Examinations Council of Zambia

Guidelines for the Administration of

2020 Practical College-Based Assessments
at Junior Secondary Teacher Education
Level

(Effective 2020)
 © Examinations Council of Zambia 2020
P.O Box 50432, Lusaka Zambia
Tel: 260-0211-252544/82
Fax: 260-0211-253690

©ECZ 2020,

This document remains the property of the Examinations Council of Zambia

and should never be reproduced, stored in any retrieval form or by any means,
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These guidelines may not be sold, hired out or otherwise disposed of by way of
trade.

Typeset and Designed by

Examinations Council of Zambia

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 Guidelines for the Administration of
2020 Practical College-Based Assessments
at Junior Secondary Teacher Education Level

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Abbreviations and Acronyms

CDC Curriculum Development Centre

CBA College Based Assessment
CC College Certificate
DEBS District Education Board Secretary
DESO District Education Standard Officer
ECZ Examinations Council of Zambia
HOD Head of Department
HOS Head of Section
MOGE Ministry of General Education
OMES Online Marks Entry System
PEO Provincial Education Officer
SESO Senior Education Standard Officer
SSEN Students with Special Educational Needs

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Table of Contents
List of Tables .............................................................................................................................................................................. vi
Foreword................................................................................................................................................................................... vii
1.0 Introduction .................................................................................................................................................................... 1
2.0 General Guidelines ........................................................................................................................................................ 1
3.0 Computer Studies Education .......................................................................................................................................... 2
Appendix 1: Introduction to Computer Studies CBA Score sheet ................................................................................................ 10
Appendix 2: Systems Analysis and Design CBA Score Sheet ...................................................................................................... 14
Appendix 3: Database Design CBA Score sheet .......................................................................................................................... 17
Appendix 4: Computer Networks and Data Communication CBA Score sheet ........................................................................... 21
Appendix 5 : .................................................................................................................................................................................. 22
Appendix 6: Basic Computer Programming CBA Score sheet ..................................................................................................... 25
Appendix 7: Web Design Technology CBA Score sheet .............................................................................................................. 30
4.0 Integrated Science Education (ISE 4111) College Based Assessment Guide for paper 3 ........................................... 31
Appendix 8: Year One .................................................................................................................................................................. 38
Foundation Physics (ISE-41114)................................................................................................................................ 38
Foundation Biology (ISE- 41112/3) ........................................................................................................................... 38
Foundation Chemistry (ISE- 41113/3) ....................................................................................................................... 39
Appendix 9: Year Two ................................................................................................................................................................. 40
Optics and Waves (ISE- 42114/3) .............................................................................................................................. 40
Plant and Animal Physiology (ISE – 42112/3) .......................................................................................................... 40
Chemical Processes (ISE- 42112/3) ........................................................................................................................... 41
Appendix 10: Year Three ............................................................................................................................................................. 42
Electricity, Magnetism and Radiation Physics (ISE-43114) ...................................................................................... 42
Genetics, Health, and Environment (ISE-43112) ....................................................................................................... 43
Organic and Electronic Chemistry (ISE-43113)......................................................................................................... 44
5.0 Agricultural Science Education (ASE 4112) College Based Assessment Guide for paper 3....................................... 45
Appendix 11: Year One ................................................................................................................................................................ 52
Biological Sciences (Agricultural Botany and Zoology) ............................................................................................ 52
Physical Sciences (Agricultural Physics and Chemistry) ........................................................................................... 53
Appendix 12: Year Two ............................................................................................................................................................... 54
Animal Science .......................................................................................................................................................... 54
Soil and Crop Science and Principles of Sustainable Agriculture .............................................................................. 55
Appendix 13: Year 3 ..................................................................................................................................................................... 58
Agricultural Engineering ............................................................................................................................................ 58
6.0 Home Economics ......................................................................................................................................................... 59
Appendix 14: Year One Example of Practical Assessment Objectives......................................................................................... 68
Introduction to Nutrition (HEH 4116/2)..................................................................................................................... 68
Food, Nutrition and Dietetics (HEH 4216/2) – Year 2 ............................................................................................... 69
Food Safety and Applied Nutrition (HEH 4316/2) – Year 3 ...................................................................................... 69
Introduction to Home Management (HEH 4116/4) – Year 1 ..................................................................................... 70
Applied Home Science (HEH 4216/4) - Year 2 ....................................................................................................... 71
Business Environment and Management (HEH 4316/4) – Year 3 ............................................................................. 71
Introduction to Needlework and Crafts - Year 1 ........................................................................................................ 71
Needlework and Crafts – Year 2 ................................................................................................................................ 72
Garment Construction – Year 3 ................................................................................................................................. 72
7.0 Art and Design ............................................................................................................................................................. 73
8.0 Musical Arts Education................................................................................................................................................ 78
9.0 Physical Education ....................................................................................................................................................... 83
Appendix 15: Year 1: Suggested Practical Items for College Based Assessment ......................................................................... 86
Appendix 16: Year 2: Suggested Practical Items for College Based Assessment ......................................................................... 87
Appendix 17: Year 3: Suggested Practical Items for College Based Assessment ......................................................................... 88
10.0 Conclusion ................................................................................................................................................................... 88

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List of Tables

Table 3.1: Allocation of tasks for Introduction to Computer Studies Paper 3 (CSE 41132/3) Practical per month of Term 3 .................... 3
Table 3.2: Summary of Tasks and Mark Distribution for Term 3 ....................................................................................................... 7
Table 3.3: Allocation of tasks for Systems Analysis and Design Paper 3 (CSE 42132/3) Practical per month of Term 3 and Year 2 ....... 11
Table 3.4: Summary of Tasks and Mark Distribution for Term 3 ..................................................................................................... 12
Table 3.5: Allocation of tasks for Database Design Paper 3 (CSE 4213/3) Practical per Month of Term 3 and Year 2 ........................... 15
Table 3.6: Summary of Tasks and Mark Distribution for Term 3 ..................................................................................................... 16
Table 3.7: Allocation of Tasks for Computer Networks and Data Communication Paper 3 (CSE 42134/3) Practical in Year 2 per Month
of Term 3. ................................................................................................................................................................ 18
Table 3.8: Summary of Tasks and Mark Distribution for Term 3 ..................................................................................................... 19
Table 3.9:Allocation of tasks for Basic Computer Programming Paper 3 (CSE 4214/3) Practical per month of term 3. ......................... 23
Table 3.10: Summary of Tasks and Mark Distribution for Term 3 ................................................................................................... 24
Table 3.11: Allocation of tasks for Web Design Technology Paper 3 (CSE 43134/3) Practical per month of Term 3. ............................ 27
Table 3.12: Summary of Tasks and Mark Distribution for Term 3 ................................................................................................... 29
Table 4.1: Prescription of Topics for Tasks in CBA Paper 3 in ISE Practical Study Areas ................................................................ 32
Table 4.2: Mark Allocation Guide for Practical Assessment tasks in Physics and Chemistry ............................................................. 33
Table 4.3: Mark Allocation Guide for Practical Assessment tasks Based on Identification and Drawing Specimen ............................. 34
Table 4.4: Example of Conversion Marks from Decimals to Whole Numbers ................................................................................. 35
Table 4.5: Results of the sample experiment ................................................................................................................................ 35
Table 5.1: Prescribed Topics for Tasks in CBA Paper 3 in the ASE Study Areas ............................................................................. 46
Table 5.2: Mark Allocation Guide for Practical Assessment tasks in Physical Science and Agricultural Engineering ........................... 47
Table 5.3: Mark Allocation Guide for Practical Assessment tasks Based on Identification and Drawing Specimen ............................. 48
Table 5.4: Examples of Conversion of Marks from Decimals to Whole Numbers ............................................................................ 49
Table 5.5: Demonstration of the rate of Transpiration ................................................................................................................... 49
Table 6.1: Allocation of tasks for Home Economics College Based Assessment for Term 3 ............................................................. 60
Table 6.2: Summary of Home Management Tasks by Weight ........................................................................................................ 61
Table 6.3: Sample Questions for Home Management College Based Assessment Practical Task for Term 3 ...................................... 61
Table 6.4: Home Management CBA Score sheet .......................................................................................................................... 62
Table 6.5: Summary of Food and Nutrition Tasks by Weight ........................................................................................................ 63
Table 6.6: Sample Question for Food and Nutrition College Based Assessment Task for Term 3 ...................................................... 63
Table 6.7: Food and Nutrition CBA Score Sheet .......................................................................................................................... 64
Table 6.8: Summary of Needlework and Crafts Tasks by Weight ................................................................................................... 65
Table 6.9: Example Task: Garment Construction and Crafts .......................................................................................................... 65
Table 6.10: Needlework and Craft CBA Score Sheet ..................................................................................................................... 67
Table 7.1: Art and Design Sample Practical Assessment Outcomes from the syllabus ...................................................................... 75
Table 7.2: Art and Design Paper 3 Marking Guide – (Two- dimensional Art).................................................................................. 77
Table 7.3 Art and Design Paper 3 Marking Guide – (Three-dimensional Art) ................................................................................. 77
Table 8.1: Mark Allocation Scheme for Sight Singing .................................................................................................................. 79
Table 8.2: Mark Allocation Scheme for Singing and Playing Instruments ....................................................................................... 80
Table 8.3: Marks Allocation Scheme for Dancing ........................................................................................................................ 81
Table 8.4: Marks Allocation Scheme for Composing .................................................................................................................... 81

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Foreword

The Guidelines for the Management of College Based Assessment (CBA) for the Junior Secondary Teacher
Education Programme were prepared by the Examinations Council of Zambia (ECZ) in consultation with the
Ministry of General Education (MOGE) and other stakeholders. College Based Assessment is an integral part of
teaching and learning. The primary purpose of CBA is to improve the quality of teaching and assessment as well
as the student teachers’ process of learning and understanding of subject matter.

This document provides general guidelines to the College administration, staff and students on the conduct of
practical assessments and projects for the year 2020. The college management as frontline standard officers
should guide the lecturers in arranging and conducting the college based assessments for practicals and projects.

The timely and accurate entry and submission of raw marks on the Online ECZ Portal is critical to enable the
ECZ compile and process the results timely as well. Therefore, Lecturers and other concerned experts are
encouraged to read this document carefully and interpret it correctly to safeguard the validity and reliability of
the practical assessments and project works by the candidates.

Dr. Michael M. Chilala

Director
EXAMINATIONS COUNCIL OF ZAMBIA

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1.0 Introduction

In an effort to administer teacher examinations more efficiently and effectively, the Ministry of
General Education and the Examinations Council of Zambia embarked on Examinations Reforms
in 2020.
After the examination reforms, the practical examinations have become part of the teaching and
learning process. All practical examinations for the Junior Secondary Teacher Education
Assessment shall be assessed as College Based Assessments (CBA).
The purpose of College Based Assessments (CBA) at teacher Education levels is to enhance
teaching and learning in the classroom through improved lecturer capacity to identify what student
know, understand and can do. These assessments will not be set and timetabled by the ECZ, but
will be planned by the lecturer as part of teaching and learning.
2.0 General Guidelines

The following general guidelines should be adhered to and implemented for all courses when
administering College Based Assessments:
2.1 The College Based Assessments shall be compulsory to all students and shall contribute a
stipulated percentage of the final mark for each course at each academic year.
2.2 If CBA component marks are not presented to Examinations Council of Zambia, the students
shall be deemed to have been absent from the examination even if they write the theory final
teacher education examination.
2.3 All assessment tasks should be prepared in accordance with the subject specific guidelines
stipulated in this document.
2.4 All CBA tasks should be developed, administered, marked and recorded by the lecturer.
2.5 The Lecturer will be required to ensure that all assessment tasks are derived from the
approved syllabus.
2.6 CBA must be conducted in a natural learning environment and must assess students’
progress in the course of study as distinct from examinations.
2.7 Lecturers of Students with Special Educational Needs (LSEN) shall set appropriate tasks for
the LSEN.
2.8 When conducting CBA tasks, colleges have the autonomy to provide special access
arrangements to LSEN depending on the nature and severity of their disabilities.
Examples of such arrangements may include:
(i) extension of preparation time;
(ii) extension of assessment time;
(iii) provision of ancillary aids; and
(iv) provision of special assistance during the conduct of the assessment tasks.
2.9 The lecturer will compile marks for each student from the specified number of tasks per level
prescribed in the Guidelines.
2.10 The recorded marks shall be entered on the Examinations Council of Zambia Online Marks
Entry Systems (OMES) by the college.

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 2.11 Submission of CBA results shall be done at the end of every examination year.
2.12 The Principal of the college must ensure that once marks have been captured online, a hard
copy is printed and sent to the PEO through DEBS office for onward submission to ECZ.
2.13 All student teachers on transfer shall maintain their CBA results and a letter from the
transferring College Principal confirming that they had undertaken the CBA shall be issued.
2.14 In the event that the CBA component for a student on transfer is not completed, the College
Principal shall write a letter indicating the CBA content covered and marks obtained. The
receiving College Principal must ensure that the topics that were not covered are addressed
for equity purposes.
2.15 Colleges should ensure that evidence for assessed and scored CBA tasks are maintained at all
times as these will be required at any time for verification by standards offices and ECZ.
2.16 The College Principal should ensure that there is thorough supervision of College Based
Assessment in their respective colleges from planning, administration, submission and record
keeping;
2.17 The marks to be submitted to the ECZ should be converted to percentage. That is a student
score divide by the total marks in the component and multiply by one hundred percent
(100%).
3.0 Computer Studies Education

3.1 Purpose
The purpose of the CBA in Computer Studies Education diploma courses is to measure
learners’ proficiency in analysing problems requiring software solutions, developing basic
software codes, processing data electronically, setting up and configuring computer networks
and designing of basic HTML websites.
In the Computer Studies Education, the following courses will have a College Based
Assessment component starting in 2020:
Year One
Introduction to Computer Studies Paper 3 (CSE41132/3)
Year Two
(i) Systems Analysis and Design Paper 3 (CSE42132/3)
(ii) Database Design Paper 3 (CSE42133/3)
(iii) Computer Networks and Data Communications Paper 3 (CSE42134/3)
Year Three
(i) Basic Computer Programming Paper 3 (CSE43132/3)
(ii) Web Design Technology Paper 3 (CSE43134/3)
3.2 Introduction to Computer Studies Paper 3 (CSE41132/3) Practical Assessment
3.2.1 The Introduction to Computer Studies Practical Assessment that will contribute
marks to the learner’s overall score will comprise eighty one (81) tasks from

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 Computer Studies Education syllabus. All the tasks will be administered in the
third term.
3.2.2 The lecturer will set and administer the tasks from the topics covered for this
course.
3.2.3 Lecturers of Learners with Special Education Needs (LSEN) in the course will set
appropriate tasks for these learners.
3.2.4 The lecturer will score (mark) learners’ work, record and ensure that the marks are
submitted to ECZ through the established channels.
3.2.5 There are four (4) Office productivity tools in this course namely: Word processor,
Spreadsheet, Desktop Publishing and Presentation.
3.2.6 The practical assessment tasks will be conducted within each week of the month as
part of the teaching and learning process. The assessment tasks will assess learners’
computing skills.
3.2.7 The tasks will be administered as follows;
3.2.8 A summary of tasks to be administered to students in term three are shown
in table 3.1.
Table 3.1: Allocation of tasks for Introduction to Computer Studies Paper 3 (CSE 41132/3) Practical per month of
Term 3
Year Number of
1 Month Week Tasks tasks Total
I 2 Word Processing Skills

Demonstrating how to work with Word document 3

Use of different types of formatting styles 3 1

9
Inserting tables , illustrations and symbols 3

Demonstrating the use of additional functions performed by a 10

Word processor
Spreadsheet
3 Skills

Demonstrating how to work with Spreadsheet: 2 3

4
Manipulating data in a workbook 5

Modifying and formatting spreadsheet 11

Use of spreadsheet formulas, relative, mixed and absolute 9

referencing
Use of basic and custom sorting and filtering 2

Creating and modifying a chart (Interpreting numerical data 2

using graphs and charts)

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 Year Number of
1 Month Week Tasks tasks Total
Paginating using page break preview 1

Sorting data in predetermined sequence and filter data in a 2

spread sheet
Desktop
4 Publishing Skills
Creating various designs 9 1
3
Importing text, charts and pictures from other programs 3

Modifying already created publications 1

I 1
Presentation Skills
I
Demonstrating how to work with Presentation 2 1
5
Using styles and effects such as font type, font size, font 4
colour, background colour
Demonstrating the use of animations, effects, transitions, 5
setting up slide show, slide show options
Capturing, editing and inserting audio and video 3
Adding narration to the presentation 1

Total Tasks 8
1

The Computing skills to be assessed include:

3.3 Word Processing (Week one)
3.3.1 Demonstrating how to work with Word documents:
 Launching a Word Processor
 Creating a Word document:
 Opening an existing document
 Entering data
 Editing the page layout of the document,
 Editing data
 Saving and Closing the documents
3.3.2 Use of different types of formatting styles
 alignment,
 spacing,
 font
3.3.3 Creating graphics using basic graphic elements
3.3.4 Inserting tables

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 3.3.5 Inserting Illustrations
 picture
 clip art,
 movies and audio
3.3.6 Inserting symbols
3.3.7 Demonstrating the use of additional functions performed by a Word processor
 spelling and grammar,
 word count
 mail merge
 equations and calculations
 table of contents
 citation and bibliography
 creating links
3.3.8 Demonstrating the printing of documents
3.4 Spreadsheet (Week two)
3.4.1 Demonstrating how to work with Spreadsheet:
 Launching a Spreadsheet program
 Creating a worksheet/workbook:
 Saving data in a worksheet,
 Opening existing spreadsheets,
 Entering data in a worksheet/workbook,
 Closing a worksheet/workbook
3.4.2 Manipulating data in a workbook
 Selecting data in a worksheet/workbook
 Copying data in a worksheet/workbook
 Cutting, and pasting data/text in other cells,
 Performing undo and redo actions
 Auto filling data in the cells
3.4.3 Modifying spreadsheets
 insert and delete cells rows and columns,
 find and replace data
3.4.4 Formatting spreadsheet with
 border,
 row height,
 column width
 adding colours
3.4.5 Use of spreadsheet formulas
 references,
 operators,

