IEB - Assessment Matters
   
 
   
 

Assessor Course (15 SACE CPD points)

At the end of the course assessors will be able to:
  • Demonstrate applied understanding of outcomes-based assessment practice
  • Demonstrate understanding of how to carry out RPL assessment
  • Plan and prepare for assessment
  • Prepare learners for assessment
  • Conduct assessment using a range of developmentally appropriate methods to assess learners’ progress
  • Evaluate evidence and make assessment judgements
  • Use assessment to promote learning
  • Record assessment results
  • Provide feedback to relevant parties
  • Report learners’ progress appropriately
  • Use assessment to maintain standards
  • Review assessment
  • Prepare for internal and external moderation
  • Reflect on own practice
Structure
  • 4 days teaching and learning.
  • 1 day formative collaborative assessment task.
  • 3 months to complete PoE in workplace.
Duration
  • 5 days (36 hours)
Assessment
  • Formative assessment during the courses and summative assessment as a Portfolio of Evidence that is contextualized and workplace-based.
Place of Delivery
  • School
Professional Development
  • Our assessor courses develop educators holistically, i.e. they develop the cognitive, practical and affective competencies of educators so that they can function effectively in their workplace. The courses are hands-on, minds-on and customized for educators in the various phases of schooling. We believe in the transformative power of assessment in shaping teaching and learning. Therefore it is essential that educators have an applied understanding of the value of assessment and the assessment process, rather than just have technical know-how. Although the courses are based on US 115753, the design of assessments is integrated into the course as educators do, in reality, design the assessments that they conduct.
National Priorities
  • Accredited courses as stand alone skills programmes or part qualifications as required by SAQA and NSDS imperatives.


Moderator Course (10 SACE CPD points)

At the end of the course assessors will be able to:
  • Demonstrate understanding of moderation within the context of a Standards-based Assessment system
  • Plan and prepare for moderation
  • Conduct moderation
  • Advise and support Assessors
  • Report, record and administer moderation
  • Review moderation systems and processes
Structure
  • 2 days teaching and learning.
  • 1 day formative collaborative assessment task.
  • 3 months to complete PoE in workplace.
Duration
  • 3 days (24 hours)
Assessment
  • Formative assessment during the courses and summative assessment as a Portfolio of Evidence that is contextualized and workplace-based.
Place of Delivery
  • School
Professional Development
  • Our moderator courses develop moderators holistically, i.e. they develop the cognitive, practical and affective competencies of moderators so that they can function effectively in their workplace. The courses are hands-on, minds-on and customized for the various moderation contexts in which educators operate in schooling. It is essential that moderators have an applied understanding of their role in the quality management system in their schools and are able to ensure that assessment is valid, fair and reliable if assessment results are to be credible.
National Priorities
  • Accredited courses as stand alone skills programmes or part qualifications as required by SAQA and NSDS imperatives.


Assessment Design Course (10 SACE CPD points)

At the end of the course, participants will be able to:
  • Demonstrate understanding of the design principles of outcomes-based assessment
  • Design an assessment strategy
  • Design and develop a variety of assessment activities
  • Develop assessment guides
  • Evaluate assessment designs and guides
Structure
  • 4 days teaching and learning.
  • 1 day formative collaborative assessment task.
  • 3 months to complete PoE in workplace.
Duration
  • 5 days (36 hours)
Assessment
  • Formative assessment during the courses and summative assessment as a Portfolio of Evidence that is contextualized and workplace-based.
Place of Delivery
  • IEB
Professional Development
  • Our design courses are aimed at developing examiners and moderators holistically, i.e. they develop the cognitive, practical and affective competencies of practitioners so that they can function effectively in their workplace. The courses are hands-on, minds-on and customized for the various contexts in which examiners and moderators work in schooling. Assessment design and the effective moderation thereof is critical to front end quality assurance of learner achievement.
National Priorities
  • Accredited courses as stand alone skills programmes or part qualifications as required by SAQA and NSDS imperatives.


