TYPES OF ASSESSMENT

The first idea of many teachers when assessment is mentioned is to make a written test marked out of 10 or graded A to E.

Some teachers even try to assess topics, such as understanding a carburettor or the best way to plant taro, with a written test.

Since our main object in RTCs is to teach practical skills, written tests will be used very little. To write about a skill is no proof that you can do it. You must test the skill itself.

The topics in Activity B11 can be divided into skills, knowledge and understanding:

Skills: nos. 1, 4, 5, 8 and 9.

Knowledge: nos. 2 and 7 (notice that 4 and 5 say “knowing….”, but they are really skills as they say “knowing how to …”)

Understanding: nos. 3, 6 and 10.

Assessing skills

Skills cannot be tested in writing. Clearly you cannot test the ability to type 20 words per minute except by asking the student to type. Similarly you can only test the ability to sew on a button or make a dovetail joint by actually seeing someone do it. In some cases, like electrical wiring, it may actually be dangerous not to test in practice, in case the student thinks he can wire a house but has never actually handled a switch.

Testing knowledge and understanding

These may be tested in writing but, if they are related to practical skills, they may also be tested practically or partly by practice.

For instance you can test the understanding of carburettors by showing one and asking a student to tell you how it works, demonstrating the parts as they do so.

You can test the characteristics and uses of types of timber by displaying different types with their names and asking students to give their characteristics and uses. We should test as much as possible in a practical way.

Only things which cannot be seen or demonstrated need to be tested entirely in writing e.g. understanding how soil is formed.