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  constants,
 functions,
 labels
 function library
3.4.6 Demonstrating use of relative, mixed and absolute referencing
3.4.7 Use of basic and custom sorting and filtering
3.4.8 Adding and editing a picture and clip art
3.4.9 Adding shapes and smart art
3.4.10 Creating a chart
3.4.11 Modifying a chart (Interpreting numerical data using graphs and charts)
3.4.12 Demonstrating how to print preview and printing a workbook
3.4.13 Paginating using page break preview
3.4.14 Switching between worksheet and workbook
3.4.15 Linking spreadsheet to word document by using hyperlink
3.4.16 Sorting data in predetermined sequence and filter data in a spread sheet
3.4.17 Print previewing and printing the spread sheets
3.5 Desktop Publishing (Week three)
3.5.1 Creating various designs
 business cards
 brochures
 posters
 flyers
 web templates
 newsletters
 calendars
 postcards
 headed papers
3.5.2 Importing text, charts and pictures from other programs
3.5.3 Modifying already created publications
3.5.4 Switching between two or more publishing packages
3.5.5 Saving designs and Printing publications

3.6 Presentations (Week four)

3.6.1 Demonstrating how to work with Presentation:
 Launching a Presentation program
 Creating a presentation:
 Saving data in a presentation,
 Opening existing presentation,

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  Entering data in a slide,
 Closing a presentation
3.6.2 Using styles and effects such as font type, font size, font colour, background colour
3.6.3 Demonstrating the use of animations, effects, transitions, setting up slide show,
slide show options
3.6.4 Capturing, editing and inserting audio and video
3.6.5 Adding narration to the presentation
3.6.6 Printing slides
3.6.7 Printing hand-outs from slides
3.6.8 Learners will be required to carry out the practical tasks accurately.
3.6.9 Awarding of marks on the learners’ performance of tasks will be based on the
Tasks and Mark Distribution Guide provided in this document at table 3.2
Table 3.2: Summary of Tasks and Mark Distribution for Term 3
Year 1 No. of Marks/ Total
Month Week Tasks tasks task Marks
I 2 Word Processing Skills

1 Demonstrating how to work with Word document 3 2 6

2 Use of different types of formatting styles 3 2 6

3 Inserting tables , illustrations and symbols 3 2 6

4 Demonstrating the use of additional functions performed 10 2 20

by a Word processor ( spelling and grammar, word
count, mail merge, equations and calculations, table of
contents, citation and bibliography, creating links)

3
8
3I Spreadsheet Skills

I
1 Demonstrating how to work with Spreadsheet: (Creating 2 2 4
and entering data in a worksheet)
2 Manipulating data in a workbook ( selecting, copying, 5 2 10
cutting, pasting data in a worksheet/workbook and auto
filling data in the cells)
3 Modifying spreadsheet (insert cell rows and columns, 6 2 12
delete cells rows and columns, find and replace data)
4 Formatting spreadsheet (adding colours, change border, 5 2 10
row height, column width)
5 Use of spreadsheet formulas, ( references, operators, 6 3 18
constants, functions, labels, function library)

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 Year 1 No. of Marks/ Total
Month Week Tasks tasks task Marks
6 Using relative, mixed and absolute referencing in a 3 5 15
spreadsheet
7 Use of basic custom sorting and filtering 2 2 4

8 Creating and modifying a chart (Interpreting numerical 2 4 8

data using graphs and charts)
9 Paginating using page break preview 1 3 3

10 Sorting data in predetermined sequence and filter data in 2 3 6

a spreadsheet.
90

4 Desktop Publishing Skills

1 Creating various designs ( business cards, brochures, 9 3 27
posters, flyers, web templates, newsletters, calendars,
postcards, headed papers)
2 Importing text, charts and pictures from other programs 3 2 6

3 Modifying already created publications 1 3 3

36

I 1
Presentation Skills
1 Demonstrating how to work with Presentation ( Creating 2 2 4
a presentation and entering data on a slide)
2 Using styles and effects such as font type, font size, font 4 2 8
colour, background colour
3 Demonstrating the use of animations, effects, transitions, 5 2 10
setting up slide show, slide show options
4 Capturing, editing and inserting audio and video 3 3 9

5 Adding narration to the presentation 1 5 5

36

Total Marks 200

3.6.10 The maximum marks allocated to each learner for each task should be 5.
3.6.11 The maximum percentage allocated is 20 (i.e. CBA carries 20 percent).
3.6.12 To calculate the 20 marks required for the CBA total mark, the following steps and
formula will apply:
Obtained Mark
CBA Mark = ×5
Total Mark

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 Example: Calculation of marks for Task 1 in Word Processing
Total mark Total Weighted mark %
Learner’s name obtained mark Formula Mark (round off)

Andrew Phiri 30 38 30 X 5 3.9 4

38

Beauty Lweendo 27 38 27 X 5 3.5 4

38

Misheck Mutuzana 18 38 18 X 5 2.3 2

38

Example: Calculation of marks for task 2 in Spreadsheet

Total mark Total Weighted mark %
Learner’s name obtained mark Formula Mark (round off)

Andrew Phiri 60 90 60 X 5 3.3 3

90

Beauty Lweendo 65 90 65 X 5 3.6 4

90

Misheck Mutuzana 85 90 85 X 5 4.7 5

90

Example: Calculation of marks for task 3 in Desktop Publishing

Total mark Total Weighted mark %
Learner’s name obtained mark Formula Mark (round off)

Andrew Phiri 23 36 23 X 5 3.1 3

36

Beauty Lweendo 34 36 34 X 5 4.7 5

36

Misheck Mutuzana 29 36 29 X 5 4 4
36

Example: Calculation of marks for task 4 in Presentation

Total mark Total Weighted mark %
Learner’s name obtained mark Formula Mark (round off)

Andrew Phiri 35 36 35 X 5 4.8 5

36

Beauty Lweendo 20 36 20 X 5 2.7 4

36

Misheck Mutuzana 22 36 22 X 5 3 3
36

3.6.13 The mark for CBA that will be sent to the Examinations Council of Zambia is
calculated as a percentage of the 20 marks. If Andrew Phiri had a total of 15
marks from the four tasks, the percentage mark is calculated as follows:

15
CBA Mark = × 100 % = 75%
20
The mark of 75 will be entered for this candidate on the ECZ Online Marks Entry
System.

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Examples:
Learner’s Weighted Weighted Weighted Weighted Total Mark Mark for
Name mark for Task mark for mark for mark for (Out of 20) submission to
1 Task 2 Task 3 Task 4 ECZ (%)

Andrew Phiri 4 3 3 5 15 75

Beauty 4 4 5 4 17 85
Lweendo
Misheck 2 5 4 3 14 70
Mutuzana

Appendix 1: Introduction to Computer Studies CBA Score sheet

Confidential
Introduction to Computer Studies Score Sheet

Introduction to Computer Studies (CSE 41132/3) Word Spreadshee Desktop Presentati Grand
Processing t Total 90 Publishing on Total total
College Code:
Total 38 Marks Total 36 36 Marks 20%
College Name: Marks (5%) Marks (5%)
(5%) (5%)
Region:

District:

Examination No. Name of Candidate

Examiner’s name: ............................................................. Sign: .............................................. Date: ............................

Head of Department’s name: ............................................ Sign: .............................................. Date: ............................

Principal’s name: .............................................................. Sign: .............................................. Date: ............................

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3.7 Systems Analysis and Design Paper 3 (CSE 42132/3) Practical Assessment
3.7.1 This is a second year course.
3.7.2 The practical assessment will be assessed in third term.
3.7.3 It consists of five tasks.
3.7.4 The Systems Analysis and Design Practical Assessment that will contribute marks
to the learner’s overall score will comprise five (5) tasks from the Introduction to
Computer Studies syllabus. All the tasks will be administered in the third term.
3.7.5 The lecturer will set and administer the tasks from the topics covered for this
course.
The tasks will be administered as follows:
A summary of tasks to be administered to students in term three are shown in table 3.3.
Table 3.3: Allocation of tasks for Systems Analysis and Design Paper 3 (CSE 42132/3) Practical per
month of Term 3 and Year 2

No of
Month Week Tasks Tasks Total

I 2 Identifying a suitable system development 1

methodology

Justifying the selected suitable system development

1 2
methodology

3 Use appropriate data collection techniques 1 1

4 Use modelling techniques such as data flow diagrams,
entity relationship diagrams, use case diagrams, class
1 1
diagrams to illustrate requirements of the proposed
system.
II 1 Use modelling techniques such as data flow diagrams,
entity relationship diagrams, use case diagrams, class
1 1
diagrams to illustrate requirements of the proposed
system.
Total Number of Tasks 5

3.7.6 Lecturers of learners with Special Education Needs (LSEN) in the course will set
appropriate tasks for these learners.
3.7.7 The lecturer will score (mark) learners’ work, record and ensure that the marks are
submitted to ECZ through the established channels.
3.7.8 The practical assessment tasks will be conducted within each week of the month as
part of the teaching and learning process. The assessment tasks will assess learners’
Systems analytical skills.

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 3.7.9 The Systems analytical skills to be assessed include:
(i) Developing methodologies and modelling techniques;
 Identifying a suitable system development methodology for the
proposed project idea;
 Justifying the selected suitable system development methodology.
(ii) Demonstrating how to:
 Use appropriate data collection techniques;
 Use modelling techniques such as data flow diagrams, entity;
relationship diagrams, use case diagrams, class diagrams.
(iii) Use the selected suitable development methodology for the proposed project
to develop a simple software solution (Student can choose one of the
following development tools:
 Database Management System;
 Programming language (C or VB);
 HTML.
3.7.10 Produce a project report.
3.7.11 Learners will be required to carry out the practical tasks accurately.
3.7.12 Awarding of marks on the learners’ performance of tasks will be based on the
Tasks and Mark Distribution Guide provided in table 3.4.
Table 3.4: Summary of Tasks and Mark Distribution for Term 3
Month Week Tasks Total Number Marks
of Tasks per per
Week Task
I 2 Identifying a suitable system development
1
methodology

Justifying the selected suitable system development

1 20
methodology

3 Use appropriate data collection techniques 1 20

4 Use modelling techniques - data flow diagrams and

entity relationship diagrams - to illustrate 1
requirements of the proposed system.

II 1 Continuation of task performed in week 4 of first

1 20
Month of term II

Total Marks 60

3.7.13 The maximum marks allocated to each learner at year two of this course is 60.
3.7.14 The maximum mark allocated is 20 Marks (i.e. CBA carries 20 percent.)

12 | P a g e
3.7.15 To calculate the 20 marks required for the CBA total mark, the following formula
will apply:
Obtained Mark
CBA Mark = × 20
Total Mark

Example: Calculation of marks

Total mark Total Weighted mark
Learner’s name obtained mark Formula Mark (round off)
Andrew Phiri 30 60 31 X 20
60
10.3 10
35 X 20
Beauty Lweendo 35 60 60 11.7 12
42 X 20
Misheck Mutuzana 42 60 60 14 14

3.7.16 The mark for CBA that will be sent to the Examinations Council of Zambia is
calculated as a percentage of the 20 marks. If Andrew Phiri had a total of 10
marks from the four tasks, the percentage mark is calculated as follows:

10
CBA Mark = × 100 % = 50%
20
The mark of 50 will be entered for this candidate on the ECZ Online Marks Entry
System.

Page | 13
Appendix 2: Systems Analysis and Design CBA Score Sheet

Score Sheet for Systems Analysis and Design

College Name: ...................................................................... College Code: ................................................................

Candidate’s Name: ............................................................... Candidate’s Examination Number: ................................
Date of Assessment: .......................................................................
Task 0 mark 5 marks 10 marks 20 marks
Identifying a suitable Does not seem to Identifies an Identifies a problem Identifies a problem area
system development understand system appropriate area but does not requiring a software
methodology development methodology for the provide an ideal solution
methodology project but fails to software solution Identifies an appropriate
provide a problem area methodology for the
project
Lists and Schedules correct
activities in the selected
methodology
Justifying the selected Fails to justify the Only displays a general Gives justification Gives coherent justification
suitable system selected system understanding of but one which is not suitable for the selected
development development system development fully consistent with system development
methodology methodology methodology but fails the selected system methodology
to apply it to the
problem being
investigated
Use appropriate data Fails to use data Use of data collection Use of data Use of appropriate data
collection techniques collection techniques which are collection collection techniques for
techniques not appropriate for the techniques but not the proposed project
proposed project very appropriate for
the proposed project
Use modelling Unable to identify Able to identify Able to identify Able to identify and
techniques - data flow or use modelling modelling techniques modelling accurately use data
diagrams and entity techniques but using them with techniques but modelling techniques
relationship diagrams - incorrect notation or producing
to illustrate syntax in some places incoherent
requirements of the illustrations
proposed system.

Learner’s Total Score: ................................................................... Scored by: .............................................................

Checked HOD by: ..........................................................................
Examiner’s Name: .......................................................................... Sign: ..................................... Date: .......................
Head of Department’s Name: ......................................................... Sign: ..................................... Date: .......................
Principal’s Name: ........................................................................... Sign: ..................................... Date: .......................

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3.8 Database Design Paper 3 (CSE 42133/3) Practical Assessment
3.8.1 This a second year course.
3.8.2 Practical work will be done in third term of 2020
3.8.3 It consists of five tasks.
3.8.4 The Database Design Practical Assessment that will contribute marks to the
learner’s overall score will comprise five (5) tasks from the Computer Studies
Education syllabus. All the tasks will be administered in the third term.
3.8.5 The lecturer will set and administer the tasks from the topics covered for this
course.
3.8.6 The tasks will be administered as follows:
A summary of tasks to be administered to students in term three are shown in table 3.5.
Table 3.5: Allocation of tasks for Database Design Paper 3 (CSE 4213/3) Practical per Month of
Term 3 and Year 2
No of
Month Week Tasks Tasks Total
I 2 Designing a simple database (i.e. conceptual design
1 1
using E-R modelling)
3 Creating a simple database using Database Management
1 1
System (DBMS)
4 Designing forms 1

Writing queries (using SQL) 1 2

II 1 Generating reports 1 1
Total Number of Tasks 5

3.8.7 Lecturers of learners with Special Education Needs (LSEN) in the course will set
appropriate tasks for these learners.
3.8.8 The lecturer will score (mark) learners’ work, record and ensure that the marks are
submitted to ECZ through the established channels.
3.8.9 The practical assessment tasks will be conducted within each week of the month as
part of the teaching and learning process. The assessment tasks will assess the
learners’ database development skills.
3.8.10 The database development skills to be assessed include:
(i) Designing a simple database (i.e. conceptual design using E-R modelling);
(ii) Creating a simple database using a suitable Database Management System
(DBMS);
(iii) Designing forms;
(iv) Writing queries using Structured Query Language (SQL);
(v) Generating reports.

Page | 15
 3.8.11 Learners will be required to carry out the practical tasks accurately.
3.8.12 Awarding of marks on the learners’ performance of tasks will be based on the
Tasks and Mark Distribution Guide provided in this document at table 3.6.
Table 3.6: Summary of Tasks and Mark Distribution for Term 3
No of
Month Week Tasks Tasks Total
I 2 Designing a simple database (i.e. conceptual design
1 20
using E-R modelling)
3 Creating a simple database using Database Management
1 20
System (DBMS)
4 Designing forms 1

Writing queries (using SQL) 1 20

II 1 Generating reports 1 1
Total Marks 80

3.8.13 The maximum marks allocated to each learner at year two of this course is 80.
3.8.14 The maximum percentage allocated is 20 Marks (i.e. CBA carries 20 percent.)
3.8.15 To calculate the 20 marks required for the CBA total mark, the following formula
will apply:
Obtained Mark
CBA Mark = × 20
Total Mark

Example: Calculation of marks

Total mark Weighted mark
Learner’s name obtained Total mark Formula Mark (round off)
Andrew Phiri 41 80 41 X 20
80
10.2 10
59 X 20
Beauty Lweendo 59 80 80 14.7 15
56 X 20
Misheck Mutuzana 56 80 80 14 14

3.8.16 The mark for CBA that will be sent to the Examinations Council of Zambia is
calculated as a percentage of the 20 marks. If Andrew Phiri had a total of 10
marks from the four tasks, the percentage mark is calculated as follows:

10
CBA Mark = × 100 % = 50% =50
20

16 | P a g e
Appendix 3: Database Design CBA Score sheet
Score Sheet for Database Design

College Name: ............................................................. College Code: .........................................................................

Candidate’s Name: ........................................................ Candidate’s Examination Number: .........................................

Date of Assessment: ......................................................

Task 0 mark 5 marks 10 marks 20 marks

Designing a simple Fails to produce an Able to produce an ER Able to produce an ER Able to analyse data
database (i.e. ER diagram. diagram but one which is diagram that displays requirements
conceptual design not fully derivable from correct entities but systematically and
using E-R the given problem which lack accurate produce an ER diagram
modelling) description. relationships between that accurately
them. represents real-world
entities and
relationships.
Creating a simple Fails to create the Only creates a general Creates a database Creates a coherent
database using database. database but fails to add program with less database using
Database all the necessary appropriate attributes. appropriate Database
Management attributes. Management System
System (DBMS) with all the necessary
attributes needed in a
database.
Designing forms Fails to design Design forms without Design forms but with Design appropriate
Writing queries forms and fails to using any SQL codes. less use of SQL codes. forms using the correct
(using SQL) write queries. tools and populate data
with correct SQL codes.
Generating reports Unable to generate Able to generate reports Able to generate Able to generate well
reports. with some missing details. reports with all formatted reports with
required details but all required details.
which are not well
formatted.

Learner’s Total Score: ................................................................... Scored by: .............................................................

Checked HOD by: ..........................................................................

Examiner’s name: ................................................................. Sign: .............................................. Date: .......................

Head of Department’s name: ................................................ Sign: .............................................. Date: .......................

Principal’s name: .................................................................. Sign: .............................................. Date: .......................

Page | 17
 3.9 Computer Networks and Data Communication Paper 3 (CSE 42134/3) Practical
Assessment
3.9.1 This is a second year course.
3.9.2 The practical assessment will be done in third term of each academic year.
3.9.3 The course will comprise of nine (9) tasks.
3.9.4 The Computer Networks and Data Communication Practical Assessment that will
contribute marks to the learner’s overall score will comprise nine (9) tasks from the
Computer Studies Education syllabus. All the tasks will be administered in the
third term.
3.9.5 The lecturer will set and administer the tasks from the topics covered for this
course.
3.9.6 The tasks will be administered as follows;
3.9.7 A summary of tasks to be administered to students in term three are shown
in table 3.7.
Table 3.7: Allocation of Tasks for Computer Networks and Data Communication Paper 3
(CSE 42134/3) Practical in Year 2 per Month of Term 3.1
Month Week Tasks No of Total
tasks
I 2
Designing a virtual computer network which consists 1 3
of three virtual machines: one server and two client
computers.
Installing a hypervisor, creating and configuring the 1
three virtual machines.
Installing compatible operating systems on the virtual 1
machines.
3 Configuring IP addresses for the virtual machines. 1 3

Implementing a LAN using a suitable available 1

networking device on the hypervisor.
Sharing data on the network 1
4 Joining a client computer to a domain. 1 3
Implementing a network group policy. 1
Setting permission levels for users 1
Total Number of Tasks 9
3.9.8 Lecturers of learners with Special Education Needs (LSEN) in the course will set
appropriate tasks for these learners.
3.9.9 The lecturer will score (mark) learners’ work, record and ensure that the marks are
submitted to ECZ through the established channels.

