ASSESSMENT IN TOURISM Sharmini Naidoo Western Cape Erika Ferreira - - PowerPoint PPT Presentation

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

• ngoing 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 LEVEL THINKING SKILL REQUIRED ACTION VERB Creating The ability to design, challenging assumptions, reflection, debates, decision-making situations Arrange; Recommend; Deduce

3

Evaluating The ability to make judgments about the value and accuracy of presented material against established criteria Evaluate; Recommend; Compare Analysing The ability to break down and identify elements of an organised whole or structured situation. Discuss; Convert; Compare Applying The ability to apply existing knowledge to new or similar problems in order to solve them. Identify; Calculate; Compare

2 Understanding

The ability to interpret factual knowledge and to translate, re-

• rder and re-arrange learned

material Explain; Compare; Describe; Differentiate

1

Remembering The simple recall of facts, concepts, generalization, terminology, names etc. Name; State; Describe; List; Identify

PHRASING OF QUESTIONS

➢You are encouraged not to use the “W” words…

Do not use

• What
• Why
• Who
• Which
• Where

Rather use action verbs such as

• Explain
• List
• Discuss
• Give
• 1. Who was the biggest bear?

Identify the biggest bear.

• 2. Why would you say this was

the biggest bear? Give a reason for your answer in question 1.

LEVEL OF DIFFICULTY/CHALLENGE

• Level of difficulty/challenge

….

• Higher, middle and lower order

questions can have varying degrees

• f difficulty

A task geared towards higher cognitive levels DOES NOT NECESSARILY IMPLY THAT: The task is more difficult

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

• 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)

QUALITY OF QUESTION PAPERS

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

• f 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

• f a more difficult nature (explain,

discuss) and end with higher order questions (evaluate, create)

STEPS IN SETTING A QUESTION PAPER

1 2 3 4 5 5 4 3 2 1

Reflect on the question paper

.

Set the question paper and marking guideline concurrently Consider: CAPS, cognitive levels, level of difficulty Determine the types of questions Plan the question paper, develop a matrix, ensure a fair spread of questions QUE QUESTION ON PAPER

TECHNICAL CRITERIA

The paper adheres to the format stipulated in the Tourism Examination Guidelines 2017 The question paper is complete with marking guideline and analysis grid The cover page has all relevant details e.g. time allocation, name of subject, year, grade, etc. Instructions are clear The layout is user friendly

2 1 3 4 5

TECHNICAL CRITERIA

The paper has the correct numbering Appropriate fonts are used throughout the paper e.g. Arial 11 or 12 Mark allocations are clearly indicated for each question and sub-question on the question paper and correspond with the marking guideline The paper can be completed within the allocated time frame The quality of illustrations, graphs, tables etc. is appropriate

8 7 9 10 6

LAYOUT OF QUESTION PAPERS

Duration: 1½hours LAYOUT OF THE GRADE 10 JUNE EXAMINATION QUESTION PAPER 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: 3 hours

LAYOUT OF THE GRADE 10 NOVEMBER EXAMINATION QUESTION PAPER

200 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: Marketing 50 Section D Q6: Tourism Sectors; Q7: Sustainable and Responsible Tourism 30 Section E Q8: Domestic, Regional and International Tourism; Q9: Communication and Customer Care 30

Duration: 3 hours LAYOUT OF THE GRADE 11 NOVEMBER EXAMINATION QUESTION PAPER 200 marks Content Section A Q1: Short Questions (all topics covered in Term 1 – Term 4) (Circular: S9) 40 Section B Q2: Map Work and Tour Planning; Q3: Foreign Exchange 20 Section C Q4: Tourism Attractions; Q5: Culture and Heritage Tourism; Q6: Marketing 50 Section D Q7: Tourism Sectors 50 Section E Q8: Domestic, Regional and International Tourism; Q9: Communication and Customer Care 40 Duration: 2 hours LAYOUT OF THE GRADE 11 JUNE EXAMINATION QUESTION 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

LAYOUT OF THE GRADE 12 JUNE EXAMINATION QUESTION PAPER Duration: 3 hours Content 200 marks Section A Q1: Short Questions (all topics covered in Term 1 and Term 2) 40 Section B Q2: Map Work and Tour Planning; Q3: Foreign Exchange 70 80 Section C Q4: Tourism Attractions 50 60 Section D Q5: Domestic, Regional and International Tourism; Q6: Tourism Sectors 40 20 LAYOUT OF THE GRADE 12 SEPTEMBER EXAMINATION QUESTION PAPER Duration: 3 hours Content 200 marks Section A Q1: Short Questions (all topics covered in Term 1 – Term 4) (Circular: S9) 40 Section B Q2: Map Work and Tour Planning; Q3: Foreign Exchange 50 Section C Q4: Tourism Attractions; Q5: Culture and Heritage Tourism; Q6: Marketing 50 Section D Q7: Tourism Sectors; Q8: Sustainable and Responsible Tourism 30 Section E Q9: Domestic, Regional and International Tourism; Q10: Communication and Customer Care 30

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