Which type of continuous assessment is done to gather information about a pupil’s mastery of Reading, Writing and Mathematics skills?

Screening tests are used to identify pupils with learning difficulties associated with the learning of:

Continuous assessment is done during the entire period the teacher interacts with pupils:

Who designs the National Assessment for Standard II?

The results of the National Assessment for Standard II are used to:

How is the standard of performance for recognising sounds evaluated?

What is the minimum number of invented words a Standard II pupil should decode correctly?

Which of the following is NOT a punctuation mark mentioned for assessment in writing?

Assessment of Reading Activities The Standard II pupil is expected to: • Recognise sounds: The Standard II pupil will be evaluated by assessing his or her ability to read the English sounds of the letters provided. The standard of the performance will be established by determining the percentage of sounds pronounced correctly by the pupil. • Decode invented (Non) Words: The Standard II pupil will be able to decode at least 40 invented words correctly. The performance criteria will be based on the percentage of words decoded correctly by the pupil. • Vocabulary: The Standard II pupil will read level-appropriate vocabulary. • The standard of performance will be determined by the percentage of correct responses given by the pupil. • Read for comprehension: The Standard II pupil will read a text and give the correct responses. The standard of performance will be determined by the percentage of correct responses given by the pupil. • Read the Standard II pupil will read at least 50 words per minute.

1. List any FOUR (4) aspects of effective communication in the teaching of the 3Rs. (4 mk)
2. Diagnostic Assessment (1 mk)
3. List the sub-sections that detail specific types of assessment. (2 mk)
4. Screening Tests (1 mk)
5. Continuous Assessment (1 mk)
6. National Assessment (1 mk)
7. Reading speed (0 mk)

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Assessment of Writing Activities The Standard II pupil is expected to: • Write simple words and complex sentences that are coherent. The assessment criteria are obtained by calculating the percentage of correct answers given by the pupil. • Use capital and lower-case letters correctly. The assessment criteria will be obtained by calculating the percentage of correct use by the pupil. • Use four punctuation marks correctly (full stop, comma, exclamation mark and question mark). The assessment criteria are obtained by calculating the percentage of correct answers given by the pupil. • Write a simple story that is coherent (paragraphs), with standard spelling, sentence structure and punctuation.

1. Where do birds build their nests? (1 mk)
2. What do lions eat? (1 mk)
3. Name two animals that live in trees. (1 mk)
4. Writing a simple story (0 mk)

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Assessment of Mathematics Activities The Standard II pupil is expected to perform the following: • Addition and subtraction: to conduct some addition and subtraction activities for 3-digit numbers. The standard of performance will be determined by the percentage of correct responses given by the pupil. • Complete Number Patterns: to fill in a missing number in a series of four numbers, one of which is missing. The standard of performance will be determined by the percentage of the correct responses given by the pupil. • Fractions: to recognise and relate drawings that show fractional parts with numerical fractions. The standard of performance will be determined by the percentage of correct responses given by the pupil. • Geometry: to recognise, identify and draw basic geometric shapes and lines. • Measurement: to use simple standard and non-standard measures to measure and describe time, volume, weight and length. • Data: to interpret simple data representations that describe familiar things or activities.

1. Write a sentence using 'eat'. (1 mk)
2. Write a sentence using 'run'. (1 mk)
3. Write a sentence using 'jump'. (1 mk)
4. Data (0 mk)

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Correct the spelling mistakes in the following sentences. (a) The childern are playing outside. (b) My freind is coming to visit. (c) She has beautifull hair.

1. What is the recommended size of a classroom for Standard I and II? (1 mk)
2. Correct the spelling of 'childern'. (1 mk)
3. Correct the spelling of 'freind'. (1 mk)
4. Correct the spelling of 'beautifull'. (1 mk)

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Add the correct punctuation mark at the end of each sentence. (a) What is your name (b) The sun is shining (c) Please close the door

1. Add punctuation to 'What is your name'. (1 mk)
2. List any two (2) requirements for pupils with special needs in a classroom. (2 mk)
3. What does the abbreviation 3Rs stand for? (2 mk)
4. Name any FOUR objectives of the curriculum mentioned in the passage. (4 mk)
5. Add punctuation to 'The sun is shining'. (1 mk)
6. What are the two main areas of learning in this curriculum? (2 mk)
7. Add punctuation to 'Please close the door'. (1 mk)
8. Mention any THREE supportive skills activities that help to develop a pupil physically, morally and socially. (3 mk)
9. Refer to Table 1 and list the competences in: (i) Reading (ii) Writing (iii) Mathematics (6 mk)

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What is curriculum evaluation and what does it aim to achieve?