1
Learners can perform the tasks individually or as a group project. A group can only comprise a maximum number of three (3) candidates.

18 | P a g e
3.9.10 The practical assessment tasks will be conducted within each week of the month as
part of the teaching and learning process. The assessment tasks will assess learners’
computer networking skills.
3.9.11 The computer networking skills to be assessed include:
(i) Designing a small network
 Planning for the number of virtual machines to be installed on the
small LAN.
 Making a simple sketch showing details of computers, IP addresses,
and virtual connecting device to be used for the small LAN.
(ii) Connecting a small network
 Creating three virtual machines.
 Installing required operating systems on the three virtual machines.
 Configuring IP addresses and other required settings for a
successful implementation of a LAN.
 Connecting the three virtual machines into a LAN.
(iii) Identifying network security threats and measures to prevent them
 Joining a client computer to a domain.
 Implementing a network group policy.
 Setting permission levels for users.
3.9.12 Learners will be required to carry out the practical tasks accurately.
3.9.13 Awarding of marks on the learners’ performance of tasks will be based on the
Mark Allocation Guide provided in this document at table 3.8.
Table 3.8: Summary of Tasks and Mark Distribution for Term 3
Total No
No. of of
Month Week Tasks tasks/ tasks Total
week
I 2 Designing a virtual computer network which consists of
three virtual machines: one server and two client
computers.
Installing a hypervisor, creating and configuring the three
virtual machines.
Installing compatible operating systems on the virtual 3 5 15
machines.
3 Configuring IP addresses for the virtual machines.
Implementing a LAN using a suitable available
networking device on the hypervisor.
Sharing data on the network 3 5 15
4 Joining a client computer to a domain.
Implementing a network group policy.
Setting permission levels for users 3 5 15
Total Marks 45
3.9.14 The maximum marks allocated to each learner at year two of this course is 45.
3.9.15 The maximum marks allocated is 20 Marks (i.e. CBA carries 20 percent.)

Page | 19
 3.9.16 To calculate the 20 Marks required for the CBA total mark, the following formula
will apply:
Obtained Mark
CBA Mark = × 20
Total Mark

Example: Calculation of marks

Total mark Total Weighted mark

Learner’s name obtained mark Formula Mark (round off)
Andrew Phiri 40 45 40 X 20 17.7 18
45

Beauty Lweendo 30 45 30 X 20 13.3 13

45

Misheck Mutuzana 36 45 36 X 20 16 16
45

3.9.17 The mark for CBA that will be sent to the Examinations Council of Zambia is
calculated as a percentage of the 20 marks. If Andrew Phiri had a total of 18
marks from the four tasks, the percentage mark is calculated as follows:

18
CBA Mark = × 100 % = 90%
20
The mark of 75 will be entered for this candidate on the ECZ Online Marks Entry
System.

20 | P a g e
Appendix 4: Computer Networks and Data Communication CBA Score sheet

Score Sheet for Computer Networks and Data Communication

College Name: ................................................................................ College Code: ........................................................

Candidate’s Name: ......................................................................... Candidate’s Examination Number: .........................

Date of Assessment: .......................................................................

Skill 0 mark 5 marks 10 marks 15 marks

Designing a Fails to produce a An incoherent sketch with Able to produce a sketch Able to produce a neat sketch
small network sketch of the a lot of missing details. showing details of the showing details of computers,
small LAN to be LAN to be implemented IP addresses, and a virtual
implemented. but with some minor connecting device to be used
details missing. for the small LAN.

Connecting a Fails to create Able to create virtual Able to create virtual Able to create virtual
small network virtual machines. machines but fails to machines and machines, network them, and
successfully connect them. successfully connect successfully use them to ping
them but fail to ping one each other.
machine from another
one.

Identifying Fails to join a Successfully joins a client Successfully joins a Successfully joins a client
network security client computer to computer to a domain but client computer to a computer to a domain,
threats and a domain. fails to implement a domain, implements a implements a network group
measures to network group policy and network group policy, policy, and sets permission
prevent them fails to set permission but fails to sets levels for users.
levels for users. permission levels for
users.

Learner’s Total Score: .................................................................... Scored by ...............................................................

Checked by HOD: .......................................................................... Sign: .................................... Date: .......................

Examiner’s Name: .......................................................................... Sign: ........................................Date .......................

Head of Department’s Name: ......................................................... Sign: ...................................... Date: .......................

Principal’s Name: ........................................................................... Sign: .................................... Date: ......................

Page | 21
Appendix 5

The following is the list of Hypervisor software that can be used:

 Hyper-V
 VirtualBox Hyper-V
 VMware
 Redhat Virtualization
 Sphere Hypervisor
 KVM (Kernel-based Virtual Machine)
 Proxmox VE
 Xen
 Linux KVM
 Free ESXi
 Lguest
 Xvisor
 OpenVZ
 SmartOS
 Oracle Virtualization
 QEMU
 Virtual PC

3.10 Basic Computer Programming Paper 3 (CSE 43132/3) Practical Assessment

3.10.1 This is a third year course.
3.10.2 The practical are supposed to assessed in third term of 2020
3.10.3 The Basic Computer Programming Practical Assessment that will contribute marks
to the learner’s overall score will comprise six (6) tasks from the Introduction to
Computer Studies syllabus. All the tasks will be administered in the third term.
3.10.4 The lecturer will set and administer the tasks from the topics covered for this
course.
3.10.5 The tasks will be administered as follows:
3.10.6 A summary of tasks to be administered to students in term three are shown
in table 3.9.

22 | P a g e
 Table 3.9: Allocation of tasks for Basic Computer Programming Paper 3 (CSE 4214/3) Practical
per month of term 3.2

No
Month Week Tasks of tasks Total
I 2 Constructing an algorithm as a solution to an identified 1
problem.
Expressing the algorithm into flowchart notation. 1 2
3 Using the algorithm to write program code with correct
1
data types.
Correct use of conditional and controlled statements in the
1 2
program code.
4 Developing subroutines and functions for the program
1 1
code.
II 1 Compile (i.e. implement) the program. 1 1
Total Number of tasks 6

3.10.7 Lecturers of learners with Special Education Needs (LSEN) in the course will set
appropriate tasks for these learners.
3.10.8 The lecturer will score (mark) learners’ work, record and ensure that the marks are
submitted to ECZ through the established channels.
3.10.9 The practical assessment tasks will be conducted within each week of the month as
part of the teaching and learning process. The assessment tasks will assess the
learners’ basic computer programming skills.
3.10.10 The basic computer programming skills in C language to be assessed include:
(i) Constructing an algorithm as a solution to an identified problem
(ii) Expressing the algorithm into flowchart notation
(iii) Using the algorithm to write program code with correct data types.
(iv) Correct use of conditional and controlled statements in the program code.
(v) Developing subroutines and functions for the program code.
(vi) Compile (i.e. implement) the program.
3.10.11 Learners will be required to carry out the practical tasks accurately.
3.10.12 Awarding of marks on the learners’ performance of tasks will be based on the
Tasks and Mark Distribution Guide provided in this document in table 3.10 .

2
Learners can perform the tasks individually or as a group project. A group can only comprise a maximum number of three (3)
candidates.

Page | 23
 Table 3.10: Summary of Tasks and Mark Distribution for Term 3

No of
Month Week Tasks tasks/week Total
I 2 Constructing an algorithm as a solution to an identified 1
problem.
Expressing the algorithm into flowchart notation 1 20
3 Using the algorithm to write program code with correct 1
data types.
Correct use of conditional and controlled statements in
1 20
the program code.
4 Developing subroutines and functions for the program
1 20
code.
II 1 Compile (i.e. implement) the program. 1 20
Total Marks 80

3.10.13 The maximum marks allocated to each learner at year two of this course is 80.
3.10.14 The maximum marks allocated is 20 Marks (i.e. CBA carries 20 percent.)
3.10.15 To calculate the 20 mark required for the CBA total mark, the following formula
will apply:
Obtained Mark
CBA Mark = × 20
Total Mark

Example: Calculation of marks

Total mark Total Weighted mark
Learner’s name obtained mark Formula Mark (round off)

Andrew Phiri 43 80 43 X 20 10.7 11

80

Beauty Lweendo 59 80 59 X 20 14.7 15

80

Misheck Mutuzana 56 80 56 X 20 14 14
80

3.10.16 The mark for CBA that will be sent to the Examinations Council of Zambia is
calculated as a percentage of the 20 marks. If Andrew Phiri had a total of 11
marks from the four tasks, the percentage mark is calculated as follows:

11
CBA Mark = × 100 % = 55%
20

The mark of 55 will be entered for this candidate on the ECZ Online Marks Entry
System.

24 | P a g e
Appendix 6: Basic Computer Programming CBA Score sheet
Score Sheet for Basic Computer Programming

College Name: ............................................................. College Code: ...........................................................................

Candidate’s Name: ...................................................... Candidate’s Examination Number: ............................................

Date of Assessment: .......................................................................

Task 0 mark 5 marks 10 marks 20 marks

Constructing an Unable to construct Able to construct an Able to construct an Able to construct a
algorithm as a solution an algorithm and a algorithm as a solution algorithm as a complete and consistent
to an identified flowchart. to an identified solution to an algorithm which provides
problem. problem but one which identified problem a solution to an identified
Expressing the is incomplete and but unable to express problem, and able to
algorithm into hence does not provide it into flowchart accurately express the
flowchart notation) a complete solution to notation. algorithm into flowchart
the identified problem. notation.
Using the algorithm to Unable to produce Able to produce Able to produce Able to produce correct
write program code program codes from program codes but correct program program codes and
with correct data types. the algorithm. which is inconsistent codes and accurate accurate data types using
Correct use of with the algorithm. data types using the the algorithm, and able to
conditional and algorithm, but unable correctly use conditional
controlled statements to correctly use and controlled statements
in the program code. conditional and in the program code.
controlled statements
in the program code.
Developing Fails to code for Able to code Able to code Able to effectively code
subroutines and subroutines and subroutines and subroutines and subroutines and functions
functions for the functions. functions but which functions but which
program code. fail to give results. fail to give correct
results.
Compile (i.e. Unable install and Able to install and run Able to install and Able to install and run
implement) the run the program the program but with run the program but the program without
program. many errors. with some minor errors.
errors.

Learner’s Total Score: .................................................................... Scored by ...............................................................

Checked by HOD: .......................................................................... Sign: .................................... Date: .......................

Examiner’s Name: .......................................................................... Sign: ........................................Date .......................

Head of Department’s Name: ......................................................... Sign: ...................................... Date: .......................

Principal’s Name: ........................................................................... Sign: .................................... Date: ......................

Page | 25
 3.11 The Web Design Technology Paper 3 (CSE 43134/3) Practical per month of term 3.
3.11.1 This is a third year course.
3.11.2 The practical assessment will be done in third term of 2020.
3.11.3 It has 21 tasks for assessment.
3.11.4 The Web Design Technology Practical Assessment that will contribute marks to
the learner’s overall score will comprise twenty one (21) tasks from the
Introduction to Computer Studies syllabus. All the tasks will be administered in the
third term.
3.11.5 The lecturer will set and administer the tasks from the topics covered for this
course.
3.11.6 The tasks will be administered as given in the following parts.
3.11.7 A summary of tasks to be administered to students in term three are shown
in table 3.11.

26 | P a g e
 Table 3.11: Allocation of tasks for Web Design Technology Paper 3 (CSE 43134/3) Practical per
month of Term 3.3
No of
Month Week Tasks tasks/week Total
I 2 Creating a basic HTML static webpage with:
 headings 1
 subheadings 1
 paragraphs 1
 link to other web pages. 1 4
3 Using appropriate formatting tags to put text in:
 Bold 1

 Italic 1
 Alignment 1

 Specified font colour 1

 Specified font face 1
Creating:
 Sections 1
 divisions and; 1
 lines 1 8
4 Using HTML List tags:
 Unordered Lists 1
 Ordered Lists 1
II 1 Using HTML Tables tags
 Table rows 1

 Table cells 1

 Header cells 1
Using HTML Form tags
 Input fields
 Buttons
 Selection lists
 Selection items 7

Total Number of Tasks 21

3.11.8 Lecturers of learners with Special Education Needs (LSEN) in the course will set
appropriate tasks for these learners.
3.11.9 The lecturer will score (mark) learners’ work, record and ensure that the marks are
submitted to ECZ through the established channels.

3
Learners can perform the tasks individually or as a group project. A group can only comprise a maximum number of three (3) candidates.

Page | 27
 3.11.10 The practical assessment tasks will be conducted within each week of the month as
part of the teaching and learning process. The assessment tasks will assess the
learners’ Web Design Technology skills.
3.11.11 The Web Design Technology skills in HTML to be assessed include:
(i) Creating a basic HTML static webpage with:
 Headings
 Subheadings
 Paragraphs
 Link to other web pages
(ii) Using Text Formatting Tags for
 Header
 Bold, italic and underline
 Font colour, font size and font face
 Alignment
(iii) Using HTML tags to create Sections, Divisions & Lines on web pages.
(iv) Using HTML tags to insert and format (i.e. alter image size, alignment,
bolder and spacing) images on the web page.
(v) Using HTML Linking Tags to link:
 Fragment
 Image
 Email
 Target Window
(vi) Using HTML List tags to create:
 Unordered Lists
 Ordered Lists
(vii) Using HTML Tables tags to create:
 Table rows
 Table cells
 Header cells
(viii) Using HTML Form tags to create:
 Input fields
 Buttons
 Selection lists
 Selection items
3.11.12 Learners will be required to carry out the practical tasks accurately.
3.11.13 Awarding of marks on the learners’ performance of tasks will be based on the
Tasks and Mark Distribution Guide provided in this document at table 3.12.

28 | P a g e
 Table 3.12: Summary of Tasks and Mark Distribution for Term 3
No of Marks Total
Month Week Tasks tasks/ /Task Mark
week s
I 2 Creating a basic HTML static webpage with:
 headings 1

 subheadings
 paragraphs
 ink to other web pages. 4 2 8
3 Using appropriate formatting tags to put text in:
 Bold
 Italic
 Alignment
 Specified font colour
 Specified font face
Creating:
 Sections
 divisions and;
 lines 8 2 16
4 Using HTML List tags:
 Unordered Lists
 Ordered Lists 2 4 8
II 1 Using HTML Tables tags
 Table rows
 Table cells
 Header cells
Using HTML Form tags
 Input fields
 Buttons
 Selection lists
 Selection items 7 4 28
Total Marks 60
3.11.14 The maximum marks allocated to each learner at year two of this course is 60.
3.11.15 The maximum percentage allocated is 20 Marks (i.e. CBA carries 20 percent.)
3.11.18 To calculate the 20 marks required for the CBA total mark, the following formula
will apply:
Obtained Mark
CBA Mark = × 20
Total Mark

Page | 29
 Example: Calculation of marks
Total mark Total Weighted mark
Learner’s name obtained mark Formula Mark (round off)

Andrew Phiri 43 60 43 X 20 14.3 14

60

Beauty Lweendo 59 60 59 X 20 19.6 20

60

Misheck Mutuzana 56 60 56 X 20 18.7 19

60

3.11.19 The mark for CBA that will be sent to the Examinations Council of Zambia is
calculated as a percentage of the 20 marks. If Andrew Phiri had a total of 14
marks from the four tasks, the percentage mark is calculated as follows:

14
CBA Mark = × 100 % = 70%
20
The mark of 70 will be entered for this candidate on the ECZ Online Marks Entry
System.

Appendix 7: Web Design Technology CBA Score sheet

Confidential

Web Design Technology Score Sheet

Introduction to Computer Studies (CSE 41132/3) Total Marks Grand Total

60 Marks 20%
College Code:
College Name:
Region:
District:
Examination No. Name of Candidate

Examiner’s name: ................................................................. Sign: .............................................. Date: .......................

Head of Department’s name: ................................................ Sign: .............................................. Date: .......................

Principal’s name: .................................................................. Sign: .............................................. Date: .......................

30 | P a g e
4.0 Integrated Science Education (ISE 4111) College Based Assessment Guide for paper 3

4.1 Purpose
The purpose of this work is to guide lecturers to prepare, administer, score and record
practical assessment from their colleges. The marks should be submitted to ECZ through
established channels.
The Junior Secondary Lecturers’ Diploma in Integrated Science Education has a total of nine
study areas that require practical assessments. The study areas have been listed below
according to the level at which they are studied by students in colleges.
4.1.1 Year 1
(i) Foundation Biology [ISE 41112]
(ii) Foundation Chemistry [ISE 41113]
(iii) Foundation Physics [ISE 41114]
4.1.2 Year 2
(i) Plant and Animal Physiology [ISE 42112]
(ii) Chemical Processes [ISE 42113]
(iii) Optics and Wave Motions [ISE 42114]
4.1.3 Year 3
(i) Genetics, Health, and Environment [ISE 43112]
(ii) Organic and Electronic Chemistry [ISE 43113]
(iii) Electricity, Magnetism, and Radiation Physics [ISE 43114]
In the 2020 academic year, the practical assessment in the nine listed study areas
will be college based. The lecturers will administer practical tasks during the first
four weeks of the third term for 2020. This college based assessment will
contribute 20 marks to the student’s overall score in a particular study area.
The following is the guide for College Based Assessment in Integrated Science
Education for paper 3 (practical).
Note: Specific outcomes on which the practicals tasks can be based on in all the
study areas listed above have been presented in the appendices
4.1.4 A total of four practical tasks will be administered during the first four weeks of the
third term after opening colleges. The lecturers will set and administer four tasks
(one practical per week) from the topics covered in each study area.
Table 4.1 shows prescribed topics in the respective study areas of Integrated
Science Education on which practical tasks will be based.

