measures involve the evaluation of demonstrations of student learning. In
assessing a learning outcome, at least one direct measure should be used.
Indirect measures of assessment are those in which students judge their own ability to
achieve the learning outcomes. Indirect measures are not based directly on student
academic work but rather on what students perceive about their own learning. Alumni may
also be asked the extent to which the program prepared them to achieve learning outcomes.
In another example, people in contact with the students, such as employers, may be asked
to judge the effectiveness of program graduates. In all cases, the assessment is based on
perception rather than direct demonstration.
Direct measures tend to be more time- and labor-intensive than indirect measures, which
can often be handled through surveys. Without the direct evaluation of student work, larger
sample sizes may be possible, which adds to the value of the results. Each outcome must
be assessed by one or more direct measures.
Instrument validity is an important factor to consider in choosing an assessment tool.
Validity is the degree to which an instrument measures what it purports to measure. There
are several types of validity. For the purposes of a program-level assessment probably the
most important type is content validity. This refers to the degree of overlap between what
intended learning outcomes and the items on the instrument chosen to measure those
outcomes. One question to ask is whether all of the intended learning outcomes are covered
on the instrument. A different version of this question is whether the proportion of items on
the instrument mirrors the importance placed on that learning outcome within the program.
For example, if a national standardized test is used as a measure of learning outcomes,
faculty members should consider whether all the intended learning outcomes are covered
and also whether each one is given enough weight by the instrument. There are other types
of instrument validity that may be of importance in a particular assessment. These are
described in detail in any research methods textbook. Whether faculty members choose a
commercially developed instrument or a locally developed assessment tool, the validity of
the measure is an important issue to address.
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Instrument reliability refers to the instruments consistency. Test-retest reliability is a

measure of the consistency of scores when the instrument is administered more than once.
Internal reliability is a measure of the consistency of scores within the instrument (e.g., splithalf reliability, which measures whether scores in the first half of the test are consistent with
scores in the second half of the test). For programs using rubrics, inter-rater reliability is very
important as it provides a measure of the extent to which two or more scorers are in
agreement relative to the use of a given rubric. The type of reliability measure that is
important in a given assessment will depend on the assessment itself. If an instrument is not
reliable, it cannot be a valid measure. Therefore, it is important to learn the reliability of
commercially purchased instruments or to establish the reliability of locally developed tools.
The following is an example of an observation assessment instrument.

Note the following features:
it gives clear instructions to both the assessor and candidate about how to do the
assessment
it gives a clear indication of the observable things to look for and how to record those
observations
it guides the assessor on how to make the final assessment decision
Instructions to
For this assessment you are required to be directly
the Assessee:
observed while you:
- check and set up equipment for a given cleaning job,

and
- carry out cleaning of the soiled surface.
This assessment will commence with all material and

equipment assembled on the job site.
During the assessment I will observe you completing

the task and will make notes on a checklist. I will stop
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the assessment on occasion to ask questions or to get

you to repeat an action, or ask you to explain what and
why you are doing something. I will tell you when to
continue with the assessment task.
There are three critical actions in this assessment. If I

am not satisfied the actions have been carried out
satisfactorily, then I will have to stop the assessment
and decide if we can continue. The actions are:
- meeting the site barricade requirements
- wearing the correct PPE

- applying the cleaning agent correctly.
Action
Observation
Checking
Equipment was checked before attempting to start the
equipment
job.
X Comment
Equipment was checked correctly.
Questions:
What are you looking for when you check equipment?
- hoses
- compressor
- containers
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What common problems can occur with hoses?
Why is it important to check equipment?
What would you do if you found faulty equipment?
Erecting
Barricade was erected correctly.
barricade
Job environment constraints were dealt with
satisfactorily:
- Public Terrain
- Traffic Weather
Questions:
What would you do if the barricade interfered with

pedestrian traffic?
What would you do if there weren't sufficient solid

barricades to cover the site?
Wearing PPE
Correct PPE was worn at all times.
Questions:
What is the effect of chemicals making contact with

skin?
How often must respirator filters be changed?
Cleaning and
No overspray on any spot.
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rinsing
Correctly judged the area of wall to spray to allow time
for rinsing.
Correctly judged marks requiring alternative cleaning

methods.
Questions:
Describe the procedure to report marks that cannot be

removed using this method.
How do you dispose of waste chemicals?
What can happen if equipment is stored wet?
What are the health and safety implications of not

cleaning equipment?
Applying
Rinsed before cleaning agent dried.
agent,
neutralise and
Surface was cleaned free of any marks or cleaning
remove
agent.
Completed task in an acceptable time.
Questions:
Why do you add the chemical to the water and not

water to the chemical?
What is the ratio of chemical to water?
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What is the first aid procedure if chemical is

swallowed?
Describe the procedure for a chemical spill.
1.2 Critical cross-field outcomes are assessed (SO 1, AC 2)
Clio Bluestocking is
cranky, again. Why? She has to get dressed, drive up to the self-proclaimed main
campus (they arent, they just like to think they are) and sit in on one of those
hideous Outcomes Assessment meetings run by the OA Borg, a group of True
Believers who get paid a lot of money NOT to teach. Yeah, thats a loser of a
proposition twice-over: 1) a meeting, run by 2) Outcomes Assessment fraudsters.
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Oh, Historiann! Youre just an old crank too, you might be thinking. (You might be
right.) For those of you who remain blissfully ignorant of Outcomes Assessment,
allow me to explain: academic departments are asked to invent new tests and
measures by which to measure their students progress, outside of all of those
papers and exams were assigning to them in our classes to prove that our students
are learning something. Thats right, friends! Its redundant work for everyone,
except for the Outcomes Assessment administrators who are paid to make
$hitwork up for faculty and students who would prefer to be left alone to get on with
the business of studying physical anthropology, or engineering, or zoology, or
Romantic literature, or something else that has actual interest and value to people
other than Outcomes Assessment administrators.
Why do I call Outcomes Assessment a fraud? Let Clio B. tell the tale:
Meanwhile, at our college, in our department, we all settled on a truce. Do what they
ask, generate the data and hand it over with as little disruption to our own teaching
as possible. After all, the OA Borg kept telling us, You are the professionals. You
know your subject. We trust you to come up with the most effective assessment
instrument. We will accept what you come up with. If we didnt comply, then, THEY
will come in and create one for you.
Someone actually told that to me yesterday. I wanted to tell her, cmon! You are far
too old to believe that, if we are good little professors, and do exactly what is
expected of us, then THEY are going to leave us alone. I did tell her, THEY are
going to take it over if THEY want to no matter what we do. She has become
assimilated. She honestly believes that she can limit the impact of the system by
becoming part of it. Our pity for her prevents us from holding her in contempt.
THEY are actually already taking it over. All of that we trust you and you are the
professionals and we will accept what you come up with is just smoke. You see,
we came up with ours, and they kept sending it back to us. At first, it was just
tweaking the language. Students will understand the causes of the American
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Revolution, had to be Students will demonstrate an understanding of the causes of

the American Revolution. That sort of thing. Then, their revisions became more
detailed. How does this question show that students are demonstrating the causes
of the American Revolution? they wanted to know.
Ultimately, what they wanted from us was an essay-based exam. Ultimately, we
refuse to give it to them.
But, as we know from long experience with stray cats, ex-boyfriends, and
telemarketers: if you feed it, it will just keep coming back! If you engage with them,
theyll never let you go!
The OA Borg becomes more and more intrusive with more and more forms and
more and more rejection of our own assessment tools. They say, we let you create
your own tool because we trust that you know what you are doing. Then, when we
do, they send it back saying this isnt good enough. The process repeats until they
are satisfied, which means that they do have requirements for these instruments,
(please! They are tests!) but to keep up the mendacity of you create the instrument
yourselves, they have to coerce us into figuring out what it is and giving it to them.
To keep up the lie that we arent asking for a standardized or common exam they
have to get us to decide that a standardized and common exam is the best option.
Clearly, they do have to coerce our department because we dont buy it and we have
no respect for their process. They want us to give them honest-to-god exams that
demonstrate education. We believe that we already do, they just arent the same
exams approaching the questions of the course in the exact same way. They dont
accept that method because, if their numbers are going to mean anything, they need
sameness. To achieve that sameness, they want us to give the same exam.
We rebel against that because we see that as standardized testing with common
exams.
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1.3 Outcomes and assessment criteria to be assessed are

determined with reference to the national unit standards and
with due regard for learner readiness in relation to the unit
standards (SO 1, AC 3)
Scoring Guides/Rubrics
Scoring guides, or rubrics, have been developed to provide consistency of scoring of student
performance.
The teacher does not need to use every category of scoring guide for each task.
Many teachers and students will find it helpful to focus on the assessment a few skills
at a time.
The task and scoring guide should be shared with the student to establish clear
expectations.
Scoring guides may also be used for peer or self-evaluation, providing a basis for self
reflection and an understanding of the skills gained through the task.
Refined writing pieces may be assessed with the ACTFL writing guidelines.
adapted from Second Language Elementary, Oregon Department of Education, February,

1995
General Communication Scoring Guide

Message is
Delivery is
Information
Language
Pronunciation
Vocabulary
Structure
6
easily understood
effortless
expands on all
employs
approximates
is used
in its entirety
and smooth
relevant
complex
native speech
accurately
information
structures and
with creative
speech;
variety
29
assessment event
demonstrates
a
sophistication
beyond that
which has
been studied
5
comprehensible
has no
includes all
employees
is mostly
is varied and
in its entirety with
unnatural
relevant
consistent and
correct with
accurate
a few minor flaws
pauses;
information
accurate use
only minor
sounds like
of structures;
flaws
natural
.may contain a
speech
few minor
errors that
don't interfere
with the
communication
generally
fairly smooth
includes most
generally uses
influenced by
is
comprehensible
with a few
relevant
correct
first language
appropriate
unnatural
information
structures with
pauses;
some errors
slight
choppiness
and/or
occasional
error in
information
3
somewhat
occasionally
includes a fair
demonstrates
shows strong
is simple
comprehensible
halting and
amount of
an inconsistent
influence from
with some
fragmentary
relevant
use of correct
first language
inappropriate
with some
information;
structures
use
30
assessment event
unnatural
may include
pauses,
contradictions,
choppiness,
informational
or
gaps, or
inappropriate
redundancies
intonation
2
difficult to
very halting
little relevant
shows many
is dominated
is limited or
understand
and
information is
errors in use of
by first
incorrect
fragmentary
presented
structure
language
very halting
vague or
has no
interferes with
is very poor
and
confusing
apparent
comprehension
or inaccurate
fragmentary
information is
understanding
for topic; first
with
presented
of structures
language
with many
unnatural
pauses;
speech
sounds
mechanical
1
incomprehensible
excessive
words may
unnatural
be used;
pauses
speaker may
create a
target
language
form from
first
language

1995
31
assessment event
Interview Scoring Guide

Questions
Word Order
and Answers
and
Delivery
Language
Vocabulary
Structure
Intonation
Intonation
6
Pronunciation/
are elaborate
are correct
is effortless
employs
approximates
is used
and varied;
and fluent
and smooth
complex
native speech
accurately
tailored to
structures and
with creative
previous
speech;
variety;
responses
demonstrates
reveals
(employs
breadth of
some
sophistication
knowledge
circumlocation)
beyond that
which has
been studied
are varied
are correct
has no
employs
is mostly
is varied and
unnatural
consistent and
correct with
accurate
pauses
accurate use
only minor
of structures;
flaws
may contain a
few minor
errors that
don't interfere
with the
communication
4
are basic
are mostly
is fairly
generally uses
is influenced by
is
correct
smooth with
correct
first language
appropriate
32
assessment event
few
structures with
unnatural
some errors
pauses;
slight
choppiness
and/or
occasional
error in
intonation
3
are simplistic
are
is halting
demonstrates
shows strong
is simple
or
influenced
and
an inconsistent
influence from
with some
inappropriate
by first
fragmentary
use of correct
first language
inappropriate
language
with some
structure
use
unnatural
pauses
2
are very
are heavily
is halting
shows many
is dominated
is limited or
simplistic or
influenced
and
errors in use of
by first
incorrect
inappropriate
by first
fragmentary
structure
language
language
with many
unnatural
pauses
are minimal
are
is halting
has no
interferes with
is very poor
and may be
inappropriate
and
apparent
comprehension
or inaccurate
inappropriate
fragmentary
understanding
for topic; first
(yes/no type;
with
of structures
language
one-word
excessive
words may
response)
unnatural
be used;
pauses
speaker may
create a
target
33
assessment event
language
from first
language

1995
Narration Scoring Guide

Organization of
Details
Delivery
Language
Story
Pronunciation/
Vocabulary
Structure
Intonation
story has creative
rich use of
effortless
employs
approximates
is used
or unusual
details or
and smooth
complex
native speech
accurately
beginning,
specifics
structures and
with creative
middle, and end;
speech;
variety;
sequencing is
demonstrates
reveals
highly evident
breadth of
with excellent
sophistication
knowledge
use of transitions
beyond that
which has
been studied
story has well
use of
no unnatural
employs
is mostly
is varied and
developed
many
pauses;
consistent and
correct with
accurate
beginning,
details or
sounds like
accurate use
only minor
middle, and end;
specifics
natural
of structures;
flaws
speech
may contain a
sequencing is
evident with good
few minor
34
assessment event
use of transitions
errors that
don't interfere
with the
communication
story has
some use
fairly smooth
generally uses
is influenced by
is
adequate
of details
with few
correct
first language
appropriate
beginning,
or
unnatural
structures with
middle, and end,
specifics
pauses;
some errors
but may be
slight
unclear;
choppiness
sequencing is
and/or
simple with few
occasional
transitions
error in
intonation
story has
few details
occasionally
demonstrates
shows strong
is simple
beginning,
or
halting and
an inconsistent
influence from
with some
middle, and end,
specifics
fragmentary
use of correct
first language
inappropriate
but may be
included
with some
structure
unclear;
unnatural
sequencing is
pauses,
very simple with
choppiness,
few transitions
or
use
inappropriate
intonation
2
story is sketchy;
audience
halting and
shows many
is dominated
is limited or
is left with
fragmentary
errors in use of
by first
incorrect
sequence is
many
with many
structure
language
difficult to follow
questions
unnatural
pauses;
speech
35
assessment event
sounds
mechanical
1
story is
no
very halting
has no
interferes with
is very poor
incomprehensible
evidence
and
apparent
comprehension
or inaccurate
of
fragmentary
understanding
unfolding
with
of structures
of
excessive
first
significant
unnatural
language
events
pauses
word may be
for topic;
used;
speaker may
create a
target
language
from first
language

1995
Skit Scoring Guide

Developing
Cultural
and
Behaviors
Delivery
Language
Vocabulary
Structure
Intonation
Sequencing
6
Pronunciation/
creatively
exhibits
effortless
employs
approximates
is used
developed in
obvious and
and smooth
complex
native speech
accurately
detail;
subtle target
structures and
with creative
36
assessment event
entertaining;
cultural
speech;
variety;
rich, unusual
behaviors
demonstrates
reveals
story
breadth of
elements
sophistication
knowledge
beyond that
which has
been studied
5
well
exhibits
no unnatural
employs
is mostly
is varied and
developed;
many
pauses;
consistent and
correct with
accurate
many details;
appropriate
sounds like
accurate use
only minor
holds
target
natural
of structures;
flaws
audience's
cultural
speech
may contain a
interest;
behaviors
few minor
strong
errors that
beginning,
don't interfere
middle, and
with the
end
communication
adequately
exhibits
fairly smooth
generally uses
is influenced by
is
developed;
some target
with few
correct
first language
appropriate
includes all
cultural
unnatural
structures with
required story
behaviors
pauses;
some errors
elements;
slight
has
choppiness
beginning,
and/or
middle, and
occasional
end
error in
intonation
partially
exhibits only
occasionally
demonstrates
shows strong
is simple
developed;
the most
halting and
an inconsistent
influence from
with some
missing a few
obvious
fragmentary
use of correct
first language
inappropriate
37
assessment event
required story
target
with some
elements;
cultural
unnatural
beginning,
behaviors
pauses,
structure
middle, and
choppiness,
end may be
or
unclear
inappropriate
use
intonation
2
minimal
exhibits little
halting and
shows many
is dominated
is limited or
development;
target
fragmentary
errors in use of
by first
incorrect
missing many
cultural
with many
structure
language
required story
behavior
unnatural
elements;
pauses;
hard to follow
speech
sounds
mechanical
unsatisfactory
exhibits no
very halting
has no
interferes with
is very poor
development;
target
and
apparent
comprehension
or inaccurate
inadequate
cultural
fragmentary
understanding
for topic; first
amount of
behaviors
with
of structures
language
material; no
excessive
word may be
sequencing
unnatural
used;
pauses
speaker may
create a
target
language
from first
language

1995
38
assessment event
Peer Evaluation of an Oral Presentation

Very Good
Satisfactory
Poor
Gave an interesting introduction
Presented clear explanation of topic
Presented information in acceptable order
Used complete sentences
Offered a concluding summary
Spoke clearly, correctly, distinctly, and

confidently
Maintained eye contact
Maintained acceptable posture
39
assessment event
Presentation was interesting
Used visual/audio aids well
Handled questions and comments from

the class very well
Total ___________ (of 33)
Teacher Resource Manual, Senior High Social Studies

10/20/30, Alberta , 1990
Group Performance Rating Scale

Directions: Use this form to give feedback about the performance in your group. Circle the
appropriate number after each statement.
0 = Major Difficulty, 1 = Needs Improvement, 2 = Okay, 3 = Very Good, 4 = Excellent
1. All members participated in the group
activities.
2. Members listened to others in the
group.
3. Members helped and encouraged
others in the group.
4. Group members stayed on the task
assigned.
40
assessment event
5. Group members worked well together.
6. No one dominated the group
discussions.
7. Group members practiced the
cooperative skills.
8. Group members did not use putdowns.
9. Group members were able to accept
criticism.
10. Trust developed among group
members.
Add all circled numbers for Total Score ___________ (out of 40)
A. What I really liked about our group
B. Ideas for improvement
adapted from Alan C. King, Skills for Healthy Relationships, CMEC, 1993.
41
assessment event
Group Project Likert Scale

A likert scale is used to evaluate a product or demonstration by selecting a number from highest to
lowest (e.g., 1-5) for each specified trait. The numbers are arranged horizontally and are added up
to arrive at an overall score.
Directions: For each of the following criteria, place the most appropriate number or letter to
evaluate your peer's actions in group project. Group may be evaluated as a whole or as individuals.
Excellent
Good
Satisfactory
Fair
Poor
or A: Always, S: Sometimes, N: Never

1. _____ Your peers participated in the initial discussion used to get project going.
2. _____ Your peers contributed with creative ideas that enhances project.
3. _____ Your peers came up with few ideas, but these were always original and unique.
4. _____ Your peers were quick to suggest solutions to problems with project as they occurred.
5. _____ Your peers were helpful in inventing methods, gadgets, pictorial elements, etc., of
project.
6. _____ Your peers showed strong leadership skills during development and construction of
project.
7. _____ Your peers were friendly, enthusiastic, and positive during group work.
8. _____ Your peers were encouraging and complimentary of your own performance in group
project.
9. _____ Your peers were always available to spend time working on group project.
10. _____ Overall, your peers were essential to the development and construction of your group
project.
Teacher Resource Manual, Senior High Social Studies 10/20/30, Alberta, 1990
42
assessment event
Dramatic Reader Score Sheet

