3. Assessment
Refers to the full range of information gathered
and synthesized by teachers about their students
and their classroom. Assessment is a continuous
process (Arends, 2007).
There are two general uses or functions of
assessment: Formative assessment and
Summative assessment (Woolfolk et al 2008).
4. Formative assessment
Is an ungraded testing used before and during
teaching to aid in planning and diagnosis
(Woolfolk et al 2008).
Formative assessment is a process used by
teachers and students during instruction that
provides explicit feedback to adjust on-going
teaching and learning in order to improve
student
5. Formative assessment
Formative assessment refers to assessment for
learning which is focused on monitoring
student response to and progress with
instructions. It provides immediate feedback to
both teacher and student.
(Johnson &Jenkins, 2009)
In formative assessment here is a pre-test which
is termed Pre-Assessment.
6. Formative assessment
This pre-assessment or pre-test helps the teacher
to determine what are the students’ knowledge
and skills in order to assist with planning
(Arends, 2007).
There is also a diagnostic test which identifies a
student area of achievement and weakness in a
particular subject, which can give an idea of
difficulty the student is experiencing.
7. Formative assessment
It should be noted that the pre-test and
diagnostic test are not graded and the
formative test do not count toward final
grades (Woolfolk et al 2008).
8. Summative assessment
Are cumulative evaluation used to measure
growth after instruction and are generally given
at the end of a course in order to determine
whether long term goals have been met
(Coffey, 2012)
Summative assessment focus on what the student
has learned at the end of a unit of instruction or at
the end of a grade level (e.g. standard one,
National Test) ( Johnson & Jenkins, 2009).
9. Summative assessment
Summative assessment purpose is to let the
teachers and students know the level of
accomplishment attained. The final exam is
classic example (Woolfolk et al 2008).
20. Tools used in Assessment
The tools used in pre-assessment, summative and
formative assessment are numerous. A variety of
tools are used for assessment including tests,
rubrics, interviews, focus groups, survey,
observation, and portfolio. There is no one-size
fits-all approach in assessment.
A good assessment typically employs multiple
tools and approaches tailored for different
purposes (Stony Brook University, 1999).
21. Tools used in Assessment
Test are used to assess knowledge and thinking
over a range of content or to assess dispositions
and interests. It is the most reliable way to assess
knowledge and thinking in a content area
domain.
It is the best way to cover a large number of fact
and concepts. However it requires clearly written
items that appropriately sample a range of
22. Tools used in Assessment
content material. (Stony Brook University,
1999).
Performance tasks are used to assess in-depth
thinking in one area or to assess skills attained or
products created. It allows measurement of in
depth thinking, skills or products not readily
assessable by tests.
However it requires clear expectations for tasks
and scoring to provide meaningful assessment
information (Stony Brook University, 1999).
23. Tools used in Assessment
Portfolios are used to document progress or
development or to show case complex
achievement of a range of skills. It allows for
assessment of student’s development and some
ownership and control by students
However it require clear purpose, focused
construction, and long-term attention to give any
more useful information than stand-alone
assessments (Stony Brook University, 1999).
24. Tools used in Assessment
Surveys are used to assess opinions and attitudes
from target populations. It is a very efficient
method to collect information from a large
number of people.
However it require a sound sampling strategies,
and good response rates. Survey questions should
be carefully written to keep respondent mistakes
and bias to a minimum
(Stony Brook University, 1999).
25. Tools used in Assessment
Observations are used to assess behavioural
outcomes through direct observation. It is the
least intrusive assessment method that allows for
assessment of student performance.
However it requires a clear guidance to
distinguish what is actually happening and what
the observer's impressions. A rubric or an
observation protocol will help minimize
subjective judgment (Stony Brook University,
1999).
26. Tools used in Assessment
Focus groups are used to brainstorm ideas or
collect in-depth attitudes and opinions from a
group of people. It is an interactive way of
assessing attitudes and opinions, and a cost
effective way of collecting suggestions and
requirements when individual interviews are not
feasible.
However it require good planning and
organization to effectively solicit information
27. Tools used in Assessment
from participants (Stony Brook University,1999).
30. Teaching Plan
Facilitator’s Name: Mrs. Penny
Topic: Sexually Transmitted Diseases
Duration of lesson: Three sessions for two hours
each
Time: 8:00 am-10:00 am
Venue: Mount Plesant Secondary School
Audience: The Students of Mount Plesant
Secondary School attending Ms. Penny’s class
(form three)
31. Teaching Plan
Audience: The Students of Mount Plesant
Secondary School attending Ms. Penny’s
Class (form three)
Number of Students: Approximately 40
students
Date: Wednesday 22nd, 23rd and 24th October,
2012
32. Teaching Plan
Aim
The primary goal of these sessions
Would be to provide information related to
Sexually Transmitted Diseases, clarify myths
and misconceptions and promote behavior
that prevents the spread of STDs.
