| Autor: |
Muanza, Yale, Mosia, Ngaka |
| Předmět: |
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| Zdroj: |
IEOM African Conference Proceedings; 4/23/2024, p265-272, 8p |
| Abstrakt: |
Application of continuous assessment in an ODel setting is rolled-out through two distinguishable approaches to assessment. Assessment in this setting is constituted by a component of formative assessment and that of summative assessment. Formative assessment applies when assessment is done for learning, that is, after assessment students are given feedback to reflect on their learning and therefore do corrective action where required. On the other hand, summative assessment is assessment of learning, in which assessment outcomes are a measure of how much a student has learned of a subject matter. Formative assessment is a teaching and learning based, form of assessment, in which the goal is to empower students to learn as much a possible of the subject matter. While summative assessment is an outcome-based form of assessment in which the goal is to measure how much has been learned and grade with success or failure. This case study adopts a qualitative research method to explore and explain the research question: Whether adapting continuous assessment through scaffolding and laddering will improve student assessment outcomes and therefore increase student success rate. An analysis of student assessment outcomes trajectory is done when scaffolding and laddering is applied to continuous assessment. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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