Page | 31
Table 4.1: Prescription of Topics for Tasks in CBA Paper 3 in ISE Practical Study Areas

Year of
Study Study Area Week 1 Week 2 Week 3 Week 4
1 Foundation Living and non- Classes of living Plants and animal Photosynthesis and
Biology living things organism cells growth (tropism)
Foundation Composition of Physical and Elements, mixtures Mole concept
Chemistry matter chemical changes and compounds
Foundation Physical Kinematics Projectile motions Circular motions
Physics quantities
2 Plant and Transport in Circulatory Respiratory system Excretory system
Animal plants system and Gaseous and Homeostasis
Physiology exchange
Chemical Types of chemical Acids, Basis and Chemical kinetics Chemical
Processes reactions Salts Energetics
Optics and Types of waves Sound waves Light and its nature Reflection and
Wave Motion refraction of Light
3 Genetics, Asexual and Cell and Nuclear Introduction to Diseases
Health and Sexual division inheritance
Environment reproduction in
flowering plants
Organic and Electrolysis and Hydrocarbon Electrolysis and Hydrocarbons
Electronic Galvanic cells Galvanic cells
Chemistry
Electricity, Electrostatics Electric current Magnetism Electromagnetic
Magnetism and and Voltage in induction
Radiation circuits
4.1.5 Lecturers of student with Special Education Needs (LSEN) in the subject will set
appropriate tasks for these student teachers in line with the guidance given in this
section.
4.1.6 The lecturer will score (mark) students’ work, record and ensure that the marks are
submitted to ECZ through the established channels.
4.1.7 The practical assessment tasks will be conducted within the term as part of the
teaching and learning process. The tasks will assess candidates’ scientific process
skills.
The Scientific Process Skills to be assessed include:
(i) Following instructions for the assembly and/or safe use of provided
apparatus and materials.
(ii) Describing a method used for investigating a scientific concept. This should
include stating the materials and amounts to use, the variables to measure or
control, observations to be made, and so on.
(iii) Selecting a suitable chemical reagent and/or measuring device for the task.
(iv) Carrying out specified manipulation of the apparatus.
(v) Taking readings from a measuring device, making observations with
appropriate precision and accuracy and making realistic and clear drawings.

32 | P a g e
 (vi) Recording observations systematically and readings with appropriate units.
(vii) Processing, presenting and analysing data.
(viii) Describing precautions taken in carrying out the method and/or suggesting
an improvement.
(ix) Describing the method of carrying out given instruction, such as
precautions taken in carrying out the method, reasons for making a choice
of apparatus/chemicals, commenting on a procedure used in an experiment
and suggesting an improvement.
(x) Drawing a conclusion or stating the result clearly.
4.1.8 Students will be required to carry out the practical tasks and record their responses
appropriately and it is assumed that after the practical tasks students would have
acquired the following competences:
(i) Recognizing issues that are possible to investigate scientifically.
(ii) Identifying key words to search for scientific information.
(iii) Recognizing the key features of a scientific investigation.
(iv) Applying knowledge of science in a given situation.
(v) Interpreting phenomena scientifically and predicting changes.
(vi) Identifying appropriate descriptions, explanations and predictions.
(vii) Interpreting scientific evidence and making and communicating
conclusions.
(viii) Identifying the assumptions, evidence and reasoning behind conclusions.
(ix) Reflecting on the societal implications of science and technological
developments.
4.1.9 Scoring and awarding marks on the students’ written responses to the tasks will be
based on the Mark Allocation Guide provided in this document in table 4.2.
Table 4.2: Mark Allocation Guide for Practical Assessment tasks in Physics and Chemistry

S/No Skill Maximum Mark(s)

1 Description of the method used 2
2 Observation [2] Orderly and Systematic Recording [2] 4
3 Data processing [2] presentation [6] and analysis [3] 11
4 Stating precautions taken and suggestions for improvement 1
5 Application of the findings of the tasks to real life 1
6 Conclusion 1
Total 20
If item 3 in the table is presented in tabular form, the following will be the breakdown of
marks:
Title (1); Neatness (1); Size (1); Heading (1); Subheading (1); Correct Information (1) = 6
marks.
If data is presented in graphical form the following will be the breakdown:
Title (1); Axes (x and y correctly labelled [1]); Scale (1); Heading (1); Subheading (1); Size (1);
Neatness (1) = 6 marks

Page | 33
 Notes: (i) After marking the task out of 20 the lecturer will be required to divide the score by 2.
(ii) This Mark allocation Guide is for one practical task.
Table 4.3: Mark Allocation Guide for Practical Assessment tasks Based on Identification and
Drawing Specimen

Component Skill Maximum Mark(s)

Specimen Identification 1
Measuring specimen (with units) 1
Comparison of specimen features 1
Drawing Size 1
Labels 2
Realistic 1
Measuring drawing (with units) 1
Magnification Formula 0
Correct substitution (with units) 1
Answer (without unit) 1
Total Marks 10

Note: This Mark Allocation Guide is for one practical task

4.1.10 Calculation of the CBA marks for all the study areas
The total student’s marks for CBA in each study area of the academic year will
contribute 20 marks to the overall score calculated from the four tasks worth 40
marks that will be administered in the third term of 2020. The following formula
will be applied
Student CBA Mark
CBA Mark = × 20
40
Example; A student taking Foundation Biology scores 8 out of 10 in task 1, 7/10 in task 2
and 6/10 in task 3 and 5/10 in task 4; the calculation of the CBA mark will be as
follows:
8 + 7 + 6+5 = 26. Therefore, the CBA mark will be:
26/40*20 = 13
The mark for CBA that will be sent to the Examinations Council of Zambia is calculated as a
percentage of the 20 marks as follows:
13
CBA Mark = × 100 % = 65%
20
The mark of 65 will be entered for this candidate on the ECZ Online Marks Entry
System.
If the CBA mark is a fraction (decimal number) it must be rounded off to the nearest whole
number as shown in the table 4.4:

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 Table 4.4: Example of Conversion Marks from Decimals to Whole Numbers

Calculated Mark Rounded off Mark

1.1 1
1.2 1
1.3 1
1.4 1
1.5 2
1.6 2
1.7 2
1.8 2
1.9 2

Note: The procedure and principles of assessment will apply in other components
(Physics and Chemistry) of Integrated Science Education for Junior Secondary
Teacher Diploma.
4.1.11 Samples of Prepared Practical Tasks
Task 1
Topic: Plants and Animals
Subtopic: Transport in Plants
Specific Outcome: Demonstrate the rate of transpiration
(i) A student investigated the effect of different wind speeds on the rate of
transpiration of some leaves. The student took five leaves from a tree and
weighed each of them on a balance. Each of the leaves was then hung from
a different piece of wire. Fans were used to blow air at different speeds over
each leaf. After 12 hours, the student weighed each leaf again. The results
are shown in Table 4.5.
Table 4.5: Results of the sample experiment

wind speed/m per s mass of leaf at mass of leaf at the loss in

the start/g end/g mass/g

0 5.7 3.8
1 5.3 3.3
3 5.9 3.7
6 5.1 2.6
8 5.3 2.6

Calculate the loss in mass for each leaf. Complete table 4.5.

Page | 35
 (ii) Suggest four factors that affect the rate of transpiration.
............................................................................................................
............................................................................................................
Task 2
Topic: Health
Subtopic: Nutrition
Specific Outcome: Identify different type of food nutrients
(a) You are provided with specimen F36, a food nutrient. Using the
reagent provided, carry out a test to identify the nutrient(s) present in
F36 and record your results in the table below as follows.
(i) Under test method, describe the steps followed to carry out the
tests.
(ii) Record your observations under observation column.
(ii) Record the conclusions under conclusion method

Reagent Test method Observation Conclusion

Biuret reagent

Iodine Solution

..............................................................................................................
..............................................................................................................
(b) (i) Which nutrient(s) is present in large quantities in F36 [1]
(ii) Explain how the nutrient(s) in F36 would help a patient to
recover quickly from an illness and how it is digested illness
digestion. [3]
(iii) Name the elements present in the food nutrient F36 [3]
(iv) Name 3 sources of the food nutrient present in F36 [3]
(c) (i) Explain briefly the causes Kwashiorkor [3]
(ii) Mention 2 signs of Kwashiorkor [3]

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Marking Schemes
Task 1
Mass of leaf at the Mass of leaf at the
Wind speed m/s start/g end/g Loss in mass/g
0 5.7 3.8 1.9
1 5.3 3.3 2.0
3 5.9 3.7 2.2
6 5.1 2.6 2.5
8 5.3 2.6 2.7
[5]
(ii) Humidity[1] Temperature [1] Wind [1] light intensity. [1]
Task 2
Reagent Test method Observation Conclusion
Add 2cm3 of The solution turned Protein is
Biuret reagent biuret[1] reagent to to purple[1] present[1]
an equal volume of
F36 and shake
gently [1]
Iodine solution Add 2cm3 of
Iodine[1] solution The solution Starch is absent
to an equal volume remains brown[1] [1]
F36 [1]
(d) Protein [1]
(ii) Illness:
 Repair worn out tissues [1]
 Boost (increase) the immunity to fight diseases [1]
 excess protein may be used as a source of energy [1]
Digestion
 It is chemically broken down by enzymes [1] known as
protease [1] to produce amino acids [1]
(iii) Carbon, Hydrogen, Oxygen, Nitrogen [4]
(iv) eggs, meat………………………… [1]……………………
and AVP [ mark only 1 point] [1]
(c) (i) It is a deficiency disease caused by protein -energy malnutrition [1].
The body breaks down protein in muscles for energy [1]
(ii) It is the wasting of muscles and the depletion of stores[1] in the
body due to shortage of food [1]

Page | 37
Appendix 8: Year One
Foundation Physics (ISE-41114)
1.2 Units and Measurements 1.2.1.3 Measure Physical Quantities and record results using appropriate
Units.
1.2.3.1 Determination of the paths of a projectile.
1.2.2.3 Draw distance-time graphs and speed-time graphs and interpret
data from the graphs drawn.
1.2.4.1 Demonstrate understanding of circular motion.
1.10 Forces 1.10.2.1 Describe force.
1.10.2.3 Describe the turning effects of force.
1.10.3.1 Find the density of various substance.
1.10.3.6 Demonstrate pressure in terms of density, height and mass.
1.11 Heat 1.11.1.1 Demonstrate the process of heat transfer
1.11.2.1 Demonstrate expansion and contraction of substances

1.12 Energy, Work and Power 1.12.1.1 Describe various forms of energy.
1.12.1.3 Demonstrate the understanding of the relationship between force
and distance in respect to work.

Foundation Biology (ISE- 41112/3)

1.3 Plants and Animals 1.3.1.1 Identify characteristics of living and non-living things
1.3.3.1 Identify the main parts of a microscope.
1.3.3.2 Demonstrate an understanding of preparing microscope slides.
1.3.3.3 Differentiate the structure of animal and plant cells using a
microscope
1.3.3.6 Demonstrate an understanding of cell organisation.
1.3.3.7 Demonstrate the movement of substances in and out of the cell.
1.3.4.2 Describe the conditions necessary for photosynthesis to take place.
1.3.4.6 Discuss sources of plant nutrients
1.3.4.8 Investigate how plants obtain dissolved mineral salts from the soil
1.3.4.11 Identify factors affecting the rate of photosynthesis
1.3.4.12 Identify regions of growth of the plant.
1.3.1.3 Demonstrate tropisms in shoots and roots
1.3.5.1 Classify plants according to their leaves and fruits.
1.3.5.3 Make a dichotomous classification key of plants in the local
environment.
1.4 Chemical Components of Cells 1.4.1.1 Identify the structure of biomolecules.

1.5 Chemical Reactions and Enzymes 1.5.1.1 Identify types of enzymes and their mode of action.

1.7 Health 1.7.1.1 Identify conditions related with underfeeding and overfeeding.
1.8 The Environment 1.8.1.2 Identify different types of pollution of the environment.
1.8.1.3 Discuss causes of pollution of the environment.
1.8.1.4 Describe the effects of pollution on the environment.
1.8.1.6 Describe the stages involved in water purification.

38 | P a g e
Foundation Chemistry (ISE- 41113/3)
Topic Syllabus Specific Outcome
Ref. No
Composition of Matter 1.9.1.1 Identify forms of matter.

1Physical and Chemical Changes 1.9.2.1 Distinguish between a physical and a chemical change

1.9.2.2 Describe the arrangement of particles in the three states of

matter
1.9.2.3 Identify the temperature at which water changes state.

Elements Mixtures and compounds 1.9.3.1 Identify common elements using symbols

1.9.3.2 Demonstrate the formation of simple molecules using models of

atoms.
1.9.3.3 Distinguish between mixtures and compounds

Mole Concept 1.9.4.2 Demonstrate understanding of calculations involving mass and

moles
1.9.4.4 Demonstrate understanding of percentage composition by mass.

1.9.4.6 Demonstrate understanding of calculation involving masses,

concentration, and volume at r.t.p and s.t.p from equations.
Kinetic Theory 1.9.5.3 Demonstrate the Kinetic theory to explain Brownian motion

1.9.5.2 Describe different motions of particles that make up matter

Period Table 1.9.6.3 Demonstrate ionization energy in relation to the periodic table

Page | 39
Appendix 9: Year Two
Optics and Waves (ISE- 42114/3)

Topic Syllabus Specific Outcome

Ref. No
Types of Waves 2.6.2.1 Demonstrate wave motion
2.6.2.3 Demonstrate general properties of waves
2.6.2.4 Solve problems involving wave motion.
Sound Waves 2.6.3.1 Demonstrate reflection and refraction of sound waves.
2.6.3.2 Investigate interference and diffraction of sound waves.
Light and its Nature 2.7.2.3 Demonstrate dispersion of light.
2.7.2.4 Demonstrate colour filters and their effect on light rays.
2.7.2.6 Demonstrate the combination of colours to produce white
light
2.7.2.7 Demonstrate how a rainbow is formed experimentally.
Reflection and Refraction of Light 2.7.3.1 Demonstrate Reflection and Refraction of light.
2.7.3.2 Investigate the characteristics of images formed by plane
mirrors.
2.7.3.3 Identify apparent and real depth of objects under water
Optical Devices 2.7.4.1 Describe the types of lens
2.7.4.2 Draw ray diagrams to locate images.
2.7.4.3 Describe characteristics of images formed by converging
and diverging lens

Plant and Animal Physiology (ISE – 42112/3)

Syllabus
Topic Ref. No. Specific Outcome
Transport In Plants 2.2.1.1 Demonstrate the process of Transpiration in plants.
2.2.1.2 Identify the factors affecting the rate of Transpiration.
2.2.1.4 Demonstrate the movement of water and mineral salts from
soil to the leaves.
Circulatory System 2.3.1.1 Describe the human circulation system.
2.3.1.8 Determine the pulse rate at rest and after physical exercise.
Respiratory System And Gaseous 2.3.2.1 Identify organs of Respiratory system of the Human being
Exchange
2.3.2.3 Demonstrate the mechanism of ventilation in human being.
2.3.2.10 Demonstrate the effects of smoking on the respiratory system.
2.3.2.4 Demonstrate the exchange of oxygen and carbon dioxide in
lungs
2.3.2.7 Demonstrate the difference between aerobic and anaerobic
respiration

40 | P a g e
 Syllabus
Topic Ref. No. Specific Outcome
Excretory System and 2.3.3.1 Demonstrate understanding of excretory organs and their
Homeostasis excretory products.
2.3.3.2 Demonstrate the structure of the urinary system, the skin, and
lungs.
2.3.3.3 Demonstrate the functions of the urinary system, the skin, and
lungs.
2.3.3.6 Investigate diseases affecting the excretory system.
Coordinate and Response Demonstrate the action of antagonistic muscles.
Environment 2.4.1.1 Explain the importance of domesticating animals and plants.
2.4.1.2 Explain ways of improving domestic breed of animals and
plants.
2.4.1.5 Explain methods of protecting endangered plants and animals
2.4.1.6 Explain the effect of climate change on plants and animals.

Chemical Processes (ISE- 42112/3)

Syllabus
Topic Ref. No. Specific Outcome
Types of chemical reactions 2.6.1.1 Demonstrate direct combination, displacement, double
decomposition, neutralization, and thermal dissociation reactions.
Acid, Bases and Salts 2.5.2.2 Demonstrate the preparation of a soluble salt.
2.5.2.2 Demonstrate the preparation of a salt.
2.5.2.3 Identify an acid, basic and neutral solution.
2.5.2.4 Calculate problems involving pH [H+], [OH-], pOH, pKa, pKb, Kw
2.5.2.5 Demonstrate neutralization reaction.
Chemical kinetics 2.5.2.1 Demonstrate how given factors affect rates of chemical reaction.
2.5.2.2 Interpret data graphs involving rate of chemical reactions
Chemical energetics 2.5.3.1 Investigate the standard enthalpy of a reaction.
2.5.3.4 Demonstrate the difference between spontaneity and spreading.
2.5.3.5 Demonstrate the difference between enthalpy and entropy
Chemical Equilibrium 2.5.4.1 Demonstrate a reversible reaction.
2.5.4.2 Investigate factors that affects chemical equilibrium.
Redox Reactions 2.5.5.1 Demonstrate understanding of oxidation and reduction in terms of
oxygen, hydrogen, electrons and oxidation number.
2.5.5.2 Demonstrate understanding of oxidising and reducing agents
2.5.5.3 Demonstrate balancing redox reactions in acidic and basic medium
Solutions and Suspensions 2.5.6.1 Identify the factors that affect the solubility of a solution.
2.5.6.2 Interpret the solubility curve of a given compound.
2.5.6.3 Evaluate the solubility product constant [Ksp] of a solution
2.5.6.4 Demonstrate understanding of saturated, unsaturated and super-
saturated solution
2.5.6.5 Evaluate concentration of ions in a given solution.

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Appendix 10: Year Three
Electricity, Magnetism and Radiation Physics (ISE-43114)

Topic Syllabus Specific Outcome

Ref. No.
Electrostatics 3.7.1.1 Demonstrate static electricity.
3.7.1.2 Demonstrate production of electric charges.
3.7.1.3 Investigate the characteristics of charges.

Electric current and voltage 3.8.2.1 Demonstrate understanding of the difference between electric
in circuits conductors and insulators.
3.8.2.2 Demonstrate the relationship between electric current, resistance and
potential difference.
3.8.1.3 Draw basic circuit symbols.

