Learning To Live Together - How Do We Assess It

Student assessment in the curricular dimension of learning to live together is complex. It should concern not only the evaluation of knowledge but also of the attitudes, skills and behaviours being taught or reinforced. Attitudes and behaviours are shaped as the result of a number of sociocultural factors besides classroom instruction and assessment of the impact of school-based interventions is a complicated, ongoing, often long term process.

 

Assessment has to be directly linked to learning objectives and carefully planned. It should be continuous and varied in order to measure as accurately as possible the complex issues involved in attitudinal and behavioural change. It should focus on the ongoing learning experience, thus being process as well as outcomes based. The aim should be to provide information about a student’s progress, strengths, and areas where support is needed.

 

As far as possible, assessment should be participatory, reflecting the teaching-learning methods used. Thus, in addition to teacher assessment, there should be opportunities for peer assessment and student self-assessment. Involvement of other staff and parents is also recommended.

 

Assessment should provide teachers with information on students’ progress and needs, as well as on the effectiveness of their teaching methods and of their own performance. It should provide students with feedback on their learning.

 

Assessment should focus on:

 

  • accuracy of knowledge learned
  • students’ ability to apply what they have learnt
  • students’ ability to communicate what they have learned and reflect on their learning
  • identifying whether and what type of change has occurred in the level of knowledge, skills, values and attitudes during the learning programme

 

A range of techniques may be used, each one having its advantages and disadvantages. These include observation, interviews, written assignments using closed ended or open-ended questions, scales, journals, portfolios, project work, role play, practical demonstrations, oral presentations, artistic creations (poetry, short stories, drama, songs, drawing), analysis of videos, case studies, pictures. Using varied approaches will cater to the different learning styles of students and make the experience more stimulating.

 

The purpose of assessment in the area of learning to live together should not be to academically measure the student and should not be seen as competitive. It should act as a primarily as a form of encouragement and motivation for the student to engage in behaviour change.

 

References

 

  • Fountain, S.; Gillespie, A. Assessment strategies for skills based health education with a focus on HIV prevention and related issues (Draft) New York, UNICEF, 2003
  • South Africa. Department of Health. Life orientation: life skills and HIV/AIDS illustrative learning programme. Grade eight. Educators guide. Pretoria, 2001?<//strong><//strong>