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The purpose is to give some ideas and to invite some discussion and further inputs from all, so that we can collectively help to enrich our knowledge and understanding of these matters. Therefore, please do not hesitate to reply if you have a different understanding or more extensive information on these topics. Discussion topic for month of January 2006 Continuous Assessment CASS  The difference between formative, summative and continuous assessment  Formative Assessment  Formative assessment  is  described  as a process of assessing the progress made towards the achievement of programme goals during the implementation of those goals.  Formative assessment does not focus on making judgements. Instead, it is intended to assist learners in the learning process by showing them the progress they have already made and by identifying what they still need to learn or master. Any one assessment intervention which aims to assist the learner in the learning process, could be regarded as formative.  Summative Assessment: Summative assessment is a type of evaluation that is applied at the end of the teaching learning programmes.  Its primary aim is to assess whether the learner has achieved the learning objectives and whether the learner is ready to be promoted to the next grade or still needs to repeat a grade. Summative assessment is judgemental.  Continuous Assessment:   Continuous assessment happens during the learning process and gives more information about the progress of performance of learners (Department of Education, 1997).  It is an inclusion of tests, examinations, collection of evidence of tasks performed by learners and it happens on an ongoing basis (not once-off). Continuous assessment is an integral part of the learning process because it provides learners, educators and parents with feedback about the learner’s performance during the course of learning. Continuous assessment  is therefore  formative in nature, but the term “continuous” is used to emphasis the ongoing or continuous and also varied nature of this assessment.  Continuous Assessment as a continuous Process  A very important principle is that assessment is a “continuous” and “ongoing” process.  A statement that illustrates is: “Assessment…will be ongoing.  That means that a learner’s progress will be monitored continuously” (Department of Education, 1997a:19) This is strongly linked to the notion of lifelong learning.  Lubisi et al., (1997b:17) puts is as follows:  This implies that learners will be afforded several opportunities, over period of time to demonstrate the progress of their learning.  Components of continuous assessment  Components of CASS Examples Recording of Results Frequency 1.  Informal Formative Educator questions, Pre-tests Not done Every learning / teaching opportunity 2.  Formal Formative Assignments, portfolio, test, case study Yes Sufficient, prearranged opportunities 3.  Summative Examinations, simulation, practical Yes Sufficient, pre-arranged opportunities  The process/steps of continuous assessment (according to SAQA)   The possible “steps” in the continuous assessment process can be summarised as follows:  ·        Educator gets to know and understand the module / programme well. ·        Educator plans assessment. ·        Educator informs learner of requirements and ensures they understand their role and responsibility regarding assessment. ·        Educator designs assessment by selecting appropriate methods and instruments and developing material. ·        Educator conducts assessment, which includes collection of evidence. ·        Educator makes judgments and provides feedback to learners. ·        Educator completes administration requirements, and ·        Educator evaluates the process (SAQA, 1999:26).   3. Assessment methods and instruments for Continuous Assessment  The following methods of assessing according to the Department of education Curriculum 2005 document 1997 could be used throughout teaching depending on the following criteria:  Performance based assessment:  Demands that learners demonstrate mastery of learned skills.  It makes the criteria for a quality performance clear.  It can be demonstrated through written assignments, role-playing, presentations, seminars, projects and portfolios.. Self-and peer-assessment:  When learners assess their own work. Portfolio assessment:  When other learners in class provided with criteria for assessing, assess learner’s work. Observational assessment:  When learner’s activities in the classroom setting can be assessed if observable behaviour is used as criteria.  An educator can use a checklist on co-operative learning skills. Johan van Koller Head: Academic Staff Development University of Johannesburg PO Box 17011 Doornfontein