Presentation.continuous assesment system sandip dhungana
- 1. Continuous Assessment System (CAS) Presenter: Sandip Dhungana Course: EDMT 543 Kathmandu University
- 2. What is assessment? • The word 'assessment' came into use in an educational context after the Second World War. • The process of gathering and discussing the achievement of learners • Why assessment?...To know the level of competencies of any learners
- 3. What is Continuous Assessment? • It is an approach that teacher can apply to collect, interpret and synthesize information about students. (Airasian, 1991) • Include a regular assessment of students’ affective structures and motivation. (Baker and Stites, 1991) • Method of ascertaining what students gains from schooling in terms of knowledge, industry and character development (Onuka, 2005, 2006)
- 4. Continue… • A mechanism which takes account of cognitive, affective and psychomotor domains of learning during a given period of schooling. (Anikweze, 2005) • CAS listen close to students and tries to understand, what they have understand. (Onuka, 2006; Stiggins, 1994) • Information gathering tool that helps teacher select content and method of instruction. (Nitko, 2004)
- 5. Purpose of CAS • Diagnostic • Teaching Methodology • Motivation • Formative and Summative • Evaluation
- 6. How to achieve the purpose? • Required complex thinking skills • Different tests forms and situations according to the topics • Teacher assistance and remediation • Longer time for collecting assessment information
- 8. Techniques of CAS Questions and answers in the lesson Tests and Quizzes Classwork and Homework Project works for individual and group Revising the assessment if necessary
- 9. Advantages of CAS (Alemu, 2013) • Data gathering over a long period of time • Modify instruction • Diagnosing and remediating • Teacher is at the center of all performance assessment activities • Used to inform and guide instruction for individual learners • Good relation between teacher and students
- 10. Problem of Implementing CAS in School Lack of sufficient time in classroom Lack of essential materials and tools of CAS Teachers inadequate knowledge of CAS Mixed ability of students in class Adaption of change Overpopulation
- 11. Evaluation Practice in School Level in Nepal • Grade 1-3, • Continuous Assessment System (CAS) - 100% • liberal Promotion • Evaluation as a tool for learning and improvement • Grade 4-5, • Continuous Assessment System (CAS) - 50% • liberal Promotion • Evaluation as a tool for learning and improvement and grading students • Grade 6-7: 40% CAS, 60% examination • Grade 8 : CAS for improvement, 100% DLE • Grade 9 : CAS for Improvement, 100% Examination • Grade 10: CAS and SEE • Grade 11: Internal and National Examination • Grade 12: Internal and National Examination from NEB
- 12. Principle of CAS in Nepal • Teaching Methodology is students centered not class based. • All the learning outcomes of the curriculum are used as the basis of the teaching and assessment of the students. • The class teacher assess the students along with teaching on a continuous basis. There is no separate periodical examination. • The class teacher keeps the progress record using specific set of learning outcome indicator.
- 13. Problems in Implementing CAS in Nepal Most of the schools are practicing periodic assessment system like terminal and annual examination which could not evaluate students‟ writing progress regularly because of teachers‟ less concern to implement the CAS. Assessment tools like class tests are used to judge learners‟ progress but other effective tools of CAS like portfolio maintenance, self-correction and classroom participation are less focused.
- 14. Continue… In continuous assessment, schools are more focusing to the students‟ gradation rather than providing suggestive feedbacks for the improvement of learners‟ writing ability. All basic level teachers could not get fully support from the concern authorities like School Supervisors, Resource Person (RP) and Head teachers to implement CAS in any classes.
- 15. Finding and Conclusion on CAS in Nepal • Dropout and attendance situation in the CAS piloted schools did not improve. • The CDC officers who were directly involved in CAS did not believe on children’s less experience and practice about examination system. • Not able to show any fixed trend in the improvement of student’s achievement.
- 16. Continue… • Lack of regular and proper monitoring of the CAS program. • Lack of responsibility feeling on the part of all stakeholders. • Teachers did not use the information received from CAS for the improvement of instruction. They used it for upgrading purpose not for formative purpose.
- 18. References: • Airasian, P. W. (1991). Classroom assessment. New York: McGraw-Hill. • Baker, E. L., & Stites, R. (1991).Trends in testing in the USA.Politics of Education Association yearbook. London: Taylor & Francis. Bayo • Nitko , A.J.(2004). Educational Assessment of Students. 4th ed. Ohio: Merrill Prentice Hall. • Onuka A (2005). Improving Students‟ Performance through Feedback Mechanism in Secondary Schools. Ibadan, University of Ibadan. • Onuka,A (2006) Continuous Assessment as an Instrument of Achieving Learning Objectives. Unpublished Research Report, Ibadan, University of Ibadan.
- 19. References, continue… • Stiggins R J (1994). Students- Centered Classroom Assessment. New York Merrill/Macmillan. • Anikweze, CM (2005). Assessment and the future of schooling and learning. A paper presented at the 31st Annual Conference of the International Association for Educational Assessment. Abuja, Nigeria 4th – 9th. • Birhanu, M. (2013). Continuous assessment issues and practices in secondary schools of Oromia Regional State, Ethiopia: the “big picture” of assessment mechanism. Paljo Journal of Education Research. Nov, 14, 2013.
- 20. Thank You!!!