ASSESSMENT IN TOURISM Sharmini Naidoo – Western Cape Erika Ferreira – Eastern Cape Penny Vosloo – Eastern Cape Jackie Toumane - Gauteng
FUNDAMENTALS OF ASSESSMENT
POLICY DOCUMENTS – CAPS REQUIREMENTS TOURISM 2017
THE PURPOSE OF ASSESSMENT The primary purpose of assessment is to improve students' learning and teachers' teaching as both respond to the information it provides. Assessment for learning is an ongoing process that arises out of the interaction between teaching and learning.
COGNITIVE DEMAND The level of thinking ability required from a learner to successfully respond to a variety of questions.
BLOOM’S TAXONOMY • Cognitive levels • Weighting
BLOOM’S TAXONOMY VIDEO
BLOOMS TAXONOMY HIGH = 20% MIDDLE = 50% LOW = 30%
LEVEL COGNITIVE THINKING SKILL REQUIRED ACTION VERB LEVEL Creating The ability to design, challenging Arrange; assumptions, reflection, debates, Recommend; decision-making situations Deduce Evaluating The ability to make judgments about Evaluate; the value and accuracy of Recommend; 3 presented material against Compare established criteria Analysing The ability to break down and Discuss; identify elements of an organised Convert; whole or structured situation. Compare Applying The ability to apply existing Identify; knowledge to new or similar Calculate; problems in order to solve them. Compare 2 Understanding The ability to interpret factual Explain; knowledge and to translate, re- Compare; order and re-arrange learned Describe; material Differentiate Remembering The simple recall of facts, concepts, Name; State; generalization, terminology, names Describe; List; 1 etc. Identify
PHRASING OF QUESTIONS ➢ You are encouraged not to use the “W” words… Rather use action Do not use verbs such as • What • Explain • Why • List • Who • Discuss • Which • Give • Where 1. Who was the biggest bear? Identify the biggest bear. Give a reason for your answer in 2. Why would you say this was question 1. the biggest bear?
LEVEL OF DIFFICULTY/CHALLENGE • Level of difficulty/challenge A task geared towards …. higher cognitive levels DOES NOT NECESSARILY IMPLY THAT: The task is more difficult • Higher, middle and lower order questions can have varying degrees of difficulty
LEVEL OF DIFFICULTY/CHALLENGE
AN EXAMPLE : LEVEL OF DIFFICULTY • The following question is an example of a ….. • The time in Sydney, Australia (+10) if it is 11:00 in Johannesburg, South Africa (+2) on 25 December: A 02:00 B 03:00 C 19:00 D 20:00 A high order, difficult degree of challenge. ✓ B middle order, medium degree of challenge. C high order, easy degree of challenge. D low order, difficult degree of challenge.
PRINCIPLES OF ASSESSMENT 1 An objective of setting tests and examination papers: • improve the standard and quality of teaching and learning 2 The question paper should: • be relevant • reflect a standard that is fair to all candidates deserving to pass • cater for learners of different types of learning abilities • generate a fair spread of results
QUALITY OF QUESTION PAPERS The type of question papers that educators should strive to set: • professional and well-formatted • error-free • of an appropriate standard • relevant to the topics in the CAPS • strengthen the learning process
QUALITY OF QUESTION PAPERS • Question papers must be well balanced with regard to the: ➢ distribution of the mark allocation according to the Examination Guidelines 2017 ➢ cognitive demand ➢ level of difficulty (easy, medium, difficult)
FORMULATION OF QUESTIONS - DO’S Fair, valid and reliable and aligned to 21st century skills (4IR) Topical and relevant to the learners of today Positively influence teaching & learning Use appropriate language
FORMULATION OF QUESTIONS - DO’S Use correct subject terminology May include topics from Gr 10 & 11 Must be set according to the work schedule Must contain the cognitive levels stipulated in CAPS
FORMULATION OF QUESTIONS - DO’S Use scenarios of an appropriate length Contain questions that cannot be easily spotted or predicted Exhibit originality and an appropriate degree of innovation