Directions: For each quality listed below, circle the number that most nearly describes the position of this paper
on the following scale from high to low.
LANGUAGE FACTORS
HIGH
I.1. Conversation -
MEDIUM
LOW
Realism
I.2. Conversation Situation
I.3. Stage
Directions
TOTAL LANGUAGE SCORE
SHAPE FACTORS
HIGH
MEDIUM
LOW
II.1. Beginning
II.2. Structure
II.3. Ending
TOTAL SHAPE SCORE

CHARACTERIZATION
HIGH
MEDIUM
LOW
FACTORS
43
assessment event
III.1. Development
III.2. Consistency
TOTAL CHARACTERIZATION SCORE

MECHANICS FACTORS
HIGH
MEDIUM
LOW
IV.2. Spelling
IV.3. Punctuation
IV.1. Dramatic
Form
TOTAL MECHANICS SCORE

RESPONSE FACTORS
HIGH
MEDIUM
LOW
V.1 Entertainment
V.2 Originality
TOTAL RESPONSE SCORE__________
TOTAL SCORE
Cooper and Odell, Evaluating Writing, Describing, Measuring, Judging, NCTE, p.29, 1977
44
assessment event
Portfolio Evaluation
Profile of a Bilingual Child 199_ - 199_
Child's Name ________________________________ Grade Level _________________________
District ___________________ School ______________________Teacher ____________________
First Language (L1) ______________ Second Language (L2) ________________ Date _________
Does Not Meet
Curriculum/Assessment
Meets Standards
Exceeds Standards
Areas
Standards
Oral Language
L1
L2
L1
L2
L1
L2
Written Language
L1
L2
L1
L2
L1
L2
Reading
L1
L2
L1
L2
L1
L2
Overall Profile Summary
L1
L2
L1
L2
L1
L2
Pieces of Evidence for Curriculum/Assessment Areas

Curriculum/
L1
Date
Completed
L2
Date
Completed
Assessment Areas
45
assessment event
I. Oral Language
II. Written Language
III. Reading
1.1____________
___________
1.10___________
___________
1.2____________
___________
1.20___________
___________
1.3____________
___________
1.30___________
___________
1.4____________
___________
1.40___________
___________
2.1___________
___________
2.10___________
___________
2.2___________
___________
2.20___________
___________
2.3___________
___________
2.30___________
___________
2.4___________
___________
2.40___________
___________
3.1___________
___________
3.10___________
___________
3.2___________
___________
3.20___________
___________
3.3___________
___________
3.30___________
___________
3.4___________
___________
3.40___________
___________
draft by Margo Gottlieb, Illinois Resource Center, 1855 Mt. Prospect Road, Des Plaines, IL
60018
46
assessment event
CHECKLISTS
Writing Conference Checklist

student's
Date
Ideas
Organization
name
Vocabulary
Sentence
Voice
Mechanics
Comments
Structure
(Focus/
Thesis)
Title of
work
47
assessment event
Symbol explanations: + well developed; v satisfactory;- needs attention; NA not applicable
Checklist for Planning an Immersion Program
Comments
core group of parents and district staff established
facts gathered
sufficient parent interest established
target language selected
48
assessment event
realistic program goals established
program type and scope determined
action plan and timetable developed
budget prepared
public relations campaign planned
public relations campaign underway
program submitted for district approval
adapted from Challenges and Opportunities: Immersion Education in San Francisco
49
assessment event
Reading Conference Checklist

Student_____________________________________________________
Date:
Date:
Date:
Date:
Date:
Date:
Title:
Title:
Title:
Title:
Title:
Title:
Level Appropriate
Reads fluently
With inflection
Literal
comprehension
Interpretive
comprehension
Strategies:
Whole
idea
Picture
clues
Pattern
Sight
words
First letter
Decodes
50
assessment event
Context
clues
Skipreturn
Rereads
Comments
CODES: + Consistently, X Sometimes
adapted from Christopher-Gordon Publishers, 1994
Checklist to Evaluate Textbooks, Activities, and Materials
contains student activities that are proficiency-based
appeals to a variety of learning styles
actively engages students in meaningful, interactive communication
51
assessment event
allows for open-ended and creative uses of language
requires higher order thinking skills
occurs within a cultural context
promotes the use of language functions
supports the spiraling process of language acquisition
grammar explanations are clear and concise, enabling students to work toward accuracy goals from the
beginning of the instructional sequence
cultural information integrates throughout the text
cultural information is current
cultural information reflects the diversity within that culture
52
assessment event
all materials include visuals of both genders, varied ages, and are representative of ethnic, racial, and
cultural diversity
interdisciplinary connections are apparent in the materials

1995
Summary of a Bilingual Child's Portfolio: Developmental Criteria
CHECK THE CRITERIA THAT APPLY TO THE CHILD'S PERFORMANCE IN THE FIRST (L1) AND
SECOND (L2) LANGUAGE AS DEMONSTRATED IN THE PORTFOLIO AND MARK THE PORTFOLIO'S
OVERALL DEVELOPMENT.
Overall Development:
L1
Does Not Meet
L2
L1
Meets Standards
L2
L1
Standards
L2
Exceeds
Standards
Criteria
____
demonstrates little
____
____
demonstrates
____
____
demonstrates
creativity, versatility
considerable
wide-range
and imagination
creativity, versatility
creativity,
____
53
assessment event
and imagination
versatility and
imagination
____
exhibits few
____
____
reasoning strategies
exhibits a variety of
____
____
reasoning strategies
exhibits a full
____
repertoire of
reasoning
strategies
____
links
____
____
links
____
____
integrates
skills/ideas/concepts
skills/ideas/concepts
knowledge
loosely together
and forms
and applies it
meaningful patterns
to new
____
situations
____
reflects negative
____
____
reflects neutral
____
____
reflects
attitude toward
attitude toward
positive
learning
learning
attitude
____
toward
learning
____
reveals intermittent
____
____
reveals sustained
____
____
reveals
interest in
interest in
sophistication
interacting with
interacting with
in interacting
environment
environment
with
____
environment
____
appears
____
____
seeks immediate
____
____
overwhelmed and
solutions to
problems and
frustrated by
problems
enjoys the
problems
____
wrestles with
engages in
____
challenge
____
____
engages in self-
____
____
engages in
scattered attempts
reflection and
self-reflection
of self-reflection
analysis of learning
and analysis
____
54
assessment event
under guidance
____
communicates little
under guidance
____
____
of learning
____
communicates
____
communicates
progress and limited
relative progress
clear progress
growth
and sporadic growth
and consistent
____
growth
____
involves parents in
____
____
____
involves parents in
____
involves
the learning process
the learning process
parents in the
only when required
to a limited extent
learning
to do so
____
process to a
great extent
Eric Clearinghouse on Languages and Linguistics K-8 Foreign Language Assessment: a

Bibliography Compiled by Lynn Thompson
Student Self Assessment of Foreign Language Performance

Grade_______ Male _______ Female_______
Read the descriptions of tasks that you can do as a result of completing level 1.
Check the appropriate areas that indicate how you rate yourself.
Description
Yes
Yes
Language_______________________
(no
(with
assistance)
assistance)
No
Comments
I can do the following:

1. greet someone and ask the
person how does she/he feels.
55
assessment event
2. Tell someone my name, where

I live, and my age.
3. Tell someone a little

information about my family.
4. Question someone if it relates

to me, my family, my school.
5. Describe my best friend.
6. Discuss 3 countries where the

foreign language is spoken and
tell a few interesting points
about these countries.
7. Understand and respond to

questions asked to me about
my name, age, where I live,
and the music I like.
8. Read a simple short paragraph

56
assessment event
if it is about someone who is

discussing him/herself, school,
or friend.
9. Write a note to a pen pal telling

about myself.
10. Write my teacher and describe

a typical day from the time I get
up to the time I go to bed.
11. Write the correct endings on

verbs, when requested,
because I understand which
endings go with specific
subjects.
12. Read, write, and tell the time.
13. Order something in a school

store, a restaurant, a
department store.
14. Describe other tasks that you can perform.
57
assessment event
15. Which of the above descriptions are you willing to demonstrate? List in priority
order.
_____________________ _____________________ ______________________
Eric Clearinghouse on Languages and Linguistics K-8 Foreign Language Assessment: a

Bibliography Compiled by Lynn Thompson Prince George's County (MD) Public Schools
Foreign Language Office
Questioning Techniques
Preproduction
Point to.........
Find the........
Put the ___ next to the ___.
Give the ___ to ___.
58
assessment event
Who has the ___?

Do you have the ___?
Is this a ___?
Who wants the ___?
Who has the ___?
Early Production
Yes/no questions (Is Jimmy wearing a
sweater?)
Either/or questions (Is this a pencil or an
eraser?)
One word response questions (What does
the woman have in her hand?)
General questions which encourage lists of
words (What do we see on the
playground?)
Two word responses (Where did he go? To
school.)
Speech Emergence
59
assessment event
Why?
How?
Tell me about - Talk about
What do you think about?
Describe...
How would you change this part of the
story?
Intermediate Fluency
What would you recommend/suggest?
How do you think this story will end?
What is your opinion (on this matter)?
Describe/compare...
How are these different/similar?
What would happen if........?
Which do you prefer? Why?
60
assessment event
Anecdotal Records
Anecdotal records offer opportunities to document students' growth over time. On-the-spot
recording provides an inexpensive, non-threatening, assessable method of gathering a
range of information about not only academic development, but also social and emotional
development. Regular anecdotal recordings offer glimpses of progress and patterns of
behavior not necessarily captured by other means of assessment. For example, in the
inclusive classroom, students willingness to ask for help can be captured on daily anecdotal
records. Similarly, through the use of anecdotal recordings, attention can be given to such
student attributes as paying attention, time on task, effort, and organizational skills. This
information, recorded over time, can reveal areas of instruction needing attention.
Alaska Social Studies Framework Draft, 10/6/96
Anecdotal Notes: Summary of Individual Retelling

I = included
N = not included
NT = not included in the book
Date
Story
Comments
61
assessment event
9/15
Mr.
5/5
4/6
Student includes main
Floop's
character, supporting
Lunch
characters, some
episodes, and ending.
Oral
Setting refers to place.
Unguided
Read to
Needs sequence and

details for reader to
follow story. Must
student
include problem and

resolution.
Adapted from Wei Ling Wu, Rider College Reading/Language Arts, 1993
62
assessment event
63
assessment event
Assignment
Activity : 01
Instructions
Explain how to design appropriate assessment

instruments
Method
Individual task
Media Method
Flipchart
Marks
10
Notes:
64
assessment event
role play
Activity:02
Instructions
Develop the follow assessment

portfolios, tests, interviews, essays, peer review
Method
individual Activity
Media Method
Flipchart
Marks
50
Notes:
65
assessment event
presentation
Activity:03
Instructions
Explain the critical cross field outcome
Method
Group Activity
Media Method
Flipchart
Notes:
66
assessment event
REASECH PROJECT
Activity :
Instructions
Explain the assessment procedures
Method
Individual Activity
Media Method
Flipchart
Mark
10
Notes:
67
assessment event
SECTION 2: Implement internal assessment.
Specific Outcome
On completion of this section you will be able to: Implement
internal assessment.
Assessment Criteria
Outcomes to be assessed and procedures are discussed with

learners before the assessment event takes place (SO 2, AC 1)
Learners are given clear, unambiguous explanations as to what
to do during the assessment event (SO 2, AC 2)
Learners are provided with the necessary resources for the

assessment task.
(e.g. hand tools, calculators) (SO 3, AC 3)
Learners are given consistent support for the duration of

longer-term assessment tasks.
(e.g. regular feedback on drafts of projects, portfolios) (SO 4, AC
4)
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2.1 Outcomes to be assessed and procedures are discussed

with learners before the assessment event takes place (SO 2,
AC 1)
Defining Your Program and Expected Learning Outcomes
A) CLEARLY STATE PROGRAM MISSION AND GOALS
Definition of a Program Mission

the values and philosophy of the program, a vision of what the program is supposed to
do. A mission statement might include a brief history and philosophy of the program, the
type of students to be served, the academic environment and primary focus of the
curriculum, faculty roles, the contributions to and connections with the community, the
role of research, and a stated commitment to diversity and nondiscrimination.
Example One - Program Mission

The mission of the department of ___________is to provide students with educational
experiences and environment that promote the mastery of discipline knowledge and
methods, the ability to succeed in discipline-related graduate programs and careers, and
the skills and dispositions needed for citizenship in our diverse culture and the world.
Definition of Program Goals

The general aims or purposes of the program and its curriculum. Effective goals are
broadly stated, meaningful, achievable and assessable. Goals should provide a
framework for determining the more specific educational objectives of a program and
should be consistent with your program mission and the Cal Poly mission.
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Example One - Program Goals

- Understand and can apply fundamental concepts of the discipline.
- Communicate effectively, both orally and in writing.
- Conduct sound research.
- Address issues critically and reflectively.
- Create solutions to problems.
- Work well with others.
- Respect persons from diverse cultures and backgrounds.
- Commitment to open-minded inquiry and lifelong learning.
B) LISTING THE EDUCATIONAL OBJECTIVES FOR EACH GOAL
Definition of Educational objectives

- The knowledge, skills, abilities, capacities, attitudes or dispositions you expect students
to acquire in your program.
- Educational objectives should be clearly stated, realistic and achievable.
- They should meaningfully define the related goal, and, where possible, indicate desired
level of attainment.
- Educational objectives should be assessable.
Example One - Listing the educational objectives for each goal

- Goal I. Understand and can apply fundamental concepts of the discipline.
Educational Objectives connected to Goal I
1. Demonstrate understanding of basic concepts in the following areas of the discipline:

_______, _______, _________ and _________.
2. Recognize the source(s) of major viewpoints in discipline.
3. Apply concepts and/or viewpoints to a new question or issue.
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Example Two - Listing the educational objectives for each goal

- Goal VII. Respect persons from diverse cultures and backgrounds.
Educational Objectives connected to Goal VII
1. Interact positively with those from groups other than the student's own.
2. Entertain, empathetically, viewpoints from a variety of perspectives.

3. Demonstrate awareness of cultures and backgrounds other than the student's own.
C) STATE CLEARLY THE LEARNING OUTCOMES YOU ARE SEEKING
Definition of Learning outcomes: are specific, observable behaviors evidenced by

students who have achieved your educational objectives. Learning outcomes are stated
operationally, and describe the observable evidence of a student's knowledge, skill,
ability, attitude or disposition. State clearly each outcome you are seeking: How would
you recognize it? What does it look like? What will the student be able to do?
Example One - Clearly stating the learning outcomes you are seeking
Goal I. Understand and can apply fundamental concepts of the discipline.
Educational Objectives connected to Goal I:

1. Demonstrate understanding of basic concepts in the following areas of the discipline:
_______, _______, _________ and _________.
Learning outcomes evidencing Educational Objective I:
Describe___________.
Classify____________.
Distinguish_________.
Give examples of_____.
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Explain_____________.
Interpret____________.
2. Aligning Program Components with Learning Outcomes

Identify program components that are designed to achieve each educational objective.
The curriculum and courses required by your program should be designed to meet your
program goals and educational objectives. Clearly, students will not demonstrate the
desired learning outcomes if your program components have not provided sufficient
opportunity to develop them during coursework and related experiences. According to
Mary Allen, "curricula should be structured to introduce key learning opportunities early
and to reinforce this learning throughout."
The MATRIX is a tool commonly used to summarize the relationship between program
components (curriculum, courses) and program goals and objectives (I = Introduced, P =
Practiced, R = Reinforced):
MATRIX mapping program objectives to courses

COURSE
125
OBJECTIVE
OJECTIVE
OBJECTIVE
OBJECTIVE
OBJECTIVE
II
III
IV
170
225
231
331
335
400
435
R
R
Note that this program formally introduces, consistently practices and reinforces just one
objective, objective V.
Objective II is introduced, but never practiced or reinforced.
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Objective III is never formally introduced.
Objective IV is not included in the curriculum at all.

(adapted from M. Allen, 2002, page 44)
3. Selecting and Implementing Assessment Methods
Understand that not every goal or educational objective can always be assessed, identify
those that you prize most highly and that can be meaningfully measured.
Select methods or instruments for gathering evidence to show whether students have
achieved the expected learning outcomes related to educational objectives and goals.
A List of Assessment Methods is provided for reference.
4. Using Evidence Gathered in Assessment
Specify procedures for analyzing and interpreting the evidence gathered in assessment.
It may be useful at this stage to form a small work group. Determine before hand what
form the raw data will be in for your work group to analyze. Pay particular attention to
maintaining anonymity to personal identifiers in teh data. prior to scoring assessments,
determine andy performance expectations
If you are utilizing multiple assessment instruments, review the results for related parts
that directly address your program goals and educational objectives. Is there a
relatinship between the findings? Are they consistent, inconsistent, or at opposite ends of
the spectrum? Use the data to pinpoint the areas in your program that are achieving
program goals and also areas of your program that warrant change for improvement.
Identify the means by which information that results from assessment can be used for
decision-making, strategic planning, program evaluation, and program improvement.

