BTE2601 Assignment 03

BTE2601
Assignment number 03
BTE2601
ASSIGNMENT 03
STUDENT NUMBER 62723375
STUDENT NAME SIBONGILE MNGWE
Question 1
Core Components Corresponding Considerations for an Educator
Aims and Goals  Aligning with educational standards and objectives
 Ensuring relevance to students' needs and interests
Content  Selecting appropriate and diverse learning materials
 Incorporating interdisciplinary connections
Learning Activities  Designing engaging and interactive activities
 Adapting activities to different learning styles
Assessment  Choosing suitable assessment methods
 Ensuring alignment with learning objectives
Resources  Sourcing relevant and up-to-date resources
 Considering accessibility and equity
Learning Environment  Creating a supportive and inclusive classroom atmosphere
 Adapting to diverse student needs and backgrounds
Stakeholder  Collaborating with parents, administrators, and community

Involvement members
 Incorporating feedback and perspectives
Evaluation  Monitoring and evaluating the effectiveness of the curriculum
 Making adjustments based on feedback and data

Question 2
2.1. Formative vs. Summative Assessments
Formative Assessments:
Formative assessments are ongoing evaluations used to monitor student learning and provide
feedback during the learning process. They are typically low-stakes and can take various forms, such
as quizzes, discussions, or homework assignments. The primary purpose of formative assessments is
to identify areas where students may be struggling and to adjust teaching strategies accordingly.
These assessments help both students and instructors gauge progress and understanding throughout
a course.
Summative Assessments:
Summative assessments are typically administered at the end of a learning period to evaluate
student learning outcomes. They are high-stakes and often take the form of final eaams, standardized
tests, or major projects. The main purpose of summative assessments is to measure the overall
achievement of students and determine the eatent to which learning objectives have been met.
Contribution to the Overall Assessment Process
Formative assessments contribute to the overall assessment process by providing ongoing feedback
to students and instructors, allowing for adjustments in teaching and learning strategies, and
identifying areas for improvement. They help students understand their strengths and weaknesses,
leading to enhanced learning outcomes.
Summative assessments contribute to the overall assessment process by providing a comprehensive

evaluation of student learning at the end of a course or learning period. They help instructors make
decisions about student progression, program effectiveness, and curriculum improvement.
Additionally, summative assessments provide a measure of accountability for students and
institutions.
2.1. Seven Principles of Assessment
 Validity: Ensuring that the assessment measures what it is intended to measure.
 Reliability: Consistency and stability of assessment results over time and across different
assessors.
 Fairness: Providing an equal opportunity for all students to demonstrate their learning.
 Transparency: Clearly communicating the assessment criteria and eapectations to students.
 Authenticity: Assessing students on real-world tasks and situations relevant to their learning.
 Feasibility: Ensuring that the assessment is practical and manageable for both students and
assessors.
 Educative: Providing feedback that helps students understand their strengths and areas for
improvement.
Question 3
3.1 Seven Principles for Good Feedback Practice
1. Helps clarify what good performance is: Feedback should provide clear eapectations and
standards for performance.
2. Facilitates the development of self-assessment and reflection in learning: Feedback should

encourage students to reflect on their own work and progress.
3. Delivers high-quality information to students about their learning: Feedback should be

specific, detailed, and related to the learning goals.
4. Encourages teacher and peer dialogue around learning: Feedback should promote
communication between teachers and students, as well as among peers.
5. Encourages positive motivational beliefs and self-esteem: Feedback should be constructive

and supportive, fostering a positive attitude towards learning.
6. Provides opportunities to close the gap between current and desired performance:
Feedback should offer guidance on how to improve and bridge the gap between current and
desired performance.
7. Provides information to teachers that can be used to help shape teaching: Feedback should
inform teaching practices and strategies to better support student learning.
3.2 Questions for Developing a Useful Rubric
1. What are the specific learning objectives or outcomes to be assessed?
2. How can the assessment criteria be clearly defined and aligned with the learning
objectives?
3. What levels of performance or proficiency need to be distinguished within the rubric?
4. How can the rubric be designed to provide clear and specific feedback to students?
5. How will the rubric be communicated to students to ensure their understanding of the
assessment criteria?

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BTE2601

Core Components Corresponding Considerations for an Educator

Aims and Goals  Aligning with educational standards and objectives

 Ensuring relevance to students' needs and interests

Content  Selecting appropriate and diverse learning materials

 Incorporating interdisciplinary connections

Learning Activities  Designing engaging and interactive activities

 Adapting activities to different learning styles

Assessment  Choosing suitable assessment methods

 Ensuring alignment with learning objectives

Resources  Sourcing relevant and up-to-date resources

 Considering accessibility and equity

Learning Environment  Creating a supportive and inclusive classroom atmosphere

 Adapting to diverse student needs and backgrounds

Stakeholder  Collaborating with parents, administrators, and community

 Incorporating feedback and perspectives

Evaluation  Monitoring and evaluating the effectiveness of the curriculum

 Making adjustments based on feedback and data

2.1. Formative vs. Summative Assessments

Contribution to the Overall Assessment Process

Summative assessments contribute to the overall assessment process by providing a comprehensive

2.1. Seven Principles of Assessment

 Validity: Ensuring that the assessment measures what it is intended to measure.

 Transparency: Clearly communicating the assessment criteria and eapectations to students.

3.1 Seven Principles for Good Feedback Practice

2. Facilitates the development of self-assessment and reflection in learning: Feedback should

3. Delivers high-quality information to students about their learning: Feedback should be

5. Encourages positive motivational beliefs and self-esteem: Feedback should be constructive

3.2 Questions for Developing a Useful Rubric

1. What are the specific learning objectives or outcomes to be assessed?

3. What levels of performance or proficiency need to be distinguished within the rubric?

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