techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: What needs to happen?
Welsh: Pa newidiadau sydd eu hangen?
English: Evidence gathered in the course of the Review points to a number of requirements for change in order to improve assessment in Welsh education, to address current weaknesses and to ensure that the assessment arrangements support the purposes of education.
Welsh: Mae tystiolaeth a gasglwyd yn ystod yr Adolygiad yn dangos bod angen nifer o newidiadau er mwyn gwella'r asesu mewn addysg yng Nghymru, i ddelio â'r gwendidau presennol a sicrhau bod y trefniadau asesu'n ategu'r dibenion addysg.
English: Assessment arrangements should: > align assessment with the purposes of learning: assess what matters > be clear about the reasons for assessment and plan in advance for the intended uses of assessment results > promote the use of a wide range of techniques that are appropriate to their purpose > engage students in their own assessment > ensure that reports to parents and carers focus on progress > be as light-touch as possible and avoid unnecessary bureaucracy 74 > use assessment evidence systematically and in combination with other evidence to inform school self-evaluation > address the implications of good assessment practice for teacher capacity > form a coherent, agreed assessment and evaluation framework with a clear vision and strategy based on all of the above.
Welsh: Dylai'r trefniadau asesu: > alinio'r asesu â'r dibenion dysgu: asesu beth sy'n bwysig > bod yn glir am y rhesymau dros asesu a chynllunio ymlaen llaw ar gyfer y defnydd a wneir o'r canlyniadau asesu > hyrwyddo'r defnydd o amrywiaeth fawr o dechnegau sy'n addas i'w diben > cynnwys myfyrwyr yn eu hasesu eu hunain > sicrhau bod adroddiadau i rieni a gofalwyr yn canolbwyntio ar gynnydd 74 > bod mor ysgafn eu cyffyrddiad â phosibl ac osgoi biwrocratiaeth ddiangen > gwneud defnydd systematig o dystiolaeth asesu ynghyd â thystiolaeth arall ar gyfer hunanwerthuso gan yr ysgol > delio â'r goblygiadau o ran capasiti athrawon mewn arferion asesu da > ffurfio fframwaith asesu a gwerthuso cydlynol a chytûn wedi'i seilio ar weledigaeth a strategaeth glir yn unol â'r elfennau uchod.
English: Each of these elements is explored in turn in the following.
Welsh: Rydym yn trafod pob un o'r elfennau hyn yn ei thro isod.
English: 1. Align assessment with the purposes of learning: assess what matters The validity of any assessment rests on its relationship to the purposes and intended outcomes of the teaching and learning process.
Welsh: 1. Alinio'r asesu â'r dibenion dysgu: asesu beth sy'n bwysig Mae dilysrwydd unrhyw fath o asesu'n dibynnu ar ei berthynas â dibenion a deilliannau arfaethedig y broses addysgu a dysgu.
English: The challenge is to establish a clear line of sight from the overall purposes of the curriculum as a whole through to learning intentions in the classroom on a day-to-day basis.
Welsh: Yr her yw creu llinell welediad glir rhwng dibenion cyffredinol y cwricwlwm cyfan a'r bwriadau dysgu yn yr ystafell ddosbarth o ddydd i ddydd.
English: The existing national curriculum has no explicit overall guiding purposes and its organisation into subjects and levels (beyond the Foundation Phase) has tended to compromise the validity of assessment.
Welsh: Nid yw dibenion sylfaenol cyffredinol wedi cael eu datgan ar gyfer y cwricwlwm cenedlaethol presennol ac mae'r ffaith ei fod wedi'i drefnu'n bynciau a lefelau (ar ôl y Cyfnod Sylfaen) wedi tueddu i amharu ar ddilysrwydd yr asesu.
English: Learning in each subject is described differently and a best-fit approach to the assessment of levels opens up wide disparities in the weightings given to different aspects of children and young people's achievement.