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- How, exactly will your data be used to help with program planning and improvement?
- Will your program form a committee to review assessment findings, and make
recommendations for change or improvement in a timely manner?
- Will your entire department convene to discuss assessment results and program
changes?
- Who will make formal recommendations for curricular or other changes?
- Will it be the chair/head or the committee?
2.2 Learners are given clear, unambiguous explanations as to

what to do during the assessment event (SO 2, AC 2)
Preparing learners for assessment
You should prepare learners for their assessments. If you have not done so give them the
pack of assessment instruments contained in the Learner Guide. Brief them on the
assessors contact details. You should also ensure that they have your contact details.
Evidence is collected in a portfolio that must then be submitted for final summative
assessment. Note that the last exercise during the facilitated learning provides space for
learners to plan the layout of their portfolios. The easiest may be a simple file with the
assessment pack in it, duly completed and signed off. The assessment instrument checklist,
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duly ticked off, should be included at the front of the portfolio along with copies of information
used (copy of payslip, copy of employment contract or letter of appointment).
Note that the assessment instruments developed for this unit standard incorporate generic
headings and footers (learner name, dates, signatures, etc.). When using this material the
facilitator and/or assessor should fit the questions to a template that meets his/her
requirements for controlling the assessment. The assessment should take place in line with
the assessment and moderation policies of the relevant Training Service Provider.
Assessment rubric
The pages that follow correspond to each of the assessment instruments developed in the
previous section. The rubric indicates a model solution indicating what constitutes
competence and, where applicable, what does not constitute competence. The number of
the knowledge tests, the exercises and the group projects correspond to those given in the
assessment instruments. Header and footer information has been omitted.
The number of the relevant assessment criterion is given in each case in italics, e.g. AC2.1
relates to the first assessment criterion under specific outcome 2.
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Assessment policy
Introduction
Background
Standards-based assessment and the unit standards and qualifications that are
associated with it are an integral part of the implementation of the National Qualifications
Framework and the improvement of the skills of all South Africans.
Standards-based assessment is assessment which is designed to show what learners

understand and what they can do and can apply from what they have learnt. In order to
achieve this, learners must understand the purpose of assessment and the methods of
assessment, they must develop reflective and self-analytical skills. Assessment must be
formative (part of the learning process, not separated from it) be continuous so as to be
diagnostic and/or remedial, show process analysis and product analysis and be
transparent (criterion referenced) and self-referenced not norm referenced.
Standards-based assessment allows the learner to demonstrate complex learning that
integrates knowledge, skills and attitudes/values with understanding and the ability to
apply this across new and different contexts (applied competence). Standards-based
assessment is intended to not only ensure that assessment takes place using
internationally competitive forms of measuring the competence of our staff but also that
assessment is a productive part of their learning and development.
As one of the first accredited training providers in the ETD sector, Learning Performance
Link is committed to maintaining excellence in education, training and development and,
as part of that vision, to assisting others to develop world-class assessment systems.
Therefore it is incumbent upon LPL to set a prime example to all of its clients and
learners with the approach to assessment. It is the policy of Learning Performance Link
that all assessments, whether following training interventions or as recognition of prior
learning, will be carried out at the highest possible levels of expertise and
professionalism consistent with NQF principles as embodied in the South African generic
outcomes-based assessor unit standards.
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Aims and
Objectives
To align assessment with world best practice, the requirements of SAQA and the NQF
and to regulate the processes and procedures of assessment to ensure a high quality of
assessment that supports and enhances the development and capacity building of
people both within and in the wider ETD community, is consistently achieved.
Assessment Policy
Development of
Assessment
Guides
All assessment guides will be developed by the Research and Development Manager in
consultation with the Chief Executive. These guides will define assessment processes for
each unit standard that support the fundamental principles of validity, reliability, fairness
and flexibility that underpin our assessment practice.
Master copies of assessment guides will be held by the Research and Development
Manager, and copies issued to assessors as required. Assessors will be responsible for
ensuring that access to the guides is appropriately controlled.
These guides will be reviewed and amended by the Research and Development
Manager on an annual basis in conjunction with the Chief Executive, assessors and the
applicable moderators to ensure that they remain current and relevant.
The amendment of assessment guides by assessors is not permitted. Where deviation
from the standards and procedures laid out in the guide may be required because of
unusual circumstances or the special needs of a learner this should be done in
consultation with the relevant moderator. The principle of a flexible approach to
assessment of individuals while maintaining reliability and fairness should be borne in
mind at all times.
Control of access
Each assessment guide contains a guide to the assessor with regard to the response
they should expect form a learner. It is the responsibility of each assessor who has
possession of an assessment guide to ensure that the Guide to learners response
remains confidential and is not made available to any learner in any form or manner.
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Methods of
Assessment
It is the policy of this organisation to ensure that assessments are conducted using
appropriate methods according to the requirements of the learner, the organisation and
the standards being assessed. The outcomes of a particular unit standard to be
measured will determine the particular method(s) of assessment to be used. A range of
assessment methods will be used to ensure that sufficient evidence is gathered in the
most appropriate and practical manner to allow the assessor to make an accurate
decision on a learners competence, and to ensure that the evidence gathered is valid,
authentic and current.
These methods will be identified in each individual assessment guide, and will include
but are not limited to:
Structured interviews;
Written knowledge tests;
Written assignments/projects;
On-the-job observation of performance;
Role play/simulation of performance
Portfolio of evidence.
Multiple assessments ensure that competency is assessed throughout and that the
individuals development areas are identified and shortcomings are rectified on an
ongoing basis. This form of multiple assessments is grounded on the principles of
formative and summative assessment and ensures that the assessment is
comprehensive and serves its purpose.
Recognition of
Prior Learning
(RPL)
Recognition of Prior Learning underpins the NQF principle of not denying access to
education and training of individuals because of a lack of formal qualification.
LPL is committed to the principle of RPL as a fundamental part of ETD practice.
Policy QMS004 provides the detailed policy and procedure for RPL.
Selection and
Registration of
Assessors
All LPL staff, both ETD practitioners and administrators, will be developed as assessors
in order to provide a high quality service to all clients and learners, and to ensure ongoing development and capacity building of all staff.
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All assessors will be required to be declared competent against the unit standard
"Conduct outcomes-based assessment" at NQF level 5 (or its predecessor) and must be
able to substantiate competence in the other unit standard(s) that they will be responsible
for assessing. Assessment of learners for the purposes of declaring competence is not
permitted unless an assessor has attended the relevant assessor training and has been
registered with the appropriate ETQA as an assessor for the relevant unit standard(s).
Assessor
orientation
Before an assessor can conduct assessments for the purpose of declaring a learner
competent they must have been declared competent against the above mentioned unit
standard and registered with the ETQA. Prior to conducting their first assessment a
moderator will orientate new assessors to this policy, its related processes and
procedures and assessment practice according to the relevant assessment guide.
Selection of
learners
LPL upholds the principle of open access to development and training within the
organisation, and the NQF principles as applied to adult learning, i.e.:
Learner-centredness
Learner participation
Relevance
RPL
Lifelong learning
Career-pathing
Quality and cost-effectiveness
Equity and empowerment
It is equally important to ensure that no learner is denied access to training and

development because of previous disadvantage, lack of formal qualifications, or special
needs.
Internal selection
Learners will be selected for specific learning interventions and thereby assessment
based on :
The business needs of the organisation
The specific needs of their job/role
The individual development needs of the learner as agreed with their manager
during the development interview process.
External selection
Refer to Learner selection policy.
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Feedback and
counselling
Feedback of assessment results is a very important part of the assessment process

which must include counselling.
Feedback should be seen as part of the learning process, and approached
accordingly.
Feedback sessions must be used as an opportunity to identify further goals and
training opportunities, or to explore issues that may be causing poor performance
during assessments.
Feedback must be given as soon after the assessment has been completed.
Results of an assessment must be communicated to the learner within the period of
time as specified in the relevant assessment guide.
Re-assessment
Learners attempting a standard or qualification will be given fair opportunity to meet the
requirements of each standard. Where a learner is found to be not yet competent against
a standard they may be re-assessed as soon as they feel ready. Details of the reassessment policy and procedure are to be found in Policy QMS07, Learner
reassessments.
This assessment policy and its related processes and procedures have been designed to
ensure that learners do not attempt summative assessment until they are suitably
prepared.
Declaration of
Competence
Learners will be declared competent based on the criteria and standards as defined
within each individual assessment guideline.
Appeals
All learners have the right to a fair assessment. Learners have the right to appeal
against an assessment decision where they feel that the assessment decision was
incorrect or unfair. The learner must be made aware of this both at the planning stage of
the assessment and also during feedback.
The appeals structure will be made up of three levels of appeal:
1st level
A different assessor registered to assess the standard being appealed;
2nd level
Appeal to the moderator;
3rd level
Appeal to the Chief Executive
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If the appeal still cannot be resolved the learner has recourse to the ETQA processes.
(See Appeals policy)
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Moderation
Moderation of assessments will take place to ensure that the quality of the assessments
remains high. The moderation function is intended to ensure that all standards awarded
are of the same standard as registered on the NQF, and that all assessments carried out
are fair, valid and reliable. The moderation process will verify assessment decisions and
ensure that the assessment procedures are current and appropriate to the outcomes and
standards. Moderation of the assessment procedure ensures that LPLs organisational
requirements for assessment are adhered to and that there is compliance with national
and sector requirements in assessment.
Once an assessor has declared a learner competent in a specific unit standard or
qualification all the evidence/paper work of the assessment will be forwarded to the
database manager, who will randomly select assessments for moderation. The
moderator will apply the moderation process and procedure to the assessments before
recommending them to the EDTQA for verification.
Moderators will be subject matter experts in the areas in which they are moderating or
else will have a subject matter expert to assist during the moderation process. All
moderators must be nominated based on their expertise to thoroughly evaluate
assessor's competence in a way that is non-threatening, fair and accurate using the
criteria outlined in the Moderator Roles and Responsibilities guideline.
All moderators will be required to be declared competent against the unit standard
"Conduct moderation of outcomes-based assessments" at NQF level 6, and "Conduct
outcomes-based assessment" at NQF level 5. Moderation of assessments for the
purposes of recommending certification is not permitted unless the moderator has
attended the relevant moderator training and has been registered with the appropriate
ETQA as a moderator for the relevant unit standard(s).
(See Moderation Policy)
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Roles and Responsibilities
Assessor
An assessor is a person committed to the development of individuals and sees

assessment as a vehicle for ongoing development.
An assessor will be responsible for:
Encouraging learners to take responsibility for their own assessment

Assisting learners to identify opportunities for gathering evidence for
competence
Preparing learners for assessment by explaining the outcomes to be covered ,
the methods of assessment to be used , the process to be followed and the
responsibilities of both the assessor and the learner
Developing assessment plans with the learner
Assessing evidence against standards
Making fair, valid and reliable judgements about the learners competence
Keeping assessment records
Providing meaningful and constructive feedback to learners
Liasing with the learners line manager/trainer and moderator
Declaring a learner competent against a unit standard
Ensuring that all aspects of an assessment comply with the company
assessment policy and procedures.
Moderator
A moderator must ensure that all company policy and procedure is complied with and
that the standards being applied are of a consistent nature across programmes and
assessors. It is the responsibility of the moderator to ensure that the assessment process
is fair, valid and reliable, and that unit standards awarded are at the same standard as
registered on the NQF. The moderators role is part of the quality management system
and is closely linked to the external verification function performed by EDTQA.
Learner
Assessment in the context of the NQF needs to ensure a co-operative relationship

between the learner and the assessor with the learner taking more control over their own
assessment and self-assessing their performance before summative assessment.
Learners are expected to accept responsibility for their training in terms of initiative,
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availability and commitment.
Administration
Learner support
The administration processes and procedures have been designed to support the
assessment process and are an integral part of the quality management system. The
processes and procedures laid down to administer assessments must therefore be
complied with without deviation.
All learners are provided with support from both facilitator and assessor, during training
and assessment. All facilitators and assessors are required to provide contact details to
learners so that any problems they may encounter during the preparation for their
assessment can be dealt with promptly, either via telephone/e-mail or in person if
necessary.
A written learner guide is also given to each learner that explains the nature of the
programme and the resources, both human and otherwise, available to the learner
throughout the programme. The guide also gives direction to the learner should they
experience any difficulties during the programme.
Trainers and assessors need to be made aware of the specific learning disabilities of any
learner and are required to make allowances for these.
Evidence storage
The basis of a standards-based training and assessment approach is the confirmation of

learners competence, and the accurate recording of this information. The assessment
tools used in the gathering of evidence about a learners competence need to be stored
to provide documentary support for the decisions reached by the assessors. This
evidence will comprise:
Checklists used in on-the-job observations
Written knowledge tests
Records of oral evaluations
Interview summary sheets
Projects/assignments
PoE checklists.
All evidence collected by assessors will be forwarded to the database manager for
recording and selection for moderation, after which it will be stored by the archive
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manager for future reference. All documentation relating to the assessment process must
be stored for a period of no less than 5 years, with the exception of learner portfolios.
Those portfolios that have been moderated must be kept until the next external
verification visit; all others may be returned to the learner once certification has taken
place.
Reporting
As already stated, it is essential that the recording and reporting of assessment results is
carried out under clear guidelines. The importance of accuracy in the recording and
reporting of decisions regarding a learners competence cannot be overstated.
Once a final judgement regarding the learners competence has been made the results
must be reported to:
The learner (see Feedback and counselling)

Moderator
The client
EDTQA
If any appeal, moderation or verification process is required this must be completed

before reporting results to EDTQA.
At all stages during the reporting process the learners right to confidentiality must be
respected. All personnel involved must deal with this confidential information in a
responsible manner.
Reviewing the
assessment
system
Assessment policies, process and procedures will be reviewed on an annual basis or

more frequently when circumstances dictate. These circumstances include upon request
from an outside moderation/verification body.
The review will be based on the principle of continuous improvement, ensuring that
changes to legislation or statutory requirements, EDTQA and SAQA guidelines, or unit
standards, are taken into account. The review will ensure that problem areas are
identified, and indicate ways in which the system can be improved.
This review will be conducted and reported on as part of the broader review of the
Quality Management System.
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(Please refer to the Quality Management Policy)
2.3 Learners are provided with the necessary resources for

the assessment task.
(E.g. hand tools, calculators) (SO 2, AC 3)
Item samplers are available to help teachers and students become familiar with the format
and type of content included in each test. In addition, student tutorials are available for the
online tests. See the link to Minnesota Assessments Portal under "Related offside
resources" on this page.
Achievement Level Descriptors (ALDs) describe the four levels of achievement on the
Minnesota Academic Standards. Developed by panels of Minnesota teachers, ALDs from
the Individual Student Reports for reading, mathematics, science and English learner
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assessments are provided in this section.

Advisory panels: Qualified teachers and community members are needed to serve on the
assessment advisory panels. Each advisory panel plays an important role in developing
quality tests for Minnesota students. If you wish to submit an application to serve on a
panel, please see Register for Advisory Panels for additional information.
Test specifications are specific rules and characteristics that guide the development of a
tests content and format. They indicate which strands, sub-strands, standards and
benchmarks will be assessed on the test and in what proportions. Test specifications are
excellent tools for gaining an in-depth understanding of the content and format of the
tests. On the Test Specifications page you will find the specifications for the Minnesota
Comprehensive Assessments (MCAs) in mathematics, reading, and science as well as
other state tests.
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PRESENTATION
Activity:05
Instructions
Explain the internal assessment procedures?
Method
Media Method
Group Activity
Flipchart
Notes:
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REASECH PROJECT
ACTIVITY : 06
Instructions
DESCRIBE THE ADVANTAGES AND DISAVANTAGES FOR

ASSESSMENT
Method
Media Method
Mark
Individual Activity
Flipchart
Notes:
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SIMULATION
ACTIVITY : 07
Instructions
Explain the methods used in assessment regular feedback

on drafts of projects, portfolios
Method
Media Method
Mark
Group Activity
Flipchart
10
Notes:
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SECTION 3: Demonstrate professional judgment when

assessing learners' performance in internal assessment.
Specific Outcome
On completion of this section you will be able to: Demonstrate professional
judgment when assessing learners' performance in internal assessment.
Assessment Criteria
Judgments made about learners' performance can be justified in terms of the stated outcomes
and assessment criteria (SO 3, AC 1)
Learners are not penalised for making mistakes which are outside the scope of the outcomes
being assessed in a particular assessment item.
(E.g. If learners make grammar and spelling mistakes in response to an item which is testing
literal understanding or interpretation of text.) (SO 3, AC 2)
Principle of fairness is applied when making judgments on borderline cases or cases that fall
outside of the guidelines for measurement of learners performance. (SO 3, AC 3)
Moderation/verification procedures for learners' performance in internal assessment are

followed according to organisational policy (SO 4, AC 4)
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3.1 Judgments made about learners' performance can be

justified in terms of the stated outcomes and assessment
criteria (SO 3, AC 1)
Feedback after any form of assessment or evaluation helps in mirroring the information
regarding their performance to the candidate and also initiates the learning process in them.
An objective, transparent and respectful conversation needs to be conducted during
feedback to drive home the points which the participant needs to work upon.
Giving feedback is never easy not even for an external consultant conducting an
assessment in the organization and when assessments are done internally it becomes all
the more important that the feedback process is handled delicately. It sure does not mean
that the points which address the negative aspects of a candidates personality are left undiscussed; neither has it to be sweet talked or disguised.
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There are certain considerations which can guide an assessor during feedback:
A cliche which works effectively, is to open the session with a positive feedback
It also helps in knowing the expectation of the participant from the feedback session,
it acts as a compass for the assessor
The assessor needs to be very specific and stick to the pre-defined parameters or
competencies to make reference
Whenever possible examples should be cited to help the participant understand

better
Involving the participant is important, feedback has to be a dialogue and not a

monologue which means that the participant should be given an opportunity to
discuss their career aspirations, motivations, experience of the assessments etc
Assessors need to be patient and display great listening skills to create the required
trust and rapport with the participant
The participant should be allowed to explain the intent behind their actions and
differing opinions whenever appropriate
The assessors should refrain from passing a judgmental statement, their statements
have to be suggestive rather than stated as absolute truths
The feedback provider has to remember that feedback is also a mechanism to learn for
people. We might as well make a reference to the Johari Window, here:
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The feedback should aim that the participant gets aware of both the areas of strength
and areas of development. It should encourage introspection, help participants draw
inference and reach conclusions.
People are very good at hiding any feeling of hurt and upset. However, beneath the faade
lies a demoralized and de-motivated individual. For example, some participants might start
thinking if that is what I am like, am I really going to get where I want or Is this they think of
me such situation require very careful handling of feedback else it can become the road to
frustration.
If the desired level of trust does not exist between the assessor and the participant, the
facilitation of the feedback discussion becomes very difficult and the purpose is defeated. If
assessors share the outcomes and feedback with the participant without allowing discussion
or comment, the feedback session becomes a fiasco. Where participants do not share
hopes, aspirations or intrinsically commit to their development actions no further progress
can take place.
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Some participants may also blatantly refuse to accept the observation and information
provided by assessors and could externalize reasons to validate their behaviors, even
questioning the entire assessment process. For example, these exercises are not relevant
to my work situation or I work in the XYZ industry and this is not the case there or this is
just an exercise we did, actual work is very different. This is an attempt at blocking
discussion around their performance being examined.
Participant age and demographic profile also strongly impact their perception and
expectations from assessors. Older, more experienced and senior participants feel
vulnerable being observed by juniors or internal colleagues.
Example
Hence, a lot of planning is required before the feedback session. It helps if the assessor
can know the profile of the participant before-hand as it later helps in navigating the
feedback discussion appropriately. And in the end it is important to remember the very
basic principle of androgogy that adults learn if they find the learning relevant to what
they do. It is important to link feedback to the everyday work of the participant and how
improving can have positive effects on their work also can be outlined. This helps in
greater acceptability of feedback.
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3.2 Learners are not penalised for making mistakes which are
outside the scope of the outcomes being assessed in a
particular assessment item.
(E.g. If learners make grammar and spelling mistakes in
response to an item which is testing literal understanding or
interpretation of text.) (SO 3, AC 2)
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Assessments of any kind have a bearing on the careers of the individuals hence
when assessments are carried out certain ethical considerations should be taken
care of:
1. Assessments are conducted for several purposes in the organization, whatever the
purpose is, it needs to be communicated clearly to all participating members,
assessors and administrators
2. The assessment should happen only on the pre-defined criteria, no new aspects
should be added later nor any aspect however profound should be measured or
referred to, which might not be in the list of pre-defined criteria for assessment.
These dimensions and aspects are to be clearly defined to the participants
3. It is also highly recommended that any competency or dimension is measured more
than once to clearly establish its presence or absence in the participants
4. The selection of participants for assessments should be a standardized process so
that people of similar level, knowledge and skills are put together for assessment.
Also it is avoidable to put senior and subordinate together in the same assessment
5. The assessor selection should be done keeping in mind the level of the participants,
cultural context and sensitivity for e.g. For senior managers, junior level of assessors
should not be involved
6. It is also important to clearly establish the management of assessment data within
the organization
How would the collection and coalition of data happen
The people who would handle data and write reports
How would the reports be used
With whom would the reports be shared
How long the reports will be stored and for what purposes shall they be used
7. The simulation exercises should be developed by well qualified and trained