FORMULATION OF QUESTIONS - DON’TS No ambiguity in the question paper No evidence of bias in terms of gender issues, race, cultural issues No true or false questions No recycling or borrowing of question papers No repetition of questions from past question papers
SCAFFOLDING • Scaffold the questions accordingly • Start with lower order questions (state, identify) then work towards questions of a more difficult nature (explain, discuss) and end with higher order questions (evaluate, create)
STEPS IN SETTING A QUESTION PAPER 5 Reflect on the question paper . 4 Set the question paper and QUESTION QUE ON marking guideline concurrently PAPER 3 Consider: CAPS, cognitive 5 levels, level of difficulty 2 Determine the types of 4 questions 3 1 Plan the question paper, develop a matrix, ensure a fair 2 spread of questions 1
TECHNICAL CRITERIA The paper adheres to the format stipulated in 1 the Tourism Examination Guidelines 2017 The question paper is complete with marking 2 guideline and analysis grid The cover page has all relevant details e.g. time 3 allocation, name of subject, year, grade, etc. Instructions are clear 4 The layout is user friendly 5
TECHNICAL CRITERIA The paper has the correct numbering 6 Appropriate fonts are used throughout the paper 7 e.g. Arial 11 or 12 Mark allocations are clearly indicated for each question and sub-question on the question paper 8 and correspond with the marking guideline The paper can be completed within the allocated 9 time frame The quality of illustrations, graphs, tables etc. is 10 appropriate
LAYOUT OF QUESTION PAPERS
Duration: LAYOUT OF THE GRADE 10 JUNE EXAMINATION QUESTION PAPER 1½hours Content 100 marks Section A Short questions (all topics covered in term 1 and 2). 25 Section B Map work and tour planning 20 Section C Tourism sectors 40 Section D Domestic, regional and international tourism 15 TOTAL 100 Duration: LAYOUT OF THE GRADE 10 NOVEMBER EXAMINATION QUESTION PAPER 200 3 hours marks Content Section A Q1: Short Questions (all topics covered in Term 1 – Term 4) 40 Section B Q2: Map Work and Tour Planning 50 Section C Q3: Tourism Attractions; Q4: Culture and Heritage Tourism; Q5: 50 Marketing Section D Q6: Tourism Sectors; Q7: Sustainable and Responsible Tourism 30 Section E Q8: Domestic, Regional and International Tourism; Q9: 30 Communication and Customer Care
Duration: 2 LAYOUT OF THE GRADE 11 JUNE EXAMINATION QUESTION hours PAPER 150 Marks Content Section A Short Questions (All Topics Covered In Term 1 – Term 2) 30 Section B Foreign Exchange 20 Section C Cultural and Heritage Tourism 30 Section D Tourism Sectors 50 Section E Domestic, Regional and International Tourism 20 Duration: 3 LAYOUT OF THE GRADE 11 NOVEMBER EXAMINATION 200 hours QUESTION PAPER marks Content Q1: Short Questions (all topics covered in Term 1 – Term 4) Section A 40 (Circular: S9) Section B Q2: Map Work and Tour Planning; Q3: Foreign Exchange 20 Q4: Tourism Attractions; Q5: Culture and Heritage Tourism; Q6: Section C 50 Marketing Section D Q7: Tourism Sectors 50 Q8: Domestic, Regional and International Tourism; Q9: Section E 40 Communication and Customer Care
LAYOUT OF THE GRADE 12 JUNE EXAMINATION QUESTION PAPER Duration: 3 Content 200 hours marks Section A Q1: Short Questions (all topics covered in Term 1 and 40 Term 2) Section B Q2: Map Work and Tour Planning; Q3: Foreign 70 80 Exchange Section C Q4: Tourism Attractions 50 60 Section D Q5: Domestic, Regional and International Tourism; Q6: 40 20 Tourism Sectors LAYOUT OF THE GRADE 12 SEPTEMBER EXAMINATION QUESTION PAPER Content Duration: 3 200 hours marks Q1: Short Questions (all topics covered in Term 1 – Term Section A 40 4) (Circular: S9) Section B Q2: Map Work and Tour Planning; Q3: Foreign Exchange 50 Q4: Tourism Attractions; Q5: Culture and Heritage Section C 50 Tourism; Q6: Marketing Q7: Tourism Sectors; Q8: Sustainable and Responsible Section D 30 Tourism Q9: Domestic, Regional and International Tourism; Q10: Section E 30 Communication and Customer Care
ANALYSIS GRID FOR WEIGHTING OF COGNITIVE LEVELS
ASSESSMENT • Assessment , whether by standardized test or classroom based measures, is a cornerstone of effective teaching and learning • Assessment drives the whole learning process
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