Welsh: Mae'r dysgu wedi'i ddisgrifio'n wahanol ym mhob pwnc ac mae'r dull 'cyd-fynd orau' ar gyfer asesu lefelau'n creu gwahaniaethau mawr rhwng y pwysoliadau ar wahanol agweddau ar gyflawniad gan blant a phobl ifanc.
English: Best-fit provides only limited information about actual achievement as a strong performance in one aspect of a subject may mask a weaker performance elsewhere.
Welsh: Ychydig o wybodaeth a geir o'r dull 'cyd-fynd orau' am gyflawniad gwirioneddol gan ei bod yn bosibl bod perfformiad da mewn un agwedd ar bwnc yn cuddio perfformiad gwannach mewn agweddau eraill.
English: The Review proposals are designed to strengthen the relationship between overall purpose, curriculum and lesson planning, and assessment, and to encourage a focus on progression.
Welsh: Amcan y cynigion sydd wedi'u cyflwyno gan yr Adolygiad yw cryfhau'r berthynas rhwng y dibenion cyffredinol, y cwricwlwm a chynlluniau gwersi ac asesu a rhoi mwy o bwyslais ar ddilyniant.
English: A fundamental Review principle is that the curriculum structure and associated assessment arrangements should give expression to the four overall curriculum purposes.
Welsh: Un o egwyddorion sylfaenol yr Adolygiad yw y bydd strwythur y cwricwlwm a'r trefniadau asesu cysylltiedig yn cyfleu'r pedwar diben cwricwlwm cyffredinol.
English: This is achieved using the six Areas of Learning and Experience as vehicles for organising relevant knowledge, skills and dispositions.
Welsh: Mae hyn yn cael ei wireddu drwy ddefnyddio'r chwe Maes Dysgu a Phrofiad yn gyfrwng ar gyfer trefnu gwybodaeth, sgiliau ac anian perthnasol.
English: The Achievement Outcomes at each of the five proposed Progression Steps are similarly defined with reference to the four curriculum purposes.
Welsh: Mae'r Deilliannau Cyflawniad ym mhob un o'r pum Cam Cynnydd arfaethedig hefyd wedi'u diffinio ar sail y pedwar diben cwricwlwm.
English: The clear purposes, smaller set of curriculum organisers and defined Progression Steps will provide a more coherent basis for learning, teaching and also assessment.
Welsh: Bydd y dibenion clir, y set lai o drefnyddion cwricwlwm a'r Camau Cynnydd a ddiffiniwyd yn sail fwy cydlynol ar gyfer dysgu ac addysgu yn ogystal ag asesu.
English: Many of the most worthwhile intentions for children and young people's learning will be difficult to assess.
Welsh: Bydd nifer o'r bwriadau mwyaf buddiol ar gyfer dysgu gan blant a phobl ifanc yn anodd eu hasesu.
English: Assessment must provide relevant and proportionate information about progress and success in relation to all the intended outcomes.
Welsh: Rhaid cael gwybodaeth berthnasol a chymesur drwy'r asesu am y cynnydd a llwyddiant yn yr holl ddeilliannau arfaethedig.
English: Overemphasis on a small range of outcomes (especially when they are linked to high-stakes assessment) risks narrowing the curriculum and there is evidence that this is the case in significant numbers of schools in Wales.
Welsh: Os bydd gormod o bwyslais ar set gyfyng o ddeilliannau (yn enwedig rhai sy'n gysylltiedig ag asesu lle y mae llawer yn y fantol), mae perygl o leihau cwmpas y cwricwlwm ac mae tystiolaeth bod hyn wedi digwydd mewn nifer sylweddol o ysgolion yng Nghymru.
English: The validity of assessment derives from what it says about learning in relation to the purposes of the learning.
Welsh: Mae dilysrwydd asesu'n dibynnu ar yr hyn y mae'n ei ddweud am ddysgu mewn perthynas â dibenion y dysgu.
English: It is important to stress, however, that the extent of the assessment should always be proportionate to its benefits.
Welsh: Er hynny, mae'n bwysig pwysleisio y dylai graddau'r asesu fod yn gymesur â'i fuddion bob amser.