professionals which would be used during assessments
8. The reliability and validity of the assessment tools have to be established prior to use
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9. The internal assessors from within the organization participating in assessment need
to be adequately trained
10. Integrating the feedback with the assessment process
11. There should be careful considerations regarding the different cultural context in
which assessments will take place. There are some assessment techniques which
work well in some cultures while they fail to bring out the desired behaviors in certain
others. For e.g. Individual exercises work well in Western culture but Asians prefer
team exercises
12. While video recording or writing verbatim for roe plays or other exercises, the
consent of the participants should be sought so that they do not feel threatened. If
they refuse, the assessors should convince them of the necessity and only then use
such recording methods
13. The assessors need to sometime play the role of facilitator for the participants
especially in assessments done for developmental purposes so that participants can
display behaviours.
A review mechanism to track developments post assessment could also be considered
Example
These are some ethical considerations for assessment. Some of these points may not
be applicable when assessments are done for selection and hiring purposes however
transparent and open communication regarding results and feedback on performance
goes a long way in creating credibility of the assessments conducted. For internal
processes it also helps create a culture of objective potential and performance
evaluation.
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REASECH PROJECT
ACTIVITY : 08
Instructions
EXPLAIN HOW ASSESSMENT FEEDBACK IS CONDUCTED
Method
Media Method
Mark
Individual Activity
Flipchart
10
Notes:
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SIMULATION
ACTIVITY : 09
Instructions
Describe the assesmemnt principles
Method
Media Method
Mark
Group Activity
Flipchart
10
Notes:
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WORKPLACE
EXPERIENCE
Task: 10
Criteria activities
(0) Not yet

capable
Evidence is not
sufficient and
needs to be
readdressed
(1) Capable
Evidence is
sufficient and meet
the desired
outcome
(2) More than

capable
Evidence is more
than sufficient
and meet the
desired outcome
Task : Develop an assessment tools
Assessment criterion 1,2
Assessment criterion 5
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SECTION 4: Evaluate assessment instruments
Specific Outcome
On completion of this section you will be able to: Evaluate
assessment instruments.
Assessment Criteria
Strengths and weaknesses in the assessment instrument are

identified on the basis of learners' performance (SO 4, AC 1)
Further information on the strengths and weaknesses of the
assessment instrument is identified through discussion with
learners after the assessment event (SO 4, AC 2)
Further information on the strengths and weaknesses of the

assessment instrument is identified through discussion with
learners after the assessment event. (SO 4, AC 3)
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4.1 Strengths and weaknesses in the assessment instrument

are identified on the basis of learners' performance (SO 4, AC
1)
How to Perform SWOT Analysis
A valuable step in your situational analysis is assessing your firms strengths, weaknesses,
market opportunities, and threats through a SWOT analysis. This is a very simple process
that can offer powerful insight into the potential and critical issues affecting a venture.
The SWOT analysis begins by conducting a review of internal strengths and weaknesses in
your organisation. You will then note the external opportunities and threats that may affect
the organisation based on your market and the overall environment. Dont be concerned
about elaborating on these topics at this stage; bullet points may be the best way to begin.
Capture the factors you believe are relevant in each of the four areas.
The primary purpose of the SWOT analysis is to identify and assign each significant factor,
positive and negative, to one of the four categories, allowing you to take an objective look at
your business. The SWOT analysis will be a useful tool in developing and confirming your
goals and your marketing strategy.
to complete your SWOT analysis in whatever order works best for you. In either situation,
you will want to review all four areas in detail.
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REASECH PROJECT
ACTIVITY : 11
Instructions
EXPLAIN HOW TO EVALUATE
Method
Media Method
Mark
Individual Activity
Flipchart
10
ASSESSMENT INTRUMENTS
Notes:
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SIMULATION
ACTIVITY : 12
Instructions
Describe the streagnth and weakness for assessments
Method
Media Method
Mark
Group Activity
Flipchart
15
Notes:
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WORKPLACE
EXPERIENCE
Task: 13
Criteria activities
(0) Not yet

capable
Evidence is not
sufficient and
needs to be
readdressed
(1) Capable
Evidence is
sufficient and meet
the desired
outcome
(2) More than

capable
Evidence is more
than sufficient
and meet the
desired outcome
Task : Explain the assessment methods for record keeping?
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SECTION 5: Follow up after an assessment event.
Specific Outcome
On completion of this section you will be able to: Follow up
after an assessment event.
Assessment Criteria
Results of internal assessment are made available to learners

within an agreed period of time(S O 5, AC 1)
Learners' errors are analysed and reasons can be given for the
possible causes of errors(SO 5, AC 2)
Feedback is given to all learners on their individual strengths

and weaknesses with regard to their performance in the
assessment event (SO 5, AC 3)
Feedback focuses on performance in relation to stated

outcomes and assessment criteria. (SO 5, AC 4)
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5.1 Results of internal assessment are made available to

learners within an agreed period of time(S O 5, AC 1)
Educational assessment is the process of documenting, usually in measurable terms,

knowledge, skills, attitudes, and beliefs. Assessment can focus on the individual learner, the
learning community (class, workshop, or other organized group of learners), the institution,
or the educational system as a whole (also known as granularity. The final purposes and
assessment practices in education depends on the theoretical framework of the practitioners
and researchers, their assumptions and beliefs about the nature of human mind, the origin of
knowledge and the process of learning.
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Alternate meanings
According to the Merriam-Webster online dictionary the word assessment comes from the
root word assess which is defined as:
1. to determine the rate or amount of (as a tax)
2. to impose (as a tax) according to an established rate b: to subject to a tax, charge, or
levy
3. to make an official valuation of (property) for the purposes of taxation
4. to determine the importance, size, or value of (assess a problem)
5. to charge (a player or team) with a foul or penalty
Assessment in education is best described as an action "to determine the importance, size,
or value of."
Types
The term assessment is generally used to refer to all activities teachers use to help students
learn and to gauge student progress.[2] Though the notion of assessment is generally more
complicated than the following categories suggest, assessment is often divided for the sake
of convenience using the following distinctions:
1. initial, formative, and summative
2. objective and subjective
3. referencing (criterion-referenced, norm-referenced, and impassive)
4. Informal and formal.
Initial, formative and summative
Assessment is often divided into initial, formative, and summative categories for the purpose
of considering different objectives for assessment practices.
Initial assessment - Also referred to as pre-assessment or diagnostic assessment,

initial assessments are conducted prior to instruction or intervention to establish a
baseline from which individual student growth can be measured.
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Formative assessment - Formative assessment is generally carried out throughout a

course or project. Formative assessment, also referred to as "educative
assessment," is used to aid learning. In an educational setting, formative assessment
might be a teacher (or peer) or the learner, providing feedback on a student's work
and would not necessarily be used for grading purposes. Formative assessments
can take the form of diagnostic, standardized tests.
Summative assessment - Summative assessment is generally carried out at the end

of a course or project. In an educational setting, summative assessments are
typically used to assign students a course grade. Summative assessments are
evaluative.
Educational researcher Robert Stake explains the difference between formative and
summative assessment with the following analogy:
When the cook tastes the soup, that's formative. When the guests taste the soup, that's
summative.
Summative and formative assessment are often referred to in a learning context as
assessment of learning and assessment for learning respectively. Assessment of learning is
generally summative in nature and intended to measure learning outcomes and report those
outcomes to students, parents and administrators. Assessment of learning generally occurs
at the conclusion of a class, course, semester or academic year. Assessment for learning is
generally formative in nature and is used by teachers to consider approaches to teaching
and next steps for individual learners and the class.
A common form of formative assessment is diagnostic assessment. Diagnostic assessment
measures a student's current knowledge and skills for the purpose of identifying a suitable
program of learning. Self-assessment is a form of diagnostic assessment which involves
students assessing themselves. Forward-looking assessment asks those being assessed to
consider themselves in hypothetical future situations.
Performance-based assessment is similar to summative assessment, as it focuses on
achievement. It is often aligned with the standards-based education reform and outcomesbased education movement.
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Though ideally they are significantly different from a traditional multiple choice test, they are
most commonly associated with standards-based assessment which use free-form
responses to standard questions scored by human scorers on a standards-based scale,
meeting, falling below or exceeding a performance standard rather than being ranked on a
curve. A well-defined task is identified and students are asked to create, produce or do
something, often in settings that involve real-world application of knowledge and skills.
Proficiency is demonstrated by providing an extended response. Performance formats are
further differentiated into products and performances. The performance may result in a
product, such as a painting, portfolio, paper or exhibition, or it may consist of a performance,
such as a speech, athletic skill, musical recital or reading.
Objective and subjective
Assessment (either summative or formative) is often categorized as either objective or
subjective. Objective assessment is a form of questioning which has a single correct answer.
Subjective assessment is a form of questioning which may have more than one correct
answer (or more than one way of expressing the correct answer). There are various types of
objective and subjective questions. Objective question types include true/false answers,
multiple choice, multiple-response and matching questions. Subjective questions include
extended-response questions and essays. Objective assessment is well suited to the
increasingly popular computerized or online assessment format.
Some have argued that the distinction between objective and subjective assessments is
neither useful nor accurate because, in reality, there is no such thing as "objective"
assessment. In fact, all assessments are created with inherent biases built into decisions
about relevant subject matter and content, as well as cultural (class, ethnic, and gender)
biases.
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Basis of comparison
Test results can be compared against an established criterion, or against the performance of
other students, or against previous performance:
Criterion-referenced assessment, typically using a criterion-referenced test, as the name
implies, occurs when candidates are measured against defined (and objective) criteria.
Criterion-referenced assessment is often, but not always, used to establish a person's
competence (whether s/he can do something). The best known example of criterionreferenced assessment is the driving test, when learner drivers are measured against a
range of explicit criteria (such as "Not endangering other road users").
Norm-referenced assessment (colloquially known as "grading on the curve"), typically using
a norm-referenced test, is not measured against defined criteria. This type of assessment is
relative to the student body undertaking the assessment. It is effectively a way of comparing
students. The IQ test is the best known example of norm-referenced assessment. Many
entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed
proportion of students to pass ("passing" in this context means being accepted into the
school or university rather than an explicit level of ability). This means that standards may
vary from year to year, depending on the quality of the cohort; criterion-referenced
assessment does not vary from year to year (unless the criteria change).
Informal and formal
Assessment can be either formal or informal. Formal assessment usually implies a written
document, such as a test, quiz, or paper. A formal assessment is given a numerical score or
grade based on student performance, whereas an informal assessment does not contribute
to a student's final grade such as this copy and pasted discussion question. An informal
assessment usually occurs in a more casual manner and may include observation,
inventories, checklists, rating scales, rubrics, performance and portfolio assessments,
participation, peer and self-evaluation, and discussion.
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Internal and external

Internal assessment is set and marked by the school (i.e. teachers). Students get the mark
and feedback regarding the assessment. External assessment is set by the governing body,
and is marked by non-biased personnel. Some external assessments give much more
limited feedback in their marking. However, in tests such as Australia's NAPLAN, the
criterion addressed by students is given detailed feedback in order for their teachers to
address and compare the student's learning achievements and also to plan for the future.
Standards of quality
In general, high-quality assessments are considered those with a high level of reliability and
validity. Approaches to reliability and validity vary, however.
Reliability
Reliability relates to the consistency of an assessment. A reliable assessment is one which
consistently achieves the same results with the same (or similar) cohort of students. Various
factors affect reliabilityincluding ambiguous questions, too many options within a question
paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of
an assessment is based on the following:
1. Temporal stability: Performance on a test is comparable on two or more separate
occasions.
2. Form equivalence: Performance among examinees is equivalent on different forms of
a test based on the same content.
3. Internal consistency: Responses on a test are consistent across questions. For
example: In a survey that asks respondents to rate attitudes toward technology,
consistency would be expected in responses to the following questions:
o
"I feel very negative about computers in general."
"I enjoy using computers."
The reliability of a measurement x can also be defined quantitatively as:

where
is the reliability in the observed (test) score, x;
and
are the variability in true
(i.e., candidates innate performance) and measured test scores respectively.
can range
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from 0 (completely unreliable), to 1 (completely reliable). A reliability of 1 is rarely achieved,

and a value of 0.8 is generally considered reliable.
Validity
A valid assessment is one which measures what it is intended to measure. For example, it
would not be valid to assess driving skills through a written test alone. A more valid way of
assessing driving skills would be through a combination of tests that help determine what a
driver knows, such as through a written test of driving knowledge, and what a driver is able
to do, such as through a performance assessment of actual driving. Teachers frequently
complain that some examinations do not properly assess the syllabus upon which the
examination is based; they are, effectively, questioning the validity of the exam.
Validity of an assessment is generally gauged through examination of evidence in the
following categories:
1. Content Does the content of the test measure stated objectives?
2. Criterion Do scores correlate to an outside reference? (ex: Do high scores on a 4th
grade reading test accurately predict reading skill in future grades?)
3. Construct Does the assessment correspond to other significant variables? (ex: Do
ESL students consistently perform differently on a writing exam than native English
speakers?)
4. Face Does the item or theory make sense, and is it seemingly correct to the expert
reader?
A good assessment has both validity and reliability, plus the other quality attributes noted
above for a specific context and purpose. In practice, an assessment is rarely totally valid or
totally reliable. A ruler which is marked wrong will always give the same (wrong)
measurements. It is very reliable, but not very valid. Asking random individuals to tell the
time without looking at a clock or watch is sometimes used as an example of an assessment
which is valid, but not reliable. The answers will vary between individuals, but the average
answer is probably close to the actual time. In many fields, such as medical research,
educational testing, and psychology, there will often be a trade-off between reliability and
validity.
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A history test written for high validity will have many essay and fill-in-the-blank questions. It
will be a good measure of mastery of the subject, but difficult to score completely accurately.
A history test written for high reliability will be entirely multiple choice. It isn't as good at
measuring knowledge of history, but can easily be scored with great precision. We may
generalize from this. The more reliable our estimate is of what we purport to measure, the
less certain we are that we are actually measuring that aspect of attainment. It is also
important to note that there are at least thirteen sources of invalidity, which can be estimated
for individual students in test situations. They never are. Perhaps this is because their social
purpose demands the absence of any error, and validity errors are usually so high that they
would destabilize the whole assessment industry.
It is well to distinguish between "subject-matter" validity and "predictive" validity. The former,
used widely in education, predicts the score a student would get on a similar test but with
different questions. The latter, used widely in the workplace, predicts performance. Thus, a
subject-matter-valid test of knowledge of driving rules is appropriate while a predictively valid
test would assess whether the potential driver could follow those rules.
Evaluation standards
In the field of evaluation, and in particular educational evaluation, the Joint Committee on
Standards for Educational Evaluation has published three sets of standards for evaluations.
"The Personnel Evaluation Standards"] was published in 1988, The Program Evaluation
Standards (2nd edition) was published in 1994, and The Student Evaluation Standards[16]
was published in 2003.
Each publication presents and elaborates a set of standards for use in a variety of
educational settings. The standards provide guidelines for designing, implementing,
assessing and improving the identified form of evaluation. Each of the standards has been
placed in one of four fundamental categories to promote educational evaluations that are
proper, useful, feasible, and accurate. In these sets of standards, validity and reliability
considerations are covered under the accuracy topic. For example, the student accuracy
standards help ensure that student evaluations will provide sound, accurate, and credible
information about student learning and performance.
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Summary table of the main theoretical frameworks

The following table summarizes the main theoretical frameworks behind almost all the
theoretical and research work, and the instructional practices in education (one of them
being, of course, the practice of assessment). These different frameworks have given rise to
interesting debates among scholars.
TOPICS
EMPIRICISM
Philosophical Hume: British

orientation
Metaphorical
Orientation
empiricism
Mechanistic/Operation
of a Machine or
Computer
RATIONALISM
Kant, Descartes:
Continental
rationalism
Leading
Theorists
Simon, John Anderson,

Robert Gagn:
Hegel, Marx: cultural

dialectic
Organismic/Growth
Contextualist/Examination
of a Plant
of a Historical Event
B. F. Skinner
(behaviorism)/ Herb
SOCIOCULTURALISM
Lev Vygotsky, Luria,

Jean Piaget/Robbie
Bruner/Alan Collins, Jim
Case
Greeno, Ann Brown, John

Bransford
(cognitivism)
Initially blank device that Organ that evolved to
Nature of
Mind
detects patterns in the
acquire knowledge
world and operates on
by making sense of
Unique among species for
them. Qualitatively
the world. Uniquely
developing language, tools,
identical to lower
human, qualitatively
and education.
animals, but
different from lower
quantitatively superior.
animals.
Hierarchically organized General and/or
Distributed across people,
Nature of
associations that
Knowledge
present an accurate but conceptual
environment. Represents
incomplete
structures,
culture of community that
constructed by the
continues to create it. To
(epistemology) representation of the
specific cognitive and communities, and physical
world. Assumes that the mind and according
know means to be attuned
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sum of the components to rational criteria.
to the constraints and
of knowledge is the
Essentially these are affordances of systems in
same as the whole.
the higher-level
which activity occurs.
Because knowledge is
structures that are
Knowledge is represented
accurately represented
constructed to
in the regularities of
by components, one
assimilate new info to successful activity.
who demonstrates those existing structure and

components is
as the structures
presumed to know
accommodate more
new info. Knowledge
is represented by
ability to solve new
problems.
Engaging in active
Forming and
strengthening cognitive
Nature of
or S-R associations.
Learning (the Generation of

process by
knowledge by (1)
which
exposure to pattern, (2)
knowledge is
efficiently recognizing
increased or
and responding to
modified)
pattern (3) recognizing

patterns in other
contexts.
process of making
sense of
("rationalizing") the
Increasing ability to
environment. Mind
participate in a particular
applying existing
community of practice.
structure to new
Initiation into the life of a
experience to
group, strengthening ability
rationalize it. You
to participate by becoming
don't really learn the
attuned to constraints and
components, only
affordances.
structures needed to
deal with those
components later.
Assess knowledge
Assess extended
Assess participation in
Features of
components. Focus on
performance on new inquiry and social practices
Authentic
mastery of many
problems. Credit
of learning (e.g. portfolios,
Assessment
components and
varieties of
observations) Students
fluency. Use
excellence.
should participate in
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psychometrics to
assessment process.
standardize.
Assessments should be
integrated into larger
environment.
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ROLE PLAY
Activity:14
Instructions
Communicating effectively using visual, mathematical and/or

language skills in the modes of oral and/or written presentation.
Method
Media Method
Marks
individual Activity
Flipchart
10
Notes:
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PRESENTATION
Activity:15
Instructions
Demonstrating and understanding of the world as a set of related

system by recognising that problem solving contexts do not
exist in isolation.
Method
Media Method
Group Activity
Flipchart
Notes:
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REASECH PROJECT
ACTIVITY : 16
Instructions
Contributing to the full personal development of each learner

and the social and economic development of the society at large,
by making it the underlying intention of any programme of
learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn
more effectively;
(ii) participating as responsible citizens in the life of local,
national and global communities;
(iii) being culturally and aesthetically sensitive across a range of
social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities
Method
Media Method
Mark
Individual Activity
Flipchart
25
Notes:
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Learning Map
SECTION:01-Evaluate, select and

adapt published materials.
SECTION:02-Develop and use own

supplementary learning aids.
SECTION:03-Communicate
information clearly in writing and in
visual form.
SECTION:04-Evaluate own
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UNIT: -10290 -Evaluate, select and adapt published learning

materials and develop, use and evaluate own supplementary
learning aids
Competencies
Knowledge
of:
Persons credited with this unit standard are able

to select material for adult learners, adapt
existing materials and develop their own learning
aids using a variety of available sources.
Skills to:
The development of own, supplementary
learning aids refers to learning aids for
individual lessons, and not for an entire
programme
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SECTION 1: Evaluate, select and adapt published materials.
Specific Outcome
On completion of this section you will be able to: Evaluate,
select and adapt published materials.
Assessment Criteria
A range of published materials is accessed for purposes of evaluation and selection. (e.g.
course books, readers, magazines, pamphlets from health institutions and elsewhere, audio
cassettes, videos) (SO 1, AC 1)
Strengths and weaknesses of the published materials are identified Relevance to the relevant
unit standards; incorporation of principles of adult learning; logical sequencing of information
and activities; language level; visuals, layout and design; affordability (SO 1, AC 2)
Criteria for evaluation, selection and adaptation of materials take into (SO 1, AC 3)
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ASSIGMENT
Activity : 01
Instructions
The development of own, supplementary learning aids

refers to learning aids for individual lessons, and not for an
entire programme
Method
Media Method
Marks
Individual task
Flipchart
10
Notes:
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ROLE PLAY
Activity:02
Instructions
Explain the methods of using external resources for learning
Method
Media Method
Marks
individual Activity
Flipchart
25
Notes:
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PRESENTATION
Activity:03
Instructions
Give examples of magazines or any books , which are

conducive to your learning ?
Method
Media Method
Group Activity
Flipchart
Notes:
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REASECH PROJECT
ACTIVITY : 04
Instructions
DECRIBE HOW USING MAGAZINE CAN HAVE A POSIBLE INPACT IN A

CLASS- ROOM?
Method
Media Method
Mark
Individual Activity
Flipchart
25
Notes:
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1.1 A range of published materials is accessed for purposes of

evaluation and selection. (e.g. course books, readers,
magazines, pamphlets from health institutions and elsewhere,
audio cassettes, videos) (SO 1, AC 1)
A well-developed programme and training materials only partly guarantee the success of the
training. A more important role is played by the trainer's ability to organise the process of
education, i.e. to create a positive atmosphere, to be in touch with the level of interest and
the development of relationships between the participants, to stimulate discussion and
skilfully make transitions from one part of the training to another and so forth. In order to
accomplish this task you need to pay attention to the following things:
Watch and work with the group dynamics
Create a favourable atmosphere and establish a rapport with the participants
Maintain the interest of the participants and raise the degree of absorption of knowledge
during training
Work with different target groups
Answer difficult questions

Be ready to extricate yourself from complicated situations and to deal with difficult
participants
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What to know about group dynamics?