3.8.1.4 Demonstrate measurement of electric current and potential difference

in a simple circuit.
3.8.1.5 Demonstrate relationship between electric current and potential
difference.
3.8.1.6 Plot and interpret graphs given relevant data obtained from
experiment.
3.8.1.7 Demonstrate understanding of voltage and current for resistors in
series and parallels
3.8.1.8 Demonstrate understanding of Ohm’s law by solving problem
involving series and parallel circuits.
3.8.1.9 Calculate electric energy costs of power in an electric circuit.
Magnetism 3.6.2.2 Demonstrate properties of magnets.
3.6.2.3 Demonstrate understanding of the difference between magnetic and
non-magnetic materials.
3.6.2.4 Demonstrate magnetisation and demagnetisation
3.9.3.1 Demonstrate the magnetic effect of a current.
Electromagnetic Induction 3.6.3.1 Demonstrate electromagnetic induction.
3.6.3.2 Demonstrate understanding of different types of transformers.
Electronic Devices 3.9.1.1 Use transistors and diodes as electronic devices
3.9.1.2 Investigate the uses of Logic gates (NOT, AND, NAND, NOR)
Communication 3.9.2.1 Identify ways of sending and receiving information over long
distances.
3.9.2.3 Demonstrate the transmission of radio and television signals

3.9.2.8 Demonstrate the transmission of a live broadcast of an event from

Africa to Europe using raw block diagram

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Genetics, Health, and Environment (ISE-43112)
Topic Syllabus Specific Outcome
Ref. No.
Asexual and Sexual 3.2.1.1 Demonstrate understanding of the difference between asexual and
Reproduction in Flowering sexual reproduction.
Plants

3.2.1.3 Investigate the characteristics of insect pollinated and wind pollinated

flower.
3.2.1.5 Demonstrate an outline of the process of pollination.

3.2.1.6 Demonstrate the difference between self and cross pollination

Introduction to inheritance 3.2.1.10 Investigate the dispersal of seeds and fruits.

3.3.2.1 Demonstrate understanding of the distinction between continuous and

discontinuous variation,
3.3.2.2 Demonstrate Mendelian and Mono-hybrid inheritance.

Drugs and Substance abuse 3.4.1.2 Identify substances and drugs that are abused.
3.4.1.3 Investigate the effects of the various substances and drugs that are
abused.
Diseases 3.4.2.1 Demonstrate the distinction between communicable and non-
communicable diseases.
3.4.2.2 Identify vectors and causative agents for communicable and non-
communicable diseases in the local community.
3.4.2.5 Investigate preventive measures of communicable and non-
communicable diseases.
Immunity 3.4.3.1 Identify cells that help in improving the immunity of the human body.
3.4.3.4 Investigate the importance of immunization.
3.4.3.5 Demonstrate the role of diet in improving immunity
Ecology 3.5.1.1 Investigate factors affecting the oxygen and carbon cycle.
3.5.1.3 Demonstrate the natural balance of gases in the atmosphere.

3.5.1.4 Develop a food chain and show each feeding stage in it.

3.5.1.5 Illustrate the pyramid of numbers and biomass.

3.5.1.6 Demonstrate the relationship between the biotic and abiotic organisms
in the ecosystem
3.5.1.8 Investigate the effect of human activities on the environment.

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Organic and Electronic Chemistry (ISE-43113)
Topic Syllabus Specific Outcome
Ref. No.
Electrolysis and Galvanic cells 3.6.1.1 Illustrate electrolysis.
3.6.1.2 Demonstrate understanding of Faradays’ law of electrolysis.
3.6.1. 3 Draw an electrolytic cell.
3.6.1.5 Make an electrochemical cell
3.6.1.6 Demonstrate the concentration changes in Galvanic/Voltic Cells
3.6.1.8 Calculate the potential of the cell
Hydrocarbons 3.8.1.1 Demonstrate/investigate the difference organic and inorganic
compounds.
3.8.1.2 Classify hydrocarbons.
3.8.1.4 Construct the nomenclature of organic compound using IUPAC
system
3.8.1.5 Relate each class of organic compound to its functional group.
3.8.1.6 Predict the product of a particular reaction based on the functional
group.

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5.0 Agricultural Science Education (ASE 4112) College Based Assessment Guide for paper 3

5.1 Purpose
The purpose of the College Based Assessment in Agricultural Science Education is to grade
student lecturers’ achievement continuously against the prescribed competencies in the
Junior Secondary Teacher’s’ Diploma Syllabi.
5.2 Components of Agricultural Science Education
The Junior Secondary Lecturers’ Diploma in Agricultural Science Education has a total of
five study areas that require practical assessments. The study areas have been listed below
according to the level at which they are studied by students in colleges.
(a) Year 1
(i) Biology (Agricultural Botany and Zoology) (ASE 41122)
(ii) Physical Science (Agricultural Chemistry and Physics) (ASE 41123)
(b) Year 2
(i) Animal Science (ASE 42123)
(ii) Soil and Crop Science and Principles of Sustainable Agriculture (ASE 42122)
(c) Year 3
Agricultural Engineering (ASE 43124)

5.3 General Guidelines

5.3.1 In the 2020 academic year, the practical assessment in the five listed study areas
will be college based.
5.3.2 The lecturers will administer practical tasks during the first four weeks of the third
term for 2020.
5.3.3 This college based assessment will contribute 20% to the student’s overall score in
a particular study area.
5.3.4 The following is the guide for College Based Assessment in Agricultural Science
Education for paper 3(practical)
Note: Specific outcomes on which the practicals tasks can be based on in all the study areas
listed above have been presented in the appendices.
5.3.5 A total of four practical tasks will be administered during the first four weeks of the
third term after opening colleges. The lecturers will set and administer four tasks
(one practical per week) from the topics covered in each study area.
5.3.6 Table 5.1 below shows prescribed topics in the respective study areas of
Agricultural Science Education on which practical tasks will be based.

Page | 45
 Table 5.1: Prescribed Topics for Tasks in CBA Paper 3 in the ASE Study Areas

Yr. Study Area Week 1 Week 2 Week 3 Week 4

1 Biology (Botany and Introduction to plant Introduction to Introduction to Introduction to

Zoology) science Animal Science plant science Animal Science

Physical Science Units of Physical and Work Energy and Mole Concept
(Physics and Measurement Chemical Power
Chemistry) Changes

2 Animal Science Animal Nutrition Poultry Beef and Diary Fish farming
Production Production

Soil and Crop Science Introduction to Soil Horticulture and Field Crop Agroforestry and
and Principles of Science Pastures Production, crop Forestry
Sustainable Protection and
Agriculture Conservation
farming

3 Agricultural Farm tool and Engines Farm Farm Structures

Engineering Implements Mechanization

5.3.7 Lecturers of students with Special Education Needs (LSEN) in the study area will
set appropriate tasks for these students in line with the guidance given in this
section.
5.3.8 The lecturer will score (mark) students’ work, record and ensure that the marks are
submitted to ECZ through the established channels.
5.3.9 The practical assessment tasks will be conducted within the first four weeks of term
three as part of the teaching and learning process. The assessment tasks will assess
student lecturers’ scientific process skills.
The Scientific Process Skills to be assessed include:
(a) Following instructions for the assembly and/or safe use of provided
apparatus and materials.
(b) Describing a method used for investigating a scientific concept. This should
include stating the materials and quantities to use, the variables to measure
or control and observations to be made.
(c) Selecting a suitable chemical reagent and/or measuring device for the task.
(d) Carrying out specified manipulation of the apparatus.
(e) Taking readings from a measuring device, making observations with
appropriate precision and accuracy and making realistic and clear drawings.
(f) Recording observations systematically and readings with appropriate units.
(g) Processing, presenting and analysing data.
(h) Describing precautions taken in carrying out the method and/or suggesting
an improvement.
(i) Drawing a conclusion or stating the result clearly.

46 | P a g e
5.3.10 Students will be required to carry out the practical tasks and record their responses
appropriately and it is assumed that after the practical tasks students would have
acquired the following competences:
(a) Demonstrate the ability to grow and manage various types of vegetables
and fruits.
(b) Demonstrate the ability to rare and manage all types of chickens up to point
of sale.
(c) Show the ability to handle and use animal drawn implements
(d) Demonstrate the ability to grow and manage various types of cereal and
legume crops
(e) Demonstrate the ability to practice animal husbandry through keeping
domestic animals.
(f) Show the ability to identify and understand the functions of some common
tractor drawn farm implements.
(g) Organise and present information from various sources.
(h) Use information to observe trends and draw conclusions
(i) Make predictions based on observations
5.3.11 Scoring and awarding marks on the students’ written responses to the tasks will be
based on the Mark Allocation Guide provided in this document in tables 5.2 and
5.3
Mark Allocation Guide
Table 5.2: Mark Allocation Guide for Practical Assessment tasks in Physical Science and
Agricultural Engineering
S/No Skill Max. Mark(s)
1 Description of the method used 2
2 Observation [2] Orderly and Systematic Recording [2] 4
3 Data processing [2] presentation [6] and analysis [3] 11
4 Stating precautions taken and suggestions for 1
improvement
5 Application of the findings of the tasks to real life 1
6 Conclusion 1
Total 20

If item 3 in the table is presented in tabular form, the following will be the
breakdown of marks:
Title (1); Neatness (1); Size (1); Heading (1); Subheading (1) ; Correct
Information(1) = 6 marks. If data is presented in graphical form the following will
be the breakdown:
Title (1); Axes (x and y correctly labelled [1]); Scale (1); Heading (1); Subheading
(1); Size (1); Neatness (1) = 6 marks

Page | 47
 Notes: (i) After marking the task out of 20 the lecturer will be required to divide the score
by 2.
(ii) This Mark allocation Guide is for one practical task.
Table 5.3: Mark Allocation Guide for Practical Assessment tasks Based on Identification
and Drawing Specimen
Component Skill Max. Mark(s)
Specimen Identification 1
Measuring specimen (with units) 1
Comparison of specimen features 1
Drawing Size 1
Labels 2
Realistic 1
Measuring drawing (with units) 1
Magnification Formula 0
Correct substitution (with units) 1
Answer (without unit) 1
Total Marks 10

Note: This Mark Allocation Guide is for one practical task

5.4 Calculation of the CBA marks for all the study areas
The total student’s marks for CBA in each study area of the academic year will contribute 20
marks to the overall score calculated from the four tasks worth 40 marks that will be
administered in the third term of 2020. The following formula will be applied
Student CBA Mark
CBA Mark = × 20
40
Example:
A student taking Animal science scores 8marks out of 10 in task 1, 7/10 in task2 and 6/10 in
task 3 and 5/10 in task 4 the calculation of the CBA mark will be as follows:
8 + 7 + 6+5 = 26 therefore the CBA mark will be: 26/40*20 = 13.

The mark for CBA that will be sent to the Examinations Council of Zambia is calculated as a
percentage of the 20 marks as follows:
13
CBA Mark = × 100 % = 65%
20
The mark of 65 will be entered for this candidate on the ECZ Online Marks Entry System.

If the CBA mark is a fraction (decimal number) it must be rounded off to the nearest whole
number as shown in the table 5.4.

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 Table 5.4: Examples of Conversion of Marks from Decimals to Whole Numbers
Calculated Mark Rounded off Mark
61.1 61
61.2 61
61.3 61
61.4 61
61.5 62
61.6 62
61.7 62
61.8 62
61.9 62

Samples of Prepared Practical Tasks

Biology (Agricultural Botany and Zoology)
Task 1
Topic: Plants and Animals
Subtopic: Transport in Plants
Specific Outcome: Demonstrate the rate of transpiration
A student investigated the effect of different wind speeds on the rate of transpiration of some
leaves. The student took five leaves from a tree and weighed each of them on a balance. Each of
the leaves was then hung from a different piece of wire. Fans were used to blow air at different
speeds over each leaf. After 12 hours, the student weighed each leaf again. The results are shown
in table 5.5.
Table 5.5: Demonstration of the rate of Transpiration

wind speed/ m per s mass of leaf at the start / g mass of leaf at the end / g loss in mass/g
0 5.7 3.8
1 5.3 3.3
3 5.9 3.7
6 5.1 2.6
8 5.3 2.6

(i) Calculate the loss in mass for each leaf. Complete Table 4.5
(ii) Suggest four factors that affect the rate of transpiration.

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 Task 2
Topic: Health
Subtopic: Nutrition
Specific Outcome: Identify different type of food nutrients
You are provided with specimen F36, a food nutrient. Using the reagent provided, carry out a test
to identify the nutrient(s) present in F36 and record your results in the table below as follows.
(a) (i) under test method, describe the steps followed to carry out the tests.
(ii) Record your observations under observation column.
(iii) Record the conclusions under conclusion method

Reagent Test method Observation Conclusion

Biuret reagent

Iodine Solution

[6]
(b) (i) Which nutrient(s) is present in large quantities in F36 [1]
(ii) Explain how the nutrient(s) in F36 would help a patient to recover quickly from an
illness and how it is digested illness [3]
Digestion: [3]
(iii) Name the elements present in the food nutrient F36 [3]
(iv) Name 3 sources of the food nutrient present in F36 [3]
(c) (i) Explain briefly the causes Kwashiorkor. [3]
(ii) Mention 2 signs of Kwashiorkor [3]

Marking Schemes
Task 1
(i)
Wind speed m/s Mass of leaf at the start/g Mass of leaf at the end/g Loss in mass/g
0 5.7 3.8 1.9
1 5.3 3.3 2.0
3 5.9 3.7 2.2
6 5.1 2.6 2.5
8 5.3 2.6 2.7
[5]
(ii) Humidity [1] Temperature [1] Wind [1] light intensity [1]

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Task 2
Reagent Test method Observation Conclusion
Biuret reagent Add 2cm3 of biuret [1] The solution turned to Protein is present [1]
reagent to an equal volume purple [1]
of F36 and shake gently
[1]
Iodine solution Add 2cm3 of Iodine [1] The solution remains Starch is absent [1]
solution to an equal brown [1]
volume F36 [1]

(i) protein [1]

(ii) Illness :
 Repair worn out tissues [1]
 Boost (increase) the immunity to fight diseases [1]
 excess protein may be used as a source of energy [1]
Digestion:
It is chemically broken down by enzymes [1] known as protease [1] to produce amino
acids [1]
(iii) Carbon, Hydrogen,Oxygen,Nitrogen [4]
(iv) eggs, meat[1] and AVP [ mark only 1 point] [1]
(c) (i) It is a deficiency disease caused by protein -energy malnutrition [1].
The body breaks down protein in muscles for energy [1]
(ii) It is the wasting of muscles and the depletion of stores [1]
in the body due to shortage of food [1]

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Appendix 11: Year One
Biological Sciences (Agricultural Botany and Zoology)
Topic Syllabus Specific Outcome
Ref. No.
Introduction to Plant Science 1.3.1.1 Classify the major plant families of agricultural importance.
1.3.1.2 Compare and contrast the characteristics of plants, algae and
fungi.
1.3.1.3 Describe the morphology of plants.
1.3.1.4 Differentiate between the anatomy of monocots and dicots.
1.3.1.5 Examine the physiology of plants.
1.3.1.6 Identify plant breeding methods.
1.3.1.7 Demonstrate plant breeding methods to improve crop
performance
Introduction to Animal Science 1.4.1. 1 Identify the major animal families of agricultural importance
1.4.1.2 Classify the common farm animals
1.4.1.3 Classify the reproductive physiology of farm animals
1.4.1.4 Identify and name animals of agricultural importance
(insects, wild/domestic animals and aquatic animals)
1.4.1.5 Describe the anatomy and physiology of farm animals.
1.4.1.6 Distinguish ruminant animals from non-ruminant animals
1.4.1.7 Identify livestock breeding methods.

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Physical Sciences (Agricultural Physics and Chemistry)

Topic Syllabus Specific Outcome

Ref. No.
1.2 Units and Measurements 1.2.1.3 Measure Physical Quantities and record results using
appropriate Units.
1.2.3.1 Determination of the paths of a projectile.
1.2.2.3 Draw distance-time graphs and speed-time graphs and
interpret data from the graphs drawn.
1.10 Forces 1.2.4.1 Demonstrate understanding of circular motion.
1.10.2.1 Describe force.
1.10.2.3 Describe the turning effects of force.
1.10.3.1 Find the density of various substance.
1.10.3.6 Demonstrate pressure in terms of density, height and mass.
1.11 Heat 1.11.1.1 Demonstrate the process of heat transfer
1.11.2.1 Demonstrate expansion and contraction of substances
1.12 Energy, Work And Power 1.12.1.1 Describe various forms of energy.
1.12.1.3 Demonstrate the understanding of the relationship between
force and distance in respect to work.
Composition of Matter 1.9.1.1 Identify forms of matter.
Physical and Chemical Changes 1.9.2.1 Distinguish between a physical and a chemical change
1.9.2.2 Describe the arrangement of particles in the three states of
matter
1.9.2.3 Identify the temperature at which water changes state.
Elements Mixtures and compounds 1.9.3.1 Identify common elements using symbols
1.9.3.2 Demonstrate the formation of simple molecules using models
of atoms.
1.9.3.3 Distinguish between mixtures and compounds
Mole Concept 1.9.4.2 Demonstrate understanding of calculations involving mass
and moles
1.9.4.4 Demonstrate understanding of percentage composition by
mass.
1.9.4.6 Demonstrate understanding of calculation involving masses,
concentration, and volume at r.t.p and s.t.p from equations.
Kinetic Theory 1.9.5.3 Demonstrate the Kinetic theory to explain Brownian motion
1.9.5.2 Describe different motions of particles that make up matter
Period Table 1.9.6.3 Demonstrate ionization energy in relation to the periodic
table

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Appendix 12: Year Two
Animal Science
Syllabus
Topic Ref. No Specific Outcome
Animal Nutrition 1.4.2.1 Characterize the different categories of feedstuffs and their
chemical components.
1.4.2.2 Formulate feed ration
1.4.2.3 Identify different types of livestock rations.
Poultry Production 2.2.1.1 Identify the important poultry animals
2.2.1.2 Classify poultry animals
2.2.1.3 Describe the rearing systems for each class of poultry identified.
2.2.1.4 Identify the main features of poultry housing.
2.2.1.5 Demonstrate management practices in poultry.
Pig Production 2.2.2.1 Identify pig breeds
2.2.2.2 Describe the main features of a piggery.
2.2.2.3 Demonstrate the management practices in pig production.
Beef and Diary Production 3.2.1.1 Describe the characteristics of beef and dairy breeds.
3.2.1.2 Demonstrate the management practices of beef and dairy cow
(Selection, Oestrus cycle, Replacements, mating methods,
artificial insemination, pregnancy management, calving.)
3.2.1.3 Demonstrate the management practices of a lactating cow (milk
synthesis and let down, feeding, milk handling and storage).
3.2.1.4 Demonstrate the calf management practices (colostrum, feeding,
identification, castration dehorning, and weaning.)
3.2.1.5 Identify the methods of beef cattle improvement
Sheep and Goat Production 3.2.2.1 Identify the important sheep and goats breeds
3.2.2.2 Describe the classes of sheep and goats.
3.2.2.3 Demonstrate the management practices (feeding, disease and pest
control).
Fish Farming 3.2.3.1 Describe the significance of fish and fish farming.
3.2.3.2 Identify common types of fish farmed in Zambia.
3.2.3.3 Identify methods of fish farming in Zambia.
3.2.3.4 Analyze the advantages and disadvantages of integrated fish
farming.
3.2.3.5 Establish and manage a fish pond.
3.2.3.6 Examine different ways of harvesting fish.
3.2.3.7 Explain the various methods of fish preservation
3.2.3.8 Discuss the marketing of fish.

