AFL- “Assessment for Learning” is conducted as an ongoing process of observation of the Learner’s understanding of the Learning objectives.
This helps to make an opinion and arrive at a review of the knowledge of the student learning the topic.
The curriculum incorporates several forms of formative assessments. Some of the strategies .
Sharing clear learning intentions/objective for lessons with learners
AFL strategies embedded in leassons and in learner task, encouraging learners to express ideas about what they are learning and what help them to learn
Encouraging learner responses to feedback and marking that includes individual target setting
Sharing and negotiating lesson success criteria
Facilitating peer and self - assessment
Sometimes referred to as “Assessment of Learning”. This assessment sums up the learning of learners at the end of periods of learning at the end of every term. This is measured against clearly defined standards. Then, the teacher evaluates and appraises all aspects of child’s personality both cognitive and non- cognitive. This enables a teacher to keep track of a student progress from time to time.
The continued periodic Formative and Summative assessments are designed to engage whether the learning has been internalized, whether the student will be able to relate this learning in different situations under different contexts, whether this learning will provide a base for Expanded Learning Opportunity.
|Formative Assesment - 10 Marks||Formative Assesment - 10 Marks||Formative Assesment - 10 Marks||Formative Assesment - 10 Marks|
|Summative Assesment - 40 Marks||Summative Assesment - 40 Marks||Summative Assesment - 40 Marks||Summative Assesment - 40 Marks|