In the work of any group there are three issues on the mental agenda of each participant.
I issues encompass the personal emotions and thoughts of a trainer and of every
participant: Who am I and how do I feel? What am I concerned about? How do I experience
my role in this group? How am I received by the group? They are also connected with the I
we relationships.
We issues are matters of behaviour of the participants toward each other. For instance,
the culture of the meetings, politeness and everything that is related to our relationships with
other members of the group. Who is allowed to speak? Who makes decisions within a group,
and how are decisions arrived at? Whose opinions are important? Do we make room for
different opinions?
It issues are those concerning the subject of a training or a meeting the actual reason for
coming together, no matter whether it is to do business or for educational or other purposes.
What do we do together? What do we need to discuss, in order to reach a result?
German researchers Lahnmark and Braun compare the phenomenon of group activities to
an iceberg (Figure 5). The business aspect discussions on the subject, working with
texts, facilitation of receiving information comes to the surface.
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Figure 5: Group-Iceberg
Quite often the trainer tries to achieve the maximum effect from the very beginning of the
meeting, resisting any deviations from It the business agenda. At the same time
everyone has an I and a We lying waiting under the surface. These unexpected matters
may float to the surface and devour the time and energy of the group, restraining the
effectiveness of work to the level it had in the beginning stage.
The task of every trainer is to maintain a balance between the business and psychosocial
aspects, I and We. If, instead of suppressing the I and We, the trainer consciously pays
attention to them and encourages them to float to the surface with the help of exercises
such as "Getting Acquainted", "Expectations" and "Icebreakers", etc., then, having spent
more time on them in the beginning, s/he will be able to save considerable time later on.
Therefore, pay special attention to the introductory part of training. If you are successful in
giving sufficient space to the I and We, the balance of interest will soon shift and the group
will become an effective working group, where people enjoy meetings, express their creative
abilities and feel that they can discuss matters that are important to them.
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Figure 6: Positive dynamics of a group

in training
A group with a positive dynamic learns step by step how to satisfy its business and
psychosocial needs, both each persons individual needs and the needs of the whole group
as well as the need to achieve the goal of the session/training.
Stages of group dynamics exist

As a trainer you have not only to observe and facilitate the work of the group, but also to
evaluate the development of group dynamics, and effectively intervene, if the group dynamic
hampers the effective implementation of the training. According to Tackmans model, a
group goes through five major stages in the development of a group process (group
dynamics): formation, storm, getting normal, maximum output capacity, parting [1].
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Training Tips
During each stage, change your actions in order to ensure positive group dynamics!
The table below provides some advice on what activities to use at each stage.
Stage
Attributes
Main tasks for the trainer
Formation
The participants have not yet decided,
Explain the goals of the training,
what role they should accept, or don't
discover doubts
know what roles the others will accept
Encourage participants to
On a non-verbal level the participants
formulate their own goals
are communicating diffidence
If the participants are not
Nobody wants to "stick their neck out
acquainted - conduct an
", mediocrity is supported
introduction session
Establish norms and rules of
work
Carry out the first assignments
of the work plan
Storm
A leader or leaders appear within the
Questions to the participants
group
regarding their expectations
The participants start manifesting their
(diary of wishes and remarks)
attitude towards whats going
Moderate the work
on negative behaviour may emerge, i.e.
Make sure aggressive behaviour
such that could hinder or sabotage the
is de-fused and the energy used
work of the group
in a positive way
Conflict arises
Formation of goals
"Difficult" participants emerge

Getting
Acceptance of the training
Secure an efficient workflow and
normal
The participants clearly understand the the flow of the training process
assignment, take part in discussion,
Summarise the work of the
openly express their opinions, learn
group, moderate the training
The group functions efficiently without
Gather feedback information
trainer's attention, a facilitator may arise
from the participants
from among the members of the group

Cooperation, mutual support and
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mutual perception
Maximum
The group starts functioning as an
Compare the group's activity
output
effective group
with the goals and assess their
capacity
The members of the group take part in
capability to apply the knowledge
doing the assignments, bringing in their
they receive in exercises and
ideas, analysing the ideas of the others
assignments
Evaluation of the work of the
group against established criteria
Parting
Summarising the results of the work
Comparing the results of the
Determining the prospects of
group process with the tasks of
cooperation
the training
Exchanging contact information
Stimulating the preparation of

individual plans
Expressing gratitude for the
creative work
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SECTION 2: Develop and use own

Specific Outcome
On completion of this section you will be able to: Develop
and use own supplementary learning aids.
Assessment Criteria
Own supplementary learning aids are developed using a range of sources.

(E.g. sources include, but are not restricted to, newspapers, textbooks, worksheets, lesson
plans, magazines, and radio, video and audio cassettes.) (SO 2, AC 1)
Purpose of the learning aids can be explained (SO 2, AC 2)
Method in which the learning aids are to be used can be explained (SO 2, AC 3)
Learning aids are appropriate to the learners and the planned learning outcomes (SO 2, AC 4)
Learning aids support development of the critical cross-field outcomes in learners. (SO 2, AC 5)
Learning aids support sound principles of adult learning (SO 2, AC 6)
Tasks contained in the learning aids are logically sequenced and varied (SO 2, AC 7)
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2.1 Own supplementary learning aids are developed using a

range of sources.
(E.g. sources include, but are not restricted to, newspapers,
textbooks, worksheets, lesson plans, magazines, and radio,
video and audio cassettes.) (SO 2, AC 1)
Besides teacher qualifications and school facilities, another important determinant of quality
of education is the teaching and learning materials. It is essential for quality materials to
be made available to the teachers and students in adequate quantities to support the
teaching and learning processes.
Textbooks
Ideally, every student in every class should possess his/her own copy of the textbooks
required by the school for each grade and each subject. The textbooks may be new or
previously used by other students. Textbooks may be provided by the school, their parents,
friends or other bodies such as NGOs. The percentage of students who do not have the
textbooks they need for their classes is an important indicator that may be calculated
from data in the school records.
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This table was constructed by using figures from the textbook record sheets to tally the
number of students with a 0 for each subject. These tallies were then totalled for each
grade and subject to show how many students in the whole school do not have the required
textbooks (see the top rows in example 30). each of these numbers was divided by the total
number of students (see the right- hand column) to give the percentage of students who do
not have the required textbooks for their classes (see the bottom rows in example 30).
A closer analysis of example 30 shows that more than 30 per cent of the students in Grades
1 and 2 do not have textbooks for their foreign language and social studies classes. There is
also a short- age of science textbooks among students in Grade 1 and 3. With the exception
of the national language subject in Grade 5 for which no students were missing their
textbook, additional textbooks are required for all the other grades and subjects. The
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numbers in the upper rows in example 30 indicate the quantity of each textbook that should
be acquired.
Such summary tables from schools can be aggregated into similar tables at the district,
provincial and country levels, to use for evaluating textbook availability and to
implement measures to ensure that all students possess all the necessary learning
materials.
Activity 18
Review and discuss with other school managers, district and local education officers about
the monitoring of availability of textbooks. Then, answer the following questions:
1. How do you monitor the availability of textbooks?
2. What were the difficulties you encountered in monitoring the availability of textbooks and
other learning materials?
3. How best should one go about monitoring the availability and adequacy of learning
materials including textbooks?
Teaching aids
Teachers use teaching aids such as maps, wall charts, flip charts, flash cards, scientific
models, kits and toys to support teaching and learning activities at school.
Schools produce or purchase teaching aids for either shared use among the teachers or
provide them to individual teachers. Every school should keep an inventory of available
teaching aids by quantity and conditions of use. The teaching aid inventory should be
able to track how frequently each resource is used on a weekly or monthly basis.
The following three indicators tell us what we need to know about the schools teaching aids
and how they are used for different subjects and in different grades.
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1. Percentages of teaching aids to be repaired or replaced are derived by separately

dividing the quantity of each teaching aid needing repair or replacement by the total
quantity of the same teaching aid.
2. Teachers to Teaching aid ratio are calculated by dividing the number of teachers who
are eligible to use each type of teaching aid, by the quantity of each teaching aid that are
in good working condition (=Total quantity to repair quantity to replace).
3. Frequency of use counts the number of times each teaching aid was used by teachers
during each week or month, and take the simple averages over a semester or a school
year.
As can be seen in example 31, these indicators tell us whether there is sufficient quantity of
each type of teaching aid that are in good condition, and how many need to be repaired or
replaced. The frequency of use can also tell us about the pattern of teachers use of various
teaching aids, which can help the school decide whether to acquire new teaching aids, or to
repair existing ones.
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Activity
Review and discuss with other school managers, district and local education officers about
the monitoring of teaching aids. Then, answer the following questions:
1. How do you make use of data and information on teaching aids in your school?
2. What were the difficulties you encountered in monitoring and using the data on teaching
aids?
3. How best should one go about monitoring and using the data on teaching aids?
8.3 Supplementary learning materials
The school may have acquired a variety of supplementary learning materials that students
can use
to reinforce their learning. The most common among these materials are books,
newspapers, magazines and other reading materials that supplement the textbooks.
Students can borrow various charts, kits, models and equipment or instruments for science,
sports, music and arts. for schools that are equipped with audio-video equipment and
computers, the range of supplementary learning materials can also include audiotapes and
videotapes, CD-ROMs and dVds, access to computers and access to the internet:
A set of indicators, which are similar to those we use for teaching aids, may be calculated
and used, as follows:
1. Percentages of supplementary learning materials to be repaired or replaced are
derived by dividing the number of each supplementary learning material that are in need
of repair or replacement by the total number of the same supplementary learning
materials.
2. Students to supplementary learning materials ratio is calculated by dividing the
number of students who are eligible to use each type of supplementary learning material,
by the number of each supplementary learning material that are in good working
condition (see example 32).
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3. Frequency of use counts the number of times students borrowed and used each
supplementary learning material each week or month and averages the usage over a
semester or a whole year.
By indicating the number of students who share the supplementary learning materials in a
school (see example 32), the school management as well as local and district education
offices can assess whether there are adequate amounts of each type of learning material for
the student population. This can be done by identifying those learning materials that have a
high frequency of use ratio, such as musical instruments, newspapers, and access to
computer and the internet in example 32. Taking into account the average frequency of use
per week and per month, decisions can be made to acquire appropriate quantities of these
supplementary learning materials to reduce the gaps in access to resources.
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2.2 Purpose of the learning aids can be explained (SO 2, AC 2)
Students can become bored sitting in a classroom for hours. Teaching aids can provide a
welcome break for students who have been sitting for a while and listening to an instructor
lecture in front of the room. Educators can use various teaching aids besides textbooks to
pique students interest and demonstrate how things work. Visual aids, such as whiteboards
or chalkboards, charts, maps, flash cards, and calendars are commonly used. Presentation
tools. such as bulletin boards, audiovisual equipment, and overhead projectors are also
utilized frequently along with multimedia displays and computers.
Flash cards are an effective way to teach various subjects. These popular teaching aids are
available for many fields, such as spelling, geography, and arithmetic, and the teacher or
parent can also create customized flash cards geared toward a specific subject or child.
Children who are visual learners will receive the most benefit from the use of flash cards, but
auditory learners will also benefit if the information presented on the cards is read aloud.
A pointer is a teaching aid used in many classrooms. It is used to point out items such as
words written on a chalkboard or features on a map. The traditional pointer is a long, skinny
wand. Laser pointers, which are used to shine a beam of light on the feature the instructor
wants to highlight, are becoming more common. The lights in laser pointers are available in
different colors, and some can even display various designs such as flowers, butterflies, and
animals.
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2.3 Method in which the learning aids are to be used can be

explained (SO 2, AC 3)
Visual aids in the classroom situation
Visual aids have a

major role to play in a language classroom. They are a useful resource for teaching and
enable the development of a wide range of skills. They are especially valuable in teaching
young learners, as this group require as many prompts as possible. These could take the
form of visual aids because there are many language learners who need to see the
information discussed.
(...) even young learners will work for a while without searching for something to listen to.
However if they (...) are not supplied with something to look at that is relevant to the
learning task in hand they will find and probably be distracted by something that is not.
Children have a great need to be motivated by the teacher and the materials in order to
learn effectively. Therefore, it is important for the teacher, dealing with young learners, to
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have a wide range of stimulating resources and they must include visuals.
I. Kinds of visuals
I.1 Flashcards (picture cards) are the most common kind of visual aids for young learners.
They appear useful in for all language skills. Pictures are an invaluable way of introducing
and revising vocabulary, drilling simple structures and functions. Visuals also help students
relate words to images. They are valuable resource for teachers and parents and used as a
linguistic or visual stimulus for learners to read, speak or write. What is more, illustrations
that complement texts add extra information, which allows students to infer what does the
author intend but not clearly state in them, or help to understand unknown vocabulary.
Picture flash cards are pictures mounted or drawn on cards approximately 15 cm by 20
cm. They are normally used by the teacher in oral work for cueing responses to questions
or more open communicative work for stimulating conversation, story-telling, etc.
The size of flash cards, however, depends of the type of use. It means that for group work
they can be smaller but when we stick them to the board or hold in our hands they must be
big enough for students at the back to see. The more clearly visible, colourful and striking
they are the better. It is also possible, however, to use black and white cards and ask
students to colour them themselves.
Illustrations A and B
Pictures can represent peoples appearance, their behaviour, moods or actions and the
setting of the situation to promote discussion and motivate learning. They could be pictures
of animals, food, household objects, places or story characters. The most valuable in
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pictures is that they bring real objects to the classroom (such as a car or a bicycle).
Illustration C Illustration D Illustration E
Illustration F Illustrations G, H
I.2 Word cards (word flash cards) have a single word or phrase written clearly on the card.
They can be the size of picture flashcards but they should not be less than eight
centimetres in height so that even students at the back of the classroom are able to see
them. The length of word cards depends on the text, however long ones are impractical as
may cause some problems with storing them or carrying to the classroom. They are easy
and inexpensive for teachers to prepare. All we need is cardboard (white or coloured) and
markers. It is also possible, however, to make word cards on the computer, print them and
stick to cardboard. The idea of using word processor is worth considering if we are afraid
that our handwriting will not be legible.
Word cards are easy for the teacher or students to handle. We can hold them, prop, stick to
the board or hang on a thread. In addition to that, they can be used separately or together
with flashcards and in any stage of the lesson.
What is more, word cards apply to reading practice as well as to writing and listening
practice. They are beneficial to introduction, practice and revision of vocabulary. The most
important, however, is the fact that they facilitate grammar explanation. By the use of word
cards, it is easier to teach construction of tenses (the rules of forming affirmative sentences,
questions and negatives). We can also use coloured cardboard or markers to distinguishing
parts of speech in a sentence, the word order or contractions of words.
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do not dont
Peter goes to work by bus.

stand up
I.3 Drawings are another type of visual aids. Sometimes it happens that we cannot find
suitable pictures or we want to involve our students in preparation of visual materials. In
that case, a teacher can draw on the board or ask students to make illustrations themselves
(for example of workers). It should not be a problem because children in general love
drawing and they will be willing to help.
For the education purpose, our drawings do not need to be perfect and we do not have to
be very talented. The most important thing teachers have to remember while drawing on
the board is that there should not be too many details in the picture. In fact, the more details
we include the less visible it becomes. Our drawings should be simple and not sketchy. To
achieve that we should use quite thick lines and the shape should be as suggestive of the
object as possible. For further information on this matter, it is worth considering literature,
which gives advice and teaches us techniques along with examples of line drawing. Thanks
to such books, we can learn how to draw people or animals in a quick and easy way.
Examples below are taken from such resource books for teachers.
Illustration 1 Wright A.; Pictures for Language Learning, Cambridge University Press
1992, p.204
Illustration 2 Gerngross, G. and Puchta, H.; Pictures in Action,

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I.4 Workcards and worksheets are the type of visuals that we can treat with a wide range of
techniques. They are appropriate for students at all levels. Even young students can be
engaged in doing simple workcards containing illustrations or connected with tracing letters.
Moreover, worksheets are useful for individual students work or for those working in pairs
or small groups. Thanks to them students have the chance to perform more or less
independently of the teacher. They can be successfully used to present information
different from what regular lessons contain. In other words, they contribute to variety and
interest in the classroom. In addition to that, they facilitate the development of all four
language skills (listening, reading, speaking and writing) with little teachers involvement.
If we want to assure students success in dealing with workcards and worksheets, we have
to remember about two things:
1. The students should understand what they have to do.
2. The language demands on the students should be within their capabilities.
Illustration 3 Gray, Elizabeth; Skill Builder For Young Learners, Express Publishing, p.7071
I.5 Class projects are probably the kind of activities children love most. They play a vast
role in developing a sense of responsibility for gathering materials, preparation as well as
the outcome. Another value of projects is that they cause students cooperation and give
opportunity to practice spoken language (if we make sure they do not switch to their mother
tongue). Class projects contribute to all four language skills: speaking, reading, writing and
listening.
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They can be prepared in small groups or by the whole class. What is more, the topic of a
project can regard either specific sets of vocabulary (names of animals) or deeper
description of a particular problem (showing the live of one animal).
I.6 Wall pictures and wall posters are the biggest of visual aids, large enough to be seen by
all the students. They are illustrations of situations, places, people or objects. Teachers can
buy wallposters produced for language teaching purposes by publishing houses or get them
free if they use coursebooks from those publishers. It is also possible to use wallposters
designed for other educational purposes (for example road safety posters), or for
commercial purposes not connected with education (cinema posters). Other option is that
teachers can create wallpictures themselves or ask students to prepare them, either by
drawing or making collages. While making wallposters we should remember, however, not
to include too many details in them because it might distract from the main points. On the
other hand, we can use the same wallpicture on many different occasions and in many
different ways. They are excellent tools for controlled practice in listening, speaking and
writing as they provide a context for language use. In addition to that, they serve as a rich
source of vocabulary; encourage students to listen carefully in order to identify what the
teacher refers to and offer considerable choice of what to talk about. Posters displayed in a
language classroom can contribute to a feeling of the foreign culture and facilitate
unconscious learning if only students would have a look at them from time to time.
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SIMULATION
ACTIVITY : 05
Instructions
Explain how to use your own supplementary learning aids
Method
Media Method
Mark
Group Activity
Flipchart
10
Notes:
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WORKPLACE
EXPERIENCE
Task: 06
Criteria activities
(0) Not yet

capable
Evidence is not
sufficient and
needs to be
readdressed
(1) Capable
Evidence is
sufficient and meet
the desired
outcome
(2) More than

capable
Evidence is more
than sufficient
and meet the
desired outcome
Task : What is the purpose of the learning aids?
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SECTION 3: Communicate information clearly in writing and in

visual form
Specific Outcome
On completion of this section you will be able to:
Communicate information clearly in writing and in visual form
Assessment Criteria
Written texts use standard sentence construction and spelling (SO 3, AC 1)
Written texts are coherent and cohesive.

