TITLE: SCHOOL-BASED ASSESSMENT

COURSE CODE: EDY 424

CREDIT POINTS: 15
PRE-REQUISITE: EDUCATIONAL PSYCOLOGY

COURSE DESCRIPTION
This course aims to introduce and prepare the participants for their work in schools by
focusing on school-based assessment, monitoring and evaluation and the importance of
these in schools. The course specifically aims to equip participants in understanding
what assessment is, its purpose and its importance to the educational curriculum, types
of school-based assessment, designing assessment instruments, recording, monitoring,
reporting and evaluation, internal and external examinations. Specifically, introduce
them to a variety of assessment and reporting methods/strategies for assessing and
reporting students’ achievement in learning. It will also increase their understanding in
developing assessment plans to effectively assess syllabus learning outcomes and
competencies. Practical component to this course involves designing subjective,
objective and competence-based assessment specifications and blue prints as well as
setting relevant marking criteria.

LEARNING OUTCOMES
Participants in this course will be assisted to
• Discuss the purpose of assessment and its importance to the education
curriculum;
• Demonstrate their understanding of the key concepts used in assessment and
reporting policy (NDOE, 2003)
• Define key terms in assessment process and describe them on the basis of
outcomes based assessment and the NARP;
• Discuss the importance of recording, monitoring, reporting and evaluation
aspects of assessment.
• State the purposes of diagnostic, formative, summative, criterion and norm
referenced assessment

 Discuss and compare assessment in outcomes, objective and standard based

 practices; and relate them to points in NARP and TVET policies;
 Relate principles of assessment and ethics pertaining to assessment of
achievement and reporting
 Discuss varied types of assessment methods/instruments
 Planning assessment tasks and criteria
 Reporting results of outcomes based assessment
 Identify and describe issues in outcomes based assessment and reporting
 Bloom’s taxonomy in designing assessment items
 Skills in administering assessment plans, marking, recording, reporting and
interpreting results.

CONTENT

1. National Assessment and reporting policy.

2. Recording, monitoring, reporting and evaluation aspects of assessment.
3. Assessment: outcomes based & previous practice.
4. Varied types of assessment methods and their purposes. The types include
diagnostic, formative, summative, criterion and norm referenced assessment.
5. School based assessment and types of school-based assessment.
6. Internal and external examinations.
7. Designing subjective, objective and competence-based assessment instruments.
8. Recording, & monitoring.
9. Evaluation and reporting assessment.
10. Issues associated with assessment, recording and reporting.

TEACHING AND LEARNING STRATEGIES

Teaching strategies will involve interactive lectures, group discussions and assessment
projects.

ASSESSMENT
 There will be three assessment tasks and the criteria for these tasks are provided in the
learning guide.

Task 1 Continuous Assessment (Attendance & Participation)

Topic: Tutorial activities
Type: Written
Due Date: Weeks 1 - 11
Weight: 10%

Task 2 Item Evaluation and writing

Topic: Unit topics
Type Written
Due Date Week 9 (To be given week 4)
Weight 40%

Task 3 Practical Test

Topic: Computing Assessment
Type: Practical
Due Date: Weeks 9 - 14
Weight: 10%

Task 4 Test
Topic: Unit topics
Type: Written
Due Date: Week 11
Weight: (40%)

SELECTED REFERENCES
Department of Education. (2003). National Assessment and Reporting Policy 2003. Port
Moresby, Papua New Guinea
Department of Education. (2003). School Certificate Examination Handbook, Measurement
Services Unit, Port Moresby, Papua New Guinea
Satterly, D. (1985). Assessment in Schools. Blackwell: Oxford.
Sidhu, K. S. (2005). New Approaches to Measurement and Evaluation. New Delhi:
Sterling Publishers

EVALUATION
There will be formative and summative evaluation by observation of student progress,
discussion with students and written course appraisal.