ABSTRACT

Good assessment practices in CCE help teachers to know how well they are teaching and how well the students are learning. Assessment provides teachers with a profile of each student's learning and this will then help the teacher to adjust the instruction according to the needs of the student. The modality of assessment has also been discoursed within the dichotomy of summative and formative assessment. Wiggins and McTighe (2005) proposed that the curriculum should be designed backwards from the assessment tasks. It is important for teachers to take an assessment perspective right from the beginning if they want to develop meaningful performance assessment tasks that will indicate what students have learnt. The aim of this initiative was to measure students' ability to discuss and evaluate geographical problems. Mitigation strategies were also high on the list of what students remember, most prominently the 3Rs, saving electricity and the use of public transport in place of private cars.