Cas, presentation note

What is the meaning?
“Sir/Madam why are we
taught for a whole year and
then given a one-and-half hour
paper to determine whether
or not we know the subject?”

Think about
• Would a one short examination
adequately assess what a learner has
learnt over a long period of
schooling?
• How would you grade a learner who
happens to fall ill and could not write
the final examination?

Understanding CAS
• Mechanism whereby the final grading of
learners in the cognitive, affective and
psychomotor domains of learning
systematically takes account of all their
performances during a given period of
schooling (Falayalo, 1986).

Understanding
• Airsian (1991) describes continuous
assessment as an assessment approach which
should depict the full range of sources and
methods teachers use to gather, interpret and
synthesize information about learners;
information that is used to help teachers
understand their learners, plan and monitor
instruction and establish a viable classroom
culture.

Assessment
FOR learning
Assessment
OF learning
Assessment
As Learning

Purpose
of
CAS
Monitoring
Diagnosis
Initiating
Interventions
Evaluating
teaching
Reporting
progress
Grading
Transfer
Contributing
to External
Exam

CAS is a task of communicating to:
• the students ( feedback to their learning)
• the teachers (feedback on their teaching)
• the curriculum designer ( feedback on the
curriculum)
• the administrator ( feedback on the use of
resources)
• the employers ( quality of job applicant)

Problems: Associated with
teachers
• Skills in test construction and administration
• Attitudes toward the continuous assessment
approach and
• Record keeping
• Assess own teaching ( Missing Part)

Why do we assess?
• To determine that the intended learning outcomes of
the course are being achieved
• To provide feedback to students on their learning,
enabling them to improve their performance
• To motivate students to undertake an appropriate work
• To support and guide learning
• To describe student attainment, informing decisions
on progression and awards
• To demonstrate that appropriate standards are being
maintained
• To evaluate the effectiveness of teaching

Feedback
Motivate
Build
confidence
Inform
students
about
problems
Corrects
errors
Identify
strength &
weakness

A checklist for good feedback …
1. clear and unambiguous;
2. specific;
3. supportive, formative and developmental;
4. timely;
5. understood;
6. delivered in an appropriate environment”
(Jonathan Tummons, 2005, p. 76).

Nature of CAS
Systematic
ComprehensiveCumulative
Guidance-
oriented

Stages of CAS
• Planning
• Instructional (teaching learning)
• Student's assessment ( evaluation)
• Remedial activities

Individuals need to know to:
• think critically
• solve problems
• work both in groups and independently
• combine knowledge and skills from different
subjects
• communicate verbally and in writing

Cas, presentation note

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