(E.g. it is clear which thing or person a pronoun refers to.) (SO 3, AC 2)
Sentences and paragraphs are logically sequenced (SO 3, AC 3)
Tone of written language is appropriate to audience and purpose (SO 3, AC 4)
5. Language level used in the learning aids is appropriate to the language level of the learners.
(SO 3, AC 5)
Language and images used are free from bias (e.g. non-racist, non-sexist). (SO 3, AC 6)
Visuals, layout and typeface used in the learning aids are accessible and appropriate to the
visual literacy level of the learners (SO 3, AC 7)
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3.1 Written texts use standard sentence construction and

spelling (SO 3, AC 1)
Writing Effective Sentences
Effective sentences need to be concise, fluent, and emphatic. To write good sentences takes
careful study and good, regular practice. You can study the guides in such textbooks as
Writing for College and Technical English in the CAT electronic library or on-line books such
as Elements of Style. This section will provide some guides that can help you avoid the most
common problems candidates have in writing sentences. The list is basic and selective.
It is expected that you can write Standard American English. If you need to review rules
about grammar, punctuation, spelling, or sentence structure, you are asked to consult a
college composition handbook. In fact, it is recommended that all candidates have a
composition handbook on their desks for reference at all times.
Following are some guidelines for writing effective sentences.
1. Conciseness in Sentences
When you write your first drafts of documents, undoubtedly you will write sentences that
need to be pruned. Here are some strategies for writing sentences that are concise. It is
important to note that concise sentences can be filled with sophisticated material. They can
be packed with content, but they do not contain unnecessary words.
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Eliminate Redundant Words and Phrases.

Say things only once. Each bracketed word or phrase that follows had clutter; the
other word(s) make the meaning clear
seven p.m. [in the evening]
heavy [in weight]
[final] conclusion
consensus [of opinion]
spherical [in shape]
[month of] May
[viable] alternative
mix [together]
Eliminate Unnecessary Words

Edit out words that unnecessarily pad the sentence. Wordy phrases make sentences
laborious to read. It is useful to be reminded of some of the some common wordy
expressions. On the left are the wordy phrases and on the right are the
corresponding tightened expressions.
Wordy Phrase
Concise Phrase
at the conclusion of
after
based on the fact that
because
in view of the fact that
because
despite the fact that
although
in the event that
if
at this point in time
now
until such time as
until
on a daily basis
daily
it is often the case that often

have a capability to
can
during the course of
during
take into consideration consider

of the opinion that
think that
make reference to
refer to
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in the final analysis
finally
Focus on the "Real Subject"

The "real" subject should be in grammatical subject of the sentence; it should be
highlighted. Do not bury the real subject
Poor: The use of this method would eliminate the problem.
Good: This method would eliminate the problem.
Also, try to avoid beginning sentences with "there is" or "it is." Begin with the real
subject.
Poor: There is no alternative for our company except to modify the practice.
Good: We have no alternative for our company except to modify the practice.
Focus on the "Real" Verb

The "real" verb should be prominent. Do not bury the real verb by placing it in the
form of an abstract noun. An abstract noun most often ends in the suffix, tion.
Technical writing can be very weighted down if the writer uses abstract nouns where
verbs would do far better.
Poor: An investigation of all possible causes was undertaken.
Good: All possible causes were investigated.
Avoid "All-Purpose" Nouns.

Use precise words instead of vague words like "factor," "aspect," "thing," and
"element."
Poor: One thing that became clear at the meeting was that managers were
not listening well to their employees.
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Good: One problem that became clear at the meeting was that managers
were not listening well to their employees.
Use the Positive

Positive statements are more easily understood than negative ones, because they
are direct. In addition, positive statements are more concise and clear.
Poor: I did not gain anything from the lecture.
Good: I gained nothing from the lecture.
Delete Needless Qualifiers

Many qualifiers--I feel, I believe, in my opinion--are unnecessary. After all, the I
referred to is the writer and it is obvious that he or she is the one expressing beliefs
or feelings.
Poor: In my opinion, you have completed this project.
Good: You have completed this project.
2. Fluency in Sentences
Fluent sentences use a variety of patterns. In using different word orders and sentence
lengths, fluent sentences make clear connections between major and minor points. Good
writers write sentences that have fluidity and connectedness, while inexperienced writers
tend to use choppy, repetitious, short sentences.
When you write technical documents, you will discover that generally, you will write shorter
sentences than those you write in essays. Yet, the sentences you do write in technical
documents ought to have some variety in length and word order. These variations will make
ideas clear and emphatic.
Here are some guides for writing fluid sentences.
Combine Related Points
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Often a string of short sentences is monotonous, choppy, and most importantly,

unclear. Though short sentences can be used to emphasize a point, very often at the
beginning or the end of a paragraph, they ought to be used sparingly.
Poor: Brisk walking can be a healthy. You need good shoes. You need some
guidance about how to walk properly.
Good: Walking can be healthy, but you need good shoes and guidance about
how to walk properly.
Vary the Word Order

A series of sentences that begin with the subject-verb pattern can be boring. There
are two recommended ways to vary the beginning of sentences: 1) invert the normal
word order and 2) place modifiers before the subject.
Normal Word Order
Diesel engines are most difficult to start in cold weather.
Subject-verb Inversion Most difficult to start in cold weather are diesel engines.
Normal Word Order
Gravity roots us to the earth, firmly and insistently.
Adverb first
Firmly and insistently, gravity roots us to the earth.
3. Emphasis in Sentences
Good writers make arrange words and phrases in sentences to emphasize key points. They
foreground main ideas and background subordinate ideas.
Here are some guidelines for writing sentences that underscore the most important
information.
Connect Ideas Using Coordination

To connect ideas that require equal emphasis, use coordinating conjunctions (and,
or, and nor) or conjunctive adverbs (however and therefore)
Two simple sentences: This course is difficult. It is a packed with useful
information.
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Coordinated: This course is difficult, but it is packed with useful information.
Connect Ideas Using Subordination

Subordination demonstrates that a less important idea is related or dependent upon
a more important idea. To demonstrate that one idea is less important than another,
you can combine two simple sentences and deemphasize the less important idea by
putting it in a dependent or subordinate clause. A dependent clause is signaled by a
subordinating conjunction ( because, so that, if, after, until, since, while, as, unless,
and although.)
Two Sentences: Jean tries to get her work done on time in the factory. She
has a physical disability.
Combined: Although she has a physical disability, Jean tried to get her work
done on time in the factory.
Use Parallel Structure

Using parallelism means to put items of equal importance in the same grammatical
form. Using parallel structure in presenting items of similar importance ensures that
sentences will have greater clarity, better flow and appropriate emphasis on key
ideas.
Using parallel structure well is crucial for technical writers, in particular. Often they
will use parallelism to link items in various kinds of listings.
Poor: The store is 100 feet in length, 80 feet wide, and has a height of six
stories.
Good: The store is 100 feet in length, 80 feet wide, and six stories high.
Technical writers use parallel structure frequently. For example, they use parallelism
when presenting aspects of a problem, steps in a process or a series of results,
conclusions or recommendations.
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Use the Active Voice Often and Use the Passive Voice With Care
In the active voice, the subject is the actor:
Joe started the engine.
Conversely, in the passive voice, the recipient of the action (the engine) serves as
the subject:
The engine was started by Joe.
The active voice is preferred because it is direct, clear, concise, and energetic. The
sentence is directly identified, the subject acts, and the action is presented concisely.
Conversely, in the passive voice, the actor is obscured and the action is indirectly
presented using more words.
However, the passive voice is not incorrect. For example, when describing a process
in a set of instructions, it is important to use the passive voice. In the process, the
action is central and is more important than the actor. Also, there are occasions
where, for good reason, a writer wants to avoid stating directly who the actor is.
These occasions occur in industry. In such cases, using the passive voice allows the
writer to avoid identifying the actor entirely: The writer could simply state:
The report was completed two weeks late.
4. Make Sentences Clear

It is crucial that a sentence convey the meaning of ideas easily and immediately. Good
writers strive to make sentences clear upon the first reading.
Here are some guidelines for writing clear sentences.
Avoid Misplaced or Dangling Modifiers

A misplaced modifier obscure meaning, because the modifier is placed too far away
from the words it modifies. On occasion, misplaced modifiers can be not only
puzzling, but comical.
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Poor: In her tent, devouring her supply of bananas, Jane Goodall saw a huge
gorilla.
Was Jane Goodall devouring her supply of bananas?
Good: In her tent, Jane Goodall saw a huge gorilla devouring her supply of
bananas.
A dangling modifier make no sense because it has no word that it modifies in the
sentence: therefore it dangles.
Poor: Trying to solve the problem, the instructions seemed unclear.
The person doing the trying is not identified in the sentence.
Good: As I was trying to solve the problem, the instructions became unclear.
Make Pronouns Clear

Pronouns--this, that , he, she, it, his, their, they--take the place of nouns in
sentences. For clarity, it is essential that the writer identify the noun to which the
pronoun refers. If the referent is not clear, the reader can easily misread the passage
or at least, become temporarily confused.
Ambiguous: Our employees are enjoying the sunny lunch hour breaks while
they last.
Does they refer to the sunny lunch hour breaks or the employees?
Clear: Our employees are enjoying their sunny lunch breaks while the good
weather lasts.
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3.2 Written texts are coherent and cohesive.

(E.g. it is clear which thing or person a pronoun refers to.)
(SO 3, AC 2)
Learn to spell and punctuate

correctly. Use a good dictionary; don't rely on your computer spell checker. Consult a good
English handbook to learn the rules of correct punctuation and capitalization. Others judge
your writing by your spelling and mechanics. If your spelling is poor, study the rules with a
vocabulary or spelling book. See the Resources section. Consult an English handbook to
learn the rules of correct punctuation and capitalization.
Step 2
Learn correct grammar and sentence structure. For example, make sure every sentence you
write has a subject and a verb. If you have gaps in your knowledge, take a writing or
grammar class, consult an English handbook or do exercises at the Purdue Online Writing
Lab (OWL). See the link in the References section.
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Step 3
Practice the various genres or types of writing. Learn narration, description, exposition and
argument. For business writing, study letter and report writing. Practice on your own using
the OWL at Purdue or take a class.
Step 4
Learn to write strong paragraphs. Practice writing a topic sentence or main idea statement
for each paragraph. Then give specific details and write a conclusion. A strong paragraph
usually has three or more details.
Step 5
Learn to write clear five-paragraph essays. The standard form includes an introductory
paragraph with a thesis (main idea), three supporting paragraphs and a concluding
paragraph. The strongest place for the thesis of the essay is the end of paragraph one. Each
of the three supporting paragraphs should expand on some part of the thesis. Make sure you
use transitions to connect to each successive paragraph. Then write a conclusion that
restates the thesis or summarizes it in some way. Learn more tips from the OWL at Purdue
or in a writing class.
Step 6
Read quality written English every day. Read fiction or nonfiction books, magazines or
newspapers. If you read good English, you will absorb good English. Timothy Bell concludes
that extensive reading improves writing skills.
Step 7
Practice fluency in writing by writing in English every day. Buy a notebook or journal and
write for 20 minutes or more every day. Writing will become much easier in only a few
weeks time.
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REASECH PROJECT
ACTIVITY :08
Instructions
USE A NEWS PAPER AND RECOSTRACT SENTENCES WITHIN ANY

ARTICLE YOU USE?
Method
Media Method
Mark
Individual Activity
Flipchart
10
Notes:
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SECTION 4: Evaluate own supplementary learning aids.
Specific Outcome
On completion of this section you will be able to: Evaluate
own supplementary learning aids.
Assessment Criteria
Feedback on learning aids is elicited from peers or managers and incorporated where
relevant. (SO 4, AC 1)
Learners responses to the learning aids are observed and described (SO 4, AC 2)
Strengths and weaknesses of learning aids are identified with reference to learners'
performance and responses. (SO 4, AC 3)
Suggestions can be made for improvement of own supplementary learning aids with reference
to identified strengths and weaknesses (SO 4, AC 4)
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4.1 Feedback on learning aids is elicited from peers or

managers and incorporated where relevant. (SO 4, AC 1)
These educational tools can help you to make lessons fun, interesting, and more effective.
12. Khan Academy: Many teachers use this excellent collection of math, science, and finance
lectures and quizzes to supplement their classroom materials.
13. Manga High: Manga High offers teachers a wealth of resources for game-based learning in
mathematics.
14. FunBrain: If youre looking for a great collection of educational games, look no further than
FunBrain. On it, teachers can take advantage of fun tools for math and reading.
15. Educations: Educations is an amazing online tool for the iPad that lets teachers (or
students) create videos that teach a given topic. Perfect for studying or getting students to
show off their knowledge.
16. Animoto: Animoto makes it simple to create video-based lessons or presentations for the
classroom and to share them with students or anyone else.
17. Socrative: Available for computers, mobile devices, and tablets, this student response
system engages students through games and exercises on any device they have on hand.
Even better, teachers can easily assess student progress and track grades.
18. Knewton: Adaptive learning has been a hot topic in recent months, and with Knewton its
something that any teacher can access and use. The site personalizes online learning
content for each student according to his or her needs.
19. Kerpoof: On Kerpoof, students can get creative with their learning with games, interactive
activities, drawing tools, and more that are both fun and educational.
20. StudySync: With a digital library, weekly writing practice, online writing and peer reviews,
Common Core assignments, and multimedia lessons available, this site is a fully-featured
tool for teaching and learning that can be a big help in the classroom.
21. CarrotSticks: On this site, teachers can take advantage of a wide range of math learning
games, giving students practice while they have fun.
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Lesson Planning and Tools

Use these tech tools to pull together great lessons and design amazing and memorable
student projects.
1. Teachers Pay Teachers: Have great lessons to share? Looking for something to
add to your classes? On this site you can do both, selling your own class materials
and buying high-quality resources from other teachers.
2. Planboard: Make sure your lessons are organized and that your day runs smoothly
with the help of this amazing online tool designed just for teachers.
3. Timetoast: Timetoast is a pretty cool for student projects, allowing them to build
sleek, interactive timelines in minutes.
4. Capzles: There are so many different ways that Capzles can be used in the
classroom, theres bound to be an application that fits your needs. What does it do?
Capzles makes it simple to gather media like photos, videos, documents, and even
blog posts into one place, making it perfect for teaching, learning, or online projects.
5. Prezi: Want to build presentations that will wow your students? Make use of this
online tool that makes it simple to do all kinds of cool things with your lessons, even
allowing collaboration between teachers.
6. Wordle: Create stunning word clouds using Wordle, a great complement to language
lessons of any kind.
7. QR Codes: QR codes (or quick response codes) are showing up with greater
frequency in education. If youd like to get in on the trend, youll need a tool to create
and manage the codes like Delivr and one to read codes, like any of those listed on
this site.
8. Quizlet: Quizlet makes it easy for teachers to create study tools for students,
especially flashcards that can make memorizing important information a snap.
9. MasteryConnect: How are your students performing with regard to state and
common core standards? MasterConnect makes it simple to track and analyze both,
as well as other elements of student performance.
10. Google Docs: Through Google Docs, teachers can create and share documents,
presentations, or spreadsheets with students and colleagues as well as give
feedback on student-created projects.
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11. YouTube: Not all schools allow YouTube, but they are missing out as the site
contains a wealth of great learning materials for the classroom. Theres even a
special education-focused channel just for teachers and students.
12. TED-Ed: TED isnt just a great place to find inspiration anymore, the site also
contains numerous videos that are organized by subject and can help you to teach
everything from how pain relievers work to Shakespearean insults.
13. Glogster:Glogster is a social site that lets users mash up music, photos, videos, and
pretty much anything else youd like. Its a great way to create learning materials and
a handy tool for creative student projects.
14. Creaza: Want to bring your student projects into the 21st century? Creaza can make
that possible, offering tools to brainstorm, create cartoons, and edit audio and video.
15. Mentor Mob: On Mentor Mob, you or your students can create a learning playlist,
which is essentially a collection of high-quality materials that can be used to study a
specific concept.
16. Useful Tools
17. These tools can help you to stay connected, organized, and increase the ease of
building multimedia lessons and learning tools.
18. Evernote: Capture great ideas, photos, recordings, or just about anything else on
your Evernote account, access it anywhere, and keep it organized. A must-have tool
for lesson planning.
19. Twitter: There are so many ways Twitter can be used in education. Teachers can
connect with other educators, take part in chats, share their ideas, or even use it in
the classroom to reach out to students.
20. Google Education: Google offers a number of great edtech resources for teachers,
including email and collaborative apps, videos, lesson plan search, professional
development, and even educational grants.
21. Dropbox: Easily store, share, and access any kind of data from anywhere with the
easy-to-use and free Dropbox service.
22. Diigo: Diigo lets you treat the web like paper-based reading material, making it
simple to highlight, bookmark, take notes, or even add sticky notes.
23. Apple iPad: One of the most widely used, though expensive, tech tools being used
in todays classroom is the Apple iPad. With a host of educational apps being
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developed for the device, its become a favorite of teachers and students alike across
the nation.
24. Aviary: Aviary is a suite of tools that make it easy to edit images, effects, swatches,
music, and audio or to create and modify screen captures.
25. Jing: If youre teaching kids about tech or just about anything else, a great
screenshot program is essential. Jing is one great option that allows teachers to take
screenshots as images, record up to five minutes or videos then edit and share the
results.
26. Popplet: You and your students can use Popplet to brainstorm ideas, create
mindmaps, share, and collaborate.
27. Google Earth: From geography projects to learning about geological processes,
Google Earth can be an amazing and fast way to show students anywhere in the
world.
28. DonorsChoose: Need funding for a classroom project? You can get it through this
site that hooks up needy teachers with willing donors.
29. SlideShare: With SlideShare, you can upload your presentations, documents, and
videos and share them with students and colleagues. Even better, you can take
advantage of materials that other have uploaded as well.
30. LiveBinders: Like a real-life three ring binder, this tech tool allows you to collect and
organize resources. Much better than a binder, however, the site also comes with
tools to connect and collaborate and a virtual whiteboard.
31. AudioBoo: Through this tool, you can record and share audio for your students or
anyone else.
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4.2 Learners responses to the learning aids are observed and