Designing Effective Tests and Examinations (10 SACE CPD points)

At the end of the workshop, participants will be able to:
  • Demonstrate applied understanding of the principles of assessment design.
  • Demonstrate applied understanding of the requirements of the CAPS in their subject/Learning Area.
  • Evaluate the quality of their own tests and examinations.
  • Reflect on and review their own assessment design practice.
Structure
  • 1 day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • This workshop focuses on what it is that defines good assessment, the power off good assessment instruments for teaching and learning, and provides opportunity for educators to grapple with how to construct valid, fair and reliable assessments.
National Priorities
  • Accredited courses as stand alone skills programmes or part qualifications as required by SAQA and NSDS imperatives.


Designing Quality Assessment Tasks (10 SACE CPD points)

At the end of the workshop, participants will be able to:
  • Demonstrate applied understanding of the principles of assessment design.
  • Demonstrate applied understanding of the requirements of the CAPS in their subject/Learning Area.
  • Evaluate the quality of their own assessment tasks.
  • Reflect on and review their own assessment design practice.
Structure
  • 1 day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • This workshop focuses on what it is that defines good assessment, the power off good assessment instruments for teaching and learning, and provides opportunity for educators to grapple with how to construct valid, fair and reliable assessments.
National Priorities
  • Addresses a core competence of educators.


Setting Multiple Choice Assessments (5 SACE CPD points)

Participants will be able to:
  • Develop their skills in setting effective assessments and, in particular, Multiple Choice Assessments;
  • Extend their understanding of Bloom’s Taxonomy of Cognitive Abilities and apply this to the setting of Multiple Choice Items;
  • Understand and apply the general principles of setting Multiple Choice Items;
  • Describe what a Multiple Choice Question consists of, and apply this knowledge to the design of items;
  • Describe some statistical measures that can be applied to multiple-choice questions for item-banking;
  • Use these statistical measures to say how well an item has performed.
Structure
  • 1 day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • The multiple choice questioning (MCQ) technique is an extremely effective and popular means of assessment. By nature, the marking of the scripts is easy and objective and is often done by computer and scanner. However, MCQ assessments are not without their potential shortcomings and could be extremely ineffective instruments if set by people who are not trained in good MCQ practice. This generic workshop thus aims to enable subject experts to gain skills in setting effective MCQ Assessments.
National Priorities
  • Addresses the core competencies of educators.



Developing Core Skills as a whole school (5 SACE CPD points)

At the end of the course, participants will be able to:
  • Demonstrate applied understanding of the concept of core skills.
  • Demonstrate understanding of the importance of planning for core skills in their curriculum
  • Explore ways of Integrating the teaching, learning and assessing of core skills effectively and efficiently into their school programme.
  • Reflect on their current practices.
Structure
  • 1 day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • This workshop focuses on the cross curricular skills embedded in the curriculum and necessary for further learning and life. It provides an opportunity for educators to practically consider how these skills are effectively taught, learnt and assessed within and across all the grades in their school.
National Priorities
  • Addresses the Critical Outcomes explicitly and intentionally



The Critical Learner (5 SACE CPD points)

Participants will be able to:
  • Demonstrate an understanding of the difference between critical literacy and critical thinking across the curriculum
  • Use the curriculum to develop tasks which incorporate critical literacy and critical thinking
Structure
  • 1 day Session allows theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • This workshop focuses on the critical literacy and critical thinking skills necessary for learners to be able to grapple with all aspects of the curriculum. It provides an opportunity for educators to practically consider how these skills are effectively taught, learnt and assessed within and across all the grades in their school.
National Priorities
  • Addresses the core competencies of educators.



Building Writing Skills (5 SACE CPD points)

Participants will be able to:
  • Demonstrate applied understanding of the variety of writing skills in English Home Language
  • Reflect on and review their own teaching of writing skills.
Structure
  • 1 day Session allows theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • This workshop focuses on an approach to improving and developing writing skills in both intermediate and senior phases. It provides an opportunity for educators to practically consider how these skills are effectively taught, learnt and assessed within and across all the grades in their school.
National Priorities
  • Addresses the different aspects of the writing outcome/skill in English Home Language explicitly and intentionally.


