1.1 Evaluation; it is when you are making a judgement about learners knowledge,
behaviour or performance, or the learners values or attitudes. Evaluate means
that something is valued. Assessment is a strategy of measuring learner’s
knowledge, behaviour or performance, values and attitudes. Assessment
involves the measurement of learner’s progress against a set of learning
outcomes. Assessment implies an ongoing, continuous progress where the
learner achieves success once the data matches or demonstrates competence in
particular learning outcome.
1.2 Baseline assessment; Find out what learners already know so that lesson can
be prepared to meet the needs of learners. Establish the kind of skills needed.
Formative assessment; testing ground while lesson is in progress. Summative
assessment; sum up where learners are after series of lessons, so that progress
can be measured. Continuous assessment; Diagnosis assessment; yes/ no,
proceed or no problem, nature of problem-solution/routes.
2
(a) Linguistic intelligence (word smart)
These learners demonstrate the ability to understand and use words and language.
They display highly developed auditory skills and are eloquent speakers. They tend
to think in words rather than pictures. Such learners are good at activities such as
listening, speaking, writing, storytelling, explaining, teaching, use of humour,
understanding the meaning of words, memory recall, convincing people of their point
of view and critically analyzing language use.
Example: Poet and Comedian
These learners demonstrate the ability to use reason, logic and numbers. They are
curious about the world around them and forever trying to find answers to their
questions. They think conceptually in logical and numerical patterns, making
connections between pieces of information and can make sense of masses of
information. They are good at activities such as problem solving, classification and
categorization of information, working with abstract concepts to determine their
relationships, working with long chains of reason and making logical progressions,
geometry, performing controlled experiments and investigating natural events.
Example: Teacher
(C) Musical intelligence (music smart)
These learners display the ability to appreciate and produce music as they are
musically inclined and think in sounds, rhythms and patterns. They quickly respond
to music, either appreciating or criticizing what they hear and are extremely sensitive
to environmental sounds (e.g. crickets, birds, bells, dripping tapes, etc.). They prefer
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