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 Syllabus
Topic Ref. No Specific Outcome
Bee Keeping 3.2.4.1 Analyze the importance of bee farming.
3.2.4.2 Examine the different types of bees.
3.2.4.3 Describe the common methods of bee keeping.
3.2.4.4 Discuss the techniques for establishing and management of an
apiary.
3.2.4.5 Examine the methods of harvesting honey.
3.2.4.6 Analyze the techniques for processing and grading honey and
honey products

Soil and Crop Science and Principles of Sustainable Agriculture

Topic Syllabus Ref. Specific Outcome
No
Introduction to Soil Science 1.2.1.1 Identify the soil forming rocks
 Describe weathering of minerals
 Identify translocated and deposited weathered materials
Describe materials of process of soil synthesis.
1.2.1.2  Examine the soil profile.
 Dig soil profiles and conduct soil survey
 Assess the soil profiles.
 Collect soil sample
 Test soil acidity on given sample of soil
1.2.1.3 Determine the physical and chemical properties of soil.
 Describe the physical and chemical properties of soil
 Describe the organic components of the soil
 Demonstrate the effects of soil acidity and alkalinity
 Demonstrate the role of liming the soils
1.2.2.4 Demonstrate soil – water – plant relations.
1.2.2.5 Identify the effects of soil erosion and its control.
1.2..2.6 Identify soil degradation and reclamation.
 Demonstrate water need and irrigation
 Identify the types of irrigation
 Determine the suitability of a particular soil for particular
crop production
Soil Fertility 1.2.2.1 Compare and contrast organic (manures) and chemical
(inorganic or artificial) fertilizers.
1.2.2.2 Demonstrate the importance of plant nutrients. .

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 Topic Syllabus Ref. Specific Outcome
No
Horticulture (Fruit and 1.2.2.3 Classify the major horticultural crops
Vegetable Production)

1.2.2.4 Analyze the importance of fruits.

1.2.2.5 Examine the classes of fruit crops.
1.2.2.6 Selecting a site for an orchard.
1.2.2.7 Design a plan and layout of an orchard.
1.2.2.8 Demonstrate propagation methods.
1.2.2.9 Demonstrate management practices of an orchard.
1.2.2.10 Describe the storage strategies for fruits
1.2.2.11 Examine the types of vegetables and their varieties.
1.2.2.12 Identify the ecological requirements for each of the named
vegetable.
1.2.2.13 Select a site for vegetable production.
1.2.2.14 Draw a four crop rotational plan.
1.2.2.15 Prepare a seedbed.
1.2.2.16 Prepare a nursery.
1.2.2.17 Determine the seed rate and plant population of a named
crop.
1.2.2.18 Demonstrate sowing.
1.2.2.139 Demonstrate management practices of a nursery.
1.2.2.20 Demonstrate transplanting.
1.2.2.21 Demonstrate management practices for
vegetables in the main field.
1.2.2.22 Demonstrate the process of harvesting.
1.2.2.23 Describe the storage strategies for vegetables
Field Crop Production 2.1.4.1 Examine the types of field crops and their
varieties.
2.1.4.2 Analyze the ecological requirements for each
of the named field crop.
2.1.4.3 Selecting a site for growing a field crop.
2.1.4.4 Determine the seed rate and plant population of a named
field crop.
2.1.4.5 Demonstrate sowing/ planting the selected field crops.
2.1.4.6 Demonstrate the management practices for field crops.
2.1.4.7 Demonstrate process of harvesting and post-harvest
preparation.

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Topic Syllabus Ref. Specific Outcome
No
2.1.4.8 Compute the expected yield.
2.1.4.8 Describe the storage and marketing strategies
2.2.3.1 Classify pasture grasses.
2.2.3.2 Describe methods of range improvement.
2.2.3.3 Identify causes of range degradation.
2.2.3.4 Compare and contrast the types of grazing
systems.
Pasture and Rangeland 3.1.1.1 Identify crop pests and diseased plants.
Management
3.1.1.2 Analyse methods of controlling and preventing
crop pests and diseases.
3.1.1.3 Classify forms of pesticides.
3.1.1.4 Calibrate pesticide application equipment.
3.1.1.5 Demonstrate safety precautions when using
chemicals.
3.1.1.6 Demonstrate Integrated Pest Management techniques
Crop Protection 3.1.4.1 Identify Agro-forestry. practices from the local
environment
3.1.4.1 identify various tree species that will improve soil fertility.
3.1.4.1 Plant appropriate trees to improve soil fertility and reduce
soil erosion.
3.1.4.1 Describe the merits and demerits of
agroforestry.
Agroforestry Forestry 3.1.3.1 Identify importance of trees in soil
management.
3.1.3.2 Select a site for planting trees.
3.1.3.3 Identify the effects of deforestation.
3.1.3.4 Formulate measures of preventing and controlling
deforestation.
Conservation Farming 3.1.2.1 Demonstrate the importance of conservation farming.
3.1.2.2 Demonstrate land clearing and preparation techniques in
conservation farming.
3.1.2.3 Demonstrate sowing and planting techniques in conservation
farming

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Appendix 13: Year 3
Agricultural Engineering
Syllabus
Topic Ref. No Specific Outcome
Introduction to Farm Tools 2.4.1.1 Discuss the importance of Agricultural engineering.
And Implements
2.4.1.2 Describe the sources of farm power.
2.4.1.3 Describe the principles underlying levers, pulleys and screws in
relation to work.
Hand Tools 2.4.2.1 Describe different categories of hand tools.
2.4.2.2 Discuss the maintenance and storage of hand tools.

Animal Drawn Implements 2.4.3.1 Analyze the different categories of animal drawn implements.
2.4.3.2 Describe the maintenance and storage of animal drawn
implements.
Tractor Drawn Implements 2.4.4.1 Analyze the different categories of tractor drawn implements.
2.4.4.2 Discuss the maintenance and storage of tractor drawn implements.

Engines 2.4.5.1 Identify the parts of an engine and the function.

2.4.5.2 Describe the working of the two and four stroke internal petrol and
diesel engines
2.4.5.3 Contrast petrol from diesel engines.
2.4.5.4 Analyze the different systems of an Engine.
2.4.5.5 Explain the maintenance of the main system of an engine

Farm Mechanisation 2.4.6.1 Analyze the categories of mechanisation.

2.4.6.2 Describe process
2.4.6.3 Discuss the advantages and disadvantages of farm mechanisation.

Farm Structures 2.4.1.1 Design the farm layout.

2.4.1.2 Analyze the characteristics of crop storage facilities.
2.4.1.3 Analyze the characteristics of animal handling structures.
2.4.1.4 Distinguish different structures for water supply.
2.4.1.5 Choose methods of maintaining named water supply systems.

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6.0 Home Economics

6.1 Purpose
The purpose of the College Based Assessment in Home Economics is to grade student
lecturers’ achievement continuously against the prescribed competencies in the junior
secondary lecturers’ diploma syllabi.
6.2 Components of Home Economics
The guidelines apply to the conduct and administration of all the Home Economics
College Based Assessments at 1st 2nd and 3rd year of junior secondary diploma. Home
Economics practical based components include Food and Nutrition, Home Management
and Needlework and Crafts all attached with individual course names and codes from year
1 to year 3 respectively.
(a) First Year
(i) Introduction to Nutrition (HEH4116/2),
(ii) Introduction to Needlework and craft (HEH4116/3)
(iii) Introduction to Home Management (HEH4116/4).
(b) Courses at second year,
(i) Food, Nutrition and Dietetics (HEH4216/2),
(ii) Needlework & Crafts (HEH4216/3)
(iii) Applied Home Science (HEH4216/4).
(c) Courses at third year
(i) Food Safety and Applied Nutrition HEH4316/2
(ii) Garment Construction (HEH4316/3)
(iii) Business, Environment and Management (HEH4316/4

6.3 General Guidelines for Home Economics CBA

(a) Using these guidelines, the lecturer of Home Economics should prepare question(s)
and marking scheme(s) according to the paper requirements in line with the
Assessment Schemes.
(b) The lecturer of Home Economics should further decide when to administer the
Practical Assessment within the teaching/learning time. The period of assessment
should be integrated in the course outlines and schemes of work and communicated to
the student lecturers in advance.
(c) The lecturer of Home Economics should award marks based on the skills exhibited in
the following:
(i) Preparation/Plan of work –skills to look for include critical thinking,
creativity and problem-solving;
(ii) Processes/Methods of work - skills to look for include logical and analytical
thinking;
(iii) Presentation/Quality of the outcome – skills to look for include orderly
display, aesthetics, critical thinking, creativity.
(iv) The scores awarded to candidates should not exceed the total marks for each
paper.

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 (v) The marks should be entered onto the ECZ online electronic marks capture
system each year through the PEO for onward submission to ECZ.
(vi) The weighting for the mark for the practical assessment should be 20 marks.
The guidelines cater for year1, 2 and 3 junior secondary diploma candidates.
(vii) The assessment must begin as early as term 1 during the teaching and learning
process. All assessments must be finished by mid-second term so that marks are
ready for submission to ECZ. For Colleges with school experience in term 1, for
instance 3rd years, the assessment must be begin in term 2 during the teaching
and learning process. Second years with school experience in term 2 must begin
the tasks in term 1 and continue in the 1st quarter of term 3.
(viii) Refer to practical based specific outcomes for tasks to select for assessments.
Remember not all outcomes are practical based. Select only appropriate ones for
practical assessment.
(ix) The practical exam mark for year 1, 2 and 3 diploma candidates whose
weighting is 20 marks must be assessed at College level. This means that
practical exam at both promotion and final this year will not be conducted by
ECZ but will be done at college level. The College will enter marks on to the
ECZ online electronic mark capture system and submit through PEO.

Note that ECZ follows the P1 (CA) = 50 marks, P2 (Theory) = 30 marks, P3

(Practical exam) = 20 marks. The P1 is always done by colleges. The P3 as well will
be done and completed at college level and marks be submitted to ECZ.
Table 6.1: Allocation of tasks for Home Economics College Based Assessment for Term 3

Course level No of Tasks for Term 3 Total number of Tasks

Year 1 1 1

Year 2 1 1

Year 3 1 1

6.4 Home Management Diploma CBA for Term 3

The lecturer should prepare several and various tasks to assess student lecturers’
achievements throughout the syllabus. However, the example outlined in table 2 should be
submitted to ECZ.
Refer to the table 6.2 which shows the distribution of marks for practical exam task. The
example given is for year 3. However, the lecturer can follow the same format for year 1
and 2.

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 Table 6.2: Summary of Home Management Tasks by Weight

No. of
Course Course Questions Total Weight
level Course name code Sections/Tasks /Tasks Marks
Year 3 Business, HEH Task 3  1 100
Environment 4316/4 Entrepreneurship
and (Project)
Management
1 100
Total 100 20 Marks

Year 3 - Task: Entrepreneurship

(a) The lecturer should set five different tasks which will require student lecturers to plan
and prepare any entrepreneurial activities based on the topics in Home Management.
Each student teacher should be assigned only one task randomly or following the
register.
(b) The tasks should involve calculating the profit realised from the capital money spent
by costing the product or service rendered.
Table 6.3: Sample Questions for Home Management College Based Assessment Practical Task for
Term 3
Course level Course Name Course Sample Assessment Task
Code
Year 3 Business, Environment HEH Task 3: Entrepreneurship (Project)
and Management 4316/4 You have been given one hundred
kwacha (K100.00) to set up a small
backyard garden, prepare and plant a
minimum of three vegetables including
herbs/spices. Take care of the vegetables,
harvest and cost them for selling.
In the portfolio, name the vegetables you
will plant and their uses. Calculate your
expenditure and profit you will realise
after selling.
N.B: The project could be derived from
any component of Home Management
and not necessarily from gardening.
(100)

The example given is for year 3. However, the lecturer can follow the same format for year
1 and 2.

Page | 61
 Calculation of the CBA marks for Internal and External Diploma candidates.
The total marks for CBA will marked out of 100 and will contribute 20 marks of the
overall score for a candidate’s practical task. The 20 marks will come from the practical
assessment task.
For Example, a student teacher who scores 60 out of 100 from the practical task, the
calculation will be:
60
CBA Mark = × 20 = 12
100
The mark for CBA that will be sent to the Examinations Council of Zambia is calculated as
a percentage of the 20 marks as follows:
12
CBA Mark = × 100 % = 60%
20
The mark of 60 will be entered for this candidate on the ECZ Online Marks Entry System.
If the CBA mark is not a whole number, it should be rounded off to the nearest whole
number.
Table 6.4: Home Management CBA Score sheet
Confidential
College Based Assessment score sheet for term 3

Subject: Assessment criteria Mark Score

Task Number: Choice 5 5
College Code: Plan/Order of work 10 5
College Name: Methods 25 15
Region: Skills 40 25
District: Finished results 20 10
Exam. No Name of Candidate Total Mark Candidate Score

100 60
Total Weight Candidate Score
20 12

Examiner’s name: ....................................... Sign: .............................................. Date: .......................

Principal’s name: ........................................ Sign: .............................................. Date: .......................

Note that this is just a sample on how the form can be completed. This is the very score
sheet to submit to ECZ.

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6.5 Food and Nutrition Diploma CBA for Term 3

The lecturer should prepare several and various tasks to assess student lecturers’
achievements throughout the syllabus. However, the example outlined in table 5 should be
submitted to ECZ.

Refer to the table 6.5 which shows the marks for practical exam task. The example given is
for year 3. However, the lecturer can follow the same format for year 1 and 2.
Table 6.5: Summary of Food and Nutrition Tasks by Weight

Course No. of Total Weight

level Course name Course code Sections/Tasks Tasks Marks
Year 3 Food Safety and HEH4316/2 Task 3  Baking 1 100
Applied Nutrition

1 100
Total 100 20 Marks

(a) Task – Baking

(i) The lecturer should set at least five different tasks which should include the
various methods of baking (creaming, melting, whisking and rubbing-in
methods). Each student teacher should be assigned only one task randomly or
following the register.
(ii) Each task should incorporate both savoury and sweet dishes with various
finishings (decoration and garnishing).
(iii) The student lecturers should price the items at display.
Note: For each task student lecturers should prepare a time plan before carrying out the
actual practical task. A period of not more than 1 week (7 days) should be allowed
between planning and the actual practical task to allow the lecturer and student
lecturers to put all the required ingredients and materials in place.
Table 6.6: Sample Question for Food and Nutrition College Based Assessment Task for Term 3
Course level Course Name Course Code Sample Assessment Task

Year 3 Food Safety and HEH4316/2 Task 3: Baking.

Applied Nutrition It’s batch baking day at your College
(a) Prepare bake and serve five
sweet/Savoury dishes with five
different decoration/garnishing
finishes.
(b) Price the items and display for sell.

The example is for year 3. However, the lecturer should follow the same format for year 1
and 2.
Note: For each task, write a Time Plan to show your choice of dishes, ingredients,
methods you will use and shopping list. The Time Plan should carry 5 marks.

Page | 63
 Calculation of the CBA marks for Internal and External Diploma candidates.
The total marks for CBA will be marked out of 100 and will contribute 20 marks of the
overall score for a candidate’s practical task. The 20 marks will come from the practical
exam task
For Example, a student teacher who scores 72 out of 100 from the practical Task, the
calculation will be
72
CBA Mark = × 20 = 14.4
100

CBA Mark = 14

The mark for CBA that will be sent to the Examinations Council of Zambia is calculated as
a percentage of the 20 marks as follows:
14
CBA Mark = × 100 % = 70%
20
The mark of 70 will be entered for this candidate on the ECZ Online Marks Entry System.

If the CBA mark is not a whole number, it should be rounded off to the nearest whole
number.
Table 6.7: Food and Nutrition CBA Score Sheet
Confidential
Sample of College Based Assessment score sheet for term 3

Subject: Assessment criteria Mark Score

Task Number: Choice 5 3
College Code: Plan/Order of work 10 8
College Name: Methods 25 15
Region: Skills 40 32
District: Finished results 20 12

Exam. No. Name of Candidate Total Mark Candidate score

100 72
Total Weight Candidate score
20 14

Examiner’s name: ....................................... Sign: .............................................. Date: .......................

Principal’s name: ........................................ Sign: .............................................. Date: .......................

Note that this is just a sample on how the form can be completed. This is the very score
sheet to submit to ECZ

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6.6 Needlework and Crafts Diploma CBA for Term 3
The lecturer should administer several tasks in Needlework and Craft, but submit only one as
guided in table 6.8. Refer to Table 6.8 which shows the marks for the practical task. The
example given is for year 3. However, the lecturer can follow the same format for year 1
and 2.
Table 6.8: Summary of Needlework and Crafts Tasks by Weight
Course Course Course Sections/Tasks No. of Total Weight
level name code Tasks Marks
Year 3 Garment HEH Task  Garment 1 80
Construction 4316/3 Construction and
Crafts
Portfolio 20
3 100
Total 100 50
Marks

Table 6.9: Example Task: Garment Construction and Crafts

Course Course Course Sample Assessment Task

level Name Code
Year 3 Garment HEH4316/3 Task: Garment Construction and Crafts
Construction (i) Design, Cut and make a personal outfit to
wear at an occasion of your choice. Choose
an appropriate style, colour, and fabric
texture to best suit your figure and the
occasion.
(ii) Design and make two accessories using two
different skills. The skills may include;
weaving, crocheting, knitting, braiding and
beadwork. The accessories may include;
bracelet, necklace,
handbag, slippers, Hair band, Hat etc. (80)
Portfolio
A portfolio of not more than10 pages should be
compiled to cover the work you have done in
Garment Construction Explain your choice of style,
fabric texture and colour in connection to your
figure and occasion. Calculate your expenditure,
your proposed selling price and the profit you would
realise. Show the chosen style in sketch and your
finished product in picture. (20)

(a) The lecturer should set a task in which student lecturers should design and make a
personal outfit.
(b) The chosen outfit should include a suitable accessory using crafts skills (weaving,
crocheting, knitting, braiding or beadwork).
Note: The sample question is for Needlework and Crafts College Based Assessment for
Practical Task for term 3. The example given is for year 3. However, the lecturer can
follow the same format for year 1 and 2.