Empowering the Senior Phase Learner (10 SACE CPD points)

Participants will be able to:
  • Demonstrate applied understanding of the outcomes/skills of English Home Language
  • Use the curriculum to develop rich tasks to meet the demands of each outcome/skill
  • Reflect on and review their own teaching of the outcomes/skills of English Home Language
Structure
  • 1 day Session allows theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • This workshop focuses on common weaknesses in learners as they move from the Intermediate to the Senior Phase and provides methods of remediating them. It provides an opportunity for educators to practically consider how these skills are effectively taught, learnt and assessed within and across all the grades in their school. It is aimed at both intermediate phase and senior phase educators of English Home Language.
National Priorities
  • Addresses the different aspects of the writing outcome/skill in English Home Language explicitly and intentionally.


Using CAPS for Deep Learning (5 SACE CPD points)

Participants will be able to:
  • Demonstrate an applied understanding of rich tasks
  • Use the curriculum to develop rich tasks
  • Reflect on their own performance in equipping learners in thinking skills
Structure
  • 1 day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • This workshop is customized for Foundation and Intersen Phases. The importance of developing thinking skills in learners cannot be understated. This workshop models ways in which teachers can use formative assessment tasks based in the curriculum to develop the thinking skills of learners.
National Priorities
  • Uses the national curriculum to address the Critical Outcomes explicitly and intentionally.


Using the Results of the Core Skills Test Effectively (5 SACE CPD points)

Participants will be able to:
  • Analyse their school’s results in the core skills test to identify strengths and weaknesses in learner performance
  • Identify the reasons for both good and poor performance
  • Develop strategies as a school to address the weaknesses in performance.
Structure
  • ½ day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 4 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • The Core Skills Test assesses cross curricular skills that are necessary for learning in all subjects. This workshop focuses on how to use the results of this test to promote effective teaching. learning and assessment across the school.
National Priorities
  • Uses the national curriculum to address the Critical Outcomes explicitly and intentionally.


Turning Data into Information that Improves Teaching and Learning (5 SACE CPD points)

Participants will be able to:
  • Analyse educational data made available at school level, by the IEB, and by national and international assessments.
  • Identify leading and lagging indicators.
  • Develop strategies as a school to address the weaknesses in performance.
Structure
  • ½ day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 3 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client’s school
Professional Development
  • Schools have access to an extensive range of data, both internal and from the IEB which can be used for a variety of purposes. This workshop focuses on how to use data to promote effective teaching. learning and assessment across the school.
National Priorities
  • Addresses a core competence of educators.


Understanding Standardisation and Adjustments for the NSC (10 SACE CPD points)

Participants will be able to:
  • Demonstrate applied understanding of the principles of NSC adjustments and NSC SBA standardisation.
  • Reflect on the value of this process for maintaining standards
Structure
  • ½ day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 3 hours
Assessment
Formative and informal; self, peer and facilitator during the workshop
Place of Delivery
  • At client’s school
Professional Development
  • Umalusi conducts the adjustment and standardisation process for the NSC. This workshop covers the processes involved and gives feedback on the adjustments released by Umalusi and/or the IEB so that teachers understand statistical moderation and how standards are maintained.
National Priorities
  • Addresses a core competence of educators.


Research Tasks (5 SACE CPD points)

Participants will be able to:
  • Demonstrate an applied understanding of the academic research process.
  • Evaluate examples of Research Tasks.
  • Reflect on their own performance in equipping their students in the academic research process
Structure
  • 1 day Sessions allow theoretical input, practical application, evaluation of own practice and reflection.
Duration
  • 8 hours
Assessment
  • Formative and informal; self, peer and facilitator during the workshop.
Place of Delivery
  • At client's school
Professional Development
  • The skills that underpin the research process are critical for success at tertiary level and the world of work. This workshop focuses on the research process and empowers teachers to teach and assess it effectively. This process cannot be assessed through an examination so it forms a key component of SBA.
National Priorities
  • Addresses the Critical Outcomes explicitly and intentionally.
 
     
IEB - Assessment Matters
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