SCHOOL BASED
SUMMATIVE ASSESSMENT
IN THE NEW CURRICULUM
END OF TOPIC ASSESSMENT
(ACTIVITY OF INTEGRATION)
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Session Objective
•Generate an activity of integration
•Generate an assessment grid to the activity of
integration
•Use the assessment grid as a tool for assessing
Activity of
integration.
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Activity 1: Preparing a rice dish
In your groups,
• Discuss what you would require to prepare a rice dish.
• Explain the activities you have to do to prepare the dish.
• Share your responses
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Activity of Integration is:
The last activity to evaluate the learners ability to
solve a
problem through integration of the knowledge, skills
and
bahaviours
The activities done should enable the learner to
demonstrate the competency stated in the
introduction
An activity that sums up everything that has been
05-Feb-20
acquired 4
Components of the activity of integration
Why do you think different groups came up with different products?
• Context/Problem
• Instruction/Expected output
• Support
• Abilities/Resources
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Activity of Integration: Preparation of rice dish
Context/Problem/
Scenario
The headteacher is expecting four officials from NCDC, who are coming
to share information on the lower secondary curriculum. The officials are
expected to have lunch at school and rice dish is supposed to be one of
the menu.
Task: In writing, advice the headteacher on how to prepare a rice dish for
Instruction/Expected
the four officials. output
1. Ingredients Abilities/
Support/Teaching aids
2. Utensils Resources
3. Procedure
4.05-Feb-20
Quantities/Measurements 6
Activity 2
Develop a situation/scenario for the preparation of the rice
dish.
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Activity 3: Identifying the required Knowledge,
Understanding, skills, Values and
Attitudes in preparing a rice dish
In your groups,
• Identify 1 step in preparing a rice dish and make a list the
requirements and activities for that step.
• Display your responses
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Activity of Integration
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Activity 4: Generating Assessment Grid to the
Activity of Integration
• Using the information generated in activity 3, develop an
assessment grid for preparing the rice dish.
• Suggest how you would score the responses in the
assessment grid.
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ASSESSMENT GRID (Scores 0
– 3)
TASK/OUTPUT BASIS OF CRITERIA 1 CRITERIA 2 CRITERIA 3 CRITERIA 4
EVALUATION RELEVANCE ACCURACY COHERENCE EXCELLENCE
Rice dish Ingredients
Cooking utensils
Total
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RACE
Competency demands and follows the actions made to a set
standard. It is a do mind set
• RELEVANCE is connected, correct and suitable for the issue at hand
• ACCURACY does carefully conform to the facts and truth known about the
issue
• COHERENCE ideas presented connect to each other smoothly, logically, in
choice of words and in a way that give meaning to the issue
• EXCELLENCE is the exceptional response unsolicited in the instructions. It
takes 1 point
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Assessment Grid
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card
Minimum possible per term =3 Minimum possible per term
=10
Assessment Grid
CRITERION
Relevance Accuracy Coherence
Output Score 3 Score 3 Score 3
Speech Score 2 Score 2 Score 2
Score 1 Score 1 Score 1
Total 10
Criterion
ALBERT
Output
Speech Score 3 Score 2 Score 2
Total 7
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The journey from the assessment grid to an
assessment report requires Descriptors and Identifier.
(Descriptive Assessment Report)
Descriptors Identifier
No Learning outcome achieved 0
Some LOs achieved but not sufficient for 1
overall achievement (0.1 – 1)
Most LOs achieved, enough for overall 2
learning achievement (1.1 – 2)
All LOs achieved, achievement with ease 3
(2.1 – 3)
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ACTIVITY:
SCORE IDENTIFIER
ALBERT
7/10X3 = 2.1
Identifier (Whole number) = 3
Description: All LOs achieved, achievement with
ease.
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END OF UNIT ASSESSMENT (S.1, 2020)
A1 A2 A3 A4 A5 TOTAL
Learner A 3 2 3 3 3 14
Learner B 2 2 3 2 2 11
Learner C 1 2 1 1 1 6
Learner D 1 1 2 1 1 6
Learner E 0 1 2 1 0 4
N.B (0) Appears if the learner missed the class, course work
and absent from the school.
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SCHOOL UNEB
A1 A2 A3 A4 A5 TOTAL 20% UNEB
Learner A 3 2 3 3 3 14 14/15*20 = 18.7 18.7 (19)
Learner B 2 2 3 2 2 11
Learner C 1 2 1 1 1 6
Learner D 1 1 2 1 1 6
Learner E 0 1 2 1 0 4
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KEY NOTES
This information can be used to improve learning
The summative teacher assessment will contribute 20% to the final grade
of UCE
Remedial score should not be used to correct the original score on the grid
Activity of Integration is done at the end of the topic
One who misses should not be given the same activity of integration
No end of term exam
Activity of Integration is based on Formative Assessment
End of cycle assessment can be done either at the end of the year or at the
end of S.4
Reporting will always be descriptive where learners are simply categorised
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Chapter
Competency
Learning Outcome Learning Outcome Learning Outcome
LO1 LO2 LO3
Activity Activity Activity
1
Activity 1
Activity 1
Activity
2 2 2
Activity Activity Activity
3 Activity of
3 3
Integration
Assessment Grid
Descriptive Assessment
05-Feb-20 Report 20
END
Thank You
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