described (SO 4, AC 2)
Trainer Note
Prior to the session ask participants to look through Chapter 11 of Helping Health Workers
Learn (Making and Using Teaching aids. and identify at least one new use of visual aids.
that they would like to try out during this training course.
Ask three participants to work with you to prepare and demonstrate effective uses of visual
aids. In the demonstration focus one creative uses of visual aids; appropriate selection of
visual aids. and showing skill in the actual handling of the material, such as timing (when to
show a visual) and making sure it can be seen.
Prior to the training, ask participants to bring visual aids. that they have developed and used.
Also ask a few people to locate examples of different kinds of visual aids. on topics related to
the control of diarrheal diseases and to arrange or display them in the training room. Include
in the display all the visual aids. used in the training program thusfar. Assign this task
enough in advance to enable them to visit local agencies to collect or borrow visual aids. If
the location of the training site is too far from such agencies, collect these materials yourself
prior to the training. Get as many locally designed and produced materials as possible and,
where available, get multiple copies to give to the participants for their health education
activities.
If you plan to use the Optional Step on Selecting Nell Designed Pictures (located at the end
of the Procedure section) ask two people to help you find or prepare visual aids. that
illustrate the design considerations shown in Handout 17C (Design Considerations). Ask for
one good and one bad example for each consideration.
Trainer Attachment 17A Includes a short activity that you can use to introduce this session if
time allows.
Step 1 (60 min)
Ways Visual Aids Help People Learn and Remember
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Introduce the session by reviewing the objectives and pointing out the display of visual aids.
With the help of the participants who prepared with you, demonstrate at least three different
uses of visual aids. for specific teaching situations dealing with the control of diarrheal
diseases. For each demonstration, state the objective, and describe the target group. After
each one, discuss questions such as the following:
- What did you like best about the ways visual aids. were used here?
- What did you like least?
- What different ways could you use this visual aid?
- Has the timing (when the visual aids were used in the session) and handling skillful and
effective?
After all the demonstrations are finished, facilitate a discussion using the following kinds of
questions:
- What kinds of information are best communicated using visual aids?
- How can visual aids. strengthen nonformal education techniques?
- Can visual aids. stand on their own for communicating health messages?
- What are some examples of effective use of visual aids. during this training program? How
have you used visual aids.
Trainer Note
You may want to begin this session with the activity described in Trainer Attachment 17A
(Why Use Visual Aids?).
Be sure that you demonstrate the use of visual aids. when they are needed and not Just
added because someone wants to use a visual aid. The visual aids. should be appropriate
for the objectives, the learners, and communicate effectively (applying the Design
Considerations in Handout 17C). Do short, focused demonstrations.
Include combinations of visual aids and nonformal education techniques to increase the
participation of the learners, to identify and solve problems, evaluate projects and learningby-doing as well as communicating health informations. Handout 17A (Nays Visual Aids
Help People Learn and Remember) and Helping Health Workers Learn offer many ideas.
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The outcome of the discussion should be answers to the questions: - Why use visual aids?
When should I use visual aids?
You can also write and discuss this Chinese proverb: "I hear I forget' I see I remember; if I
do it I know it".
Step 2 (15 min)
Gallery Tour of Visual aids.
Give participants 15 minutes to make a "gallery tour" of the visual aids. arranged in the
display. Ask then to choose a partner for the "tour" . Have the partners discuss ways to use
these materials in their work in controlling diarrheal diseases and share creative ways that
they have used visual aids. In the past. Encourage them to pick up the visual aids. and think
about the ideas for using visual aids. that they read about in Helping Health
Workers Learn. At the end of tints activity give them Handout 17A (Ways Visual Aids Help
People Learn and Remember) as a reference.
Step 3 (20 min)
Selecting Visual Aids for the Local Community
Briefly summarize and discuss Trainer Attachment 17B (Villagers Teaching Us to Teach
Thea) or a similar example to highlight the importance of involving the community in
selecting (or developing) and using pictures for health education.
Ask the participants to agree on three or four main criteria to use in selecting visual aids. Ask
someone to summarize these on newsprint for future use. After the discussion Distribute
Handout 17B (Why Pictures Fall to Convey Ideas) as a reference,
Trainer Note
Some of ideas that should come out of the discussion include:
- Consider local beliefs, customs, design preferences, meaning associated with colors, and
familiar things such as clothing, houses, and household goods.
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- Use a variety of visual aids. when possible.

- Use the real thing rather than a picture whenever possible. - Select media that involve the
learners in the session.
- Involve the learners in selecting and making visual aids.
The following are the most important criteria for selecting visual aids.
- Skills, knowledge, attitudes, or organization stated in your health education objectives are
accomplished more effectively and easily using visual aids.
- The visual aid is culturally appropriate.
- The visual aid is well-designed; it communicates the intended message clearly and simply.
- The visual aid works well with the health education techniques that you have chosen.
If participants have a special interest in developing visual aids. you may want to use the
Optional Step on Selecting Nell Designed Visual Aids after Step 3.
Step 4 (30 min.)
Practice Selecting Visual Aids
Divide into the pairs that developed project plans. Ask each pair to apply what they have
Just learned about cultural and design considerations for visual aids and techniques, along
with their project objectives, to decide and discuss how they would select visual aids for their
target group for one health education session in that project.
Ask them to select visual aids if appropriate, from those displayed in the room and be
prepared to explain their choice to the other groups. If the visual aids in the room are
inappropriate, ask them to suggest what, if any, visual aids they plan to make for the session
and explain why they need them.
Trainer Guide
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It you find that participants need some practice in selecting visual aids before starting their
own sessions, divide them into three or more groups and assign teaching situations such as
those described in Trainer Attachment 17C (Examples of Teaching Situations). Have each
group select visual aids and nonformal education techniques for the asssigned situations
and present the session to the other groups. Allow additional time for this alternative.
Step 5 (40 min.)
Sharing Visual Aids Selections
Reconvene the large group. Ask each small group to describe their project objective, target
group and the session during which they will use the visual aids. Then have them show the
visual aids selected and explain why they were chosen.
After each report have the others assess the criteria used to select the visual Aids and how
well the visual aids fit the criteria. Encourage suggestions for other possible combinations of
nonformal education techniques and visual aids for each session. At the end of the
discussion distribute Handout 17D (Using Pictures to Communicate Effectively) as
supplementary reading.
Close the session by explaining that they will be applying these skills in selecting and using
visual aids in Session 19 (Designing and Evaluating Health Education Sessions) and in their
final project presentations (Session 22).
Optional Step (20 min)
Selecting Well Designed Visual Aids
Show the group the pairs of pictures prepared earlier to illustrate the design considerations
in Handout 17C (Design Considerations). For each pair of pictures, ask the group which
picture is better? When they decide, ask them what makes one picture better than the other.
Ask someone to make up a simple rule for choosing well-designed visual aids based on
each comparison.
Distribute Handout 17C (Design Considerations) as a summary. Briefly discuss how the list
on the wall is similar to the list of considerations in the handout.
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Trainer Note
Use this optional step after Step 3.
The outcome of the discussion should be a list of rules about what makes a visual aid
communicate well. Hake sure that the points on Handout 17C (Design Considerations) come
out in the discussion.
Emphasize the importance of simplicity. Note that the most common error in visual Aids is
including too much information. A good guideline is to include only one main idea in a
picture. Also make it clear that the rule of thumb, "Use simple visual messages", does not
assume a simple minded target audience. Nor does it imply omitting important information.
Instead it means to identify what is necessary, as opposed to "nice" to know and to present
that information step-by-step, one idea at a time.
If participants have already covered these concepts in preservice or other training, simplify
this step as follows. Ask one of the participants to summarize what makes a visual aid
communicate effectively. Have them demonstrate by comparing a picture that communicates
effectively with one that does not, pointing to the parts of the pictures that illustrate their
"rules of thumb" for communicating with pictures.
Handout 17A: Ways visual aids help people learn and remember
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Figures 1-5
1. Visual aids can make something small look larger. A large picture of the inner ear can
help students study the small parts. A drawing or poster of an egg and sperm help learners
understand what these things look like. Because the pictures are much larger than real life.
learners can study thee carefully.
2. Visual aids help us compare the similarities and differences between two things. Show
your earners pictures of two similar objects side by side, and they can loot at the pictures
and identify which things are the same and which are different.
The illustration here shows the drawings one nursing school instructor uses to teach her
students about the differences in appearance of children with kwashiorkor and children with
marasmus. She uses the pictures to help them learn the basic information, and then takes
them to the clinic to see real children with these conditions.
3. Visual aids are an excellent wag to show the steps to follow in doing a task. Mr.
Kamwengu, a nurse tutor, uses a series of pictures like the ones here to teach his students
how to take temperatures.
4. Pictures can show how something changes or grows, One picture can show all the
changes which take place. These kinds of pictures are good for showing how something
happens. The example here shows how blood flukes spread schistosomiasis.
5. Visual aids can help learning by providing a basis for discussion. Most of the time, you
want to be sure that everyone who looks at your visual aid will understand the same
message. But sometimes it is valuable to use a visual aid which can be interpreted in more
than one way.
You could use this picture as the bests for a discussion by asking, "What do you think this
picture is about?". Often this is the only question you will need to ask. To keep the
discussion going, you might ask other questions such as the ones below.
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- Who are these peoples

- What is happening in the picture?
- How do the people feel about it?
You can use other pictures like this one to start discussions in which the learners explore
their own needs, feelings, attitudes, and expectations. For learners who will be doing any
counseling, this knowledge and discussion of their prejudices and feelings is very important.
Pictures like this are also useful in community health word. A group discussion helps you
learn quickly how the villagers feel about many things, and what problems need to be solved
in the community.
Discussing their interpretations of pictures encourages people to observe, think and question
carefully and critically.
Figure 6
6. You can also use visual aids to review or test Your learners to see if they really
understand. After instruction, you can ask learners to identify or explain parts of a picture or
other visual aid.
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Flannelboards are very good for this kind of review, and learners seem to enjoy the activity.
The community health worker in the picture here uses a folded blanket wrapped around a
piece of wood as a flannelboard. She has been teaching the village women about nutrition,
using the flannelboard as she talked about food groups. Afterward, she asks her learners to
come up and place each food in its proper group on the board.
Figure 7
7. Visual aids can provide information when the trainer cannot be present. You cannot a
ways be present when someone needs to ask you about something. Sometimes you have
other work you must do or you must be somewhere else.
For example, Mrs. Macalou directs a community health clinic. She has one nurse's aid
working for her full time. Mrs. Macalou needed to make time to see more clients at the clinic.
Mrs. Macalou made a poster to put over the table where clients check into the clinic. The
poster shows the steps her aide should go through in taking a client's history and recording
the person's complaint.
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Now when her aide comes to work, she can help Mrs. Macalou by seeing all of the clients
first. If Mrs. Macalou must be out of the clinic, the aide can still record the client's history and
complaint.
Mrs. Macalou can come back to the clinic look at the histories, and decide quickly which
patients need to be seen first.
Figure 8
8. Visual aids can show people something they can't see in real life. The section on how
visual Aids can make small things look larger mentioned that visual aids help learners see
things such as cells, which are impossible to see unless you use a microscope because they
are too small.
Sometimes it is impossible to see things in real life for other reasons as well.
Sometimes a visual aid is useful to show something that cannot be seen because it is inside
the body.
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Mrs. Hasan is a community health worker. She uses diagrams like the ones here to teach
traditional birth attendants about the different positions the baby can have in the womb.
She discusses the pictures with the traditional birth attendants. Then she shows them how to
feel the womb of a pregnant woman for the baby's head and buttocks.
You can also use visual aids to show your learners things which are impossible to visit in
real life. You can show them pictures of an activity- in a village which is too far away for them
to visit. The nurse in the picture here has used drawings to make a display which she can
use in clinic presentations.
Figure
Some other examples of how visual Aids can show us things that are impossible to see in
real life are:
- a nursing instructor uses a series of pictures when explaining the growth of the fetus
- a nurse/midlife uses a paper cut-out held against her body to show mothers what the womb
looks like and where it is located in the body.
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Figure 9
9. Making their own visual Aids is very useful in helping learners discover solutions to
problems. When learners make their own Aids and Discover the answers for themselves,
learning becomes an adventure. When people are having fun learning, they remember what
they learn.
Mothers and children can learn about diarrhea and dehydration by making their own "baby".
from clay, tin cans, plastic bottles, or gourds. They can experiment with the principle of
rehydration by pouring water into the "baby" and mending the different holes with "food."
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Figure 10
10. Visual Aids can make a difficult idea easier to understand. they do this by showing
familiar people and things which illustrate the idea.
For example, suppose a nurse is counselling a family about the benefits of child spacing.
She tells the family how child spacing means better health for the mother and for the
children. But this is a new idea to the family. It is difficult to understand, because they do not
know any other families who use child-spacing.
So the nurse shows the family some pictures which compare child spacing to the spacing of
crops. Then the family begins to understand, They know from their experience that crops
grow better if they are not planted too close together.
Handout 17B: Why pictures fail to convey ideas
1. Villagers who are not used to looking at pictures mar find it difficult to see what objects are
shown in the picture.
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"Reading" pictures is easier than reading words, but people have to learn to "read" pictures.
This picture, intended to show how oral rehydration fluid is made at home, was shown to 410
villagers. Only 69 of them realized it was a picture of hands putting something into a pot.
Ninety-nine others could see the hands but could not suggest what they might be doing. And
the rest of the villagers (242 people) did not see the hands at all-82 of them thought it was a
picture of flowers or a plant.
Figure
2. Villagers do not expect to receive ideas from pictures, and must be taught that pictures
can instruct.
Staff members of the Honduran project, PROCOMSI, wanted to develop a set of visual
instructions to remind mothers how to prepare a solution of oral rehydration salts from a
packet. The question was whether the instructions would work without teaching. The
mothers were handed the packet of salts with the visual instructions facing up.
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Litrosol
None of the mothers perceived the series of drawings as "instructions." They seemed to
think that the pictures were simply a product label. Several women tried to read the written
instructions printed on the back of the packet but were able to understand only a few words.
After no more than fifteen seconds of looking at the packet. most mothers opened it and
began mixing the salts in water which was available near the test site.
A later stage of the test consisted of pointing out to the mothers that the visuals were
intended to convey information and "teaching". them what the series of drawings meant. This
proved very easy, and mothers understood almost instantly.
3. Villagers tend to "read" pictures very literally. That is even if they recognize the objects or
people represented in the picture, they may not attempt to see any link between the objects,
or any meaning behind the picture.
4. Villagers do not necessarily look at a series of pictures from left to kit, or assume that
there is any connection between the pictures in a series.
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Figure
This series of drawings is intended to show one way in which diarrheal diseases are spread.
It was tested in the Nepal study.
Less than half of the 410 villagers in the study looked at these pictures in order from left to
right (37% of them looked at the middle picture first.) Hardly any of the villagers appeared to
think that the pictures were related to each other.
Visually "illiterate" people do not "fill" in missing steps. Each message or step must be
conveyed with another picture.
Figure
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5. Pictures which try to convey ideas or instructions often use symbols which are not
understood by villagers.
For instance, villagers may never have learned that a check mark can mean "right" or "good"
and an "X" stands for "wrong" or "bad." Thus, symbols such as these are often
misunderstood or simply ignored.
6. Symbols which represent A concept in one culture do not necessarily convey the same
idea to another group of people.
Visual perception varies greatly from culture to culture. Finding the right picture to transmit
an idea is usually harder and more complicated than picking the right word.
For example, in looking for a visual symbol to represent "menstruation," PIACT designers
tried a number of symbols: in Mexico, a Kotex (brand of sanitary napkins) box was originally
tested but proved to be a satisfactory symbol only among urban women; a drawing of a roll
of cotton was more successful in suggesting menstruation. In Bangladesh, a red spot at the
back of A woman's sari was widely recognized to represent menstruation; in the Philippines,
a red dot at the front of a woman's dress along with a calendar showing a date encircled
were found to convey the idea.
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Bangladesh, Mexico, Phillipines

Handout 17C: Design considerations
1. Are the Pictures and Words easy to see?
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Figure
2. Are the pictures and words easy to understand?
a) are unfamiliar words or graphic symbols used?
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Figure
b) are all figures and objects in the same scale?
Figure
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c) are full figures shown before showing parts of figures?
Figure
3. Is the information presented clearly and simply?
a) are there any unnecessary details?
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Figure
b) is there one main idea for each picture?
Figure
4. Is each picture well organized?
a) does the picture fill the space?
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Figure
b) is there a white margin around the outside of the picture?
Figure
c) if words are necessary, is it clear what words go with what pictures?
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Figure
5. Does each picture direct the viewer's attention to important information? Examples of
ways to do this include:
a) use of contrast to emphasize important information
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Figure
b) making the most important thing the center of attention
Figure
6. Is the picture interesting to the people for whom it is intended?
- are the figures and objects in the picture based on the experience of the viewers?
- does the design and style fit local ideas about what is attractive?
- is the topic considered important?
Handout 17D: Using pictures to communicate effectively
DEVELOPMENT OF VISUAL MESSAGES REQUIRES SKILL
The design and testing of nonverbal materials are more complicated and require much
more time than the development of comparable verbal materials. Simple does not mean
easy.
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KEEP PICTURES SIMPLE

