Principles and Practice of Assessment in Social Studies

Programme: Master of Teaching and Learning
Module: Principles and Practice of Assessment in Social
Studies
Code: EDH70304
Name:
Supervisor:
Date of Submission:

ASSIGNMENT 1 (20%) – PART A
PART A: CONTEXTUALIZING ASSESSMENT
A1
Recalling your answer to Task A1.5 for EDH70104, what are the PLOs of the programme
you have chosen and are currently teaching or have taught?
Answer:
 To help the learners develop problem solving and creative thinking aptitude.
 To help them acquire skills and knowledge simultaneously.
 To aid the diagnosis of their conditions.
 To provide the students with a more flexible teaching and learning
atmosphere.
 To educate them about digital literacy.
A2
Recalling your answer to Task B1.5 for EDH70104, what are the LOs of the subject/module
you have chosen and are currently teaching or have taught?
Answer:
 To enhance their understanding of historical concepts.
 To help them memorize historical periods.
 To help them in analyzing historical events.
 Moreover, evaluate reasons for the historical incidents.
 To enable them to conceptualize psychological and chronological
significance of historical events.
 To motivate them to learn.
A3
Recalling your answer to Task B1.6 for EDH70104, given the PLOs, do you think the LOs
of the subject/module is appropriate? (In other words, do you think the LOs of the
subject/module are aligned to the PLOs? How?). Provide reasons for your answer and as
far as possible, be specific.
Answer: The chosen learning objectives are in accordance with the curriculum aims of the
subject. Hence, the focus remains on the concepts involved, which are the basis of the
PLOs and thus are suitable.
A4
Based on the documentation, what main approaches to assessment are proposed under
the programme you have chosen? Support your answer by citing the relevant evidence
from the programme documentation as far as possible. (Note: The three main approaches
are Assessment OF, FOR, or AS learning. Furthermore, often assessment FOR and AS
learning are usually implied instead of explicitly stated).
Answer: The learner centric approach was incorporated in the documentation mentioned
above. In the learner centric approach or student centered learning, incorporates the
methods of teaching wherein the focus of instruction is transferred from the teacher to the
learner (Schweisfurth, 2015). The purpose of this approach is to develop learner
independence and autonomy by imparting the students with skills for analyzing ways to
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learn a subject. This schemta helps to transform the learners into responsible and
independent individuals. The incorporation of this method in my teaching has led to
progressive outcomes.
A5
Based on the documentation, what main approaches to assessment are proposed for the
subject/module you have chosen? Support your answer by citing the relevant evidence
from the subject/module documentation as far as possible.
Answer:
A6
Are the main approaches to assessment proposed for the programme and for the
subject/module aligned? Provide reasons for your answer and as far as possible, be
specific.
Answer: The subject chosen is history and the approach selected in the program is learner
centric education, which is appropriate for both the facets. The reason for stating so is the
fact that history requires a lot of insight and the learner centric approach helps develop
independent thinking in the learners thereby aiding the overall development of the learners.
A7
What theory (or theories) of learning underpins/underpin or is/are implied by the proposed
approaches to assessment for the subject/module (Note: State the theory/theories).
Answer: The learner centered theory of education has been implied by the approaches in
the assessment for the chosen subject, history.
A8
Why do you say this is the theory (or theories) of learning involved? Explain. (Note: Part of
your justification needs to be based on the relevant evidence in the subject/module or
programme documentation)
Answer: The learner centered pedagogy is involved in this assessment process because
the prime idea behind this theory is that the teachers should not only focus on the range of
information that they want the learners to know but the focus should rely on the capability
of learning of the learner as well as the learning interest of the learner (Dole, Bloom &
Kowalske, 2016). This approach is hence needed to provide the programme with the
appropriate vigour.
A9
Prior to enrolling in EDH70304, have you taken Task A1-A8 into consideration in planning
the assessment for the subject/module? Explain.
Answer: For the planning of this assessment, I have taken into account all the factors
described above so as to ensure the preparation of a well equipped plan that shall be
beneficial for both the learner and the teacher.
ASSIGNMENT 2 (30%) – PART B, C, AND D
PART B: ASSESSMENT FOR LEARNING (AfL)
B1
What do you understand by AfL?
Answer: AfL or Assessment for Learning is method of interpreting and seeking evidence for
the use of the learners as well as their teachers, in order to assess and locate the learners
in the course of their learning process and what facets can enhance their conditions
(Andrade, 2013).
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B2
Based on your chosen subject/module, what methods of AfL have you used/are using for
this subject/module? (Note: List the methods. Take note that methods of assessment are
NOT approaches to assessment. They mean different thing. You are strongly
recommended to do further reading in the matter)
Answer: The chosen methods of AfL for this subject are as follows:
 Appropriate questioning
 Feedbacks from the peers and the educator
 Self assessment techniques being taught to learners in order to make them
independent thinkers and analyzers
 Summative or formative assessments for helping the students to understand their
own learning capacities.
B3
Choose one of the methods named in B2. What was/is the method?
Answer: Formative Assessment: The purpose of this assessment method is to utilize
daily and normal assessments to judge the understanding of the pupil about the subject
(Dixson & Worrell, 2016). It aids the teacher to enhance the methods by which the students
acquires understanding of the subject.
B4
Why was/is this method used?
Answer: The Formative Assessment method is used in order to improve the knowledge of
the learners about the subject, through interesting and often informal assessment
techniques and other co-curricular activities. The method is also useful for the teacher to
understand the extent to which the learner has understood the concepts of the chosen
subject.
B5
For the method named in B3, how have you attempted to increase the validity of the
assessment? (Note: In answering, define validity in the context of AfL first)
Answer: Validity of the formative assessment is based on the extent to which the empirical
evidence supports the adequacy of actions and inferences based on the assessment
scores of the learners (Trumbull & Lash, 2013). To enhance this, I have incorporated
lesson plans that improves the complete educational process of the learners.
B6
For the method named in B3, how have you attempted to increase the reliability of the
assessment? (Note: In answering, define reliability in the context of AfL first).
Answer: The reliability of the formative assessment can be based on the consistency of the
results from the replications of the assessment processes (Parkes, 2013). To improve the
reliability I have planned to keep track of the performance levels of the learners.
B7
For the method named in B3, other than taking into consideration the validity and reliability
principles, how have you attempted to ensure it conformed to the principles and practice of
good assessment? (Note: Name the principles and practice of good assessment involved
and explain how you have attempted to conform to them).
Answer: It should be noted that complete assessment of the learners depends not only on
the grading provided by the teacher but also on the extent of the student’s understanding
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