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 Calculation of the CBA marks for Internal and External Diploma candidates.
The total marks for CBA will be marked out of 100 and will contribute 20 marks to the
overall score for a candidate’s practical task which will include garment construction and
portfolio. The 20 marks will come from the practical exam task
For Example, a student teacher who scores 12 from portfolio and 58 from garment
construction will score 70 out of 100 from the practical Task, the calculation will be
70
CBA Mark = × 20 = 14
100

CBA Mark = 14

Subject: Assessment Criteria Mark Score

Task Number: Portfolio 20 12
College Code: Choice of style 10 08
College Name: Processes 20 14
Region: Edge finishes 10 08
District: Disposal of fullness 10 07
Opening and fastening 10 08
Accessories 16 10
Presentation 4 03
Exam. No. Name of Candidate Total Mark Candidate raw
score
100 70
Total Weight Candidate score
20 14

The mark for CBA that will be sent to the Examinations Council of Zambia is calculated as a
percentage of the 20 marks as follows:
14
CBA Mark = × 100 % = 70%
20
The mark of 70 will be entered for this candidate on the ECZ Online Marks Entry
System. (Actually this mark is the same as the candidate raw mark in the sample
above).

If the CBA mark is not a whole number, it should be rounded off to the nearest whole
number.

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Table 6.10: Needlework and Craft CBA Score Sheet
Confidential
Sample of College Based Assessment score sheet for term 3

Examiner’s name: ................................................................. Sign: .............................................. Date: .......................

Principal’s name: .................................................................. Sign: .............................................. Date: .......................

Assessment criteria Examples Marks

Process file/Portfolio Explanation of choice, processes, sketches, cost and profit to be realised 20 marks
etc.
Choice of style Choice of style in relation to the age, figure type, fabric and colour. 5 marks
Processes  Joining stitches 40 marks
 Neatening stitches
 Seam allowance
 Type of seams (suitable for the garments)
Edge finishes  Hem 10 marks
 Facing
 Yoke
 Collar
 Pocket
Disposal of fullness Suitable for the type of style e.g. pleats, darts, pin tucks, etc. 10 marks
(suitable for the age
and garment)
Opening and fastening  Zips 5 marks
 Button and button hole
Accessories  Bungles 8 marks
 Earrings
 Belts
 Bags
 Necklaces
 etc.
Presentation  Pressing of garments 2 marks
 Trimmings
 Folding
 Labelling of garments (no pins)
 Labelling placed on single material
 No left over fabric packed
Total 100 marks

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Page |

Appendix 14: Year One Example of Practical Assessment Objectives.

Introduction to Nutrition (HEH 4116/2)
A lecturer of Home Economics is free to select any of the appropriate outcomes for practical assessment
tasks. All the outcomes listed here are all practical based.
Topic Sub-Topic Specific Outcome Comment
1.1 The Kitchen Design 1.1.2.3 Use different utensils and This practical will help students
Kitchen equipment found in the become acquainted with the use of
kitchen the equipment that are not found in
their homes
1.1.3 Weights 1.2.1.3 Measure and Weighing of During this practical, students
and ingredients correctly should be encouraged to improvise
Measures equipment for use during the
measuring and weighing process
1.2Introduction 1.2.1 Food and 1.2.1.3 Classify foods according This practical will help students
to Nutrition to their food groups have the knowledge in planning
Nutrition meal that are balanced
1.2.2 Nutrients 1.2.2.2 Experiment the effect of During the practical, the lecturer is
heat on different nutrients encouraged to work in collaboration
with the colleagues in the science
department to cement the concepts
1.4 Cooking 1.4.1 Methods of 1.4.1.6 prepare different foods During the this practical, the
Cooking using different cooking lecturer should emphasise the effect
methods of heat on the nutrients
1.5 Beverages 1.5.1 Types of 1.5.1.3 Prepare modern and Encourage the students to research
beverages traditional beverages on the different non-alcoholic
beverages to prepare them with the
skills that are commonly asked in
TEVETA exams as well
2.1 Meal 2.1.1 Individual 2.1.1.2 Demonstrate knowledge The importance of conducting this
Planning dietary and skills in planning practical is teach students apply the
needs meals for different learnt skills and knowledge in the
individual requirements preparation of nutritious meals for
(infants, toddlers, their immediate family members of
teenagers, adolescents, the named nature
manual workers, invalids,
convalescents, etc.)
2.1.2. Therapeutic 2.2.1.2 Describe therapeutic diets Very important practical to help
diets suitable for different students acquire skills and
(Specific health conditions/disorders knowledge to the preparation of
diets) suitable meals for individuals with
health condition which are very
common in the communities they
are coming from

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 Topic Sub-Topic Specific Outcome Comment
2.2 Main 2.2.1 Cooking of 2.2.1.3 Prepare a variety of dishes These practical can be taught to
foods in main foods from the main foods student when teaching balanced
the diet in the diet meals and the importance of
proteins in the diet
2.3 Meal 2.3.1 Raising 2.3.2.4 Prepare various dishes Also focus on the faults in using
and Agents using different raising different raising agents
Flour agents
Mixtures
2.3.3 Flour 2.3.3.2 Outline steps involved in This practical goes well with
Mixtures making of various flour teaching steps in bread making
mixtures

Food, Nutrition and Dietetics (HEH 4216/2) – Year 2

Food Safety and Applied Nutrition (HEH 4316/2) – Year 3

Topic Sub-Topic Specific Outcomes Comment

3.1 Food 3.1.1 Food 3.1.1.4 Demonstrate  Practical entails the students to
Preservation Preservatio knowledge on the acquire skills and knowledge
n storage of preserving of preserving locally available
different types of food foods in season to avoid
spoilage and also teach on
packaging
3.4 Re‫יִ‬chauffe 3.4.1 Types of 3.4.1.4 Plan various dishes  To avoid spoilage of food,
dishes Re`chauffe using left over foods students should be taught this
dishes topic
3.4.1.5 Prepare various dishes
using left over foods
3.5 Meals for 3.5.1 Meals for 3.5.1.4 Prepare meals for  To prepare students who will
special various special occasions be teaching student lecturers
occasions occasions who might want to venture in
events industry, this topic is
very important

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Introduction to Home Management (HEH 4116/4) – Year 1

Topic Sub-Topic Specific Outcomes Comment

1.1 Personal 1.1.1 Body Parts 1.1.1.2 Explain the care and  The practical should
Hygiene and Care cleaning of different parts emphasise the methods of
of the body cleaning different parts of
the body

1.1.2 Grooming 1.1.2.4 Display skills in  These practicals are a

cosmetology, manicure, stepping stone to the
pedicure, hair maintenance, vocational career path
appropriate dressing, etc. meaning that they will
prepare students to also
focus in doing other money
spinning ventures
1.2 Safety and 1.2.1 Common 1.2.1.3 Describe the treatment of  Because students will be
First Aid Accidents common accidents and handling student lecturers,
sudden illness in a home its important that they are
taught how to handle
common accidents
1.6 Budgeting 1.6.1 Household 1.6.1.3 Prepare a budget for  The students will be
and Budgeting household goods required to sell amounts to
whatever they make, it is
Purchasing and
important that they do
Purchasing practicals in budgeting.

1.8 Care of the 1.8.1 Walls and 1.8.2.3 Clean different types of  Housekeeping being one of
Home Floors walls, floors and floor the main issues in the
hospitality industry, the
1.8.2 Home coverings
practical will help students.
Decoration 1.8.2.4 Choose and design soft  These two will give idea to
furnishings students who have interest
1.8.2.9 Describe types of flower in venturing in events
arrangements
1.8.3 Dust and 1.8.3.3 Outline various methods of  Cleanliness is needed in
Dirt removing dirt everything that is done, it
has to be emphasised
during teaching.

1.9 Household 1.9.1 Types of 1.9.1.4 Demonstrate ways of  When doing the practical,
Pests household preventing household pests students should be made to
research using the available
Pests in a home.
things to use in the control
of the pests than using
items which are not
environmentally friendly.

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Applied Home Science (HEH 4216/4) - Year 2

2..1 Soap Making 2.1.1 Types of 2.1.1.4 Make soap using  This when taught to
soaps different methods encourage students to raise
additional income.

2.3 Laundry 2.3.1 Laundry 2.3.1.6 Launder different  For the student lecturers to
materials, garments and articles acquire knowledge and
skill in entrepreneurship.
equipment
and
processes

Business Environment and Management (HEH 4316/4) – Year 3

Topic Sub-Topic Specific Outcomes Comment
3.1 Entrepreneurship 3.1.1 Principles of 3.1.1.5 Develop a business  Learning this will
entrepreneursh plan inculcate the idea of not
depending on waiting for
ip
white collar jobs but to
become their own
company owners
3.2 Business 3.2.1 Business 3.2.1.3 Manage small business  To also help the students
Management Environment ventures practice how to manage
businesses by selling the
and
items produced in class
Management
3.3 Gardening 3.2.1 Kitchen 3.2.1.3 Maintain a kitchen  This practical can also be
Gardening garden done in collaboration the
agriculture department to
learn more skills.

Introduction to Needlework and Crafts - Year 1

Topic Sub-topic Specific Outcomes Comment
1.17 Fabric 1.17.1 Production 1.17.1.3 Identify fabrics  To emphasise the
of fabrics suitable for making identification of fabrics,
a practical on fabric
different articles
identification and on
weaving using home-
made looms should be
done.
1.18 Needlework 1.18.1 Small and 1.18.1.1 Explain care and  During this lesson, a
Equipment Large storage of needlework practical on the sewing
machine should be done
Needlework equipment
so that students have a
Equipment feel on how to handle a
sewing machine.
1.19 Needlework 1.19.1 Needlework 1.19.1.4 Sew different types of  During this practical,
Processes Processes processes there is need to start with
the groups of stitches and
make sample of the
taught processes.

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Needlework and Crafts – Year 2
Topic Sub -Topic Specific Outcomes Comments
2.10 Patterns 2.10.1 Body 2.10.1.1 Explain the body parts where  During this practical,
Measurement measurements are needed students to practice
measuring their
s when making garments
friends.
 For pattern drafting,
involve the students
so that it will be easy
when they start
drafting their own
garments.
 Whatever stage they
do, let them also
start writing a
portfolio.
2.12 Dyeing 2.12.1 Methods of 2.12.1 Methods of Dyeing  Use the locally
Dyeing available materials
to dye different
garments.

Garment Construction – Year 3

Topic Sub-Topic Specific Outcomes Comment
3.11 Bead Work 3.11.1 Bead 3.11.1.3 Make different bead  Students to be
Ornaments ornaments encouraged to use
different items like
seeds to show
creativity
3.12 Garment 3.12.2 Garment 1.1.6.2 Demonstrate on how to  Make the students
Construction Constructio dispose/reduce/control practice the processes
which they are to
n fullness
apply on the given
1.1.6.3 Demonstrate on how to project.
work out collars, sleeves,
pockets
Cuffs
1.1,10.4 Demonstrate on how to
work facing, lace and flys
3.12 Knitting and 3.12.2 Knitting and 3.12.2.1 Make different articles  Start the practical by
Crocheting Crocheting using knitting and making the students
reading and
crocheting
interpreting the
symbols and them
make the articles.

Note: Take note that the comments outlined above are just a guide and you are not limited to the
suggested practicals. You are encouraged to be as creative as possible to incorporate the ones that
you feel can be given to the students.

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7.0 Art and Design

7.1 Purpose
The purpose of the College Based Assessment in Art and Design is to grade student
lecturers’ achievement continuously against the prescribed competencies in the Junior
Secondary Teacher’s’ Diploma Syllabi.
7.2 Components of Home Economics
The guidelines apply to the conduct and administration of all the Art and Design College
Based Assessments at 1st 2nd and 3rd year of junior secondary diploma. Art and Design
practical based components are from the following subjects.
(a) Courses at first year
(i) Introduction to Art (ADE 41172)
(ii) Graphic Design & Crafts (ADE 41173)
(b) Courses at second year,
(i) Graphic Design & Crafts II (ADE 42172)
(ii) Drawing, Colour and Painting I (ADE 42173)
(c) Courses at third year,
(i) Graphic Design and Crafts III (ADE 43172)
(ii) Drawing, Colour and Painting II (ADE 43173)
7.3 General guidelines
7.3.1 Lecturers will be required to draft and administer Paper 3 practical assessments in
Art and Design courses in the course of term 3 teaching and learning processes.
7.3.2 The assessment(s) should be in the form of Two and Three-dimensional practical
work.
7.3.3 Two assessment tasks each should be conducted in each of the courses with Paper
3 at each different level (Years).
7.3.4 Year I has 2 courses namely; Introduction to Art and Graphic Design & Crafts I,
each course with a weighting of with a weighting of 20 marks.
7.3.5 Year II has 2 courses namely; Graphic Design & Crafts II (20 marks) and Drawing,
Colour and Painting I (50 marks).
7.3.6 Year III has 2 courses namely; Graphic Design and Crafts III (20 marks) and
Drawing, Colour and Painting II (50 marks).
7.3.7 Lecturers should ensure that assessment tasks are given in each of the courses with
a Paper 3.
7.3.8 In Two-dimensional Art, the following skills shall be assessed:
 Line
 Shape
 Form
 Tone/colour

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  Texture
 Shading
 Spacing
 Balance
 Proportion
 Rhythm/movement/repetition
 Unity
 Composition
7.3.9 In Three-dimensional Art, the following skills shall be assessed:
 Balance
 Proportion
 Composition
 Knowledge of project and medium
 Technical control of medium
 Execution abilities
 Colour application
 Texture and surface quality
 Aesthetic awareness
 Creativity and originality
 Personal qualities
7.3.10 The lecturer should prepare the assessments tasks well advance. The practical
themes that covers drawing, colour and painting, crafts, graphic design, perspective
drawing/painting, Pattern and Pottery should be obtained from the syllabus. Table
6.1 contains a sample of sub-topics from the syllabus where practical assessments
can be drafted from.
7.3.11 The lecturer shall give the question to the students two weeks before the
assessment(s) to enable them to prepare the materials that will be required for the
tasks.
7.3.12 The lecturer shall mark all the artefacts and will not be required to submit them for
central marking.
7.3.13 The lecturers under the supervision of the Head of Section will compile the results
in readiness for submission to ECZ through using On-line Marks Entry System
(OMES).

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Table 7.1: Art and Design Sample Practical Assessment Outcomes from the syllabus

YEAR ONE

Content Sub-Topic Specific Outcomes

1.1 Art and Design 1.1.4 Basic shapes 1.1.4.1 Create different shapes
1.1.6 Types of shading 1.1.6.2 Develop various shading techniques
1.1.6.3 Apply the principles of Tonal gradation
1.1.7 Perspective 1.1.7.1 Classify rules of Perspective (Classify and
apply the rules of perspective)
1.2 Drawing 1.2.1 Forms of drawing 1.2.1.1 Demonstrate the different forms of drawing
(Observe and make complete drawings)
1.2.3 Drawing from Still- 1.2.3.1 Compose pictures from Still-life using
life different media
1.2.4 Drawing from 1.2.4.1 Create pictures from observing real-life
Observation scenes
1.2.5 Figure drawing 1.2.5.1 Depict parts of the human body on different
surfaces
1.4 Colour and 1.4.1 Categories of Colour 1.4.1.4 Construct a Colour wheel
painting and Colour
psychology
1.4.1.7 Experiment with Monochromatic colours
1.4.1.7 Experiment with Polychromatic colours
1.4.1.9 Apply colour moods in practical activities
1.6 Crafts 1.6.1. Types of Crafts 1.6.1.4. Apply different types of techniques to weave

1.6.1.5. Exploit plaiting and knotting patterns as

techniques
1.6.1.6. Create various crafts using different media
and different techniques
1.6.2 Picture making 1.6.2.1 Create pictures using picture making
techniques in Crafts
1.7 Graphic Design 1.7.1 Graphic Art 1.7.1.2 Design posters with different styles of Letters
on various themes

Page | 75
 YEAR TWO

Content Sub-Topic Specific Outcomes

2.1 Perspective 2.1.1 Linear Perspective 2.1.1.2. Draw different points of the Linear
perspective
2.1.2 Imaginative 2.1.1.3. Depict different types of Linear perspectives
Composition in pictures
2.1.3 Drawing from 2.1.2.1. Create different pictures from imagination
memory using different media
2.1.4 Figure drawing 2.1.3.1 Compose pictures from past experiences
2.1.4.1 Demonstrate skills of drawing human figures
2.2 Colour and 2.2.1. Characteristics of 2.2.1.2. Experiment with individual characteristics of
Painting Colour Colour
2.2,2 Principles of Colour 2.2.2.2. Apply the Principles of colour through
practical activities
2.3 Pattern and Design 2.3.1 Pattern making 2.3.1.1 Design Motif
2.3.1.5 Demonstrate various types of pattern
2.4 Crafts 2.4.1 Modelling 2.4.1.4 Model various items using different media
2.4.2 Construction 2.4.2.1 Construct various artefacts using different
media

2.4.2.2 Assemble different materials to create

artefacts
2.4.3 Carving 2.4.3.2 Carve items for various purposes
2.4.3.3 Explore locally available for carving
2.5 Graphic Design 2.5.1 Two- dimensional 2.5.1.2. Analyse a design layout and apply it to make
design design work

YEAR THREE

Content Sub-Topic Specific Outcomes

3.1 Perspective 3.1.1. Aerial Perspective 3.1.1.2. Apply various techniques of Aerial perspective
3.1.2. Drawing from memory 3.1.1.4. Create original compositions from imagination
3.1.3. Figure drawing 3.1.2.1. Compose pictures from past experiences
3.1.3.1. Demonstrate skills of drawing human figures
3.1.4. Crafts based projects 3.1.4.1. Carve various items for various purposes

7.3.14 All artefacts should be treated as examinations scripts, not to be tempered with and
should therefore remain intact for at least six months before disposal.
7.3.15 The marking criteria at JSTD shall be as follows:

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Table 7.2: Art and Design Paper 3 Marking Guide – (Two- dimensional Art)

SN Focus Area Possible Score Score

1 Line 5
2 Shape 5
3 Form 5
4 Proportion 5
5 Colour/Tone 5
6 Texture 5
7 balance/ 5
8 Rhythm/repetition/pattern 5
9 Unity 5
10 Personal quality 5
Total 50

7.3.16 Sample Question: Two-dimensional practical assessment

Draw and paint a picture depicting a scenery in which you exploit usage of The
Elements and Principles of Art and designs
The competences and skills expected to be assessed could be as follows:
 Drawing skills
 Painting skills
 Understanding of Elements of design
 Understanding of Principles of design
Table 7.3 Art and Design Paper 3 Marking Guide – (Three-dimensional Art)