English: Assessment arrangements should ensure that all important learning intentions and progression in relation to the four curriculum purposes are covered by relevant and proportionate assessment.
Welsh: Dylai'r trefniadau asesu sicrhau y bydd yr holl fwriadau a dilyniant pwysig o ran dysgu mewn perthynas â'r pedwar diben cwricwlwm yn cael eu hasesu mewn ffordd berthnasol a chymesur.
English: 36. Assessment arrangements should be based upon the intentions set out in the Achievement Outcomes at each Progression Step within each Area of Learning and Experience.
Welsh: 36. Dylai'r trefniadau asesu gael eu seilio ar y bwriadau a nodir yn y Deilliannau Cyflawniad ar bob Cam Cynnydd ym mhob Maes Dysgu a Phrofiad.
English: 2. Be clear about the reasons for assessment and plan in advance for the intended uses of assessment results Assessment requires careful advance planning.
Welsh: 2. Bod yn glir am y rhesymau dros asesu a chynllunio ymlaen llaw ar gyfer y defnydd a wneir o'r canlyniadau asesu Rhaid cynllunio'n ofalus ymlaen llaw ar gyfer asesu.
English: Such a statement may appear obvious at first sight, but in practice assessment is often informal and may only be considered formally towards the end of a sequence of teaching, often in the form of a test or assignment for reporting purposes.
Welsh: Efallai fod datganiad o'r fath yn ymddangos yn amlwg ohono'i hun ond, wrth ymarfer, bydd yr asesu'n digwydd yn anffurfiol yn aml ac mae'n bosibl mai dim ond tua diwedd y drefn addysgu y bydd yn cael ei ystyried yn ffurfiol, a hynny'n aml drwy osod prawf neu aseiniad at ddibenion adrodd.
English: Dylan Wiliam describes assessment as the bridge between teaching and learning62.
Welsh: Mae Dylan Wiliam wedi dweud mai asesu yw'r bont rhwng addysgu a dysgu62.
English: There is no automatic relationship between what is taught and what is learned and we can only find out what actual learning has taken place through sound assessment.
Welsh: Nid oes perthynas awtomatig rhwng yr hyn a addysgir a'r hyn a ddysgir a dim ond drwy asesu trylwyr y gallwn ddarganfod pa ddysgu sydd wedi digwydd.
English: The evidence from those assessments can be used formatively to determine what the next steps should be or summatively to give an account of what has been learned.
Welsh: Gellir defnyddio'r dystiolaeth o'r asesiadau hynny mewn ffordd ffurfiannol i bennu'r camau nesaf neu mewn ffordd gyfunol i ddisgrifio'r hyn a ddysgwyd.
English: The same assessment evidence can be used for either purpose - it is not the means of assessment but the use made of assessment data that distinguishes one from the other.
Welsh: Mae modd defnyddio'r un dystiolaeth o asesu at y naill ddiben neu'r llall - nid y dull o asesu sy'n creu'r gwahaniaeth rhyngddynt ond y defnydd a wneir o'r data asesu.
English: It is important to be clear about those uses from the outset and to build assessment into the teaching and learning process.
Welsh: Mae'n bwysig bod yn glir o'r dechrau am y defnydd a wneir o'r data a chynnwys asesu o fewn y broses addysgu a dysgu.
English: Formative assessment should be an essential and natural part of the teaching process and not an additional 'bolt-on'.
Welsh: Mae'n bwysig bod asesu ffurfiannol yn rhan annatod a naturiol o'r broses addysgu ac nid yn elfen a ychwanegir.
English: The characteristics of effective formative assessment are outlined in the work of Paul Black and Dylan Wiliam63 and are also clearly set out in documents such as The Assessment Reform Group's principles of assessment for learning64 or, more recently, the Welsh Government's How to develop thinking and assessment for learning in the classroom (2010) 65.
