Record Keeping

Record keeping in teaching and learning refers to the process of

documenting and maintaining records related to students’ academic
progress, achievements, and other relevant information. It involves
keeping track of various aspects of students’ education, such as
attendance, assignments, assessments, grades, and any special needs or
accommodations they may have. These records help teachers and
educational institutions monitor and evaluate students’ progress, identify
areas of improvement, and make informed decisions about instruction and
support. Record keeping also plays a crucial role in providing accurate
and comprehensive information to parents, administrators, and other
stakeholders involved in the education process.

A student teacher is required to maintain classroom records listed below;

1. Class register
2. Social Record
3. Progress Record
4. Remedial
5. Extension
6. Reading (Chishona and English). For ECD A and B it is called the
pre- reading record
7. Test record
8. Inventory record
9. Resource File
10. Teaching Practice File
11. DLP Folder (for the day`s lesson plans)

The test record

A test record shows the learners` strength and weaknesses in relation to a

predetermined standard. It also gives the nature of tests appropriate for
one`s learners. Tests that are irrelevant and out of sync with taught
concepts stress the learners. Possible marks should be uniform across
tests in the same subject area.

 Tests are measuring tools hence they should be valid and reliable.
 Tests should be carefully planned and hence they should tally with
intended learning outcomes of the lesson and the schemed work.
 Use a variety of test types, for example matching, true/false,
multiple choice, gap filling etc
 Tests should be user friendly tools catering for all levels of ability.
 Possible marks should be uniform.
 Evaluation of tests should be done immediately after analysing the
results.
  Tests in Test Record should be found in learners ‘exercise books
 Evaluation should be more of item / tests analysis.
 Test items / questions should reflect concepts taught over a given
period of time.
 Set and administer tests every fortnight for respective subject
areas.
 Monthly and termly tests should be recorded on a separate page.
 Assessments carried out in different subjects should be shown in
the test record.

DATE week ending date

TEST OBJECTIVES
These should be stated using any one the following preceding statements
or stems
To find out whether learners can……
To assess whether learners can……..

TEST ITEMS:
 These test items should be related to the test objectives and
concepts covered over a period of time
 Test items should;
 Not be ambiguous.
 Cater for all learning abilities.
 Test items should be preferably confined to a single topic or
concept
 Test items should be listed them from simple to complex.
 Subjects should be tested individually alternating subjects each
week.

MARKING GUIDE
Provide possible answers.
Consider all possibilities
It should show how marks are distributed and should follow numbering
system used on test items

EVALUATION
This is done item by item focussing on performance of learners on
respective test items.
Evaluation should clearly describe strengths and weaknesses with
respect to performance of learners. In addition include suggestions on
how good performance will be reinforced and how poor performers can be
assisted.
NB. Evaluation is done in the test record at the end of the test for that
week in each subject area.
The progress record book

In a teaching and learning setting, a progress record book serves as a tool

for teachers to monitor the growth and development of their students over
time. It allows teachers to keep track of each student’s achievements,
areas of improvement, and any challenges they may be facing. This record
book can be used for individual students or for an entire class. It provides
a comprehensive overview of each student’s academic progress
throughout the course or academic year. The purpose of using a progress
record book is to help teachers, students, and parents stay informed and
involved in the learning process. It allows for better communication and
collaboration between all parties involved, enabling targeted support and
intervention when needed. Overall, a progress record book is an essential
tool in teaching and learning as it helps to track and assess student
progress, identify areas of strength and weakness, and guide instructional
planning and decision-making.

How to prepare the progress record

The progress record should be subdivided into the following learning

areas:

1. English.
2. Elementary Sciences (Agriculture, Science, ICT).
3. Mathematics and Science.
4. Social Sciences (Heritage & Social Studies and Fareme)
5. Indigenous Language
6. VPA.
Out of Out of Out of Out of Out of
20 20 20 20 20
1.Chigova 18 17 20 15 20
Tariro
2. 12 16 20 14 17
Katsande
Tinashe
3.Mhlanga 9 5 14 12 14
Sithabile
4. 15 10 14 20 14
Munyaka
Tendai
5.Muza 10 9 5 11 5
Faith
6.Nkomo 5 8 10 15 10
Tapiwa
 and
Addition of tens and units

