Understanding the ICASS Document Assessment Answer

Subject Assessment Plan, Schedule, Pre- and Post-Moderation Protocols ( Slide 1 )

 The Internal Continuous Assessment (ICASS) document describes many assessment methods, including subject assessment strategy, topic assessment schedule, and pre and post-moderation.

 These steps provide uniform course grading. The subject assessment plan lists the module's various student assessments (Atukunda & Maja, 2022).

 This technique allows students to be assessed in a variety of ways to measure their progress toward the module's objectives.

 The approach prioritizes each assessment to ensure that students' final scores reflect their semester's effort. The exam schedule lists topic test dates.

 Spreading tests across the curriculum gives students adequate time to study. "Pre-moderation" refers to the evaluation of student evaluations before they are distributed. These stages ensure that assessment activities mirror the module's learning objectives.

 Post-moderation reviews of the results ensure that assessment activities were graded consistently and fairly. This includes checking marking uniformity and assessment standards.

Application of Assessment Protocols in Specialization or Discipline ( Slide 2 )

 Testing processes may vary by academic field. The ICASS article provides guidance for internal continuous evaluations based on the National Curriculum Vocational (NCV) or Report 191, both of which are my expertise.

 The topic assessment plan details my area's students' module assessment activities. A written test, practical exam, and capstone project may be required of students.

 Module objectives determine grade weight. This weighting considers students' module performance. The Topic Assessment Schedule lists my exam dates.

 Exams will be equally spaced throughout the module to give students time to study. Students may prepare for module tests by spacing them out across a month.

 Pre-moderated exams and quizzes are offered to pupils. This ensures that the assessment tasks are legitimate, trustworthy, and relevant to the module's learning objectives (Teane, 2021).

 Pre-moderation ensures that questions are clear and related to learning goals, while post-moderation ensures that activities were assessed consistently and fairly. We check for test grading irregularities and if the same criteria were utilized.

Strengths of the ICASS Document ( Slide 3 )

 The ICASS document's homogeneity benefits South African TVET institutions' assessment procedures. This guarantees all schools assess pupils the same way.

 Continuous assessment inspires lifelong learning, according to this ICASS article. Continuous feedback helps struggling students progress.

 To ensure that the assessment activities reflect the curriculum, the ICASS document should be thoroughly matched.

 Aligned pupils are better prepared for other organizations' assessments. ICASS provides easy access to subject assessment plans, timeframes, and moderation processes (Gamble & Hewlett, 2022).

 This improves test accuracy. The ICASS standard requires pre- and post-moderation to ensure test validity and reliability.

 This assures that South Africa's TVET institutions meet or surpass national standards.

Weaknesses of the ICASS Document ( Slide 4)

 ICASS implementation may require a lot of time and effort from teachers. This may entail less relaxation and recovery for overworked personnel in companies with inadequate resources.

 Some worry that the ICASS methodology would limit teachers' ability to differentiate examinations.

 Teachers must understand assessment theory and practices to implement ICASS guidelines. However, uneven implementation and evaluation may ensue if educators have not received adequate training or assistance.

Some believe that the ICASS article overemphasizes assessment as a way of assessing learning outcomes at the expense of the learning process. This might lower education's value and stunt pupils' critical thinking.

References ( Slide 5 )

 Atukunda, J., & Maja, M. M. (2022). Computer Practice Module Lecturers' Experiences of Internal Continuous Assessment at Technical Vocational Education and Training Colleges. International Journal of Educational Methodology , 8 (1), 151-162.

 Teane, F. M. (2021). What we assess is what we produce: Moving towards the development of skills in South African FET colleges. Community College Journal of Research and Practice , 45 (9), 663-673.

 Gamble, J., & Hewlett, L. (2022). In search of teacher professionalism: TVET teachers'" dual narrative" of professionalism. Journal of Education (University of KwaZulu-Natal) , (89), 122-145.

You Might Also Like:-

Accounting for Sustainable Management Assignment Help

Project Management Assignment Sample Online

International Supply Chain Management Assessment Answer

Looking For Complete Assignment Sample Get It On WhatsApp