Page 87 - Handbook_for_Teachers

• Also useful to bridge the transition between the prior day’s lesson and the
current lesson, to check for understanding of a homework assignment,
or to review key concepts of skills learned.

5.7.2.13.2 Exit Card: Exit cards are similar to entry cards. Students have a specific
amount of time to complete them and that teachers use them as a quick
assessment tool.

• Exit cards are designed to collect feedback about a lesson from students.

• These are meant to check for student understanding at the end of class.

• These cards are helpful in prompting students to fuse the information

learned in class.

(* The list is only suggestive.)

To create a balanced assessment approach in teaching-learning, different types of
assessment strategies should be incorporated. Assessment can be of three types-
assessment for learning (formative assessment), assessment of learning (summative
assessment) and assessment as learning (authentic assessment). CHAPTER 5 : CURRICULUM

Assessment for Learning (Formative Assessment) - In this form of assessment, a

teacher embeds various forms of assessment all through the teaching and learning process.
Therefore, it is an ongoing assessment that allows teachers to monitor students on a day-
to-day basis and modify their teaching based on what the students need to be successful.
This assessment provides students with timely and specific feedback that they need to
make adjustments to their learning.

Assessment of Learning (Summative Assessment)- Assessment of learning is the
snapshot in time that lets the teacher, students, and their parents know how well the
student has grasped the learning outcomes of a module or programme and which one
contributes to the final mark given for the module/ lesson. This form of assessment is
typically held at the end of a teaching and learning process and is often referred to as

summative assessment too, and typically involves standard tests.

Curriculum 85