Download - ASSESSMENT IN TOURISM
ASSESSMENT IN TOURISM
Sharmini Naidoo – Western Cape
Erika Ferreira – Eastern Cape
Penny Vosloo – Eastern Cape
Jackie Toumane - Gauteng
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 ongoing 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.
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-
order 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 of difficulty
A task geared towards higher cognitive levels
DOES NOT NECESSARILY IMPLY
THAT:
The task is more difficult
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 of 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 of a more difficult nature (explain, discuss) and end with higher order questions (evaluate, create)
STEPS IN SETTING A QUESTION PAPER
12
34
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
QUESTION
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
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 CQ3: Tourism Attractions; Q4: Culture and Heritage Tourism; Q5:Marketing
50
Section D Q6: Tourism Sectors; Q7: Sustainable and Responsible Tourism 30
Section EQ8: 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 AQ1: 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 CQ4: Tourism Attractions; Q5: Culture and Heritage Tourism; Q6:Marketing
50
Section D Q7: Tourism Sectors 50
Section EQ8: 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 AQ1: 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 CQ4: Tourism Attractions; Q5: Culture and Heritage Tourism; Q6: Marketing
50
Section DQ7: Tourism Sectors; Q8: Sustainable and Responsible Tourism
30
Section EQ9: Domestic, Regional and International Tourism; Q10:Communication and Customer Care
30
ASSESSMENT
• Assessment , whether by standardized test or classroom based measures, is a cornerstone of effective teaching and learning
• Assessment drives the whole learning process