Comprehensive Overview of Integrated Learning Area Assessment in CBC Curriculum
The assessment in Competency-Based Curriculum (CBC) focuses on improving education quality and supporting long-term learning outcomes. At Grade 3, learners are mainly assessed in Numeracy, Literacy, and Integrated Learning Area (ILA). ILA assessment is project-based, integrating knowledge and skills across different areas with teacher supervision. Scoring is process-based, focusing on evidence of performance. Reporting is level-based (Exceeding, Meeting, Approaching, Below expectations) rather than marks. Different adaptations are made for learners with disabilities.
- CBC Curriculum
- Grade 3 Assessment
- Integrated Learning Area
- Project-Based Assessment
- Process-Based Scoring
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INTRODUCTION TO INTEGRATED LEARNING AREA ASSESSMENT INTRODUCTION TO INTEGRATED LEARNING AREA ASSESSMENT The main purpose of assessment in CBC is to inform and improve the quality of education and support long term achievement of learning outcomes among learners. As such, CBC is not examinations oriented, but emphasizes on learners acquisition of knowledge, skills, values and attitudes. CBA has been designed in such a way that it lowers the high stakes associated with examinations. CBA focuses on the learning outcomes that learners are expected to demonstrate during a learning process. At Grade 3, Learners taking the regular pathway will mainly be assessed in Numeracy (Mathematics activities) Literacy(English activities) and Integrated Learning Area(ILA)
INTRODUCTION TO INTEGRATED LEARNING AREA ASSESSMENT INTRODUCTION TO INTEGRATED LEARNING AREA ASSESSMENT ( (contd contd) ) The tool for learners with mild to moderate disabilities in Visual, Physical and Hearing impairments categories will be adapted to suit their needs. However, learners following the SNE foundation pathway will have a different version of ILA from the one for regular learners.
STRUCTURE OF THE ILA TOOL STRUCTURE OF THE ILA TOOL ILA will be assessed in form of a project that will take approximately two months. A task will be given with clear instructions where learners will be required to perform while supervised by the teacher. The aim is to have a seamless assessment which is not defined by specific learning areas but will draw experiences from different learning areas. It s a one discrete whole assessment which borrows from other learning areas without defining subject boundaries. The task will require the learner to apply knowledge, skills, attitudes and values acquired from several learning areas to demonstrate mastery of competencies. The task will be anchored on the curriculum designs for grades 1, 2 and 3. A theme for the task will be given.
Supervision and Scoring of ILA Supervision and Scoring of ILA ILA will be supervised and scored by the teachers guided by assessment rubrics that will be provided. Teachers will be required to share the assessment rubrics with the learners before commencement of the task and make them understand the expectations at every stage. They will then progressively guide the learners on execution of the task and build a portfolio for each learner as evidence of the assessment Evidence of every activity will be included in the learner s assessment portfolio Scoring will be done naturally as the learners execute the task. Scoring will be process-based where learners will provide evidence of performance at each stage of the task. The teacher will not wait to assess the product only but also the process.
REPORTING ILA PERFORMANCE REPORTING ILA PERFORMANCE Assessment will be reported in terms of levels and NOT marks. Teachers will be provided with a scoring rubric where they will enter the scores in terms of performance levels Exceeding (4), Meeting(3) Approaching (2) and Below expectations (1). Scoring of the ILA will be based on the criteria given on the assessment Rubric. For each criteria, the teacher will be expected to give qualitative description of the learners strengths and weaknesses reported in a positive manner. There will be no RANKING.