1. Define curriculum evaluation. (1 mk)
2. Explain the importance of the '3Rs' as the basis of the curriculum for Standard I and II pupils. (2 mk)
3. What is the aim of curriculum evaluation? (1 mk)
4. Name three areas of the curriculum that are illuminated by evaluation. (1 mk)

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Explain the difference between internal and external evaluation.

1. Describe internal evaluation. (1 mk)
2. How do supportive skills help pupils to improve their 3Rs and cope with daily life challenges, according to the curriculum? (3 mk)
3. Describe external evaluation. (1 mk)

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Describe the role of assessment in the teaching and learning process.

1. How does assessment help pupils? (1 mk)
2. Discuss how the curriculum aims to develop pupils holistically (physically, psychologically, morally, and socially). (3 mk)
3. List three kinds of school-based assessment of pupils' learning. (1 mk)

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Explain the purpose and timing of initial assessment.

1. What is the purpose of initial assessment? (1 mk)
2. When should initial assessment be carried out? (1 mk)

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What is diagnostic assessment and how is it used?

1. What kind of assessment is diagnostic assessment? (1 mk)
2. What information does it gather and how is it used? (1 mk)

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Explain the purpose of screening tests.

1. What do screening tests identify? (1 mk)
2. What is the aim of identifying these pupils? (1 mk)

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Describe continuous assessment.

1. When is continuous assessment done? (1 mk)
2. What does a teacher use to determine pupils' progress in the 3Rs? (1 mk)

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Explain the National Assessment for Standard II.

1. When is this assessment taken? (1 mk)
2. What is it designed to assess? (1 mk)
3. Who administers the assessment and where is the marking done? (1 mk)

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What are the learning outcomes and assessment criteria used for?

1. How is the success of curriculum implementation measured? (1 mk)
2. What must be applied for all assessment purposes? (1 mk)

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Answer the following questions based on the information provided in section 8.2 and 8.3 of the text. (a) What is the main purpose of diagnostic assessment? (b) When should screening tests be implemented? (c) What does continuous assessment involve?

1. What is the main purpose of diagnostic assessment? (2 mk)
2. Mention any two competences in Mathematics for Standard I. (1 mk)
3. What is the competence in 'Writing' related to the communication of ideas for Standard I? (1 mk)
4. When should screening tests be implemented? (2 mk)
5. State the competence in 'Reading' that involves understanding spoken words for Standard I. (1 mk)
6. What does continuous assessment involve? (2 mk)

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Based on section 9.1, explain the assessment criteria for: (a) Decoding invented (Non) Words (b) Reading for comprehension

1. What is the purpose of having small pieces of wood in the corners of the classroom? (1 mk)
2. State any two competences in Reading for Standard II. (1 mk)
3. Assessment criteria for decoding invented (Non) Words. (2 mk)
4. What competence in Writing for Standard II involves the formation of letters? (1 mk)
5. Assessment criteria for reading for comprehension. (2 mk)
6. Mention one competence in Mathematics for Standard II that involves understanding quantities and their properties. (1 mk)

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According to section 9.2, describe the expected performance and assessment criteria for: (a) Using capital and lower-case letters correctly. (b) Writing a simple story that is coherent.

1. Expected performance and assessment criteria for using capital and lower-case letters correctly. (2 mk)
2. List two (2) types of teaching and learning materials that are approved by MEST for the 3Rs curriculum. (2 mk)
3. Mention two competences in 'Sports' for Standard II. (1 mk)
4. State one competence related to health for Standard II. (1 mk)
5. Expected performance and assessment criteria for writing a simple story that is coherent. (2 mk)
6. What competence in 'Arts' for Standard II involves performance? (1 mk)

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