SN Focus Area Possible Score Score

1 Knowledge, Understanding and appreciation 10
of the chosen craft
2 Technical Control of the medium or process 10
3 Surface and Tactile qualities 10
4 Craftsmanship 10
5 Personal qualities 10
Total 50

7.3.17 Sample Question: Three-dimensional practical assessment

Using natural materials from your immediate surroundings make a necklace and
a pair of earrings.
The competences and skills expected to be assessed could be as follows:
 Manipulative skills
 Creative and imaginative skills
 Aesthetic values understanding

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8.0 Musical Arts Education

8.1 Purpose
The purpose of the College Based Assessment in Musical Arts Education is to grade student
lecturers’ achievement continuously against the prescribed competencies in the Junior
Secondary Teacher’s’ Diploma Syllabi.
8.2 Components of Musical Arts Education
The guidelines apply to the conduct and administration of all the Musical Arts Education
College Based Assessments at 1st, 2nd and 3rd year of junior secondary diploma. Musical Arts
Education practical based components are from the following subjects.
(a) First Year
Music Theory I (MAE 41182)
(b) Second Year
(i) Music Theory II (MAE 42182)
(ii) African Musical Arts (MAE 42183)
(c) Third Year
(i) Music Theory III (MAE 43182)
(ii) Composition and Analysis (MAE 43183)
8.3 General Guidelines
8.3.1 Assessments at JSTD will be in Sight Singing, Performing and Composing.
8.3.2 Lecturers should ensure that all courses with a Paper 3 component at each different
level (year) are assessed.
(a) Sight Singing
(i) Sight Singing assessment will carry a total of 10 marks.
(ii) The Musical Arts Education lecturer should construct sets of five
original melodies in the following keys:
a. Major: G, D, A, F, B flat and E flat.
b. Minor: A, E, B, D and G.
(iii) Tunes from known compositions must not be used for Sight
Singing
(iv) The time signatures should be in the category of simple duple,
simple triple, simple quadruple and compound duple.
(v) The melodies should be between Four (4) to Eight (8) measures long.
(vi) The rhythmic units should be based on the following notes: their
variations and their equivalent rests (tied notes and syncopation will
be encountered)

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 (c) Sample melody for Sight Singing

(i) The melodies should be balanced in terms of melodic movement

(conjunct and disjunct).
(ii) The range of the melodies should not exceed a twelfth.
(iii) The Sight-singing pieces should be securely kept to prevent any undue
exposure which may undermine the validity of the assessment.
(iv) During the assessment session each candidate should be allowed two
(2) minutes to study the melody which he/she will have chosen from
the five options.
(v) Each candidate should be allowed three attempts.
(vi) The assessment of the skill should be based on the following Scheme:
Table 8.1: Mark Allocation Scheme for Sight Singing

Skill 0 1 2 Score
Rhythm No work offered Lack continuity Fluent
Melody No work offered Mainly correct pitches Accurate pitches
Tempo No work offered Inconsistent Steady pulse
Expression No work offered approximate Details realized
Presentation No work offered Insecure Confident
Total (10)

(d) Performing
(i) Performing assessments tasks will carry a total of 60 marks.
(ii) The practical performance assessments (singing/playing
instruments/dancing) may be conducted within a day or over a period
of time depending on the number of candidates.
(iii) Candidates will be assessed in all three disciplines (singing/playing
instruments/dancing).
(iv) Set pieces will be given to the students in term II.
(v) To assess the values of confidence and team work which are essential
in music performance, the tests will involve both solo and group
presentations.

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 (vi) Each component (singing/playing instruments/dancing) carries
20 marks.
(vii) Each candidate should be allowed three (3) attempts (in singing and
playing instruments only)
(viii) Scoring should be based on the following Schemes:

Table 8.2: Mark Allocation Scheme for Singing and Playing Instruments

Skill 0 1 2 3 4 Score

Pitch No work Frequent note errors Generally correct Largely accurate Highly accurate
offered notes notes and intonation notes and intonation

Insufficiently Sufficiently
reliable intonation reliable intonation
to maintain tonality to maintain
tonality

Time No work Unsuitable and/or Suitable tempo Sustained, effective Fluent, with
offered uncontrolled tempo tempo flexibility where
appropriate.

Irregular pulse Generally stable

pulse

Inaccurate rhythm Overall rhythmic Good sense of Rhythmic character

accuracy rhythm well conveyed

Tone No work Uneven and/or Generally reliable Mainly controlled Well projected,
offered unreliable and consistent

Inadequate tonal Adequate tonal Good tonal Sensitive use of

awareness awareness awareness tonal quality

Form No work Musical shape and Some realization Clear musical Expressive,
offered detail insufficiently of musical shape shaping, well- idiomatic musical
conveyed and detail realized detail shape and detail

Musicianship No work Insecure, Generally secure, Positive Assured,

offered

inadequate recovery prompt recovery Carrying musical Fully committed

from slips from slips conviction

Insufficient musical Some musical Character and style Vivid

involvement involvement communicated communication of
character and style

Total (20)

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Table 8.3: Marks Allocation Scheme for Dancing
Criteria 0 1 2 3 4 Score
Level No work Beginners Elementary level Intermediate Advanced level
offered level or better or better level or better or better
Fluency No work Lacking Continuity Adequate Fluent,
offered overall fluency generally fluency rhythmically
maintained accurate
Style No work Dance style Some realization Clear style Expressive,
offered insufficiently of dance style idiomatic style
conveyed
Movement No work movement Some realization well-realized Detailed body
offered insufficiently of movement body movements
conveyed movements
Presentation No work Insecure Cautious Largely secure Confident
offered presentation presentation presentation presentation
Total (20)

(e) Composing
(i) Composing assessment (s) tasks will carry a total of 20 marks.
(ii) The Composing project should be given in term II in order to allow
students to prepare.
(iii) It will be in a song form, based on a theme given by the lecturer.
(iv) The composition should last at least 2 minutes.
(v) The song should be presented in both manuscript and audio
recording.
(vi) The compositions will be assessed according to the following
scheme:
Table 8.4: Marks Allocation Scheme for Composing
Criteria 0 1 2 3 4 Score
Originality of No work Evidence of Some Clearly Very original
Music idea offered reproductions noticeable established Creative
reproductions

Theme No work Unclear generally Adequate Clear

offered interpretation interpreted interpretation interpretation of
the theme
Style No work Insufficiently Some Clear Expressive,
offered conveyed realization idiomatic
Form No work Insufficiently Some Clear Very clear
offered conveyed realization
Presentation No work Insecure Good quality Very good Excellent
offered
Total (20)

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Example of Marks Summary Sheet

Centre Name: ............................................................................. Code: .........................................

Candidate’s Name Exam No: Task 1 Task 2 Total

10 60 70
1
2
3
4
5

To calculate the candidate’s CBA mark at the end of the year to be submitted to the ECZ,
the following formula shall be used:

Total Score = Score in Sight Signing (Out of 10) + Score in Performing (Out of 60) / 70 x 100%

For example;
A student who scores 5 marks out of 10 in Sight Signing and 30 out of 60 in Performing
tasks, the calculation of the CBA mark will be as follows:

5+30
CBA Mark = × 100 % = 35/70 x 100 =50%
70

The calculated CBA mark of 50 is the one to be submitted for that particular student.

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9.0 Physical Education

9.1 Purpose
The purpose of the College Based Assessment in Musical Arts Education is to grade
student lecturers’ achievement continuously against the prescribed competencies in the
Junior Secondary Teacher’s’ Diploma Syllabi.
9.2 Components of Home Economics
The guidelines apply to the conduct and administration of all the Musical Arts Education
College Based Assessments at 1st 2nd and 3rd year of junior secondary diploma. Musical
Arts Education practical based components are from the following subjects.
First Year
(i) Introduction to Physical Education, PES 41192
(ii) Human Anatomy and Health of Physical Education, PES 41193
(iii) Recreation and Development of sports skills I, PES 41194
Second Year
(i) Physical Fitness and Health, PES 42192
(ii) Recreation and development of sports skills II, PES 42193
Third Year
Recreation and development of sports skills III, PES 43192
9.3 General Guidelines
9.3.1 The Physical Education practical assessment (s) will carry a total of 20 marks.
9.3.2 The Physical Education lecturer should set two activities according to the
guidelines provided below.
9.3.3 Table 3.2.1 below has a sample of practical outcomes from the syllabus where
tasks can be drafted from.
9.3.4 Lecturers should ensure that each of the courses at each different level (year) with a
Paper 3 is assessed.
9.3.5 Year I has Recreation and Development of sports skills I (20 marks).
9.3.6 Year II 2 courses namely; Physical Fitness and Health (20 marks) and Recreation
and development of sports skills II (20 marks).
9.3.7 Year III has Recreation and development of sports skills III (20 marks).
9.3.8 The task/activity should be supported by the availability of all the required
equipment and facilities in the college.
9.3.9 Where some equipment and facilities are lacking, the lecturer should improvise or
organise for a community facility where the practical activity can be assessed.
9.3.10 The assessment task/activity should be conducted during the course of teaching and
learning.
9.3.11 Each student should be allowed three (3) attempts on a particular activity.

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 9.4 Specific Guidelines
9.4.1 The lecturer should set at least two activities from the practical skills area of the
syllabus in the areas: recreational games, gymnastics, and perceptual motor skills,
fitness and sports activities.
9.4.2 The set activities should be given to the students a month before they are assessed
in order for them to prepare the necessaries materials and attire.
9.4.3 The duration of the practical session should be fifteen to twenty minutes per learner
or group.
9.4.4 Assessment should be based on the following: knowledge, accuracy and
proficiency, consistency in the performance of the skill and how appropriate the
attire is.
9.4.5 The lecturer should identify specific skills from lessons/topics taught to constitute
the assessment. In racket games, (using badminton as an example) marks could be
awarded on the following skills: Stance, forehand and backhand grip, footwork,
strokes, and underarm-backhand serve. In track events, (using relay as an example)
marks could be awarded for take-off/reaction, strides, baton exchange and carrying
and finishing.
9.4.6 For each of the task/activity should be recorded in line with the scheme shown:
Example: Task/Activity Marks Scheme
Task/Activity:
Identified Skills Marks Score
1
2
3
Total
9.4.7 The individual marks for the student should be consolidated on the Marks
Summary Sheet and should be entered on the ECZ On-line Electronic Marks
Capture System.

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9.5 Physical Education Marks Summary Sheet
Example - Task/Activity Marks Scheme
Centre Name: ................................................................................
Code: ..........................................................................................

Question Number Total Score

Examination Task 1 Task 2 Task 3
SN Number Candidate’s Number

1
2
3
4
5

9.5.1 Calculation of the Practical marks for Expressive

The final marks for each candidate will be calculated at a total of 20 or 50 marks
depending on the weighting of that particular course.
For Example, a student who scores 21 out of 40 in the Recreation and development of
sports skills III, a course with a weighting of 20 will have a final mark calculated as
follows:

Candidate Score
CBA Mark = × Course weighting
Total Practical marks

CBA Mark =
21
× 20
40
= 10.5
= 11
(If the calculated mark is not a whole number, it should be rounded off to the
nearest whole. For example, the calculated mark of 10.5 was rounded to 11).

If the course has a weighting of 50, for instance Drawing, Colour and Painting II,
the final mark should be calculated out of a course weighting of 50.

The mark for CBA that will be sent to the Examinations Council of Zambia is
calculated as a percentage of the 20 marks as follows:
11
CBA Mark = × 100 % = 55%
20
The mark of 55 will be entered for this candidate on the ECZ Online Marks Entry
System.

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Appendix 15: Year 1: Suggested Practical Items for College Based Assessment

Topic Sub – Topic Specific Outcomes

1.3 Movement 1.3.1 Perceptual Motor learning 1.3.1.1 Perform various locomotor movements
1.3.1.2 Perform various non locomotor movement
1.3.1.3 Demonstrate a variety of balancing skills
1.3.1.4 Perform manipulative skills

1.4 Gymnastics 1.4.1 Gymnastics 1.4.1.2 Demonstrate a series of refined tumbling

1.4.2 Stunts activities
1.4.2.1 Demonstrate a series of stunts activities

1.5 Development Of 1.5.1 Ball games 1.5.1.1 Mark out sports playing fields
Sports Skills  Soccer 1.5.1.2 Perform improved motor skills in all ball
 Netball games

 Volleyball 1.5.1.3 Perform basic competencies in all ball games

 Basketball 1.5.1.4 Demonstrate leadership skills in ball games

 Handball and sports activities

 Rugby

1.5.2 Racket games 1.5.2.1 Perform skills in racket games

 Table tennis
 Lawn tennis
 Badminton

1.5.3 Board games 1.5.3.1 Demonstrate advanced various strategies in

 Chess board games

 Draught

1.5.4 Athletics (Track events) 1.5.4.1 Construct running tracks in athletics.

1.7 Principles And 1.7.2 Methods of teaching in 1.7.2.1 Demonstrate the various methods used in
Methods of Teaching Physical Education and teaching Physical Education
Physical Education Sport

1.9 Recreational Activities 1.9.1 Sporting to recreate 1.9.1.1 Demonstrate various sporting activities as part
of their recreation

1.9.2 Recreation through 1.9.2.1 Perform various orienteering activities

adventure

1.9.4 Traditional games 1.9.4.1 Demonstrate various traditional dances of

Zambia
1.9.4.2 Demonstrate various Zambian traditional
games

1.10 Swimming 1.10.1 Pool orientation 1.10.1.1 Conduct pool orientation

1.10.3 Basic water safety 1.10.3.1 Demonstrate water safety practices

1.10.4 Water games 1.10.4.1 Perform simple water games

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Appendix 16: Year 2: Suggested Practical Items for College Based Assessment

Topic Sub – Topic Specific Outcomes

2.1 Gymnastics 2.1.1 Tumbling 2.1.1.1 Demonstrate a series of tumbling activities on
apparatus
2.1.2 Stunts 2.3.2.1 Demonstrate a series of stunt activities on apparatus
2.1.3 Combative activities 2.3.3.1 Describe combative activities 2.3.3.2 Demonstrate
combative activities
2.4 Development of 2.4.1 Conventional games 2.4.1.1 Discuss rules of the conventional games
Sports Skills  Soccer 2.4.1.2 Exhibit skills in various conventional games
 Netball
 Volleyball
 Basketball
 Handball
 Rugby
2.5 Athletics 2.4.2 Track and field events 2.4.2.1 Demonstrate various skills in track and field events
2. Physical 2.5.2 First Aid 2.5.2.1 Describe the contents of the first aid box.
Education and 2.5.2.2 Exhibit knowledge and skills on basic First Aid
Health 2.5.2.3 Conduct First Aid clinics
2.6 Principles and 2.6.1 Planning to teach 2.6.1.1 Interpret the college syllabus
Methods of 2.6.1.2 Explain the schemes of work
Teaching 2.6.1.3 Describe the records of work
Physical 2.6.1.4 Analyse a lesson plan
Education 2.6.1.5 Develop a lesson plan
2.6.2 Assessment 2.6.2.3 Demonstrate the various ways of assessment in
Physical Education and Sport
2.6.3 Peer Teaching 2.6.3.1 Demonstrate various methods of teaching in
Physical Education and sport
2.7 Teaching 2.7.1 Improvisation 2.7.1.1 Demonstrate various ways of producing teaching and
Resources learning materials
2.7.1.2 Develop the various teaching and learning materials
2.7.1.3 Show how the improvised teaching and learning
materials can be used in a lesson
Teaching Practice Term II Term II
2.8 Recreational 2.8.2 Club to recreate (nature 2.8.2.1 Participate in various club recreational activities
Activities walks, social gathering, 2.8.2.2 Conduct various reactional club activities
cultural activities)
2.8.3 Traditional games 2.8.3.1 Research on various Zambian traditional games
2.8.3.3 Classify the types of traditional games
2.8.3.4 Perform various Zambian traditional games
2.9 Swimming 2.9.1 Strokes 2.9.1.2 Demonstrate various strokes in swimming
2.9.2 Survival skills 2.9.2.1 Demonstrate lifesaving skills

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Appendix 17: Year 3: Suggested Practical Items for College Based Assessment
Topic Sub – Topic Specific Outcomes
3.1  Development of 3.1.1 Conventional games 3.1.1.1 Apply specific rules to the appropriate game.
Sports Skills 3.1.1.2 Demonstrate various tactics and techniques of
different conventional games
3.1.2 Track and field events 3.1.2.1 Exhibit knowledge on track and field events
College Experience Term I Term I
3.3 Swimming 3.3.1 Water games 3.3.1.1 Demonstrate basic competitive swimming and diving
activities
3.5 Biomechanics of 3.5.2 Mechanics of body 3.5.2.1 Discuss the three laws of motion in relation to sports
Sport movement 3.5.2.2 Apply the three laws of motion in sport
3.5.2.2 Calculate the acceleration and distance of an athlete
3.5.2.4 Describe the types of motions
3.7 Psychology of 3.7.2 Personality in sport 3.7.2.1 Describe how personality affects performance in sport
Sport 3.7.3 Motivation 3.7.3.1 Explain the factors that affect motivation in sport
3.7.4.1 Describe how some psychological constructs affects
performance in sport
3.7.5 Strategies used to 3.7.5.1 Demonstrate knowledge on how mental skills can be
enhance performance used to enhance performance of an athlete.
in sports psychology
3.9 Sports 3.9.1 Leadership 3.9.1.2 Demonstrate appropriate different leadership styles in
Management And sports
Administration 3.9.2 Professional sports 3.9.2.1 Exhibit knowledge of various sports organisations at
organisations national and global level
3.9.2.2 Participate in different professional organisation
activities in sports
3.9.3 Sports tournaments 3.9.3.1 Organise sports tournaments
3.10 Adapted Physical 3.10.2 Modified and remedial 3.10.2.1 Demonstrate skills in various modified Physical
Education sports Education and sports a activities
3.10.2. Design various modified Physical Education and sports
activities
3.10.2.3 Design basic remedial physical education and sports
activities

10.0 Conclusion

The College Principal and staff should follow these guidelines to enhance uniformity of assessment
of practical subjects within the college and across the colleges of education. In addition to these
guidelines, other guidelines stipulated in the Examinations Council of Zambia Guidelines on
Conduct and Administration of Examinations in Zambia should be followed. Where the guidelines
in the Teacher Education Guideline booklet are inadequate, the guidelines in the Examinations
Council of Zambia Guidelines on Conduct and Administration of Examinations in Zambia should
be applied.

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