tens

Length in centimetres
CONCEPT

Fractions ½ and ¼
TESTED

of
It should

Sets of 6 and 7
correspon

Subtraction
d with
what is in
the test
record units

The remedial record book

This type of record book is often used to track the progress and
interventions for students who require additional support or remediation in
their learning. It helps teachers keep a record of the specific areas in
which a student is struggling and the interventions or strategies that have
been implemented to help them improve. The record book may include
details such as the student’s individual goals, intervention plans,
assessment results, and notes on their progress. It serves as a tool to
monitor and document the student’s remedial journey and ensure that
appropriate steps are taken to support their learning needs.

In the remedial record book

 Remedy pupils who have the potential to improve.
 Give individual remediation; do not bunch pupils at all costs.
 Be consistent in remedying pupils, it should be done on weekly
basis.
 Describe in detail nature of problem encountered by learners when
stating area of difficulty
 Evaluate performance of pupils on the remedial exercise.
 The quality and quantity of remedial work should improve. At times
it is difficult to measure if the learner has mastered the concept.
 Evidence of remedial work given should be available.
 Be specific when stating the intended learning outcomes.
 Remedial action should explain how learner is to be assisted. It is a
process so give detailed information as to how you are going to do
it.
 The activities should reflect the facilitator’s role as well as the
learner’s role respectively.

Format of the remedial record book

Grade 2 Mathematics and Science Remedial record
Date Name Problem or Intended Remedial Remedial work
of child difficulty learning action
outcomes
24.1 Gudo Cannot add 2 Should be 1.Demons 34
0.18 Chipo digit numbesr able to add 4 tration by +16
involving digit numbers the
carrying. He involving teacher 22
throws away carrying on +18
the carried addition
numbers eg with
23 carrying.
+ 18 2.Child
31 practises
Instead of a few
23 problems
+ 18 with the
43 help of
the
teacher.
3.Writing
of
remedial
work.
4.Revisin
g the
work
written.

English remedial record

Date Name Problem Intended Remedial action Remedial work

of or learning
child difficulty outcome
24.1 Gudo Cannot Should be 1.Explanation by Complete the follo
0.18 Chipo use ‘has’ able to the teacher on sentences using ‘has’ or ‘hav
and use ‘has’ how to use ‘has’ 1.The man ---gone.
‘have’ and and ‘have’ in a 2.The girl---cleaned the windo
properly ‘have’ in sentence. 3.The cars ---arrived
in sentence 2.Making 4.My friend ---come to play.
sentence s. sentences from
s. a substitution
table
3.Filling gaps in
 sentences with
either ‘has’ or
have’
4.Writing own
sentences using
‘has’ or ‘have’

Mathematics and Science remedial record continued

Date Nam Proble Intended Remedial Remedial work

e of m or learning action
child difficul outcomes
ty
24.1 Moy Cannot To be 1.Teacher How do we care for
0.20 o describ able to describes how (a) the hair
18 Evan e how describe body parts (b) the face
s parts how can be cared (c) the teeth
of the different for. (d) the finger nails
body body 2. Child
can be parts can describes how
cared be cared body parts
for for. can be cared
for with
teacher`s help

Zuva Zita Dambudziko Chinangwa GADZIRI BASA REGADZIRO

SO
24.10.1 Gudo Kusagona Kuti vana 1.Kutaur 1.Ambuya vane vazukuru
8 Chipo kudoma vagone a (nhatu)
uhwandu kunyora uwandu 2.Takamwisa zvibodzwa
hwezvinhu uwandu hwezvin (civiri)
somuenzani hwezvinhu hu zviri 3.Vakakohwa masaga ---
so Baba nemutauro pamufan (shanu)
vane wakanaka anidzo
mbudzi ---(3) somuen
Iye anoti zaniso
dzinhatu mapadz
pane kuti a, shiri,
nhatu. vanhu.
2.Kuped
zisa
zvirevo
nemazw
i
 anoratid
za
uwandu.
3Kunyor
a
vachipe
dzisa
mitsetse
nemazw
i
anoratid
za
uwandu
Indigenous language (ChiShona)

N.B The test record, progress record and remedial record should always
speak to each other. The marks obtained by each child are ercorded