33. Teaching Plan
Core Objectives
The pupils will:
Understand the nature and modes of
transmission of STDs.
Recognize common signs and symptoms of
STDs.
Be knowledgeable about appropriate resources,
counseling and medical care.
Recognize and refute myths relating to STDs.
34. Teaching Plan
Engage in critical thinking regarding
informed decision making about personal and
social behavior that diminishes the risk of
contracting an STD.
35. Teaching Plan
Learning Outcomes
At the end of the teaching sessions the pupils will
be able to:
Define the term STD.
List the most common STDs and their
causative agents.
Identify the common signs and symptoms of
STDs.
List possible complications of STDs.
36. Teaching Plan
Describe the modes of STD and HIV
transmission and list high risk behaviors for
their acquisition.
Describe current treatment modalities of STDs
and HIV.
Discuss precautionary/preventative measures
that can prevent the spread of STDs and HIV.
Identify, discuss and clarify common myths and
misconceptions about STIs.
37. Teaching Plan
Identify resources to attain help regarding
STDs.
Teaching Methodology:
The subject will facilitated using a mixture of
lectures and discussions delivered by specialists
from the departments of public health and
infectious diseases.
38. Teaching Plan
Role play and movie presentations would also
be integrated to depict real life scenarios and the
impact of their decisions directly and indirectly
on their future.
Teaching Strategies:
Activating prior learning
PowerPoint presentation
Encourage student participation and discussion
40. Summative Assessment
The following represents a summative evaluation
based on the above teaching plan.
Section A
1. Define in your own words the term STD/STI.
2. List 5 risky behaviors that can result in the
acquisition of an STD
__________ __________ __________
__________ __________
41. Summative Assessment
3. Which of the diseases listed is NOT an STD
A. Hand-foot-mouth disease B. Urethritis
C. Chancroid D. Ectoparasitic infections
4. If left untreated which STD can lead to
deafness and death?
A. HIV B. Syphillis
C. Pubic Lice D. Genital Warts
42. Summative Assessment
6.Which of the following is a possible symptom
of an STD?
A. Painful Urination B. Facial swelling
C. Itching on palms and soles.
D. All of the above
7.List 8 common complications of STDs
__________ __________ _________
__________ __________ _________
43. Summative Assessment
Section B
Select True or False for each of the statements
below based on the information you recently
learned.
1.Some STDs have no visible symptoms.
True False
2. Untreated STDs eventually clear up.
True False
44. Summative Assessment
3. Mutually faithful monogamous partners have
little or no risk for HIV infection.
True False
4. Testing for STDs is only available through
private physicians.
True False
45. Summative Assessment
5. It is possible to be infected with more than one
STD at a time.
True False
6. Sex is not the only way that STDs are
transmitted.
True False
46. Summative Assessment
7. By changing sex partners often, you lower
Your risk of contracting an STD.
True False
8. Condoms are the best protection from STDs.
True False
9. Early-stage sexually transmitted diseases
(STDs) without symptoms are not contagious.
True False
47. Summative Assessment
10.Gonorrhea is contracted sexually and from
public or shared toilet seats.
True False
Section C
Match the STD with its causative agent
____Genital herpes a. neisseria gonorrhoeae
____Syphillis b. phthirus pubis
____Chalmydia c. treponella Pallidum
49. Summative Assessment
Section D
Answer all questions in this section.
1. STDs are fast becoming a major concern
among adolescents. Discuss the need for of a
Sexual Education programme in schools noting
the benefits and limitations of the endeavour.
2. You encounter a sexually active 13 year old
who began experiencing itching, redness,
swelling and burning sensation in the genital
50. Summative Assessment
region. What advice would you give to rectify
these signs and symptoms and identify the
resource systems available to the individual
and their family.
53. Rubric
According to Dr. O’Donnell Dean of
education and curriculum development
at Pittsburgh University rubric is
essentially a scaled tool with levels of
achievement and clearly defined criteria
related to each level and placed in a
grid. Rubrics are typically used to
assess some type of performance,
procedure or product.
54. Rubric
A number of studies have
demonstrated the positive impact that
well-designed rubrics have on dental
students pre-clinical learning. Designing
a rubric to capture the key elements of
a skill in an assessment with a grader
friendly format can be a challenge.
Rubrics can help identify areas of
students strengths and weaknesses
and simultaneously provide valuable
detailed feedback to the student.
55. Rubric
Since Biblical times we know about
sexually transmitted diseases. With
reference to 1 Samuel 6:19. “And it was
so, that after they had carried it about,
the hand of the Lord was against the
city with a very great destruction: and
he smote the men of the city, both small
and great, and they had emerods in
their secret parts.”
