ASSESSMENT IN TOURISM

ASSESSMENT IN TOURISM

Sharmini Naidoo – Western Cape

Erika Ferreira – Eastern Cape

Penny Vosloo – Eastern Cape

Jackie Toumane - Gauteng

FUNDAMENTALS OF ASSESSMENT

POLICY DOCUMENTS –CAPS REQUIREMENTS

TOURISM

2017

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.

BLOOM’S TAXONOMY

• Cognitive levels

• Weighting

BLOOM’S TAXONOMY VIDEO

BLOOMS TAXONOMY

HIGH = 20%

MIDDLE = 50%

LOW = 30%

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

LEVEL OF DIFFICULTY/CHALLENGE

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


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


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

LAYOUT OF QUESTION PAPERS

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


40

Duration: 2 hours


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


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


30

ANALYSIS GRID FOR WEIGHTING OF COGNITIVE

LEVELS

ASSESSMENT

• Assessment , whether by standardized test or classroom based measures, is a cornerstone of effective teaching and learning

• Assessment drives the whole learning process

ASSESSMENT IN TOURISM

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