Keep pictures as simple as possible. It is better to show a family planning clinic set against
a plain background than against a city street. A crowded street will only detract from the
message befog conveyed.
Though excessive, unnecessary detail interferes with understanding the message, the
comprehension may also be reduced by deletion of all detail.
Each picture and each page should have a single, sharp meaning. Putting multiple
messages on one page will be confusing.
A single page of a booklet should not include too many objects. It is better to have many
drawings with one or two objects in thee than to try to put many things in one drawing.
Comprehension of the picture is higher when a person's whole body, rather than Just some
part of it, is portrayed.
THE MORE REALISTIC, THE BETTER
for maximum comprehension, pictorial symbols should be as realistic as possible.
Pictures of objects, people, and actions should loot like the objects, people and actions in
the specific area where the pictures will be used. Such things as different styles of dress
easily lead villagers to assume that a picture does not refer to their own village or their own
life.
Material produced for national distribution may not be equally appropriate for all regions of
the country, since there are usually variations in styles and customs from one part of the
country to another.
PICTURES WILL BE "READ" LITERALLY
Remember that villagers will be likely to interpret your drawings very literally. For example,
if you draw something larger than it is in real life (such as drawing a fly six inches high)
people can assume you really mean it to be an impossibly enormous fly, or they may thins it
is a strange kind of bird.
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COLOR
if the material befog prepared will use more than one color ink, the color choices should be
pretested in the same way the illustrations are tested. Keep in mind that certain colors have
different meanings in different societies. Choose colors whose meaning in the culture
corresponds to the ideas you wish to convey. Using color will also add to the production
cost. Tests have shown that color does not, by itself, improve comprehension.
PEOPLE MAY NOT FOLLOW INTENDED SEQUENCE
People who have not learned to read or write do not necessarily look at pictures in the
order intended. It often proves helpful, as messages are being tested, to ask several groups
of people to arrange the individual messages into a sequence that seems most logical to
them.
If a poster, wallchart, packet instruction or booklet consists of a series of pictures,
numbering the pictures may indicate to the villagers the order in which the pictures should be
"read." However, the Honduran tests of the visual instructions for mixing oral rehydration
salts showed that this technique does not always word. The placing of the numbers inside
the box with the drawings led some mothers to assume that the numbers referred to the
number of packets to mix, rather than the sequence of instructions to follow
PICTURES ALONE ARE NOT ENOUGH
Do not expect villagers to learn a lot from the drawings alone. Use drawings to capture the
villagers' attention, to reinforce what you say, and to give the. an image to remember, but
always give a clear and full oral explanation of your subject in addition to showing the
drawings.
Rural people need to be told explicity that "pictures will show you how to mix the salts", or
to "look at the pictures and follow the directions."
People helping villagers to understand the message of pictures and posters should explain
the meaning of conventional signs and symbols used by the artist. It is likely that if this is
consistently done over a period in any given village, the villagers will learn to "read" the
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messages the pictures are trying to convey. Longitudinal tests in Honduras showed that rural
women did not easily forget a symbol once learned.
Not all kinds of technical information can be transferred primarily through illustrations.
Pictures can probably be used to teach someone how to change a tractor tire, but it is
doubtful they can be used to teach a person to drive that tractor.
THE AUDIENCE DECIDES WHAT PICTURES WORK BEST
The intended audiences should have the final say about the content, illustrations and
sequences that are used. Administrators and others indirectly connected with the project
usually will have an abundance of suggestions for revisions, or state that they do not
understand the message. But, the materials were not designed for this group!
Trainer Attachment 17A: Why use visual aids?
TITLE:
WHY USE VISUAL AIDS?
TIME:
20 minutes
OBJECTIVE:
Learners will recognize and state that visual aids are sometimes necessary for a clear
understanding of new information.
MATERIALS NEEDED:
Pencils and paper for each participant.
Picture of the aardvark (or other animal or object to be described in activity). If you have
more than 1520 participants, you will need a larger drawing. See Unit 2 for ways to enlarge
pictures.
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INSTRUCTIONS:
1. Be sure everyone has pencil and paper.
2. Explain that this activity is like a game that will lead to a discussion of teaching. Explain
that you will be asking people to draw an animal based on a description from an
encyclopedia which you will read to them 2 times. Emphasize that it doesn't matter how well
they draw. Ask them to think about their reactions to the activity as they do it.
3. Read the description slowly and clearly. Do not worry if people express confusion. Ask
your learners to draw whatever kind of picture the words suggest to them.
If learners want to hear the description again, read it to them again.
Tell them they have 5 minutes to complete the drawing. Let them work on the drawing for 5
minutes.
4. Ask learners how they feel about doing this activity. List some of their responses on the
chalkboard to refer to later. Some of the responses you can expect are: "not clear," "not
enough information," "I got lost after the first sentence."
5. Ask a few people to guess what kind of animal they have been drawing. Show participants
the picture of the aardvark. Reread the description, pointing to each part of the picture as it is
described.
6. Ask people to summarize what they have learned from this activity. They should state
some version of the objective for this activity. If they have difficulty, give them a hint such as:
What has this shown you about learning new information with words and pictures?.
7. Ask learners to imagine they are nursing students and an instructor has just given them a
verbal description of how an IUD is inserted, but has not shown them what the IUD or the
inserter looks like! Point to the list of frustrations expressed while they tried to draw the
animal. Ask them how they can apply what they have learned in this activity to their own
work.
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8. Summarize the activity by stating the objective ("You have stated that visual aids . . . .").
Repeat their list of frustrations noting the similarity with frustrations often stated by students.
POSSIBLE ADAPTATIONS:
1. The aardvark seems to work well. But you may want to use another example that will be
more interesting to your learners. Choose any description of an animal or object that is
confusing when described only with words.
2. If time allows, in instruction 5 above, you may want to have learners post their pictures
after they guess what animal it is, but before you show the aardvark picture.
3. This activity can be combined with part of activity 3, THINGS WE HAVE LEARNED
THROUGH PICTURES). After instruction 7 above, have the large group do steps 1-3 of
Activity 3.
"The body is stout, with arched back; the limbs are short and stout, armed with strong, blunt
claws; the ears long; the tail thick at the base and tapering gradually. The elongated head is
set on a short, thick neck, and at the end of the snout is a disc in which the nostrils open.
The mouth is small and tubular, furnished with a very long, thin tongue".
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assessment event
Figure
Trainer Attachment 17B: Villagers teaching us to teach them
Tanzania
Handing the camera over to non-literate village women to photograph familiar village
activities yielded interesting discoveries about the way rural people see things, and how they
learn.
The photographer squints through the viewfinder, then motions to the woman holding the
baby to dunk it in the bath. The baby shrieks. "Click!"
The scene might evoke familiar memories. But here in this Tanzanian village, there is a
difference: the subject is a village woman, and so is the photographer. But even more novel
than the scene was the assignment the photographer had undertaken: she was taking
pictures of a familiar village activity of her own choosing in order to use the result to teach
others how that activity could most easily and economically be performed.
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The use of graphic illustrations in communicating ideas about development has been
extensively researched. The central purpose of much of this research has been to
understand how non-literate rural people respond to visual aids such as drawings,
photographs. slide sets, and posters. My goal was similarly to enhance that understanding
but to do so in a manner that gave the people themselves virtual control of the material that
had to be produced and assessed. So I decided to hand over the tool - the camera to the
villagers so that they could film their own activity. Their choice of perspective, 'editing' and
the subject "frame" would, I felt, yield significant indications of the way they perceived things
visually.
Over a two-year period in Peru and then Tanzania, two hundred delegated villagers
cooperated enthusiastically in the exercise. Each learned how to use an instant picture
camera, then took and explained their picture series on how to hoe, to harvest. to cook, to
feed the baby, and many other everyday activities. And it became apparent very quickly how
invaluable a tool in village education pictures can be. Again and again I saw photographs
spark the interest of villagers and provide them with detailed images of both familiar and
unfamiliar things and places.
In the process I learnt a great deal about the effective use of picture series amongst
villagers, especially women, and as well about why villagers were sometimes left confused
about the overall story or message of the pictures and films made by "experts". Particularly
confusing have been "how-to" films designed to communicate new skills in essential
activities. So putting the camera in the hands of villagers was a move hack to the basics, to
find out how villagers related to their own productive work on the visual plane.
The picture series taken by the villagers could be roughly grouped into two categories. In the
first group, the emphasis was on the action; each step was shown in a separate picture. The
photographers in this grouping were mostly men. And they were men who lived in villages
near major roads or in shanty-towns near urban centres.
Pictures taken by women, and by men in more isolated villages, were very different. Their
pictures emphasized people doing the work, not each step of how the work was performed.
Large blocks of activity were often shown in a single picture.
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assessment event
These photographers conceived of a "how-to" picture series in a very broad sense. They
showed people travelling to work, working, resting, and often drinking. The emphasis was on
"how we work", not a step-by-step presentation of an activity. It was a style of
communicating with pictures that was descriptive, personal and "whole, reflecting how
villagers taught and learned from one another in their daily lives.
"Why-to" and not just "How-to"
This provided insight into what kind of picture series would be needed to introduce new
ideas into village areas. For men in the first grouping, conventional "how-to" pictures, with
each step shown in a separate picture, were likely to work. But for nearly all village women,
and for men in isolated villages, picture series would need to follow certain guidelines:
- The narration, or written description, that accompanied the pictures would be very
important. Pictures in themselves would convey lime without highlighting what was seen in
the image and why it was important.
- A picture series could not be expected to teach villagers how to perform a specific activity.
This could only be done by someone on the spot. "How-to" picture series were unlikely to
work.
- Picture series could be very successful in encouraging villagers to adopt new ideas,
ranging from improved cropping techniques to better diets for babies. Instead of a "howto"
series, these would be "why-to" pictures.
- A "why-to" picture series would need to be presented in a descriptive, person-to-person,
style
- The picture series would need to present experience, not merely information. This would
mean showing something which actually happened in a village and worked.
I struggled with different ways to carry out these guidelines. I found it was difficult to script a
picture series that would speak on a person-to-person basis to villagers. The problem was
the enormous gap between the actual situation of villagers and my own situation-or indeed
that of any highly-trained communications worker living in an urban centre.
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assessment event
Eventually, I found the best way was to involve villagers directly in the planning and
production of picture series.
My method was to choose a village where a development idea had been successfully
applied, and then to select a group of villagers and ask them to tell with pictures why they
had adopted the idea. They planned the story-line and composed the pictures; I shot them.
The narration was written jointly and recorded by the villagers. The final product became a
testimonial from one village group to other village groups on why they adopted a particular
idea, ranging from ox-ploughs to sanitary latrines.
The final step was to create an effective method of using picture series in villages. I settled
on a slide series with a recorded narration as a format. I then designed a means of
distribution which depended on the villagers themselves. This was an audio-visual kit which
can be carried on the back of a bicycle and includes a 12-volt projector and a cassette
recorder, both powered by generators fined to the bicycle. It requires no petrol and no
batteries. The advantage of this small kit is that it can be left in the village for weeks at a
time. A village worker, paid on a part-time basis, can show the picture and answer questions.
Many small showings can be scheduled at times which are convenient for the people in the
village.
Reporting on concrete results
As a result of producing these picture series with villagers, I found that I also developed a
new attitude toward the role of communication workers in development. I began to see
specialists in development communications primarily as journalists, not producers. The first
requirement of a successful picture series, I found, was a successful village project on which
to base it.
This would mean, for instance, that to educate village women about a balanced diet, the first
step would be to find a village where this has actually happened. This might be a village
where a co-operatives had started to raise chickens and a group of women had planted
beans. Should a setback have occurred, such as the treasurer running off with the money,
this would also be portrayed in the picture series, along with the remedial action taken. The
essential characteristic of the village selected for the series would be that the results of the
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project were visible. Picture series for villagers are effective only if they are based on actual
occurrences, not merely on advocacy or promotion.
What this means is that communications workers must be effective journalists if they are to
be effective educators. Before snapping the first picture or drawing the first storyboard, they
must be able le. see how a project is operating in the field. Only then will they be able to
make audio-visual or other aids which present concrete, realistic options likely to motivate
villagers to reassess their own practices in favour of more productive alternatives.
Trainer Attachment 17C: Examples of a teaching situations
In all three of the following sample teaching situations, the participants will use the WHO
chart information to develop a short (15 minute) presentation using a visual aid. They will
prepare a simple visual aid using the guidelines from the earlier part of this Session as well
as their own experience and imagination. Encourage the to use the "real thing" when
possible and to avoid making a picture Just for the sake of having a picture to use. The
sample situations intentionally identify three different audiences for the messages (1) health
workers, (2) community members in a group, and (3) individuals.
This will provide a basis for comparison when the groups present their events. Recommend
looking at Helping Health Workers Learn for additional ideas for their sessions.
Situation 1: Staff Development for Health Workers
You are working in a community health clinic. The clinic health workers have asked you to
do a 15 minute staff development session on how to distinguish between dehydration that
requires ORS and the most severe dehydration that requires referral for IV or nasogastric
tube treatment. The staff has knowledge of ORT and is familiar with the WHO chart but
some people have had difficulty reading the chart and using it.
Situation 2: Child-to-Child Activity
You are a PCV health worker in a community with no health center and many children
suffering from diarrhea and dehydration. Children care for their younger brothers and sisters
most of the day while mothers and fathers work in the fields. You have decided to use the
child-to-child approach to reduce deaths from dehydration. Develop a 5 minute activity for
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children that helps them learn when a child or baby needs the "special drink". Be sure to see
Helping Health Workers Learn, for ideas such as the gourd baby and songs.
Situation 3: Teaching e Mother During a Home Visit
You have worked with a group of mothers during a health education session in the clinic.
They learned to mix oral rehydration solution using local ingredients. They also learned
when and how much of the solution to give to a child with diarrhea. You want to make certain
in your home visit that the mother understands when a child is showing signs of dehydration
so she will bring the child to the clinic for care. You prepare a visual aid and plan the
methods that you will use in working with her during the home visit.
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assessment event
ASSIGMENT
Activity : 09
Instructions
Identifying and solving problems in which responses

display those responsible decisions, using critical and
creative thinking have been made
Method
Media Method
Marks
Individual task
Flipchart
10
Notes:
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ROLE PLAY
Activity:
Instructions
Working effectively with others as a member of a team,

group, organisation, or community.
Method
Media Method
Marks
individual Activity
Flipchart
10
Notes:
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PRESENTATION
Activity:10
Instructions
Organising and managing oneself and one's actions

responsibly and effectively.
Method
Media Method
Group Activity
Flipchart
Notes:
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REASECH PROJECT
ACTIVITY : 11
Instructions
Collecting, analysing, organising and critically evaluating

information.
Method
Media Method
Mark
Individual Activity
Flipchart
12
Notes:
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SIMULATION
ACTIVITY : 11
Instructions
Communicating effectively using visual, mathematical

and/or language skills in the modes of oral and/or written
presentation
Method
Media Method
Mark
Group Activity
Flipchart
20
Notes:
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WORKPLACE
EXPERIENCE
Task: 12
Criteria activities
(0) Not yet

capable
Evidence is not
sufficient and
needs to be
readdressed
(1) Capable
Evidence is
sufficient and meet
the desired
outcome
(2) More than

capable
Evidence is more
than sufficient
and meet the
desired outcome
Task : Demonstrating and understanding of the world as a set of related system by
recognising that problem solving contexts do not exist in isolation.
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assessment event
REFERENCES
SUGGESTED READING & RESOURCES
lack, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003) Assessment for
Learning: Putting it into practice. Berkshire, England: Open University Press.
Butler, D.L. & Winnie, P.H. (1995) Feedback and self-regulated learning: a theoretical
synthesis.Review of Educational Research, 65(3), 245-281.
Butler, S. M. & McMunn, N. D. (2006). A teachers guide to classroom
assessment: Understanding and using assessments to improve student learning.
San Francisco: Jossey-Bass

Ebel, R. L., and Frisbie, D. A. Essentials of Educational Measurement. (5th ed.)
Englewood Cliffs, N.J.: Prentice-Hall, 1990.
Gronlund, N. E., and Linn, R. Measurement and Evaluation in Teaching. (6th ed.) New
York: Macmillan, 1990.
Hargreaves, E. (2007), The validity of collaborative assessment for learning; Assessment
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Teamwork Self-Assessment Form

(Remember to include this in your portfolio of evidence)
Name and surname:
Company
name
Date of course
attended:
Learner
number
Contact
number
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assessment event
Describe the task that the team was trying to achieve and the size, composition and, if appropriate, the
skills base of the group:
What was your role in the team and which were those undertaken by others? How did this relate to the
individual strengths and weaknesses of the team members including yourself?
What went well and which elements of teamwork did you enjoy? What were your specific contributions to
the outcome of the task?
What did not go well, which elements of teamwork did you find difficult and how did they hinder moving
towards the final result?
What do you think could have been done differently or better:

a.
By yourself?
b.
By other individuals?
c.
By the team as whole?
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assessment event
How satisfied were you, and based on what criteria, with the performance of
a.
Yourself
b.
Other individuals
c.
The team as a whole
What have you learnt about teamwork and your team-working preferences and abilities?
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assessment event
Learner Evaluation Form

Learning Programme
Facilitator Name
Name
Learner name
Dates of Facilitation
(Optional)
Employer / Work site
Date of Evaluation
Learner Tip:
Please complete the Evaluation Form as thoroughly as you are able to, in order
for us to continuously improve our training quality!
The purpose of the Evaluation Form is to evaluate the following:
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assessment event
logistics and support
facilitation
training material
assessment
Your honest and detailed input is therefore of great value to us, and we
appreciate your assistance in completing this evaluation form!
Standard
Excellent
Above
Criteria / Question
Poor
No
Sufficient
Logistics and Support Evaluation

Below Standard
Was communication regarding attendance of the

programme efficient and effective?
Was the Programme Coordinator helpful and

efficient?
Was the training equipment and material used

effective and prepared?
Was the training venue conducive to learning (set-up

for convenience of learners, comfortable in terms of
temperature, etc.)?
Additional Comments on Logistics and Support
216
Excellent
Sufficient
Below Standard
Criteria / Question
Poor
No
Above Standard
assessment event
Facilitator Evaluation
The Facilitator was prepared and knowledgeable on the
subject of the programme

2
The Facilitator encouraged learner participation and input
The Facilitator made use of a variety of methods,

exercises, activities and discussions
The Facilitator used the material in a structured and
effective manner
The Facilitator was understandable, approachable and
respectful of the learners

6
The Facilitator was punctual and kept to the schedule
Additional Comments on Facilitation
Excellent
Standard
Above
Sufficient
Standard
Below
Criteria / Question
Poor
No
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assessment event
C
1
Learning Programme Evaluation

The learning outcomes of the programme are
relevant and suitable.
The content of the programme was relevant

and suitable for the target group.
The length of the facilitation was suitable for

the programme.
The learning material assisted in learning new

knowledge and skills to apply in a practical
manner.
The Learning Material was free from spelling

and grammar errors
Handouts and Exercises are clear, concise

and relevant to the outcomes and content.
Learning material is generally of a high

standard, and user friendly
Additional Comments on Learning Programme
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assessment event
Assessment Evaluation
Above Standard
Excellent
Sufficient
Criteria / Question
Below Standard
No
Poor
A clear overview provided of the assessment

requirements of the programme was provided
The assessment process and time lines were clearly

explained
All assessment activities and activities were discussed
Additional Comments on Assessment
219

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SAQA QUAL ID20159

QUALIFICATION TITLE-National Diploma: ABET

Welcome to the course!

DETAILS OF THIS COURSE

Learner guide Module 05

8.3 SUPPLEMENTARY LEARNING MATERIALS .................................................................................... 140

Learner guide Module 05

Structure of the Learner Guide

Design, implement and follow

TOTAL CREDIT VALUE

following contextual factors:

Learner guide Module 05

The qualifying learner is capable of:

Summative assessment of competence is a process of making judgments about an

Learner guide Module 05

The process of collecting evidence of learners work to measure and

A person who is registered by the relevant ETQA body to measure the

That value assigned by the Authority to ten (10) notional hours of

That form of assessment, which permits the learner to demonstrate

The process, which ensures that assessment of the outcomes described

Contextually demonstrated product of the learning process.

RPL (Recognition for

The comparison of the previous learning and experience of a learner,

A body responsible for the organisation of education and training

Knowledge, skills, and values (demonstrated in context) which support

This assessment for making a judgment about achievement. This is

Registered statement of desired education and training outcomes and its

Learner guide Module 05

Learners class room rules

Use the note pad provided for notes

Do not steal other fellows

Keep your valuables safe

Learner guide Module 05

This comprises of questions

to assess your knowledge.

These learning activities will

prepare you to think out of

Learner guide Module 05

You will be required to

Teamwork Self-Assessment After you completed this

course, you will be required

Work place experience

After you completed this

After you completed this

Learner guide Module 05

Learner guide Module 05

Stop and Think!

Learner guide Module 05

SECTION:01-Select, adapt and design

SECTION: 03Demonstrate professional

SECTION: 05-Follow up after an

Learner guide Module 05

Persons credited with this unit standard are able

Learner guide Module 05

SECTION 1: Select, adapt and design appropriate assessment

Critical cross-field outcomes are assessed (SO 1, AC 2)

Guidelines for measurement of learners' performance are produced.

Appropriate organisational procedures for moderation/ verification of internal assessment

Learner guide Module 05

1.1 Activities/instruments selected for the assessment

Selecting Assessment Tools

Learner guide Module 05

Learner guide Module 05

Instrument reliability refers to the instruments consistency. Test-retest reliability is a