The syllabus drawn from this structure uses three broad forms of Assessment which can be used throughout the learning process mentioned below
1. Diagnostic Assessment:
This assessment informs teachers and learners about what is already know by the learner and helps to identify which area the Learner needs to focus on. This helps to know the strengths, weaknesses, skills and knowledge that the learner has, prior to the start of the topic.
2. Formative Assessment:
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 are
2. Summative 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.
Structure of Assessments (Formative & Summative)