These are tools used to collect information on competencies (knowledge, skills, values and attitudes) acquired by a learner during or after learning session or period.
A variety of tools can be used to assess learners with disabilities undertaking the Stage Based Pathway and whose tasks are performance based. The classroom assessment should be carried out in the learner’s natural environment.
Teachers are encouraged to develop simple classroom assessment tools to assess
their learners after covering a lesson, sub strand(s), strand(s) as may be appropriate. This will enhance the practice of formative assessment.
In this post we shall look into Checklists as a CBA Assessment tool.
Checklists contain a list of characteristics of a learner’s behaviour and require the teacher to carefully observe and tick the competencies (knowledge, skills, values and attitudes) portrayed.
Development and use of a checklist
Components of a checklist include:
1. preliminary information;
- learning activity/task derived from the learning experience;
- competence/skill/characteristic or behaviour assessed: derived from the specific learning outcome;
- teachers comments/feedback.
Example of a Checklist
Learners can also be helped to develop and use their own checklists to monitor their progress in self and peer assessments.
|a) Preliminary information|
|2. Teacher’s name|
|4. Learning Area|
|7. Date or period of assessment|
|b) Learning Activity/Task|
|No. Name||Competence (Knowledge, skills, attitude, values) assessed (tick appropriately)|
|Participates in choral |
rote reciting of alphabet
|Contributes orally to |
|Using a model and working in pairs, puts |
|Uses finger for tracking on a model while |