COLLECTION OF EVIDENCES
OF LEARNING IN CCE
PROCESS
IN FOUR WAYS
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TEACHERS ASSESSMENT
PEER GROUP ASSESSMENT
SELF ASSESSMENT
PARENT ASSESSMENT
TEACHER ASSESSMENT
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Competency Areas
Performance Indicators
Qualitative Recording
Grading
Recording In CCE Tools
PEER GROUP ASSESSMENTE
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In Group Activities
Choreography, Skit
Other Group Products
Group Presentations
Peer Group Can Assess The Performance
of Their Friends In The Group And The
Performance of Their Group And
Indicators.
SELF ASSESSMENT
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I enjoyed reading the story.
I could connect the idea in the story with the
story my teacher told.
I got the idea of the story from my own reading
I got the idea with the help of my teacher and
friends.
PARENT ASSESSMENT
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How they perform in home .
How they perform in community.
Changes observed in leadership.
Changes observed in enquiry skills.
Changes observed in reading skills.
Changes observed in arising doubts or
questions.
PTA meetings also.
WHAT ARE THE PURPOSE OF
ASSESSMENT
ASSESSMENT FOR LEARNING.
 ASSESSMENT AS LEARNING.
 ASSESSMENT OF LEARNING.
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ASSESSMENT FOR LEARNING
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Assessment for learning is used to give
teachers information to modify the
teaching and learning activities in which
students are engaged in order to
differentiate and focus how individual
students approach their learning.
ASSESSMENT FOR LEARNING
Intended to determine not only what
student know ,but also gain insights into
how , when and where students use what
they know, so that they can streamline.
 Agent of judgment:-Teacher ,teacher and
students together.
 It happens in the middle of learning often
more than once not at the end.
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ASSESSMENT FOR LEARNING
Learning activities in which assessment
tasks are embedded . It is interactive with
teachers providing assistance as part of
the assessment. Use observation
worksheets, units, questions, studentsteachers discussions etc.
 Detailed , student referenced task specific
and locally developed indicators in the
classroom.
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ASSESSMENT FOR LEARNING
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Comment or oral feedback, qualitative
descriptions in evidences of learning
compiled in students portfolios , It is to
highlights each students strengths and
weaknesses and provided them with
feedback that will further their learning .
It also shapes in the form of feedback
toto scaffold next steps of learning.
ASSESSMENT FOR LEARNING
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Teaching manual checklists of students
progress against expectations , portfolios of
students works over time and worksheets to
trace the progression of students along the
learning continuum.
ASSESSMENT AS LEARNING
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Assessment as a process of developing
and
supporting
met
cognition
for
students. Assessment as learning focuses
on the role of the students as the critical
connector
between
assessment
and
learning. Students as active engaged and
critical
assessors
make
sense
of
information relate it to prior knowledge
and use it for new learning.
ASSESSMENT AS LEARNING
Formative and mata-cognitive to motivate
students for deep understanding.
 For helping students develop practice and
become comfortable with reflection and
with critical analysis of their own learning
students and teachers together review
achievement and progress and evaluate
learning at different stages.
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ASSESSMENT AS LEARNING
Students , students, teacher and students
together self assessment ,peer
assessment and teacher students
discussions.
 Time period happens middle of learning in
critical stage of knowledge production.
 Basis of judgment ; Detailed student
referenced task specific indicators.
 Self reflective recording on checklists or
journals and teaching manual.
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ASSESSMENT OF LEARNING
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Assessment of learning is assessment
used to confirm what students know to
demonstrate whether or not the students
have met the curricular outcomes and
show how they are placed in relation to
others.
ASSESSMENT OF LEARNING
Intended to certify learning and report to parents
and students, about their progress in school,
usually by signaling students ,relative position
compared to other students.
 Agents of judgment:- Teacher . Teacher and
students tougher.
 Type of assessment task:-Take the form of tests
or exams that include questions draw from the
material studied during that time.
 General indicator of learning outcomes, not task
specific. Uniform are the basis of judgment.
 The results are expressed symbolically or in
letter grades not in number.
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WHAT SHOULD BE ASSESSED
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Children’s learning in different subject areas.
Achievement of skills- academic.
Interpersonal .etc.
Interests, attitudes and motivation amongst
other aspect.
Change and progress over time.
Children ‘s response to educational inputs,
situation and opportunities.
Development of multiple intelligence
faculties.
WHEN SHOULD ASSESSMENT
BE MADE
 Continuously
throughout the
year.
 Periodic reflection by the
teacher in each month.
 Periodic reflection by the
teacher in each term in a
year.
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Learning outcomes (concepts, skills, attitudes,
and processes)
Knowledge construction process.
Learning issue.
Learning activities
Learning and assessment strategies
Assessment tools
Evidence of learning
Indicators of learning process and products
Feedback
Recording
Communicatings
TEACHING LEARNING
COMPONENTS
Thanks