Welsh: Mae nodweddion asesu ffurfiannol effeithiol wedi'u disgrifio yng ngwaith Paul Black a Dylan Wiliam63 ac maent hefyd wedi'u nodi'n glir mewn dogfennau fel Assessment for Learning yr Assessment Reform Group64 ac, yn fwy diweddar yn y ddogfen Sut i ddatblygu meddwl ac asesu ar gyfer dysgu yn yr ystafell ddosbarth (2010) 65 a gyhoeddwyd gan Lywodraeth Cymru.
English: They include: planning effectively; having clear purposes; understanding the factors influencing learning; making flexible use of different techniques; seeing assessment as an ongoing and constructive part of classroom practice; sharing assessment criteria; early identification of difficulties in learning; giving effective and timely feedback and support to students that focuses on improving learning; and promoting self- and peer assessment.
Welsh: Maent yn cynnwys: cynllunio'n effeithiol; bod â dibenion clir; deall y ffactorau sy'n dylanwadu ar ddysgu; defnyddio gwahanol dechnegau mewn ffordd hyblyg; gweld asesu'n rhan barhaus ac adeiladol o ymarfer yn yr ystafell ddosbarth; rhannu meini prawf asesu; adnabod anawsterau'n gynnar wrth ddysgu; rhoi adborth a chymorth effeithiol ac amserol i fyfyrwyr sy'n canolbwyntio ar wella eu dysgu; a hyrwyddo hunanasesu ac asesu gan gyfoedion.
English: The characteristics of good-quality summative assessment are similar but with a stronger focus on assessing the cumulative nature of what has been learned at appropriate points in a course or series of lessons.
Welsh: Mae nodweddion asesu cyfunol da yn debyg ond yn rhoi mwy o bwyslais ar asesu natur gronnol yr hyn a ddysgwyd ar bwyntiau priodol yn ystod cwrs neu gyfres o wersi.
English: Summative assessment 76 may require children and young people to draw together different aspects of what they have learned over a period of time.
Welsh: Wrth asesu'n gyfunol, gellir gofyn i blant a phobl ifanc gyfuno gwahanol agweddau ar yr hyn y maent wedi'i ddysgu dros gyfnod penodol.
English: There is likely to be a greater emphasis on recording procedures that enable teachers to keep track of each child and young person's learning, without feeling obliged to record everything.
Welsh: Mae'n debygol y bydd mwy o bwyslais ar weithdrefnau cofnodi sy'n galluogi athrawon i gadw golwg ar y dysgu gan bob plentyn a pherson ifanc, heb deimlo rheidrwydd i gofnodi pob dim.
English: It may be more important in summative assessment to minimise the variations in the standards applied by different teachers and also the possibility of biased judgements.
Welsh: Wrth asesu'n gyfunol, gall fod yn fwy pwysig lleihau'r amrywiadau yn y safonau a gymhwysir gan wahanol athrawon yn ogystal â'r posibilrwydd o gael dyfarniadau â thuedd.
English: It is also important that schools act in a planned, considered way on the summative assessments received from teachers and communicate information about progress to parents and carers appropriately66.
Welsh: Mae hefyd yn bwysig bod ysgolion yn gweithredu mewn ffordd gynlluniedig ac ystyriol ar sail yr asesiadau cyfunol y maent yn eu cael gan athrawon ac yn rhoi gwybodaeth am gynnydd mewn ffordd briodol i rieni a gofalwyr66.
English: The Achievement Outcomes for each Progression Step will provide the context for planning and assessment to which the OECD refers and are intended as long-term reference points.
Welsh: Bydd y Deilliannau Cyflawniad ar gyfer pob Cam Cynnydd yn darparu'r cyd-destun ar gyfer y cynllunio a'r asesu y mae'r OECD yn cyfeirio atynt a'r bwriad yw y byddant yn bwyntiau cyfeirio tymor hir.
English: They have been set deliberately at three-yearly intervals so as to allow teachers to plan and assess learning without constant reference to externally determined criteria.
Welsh: Maent wedi'u gosod yn fwriadol ar gyfer cyfnodau o dair blynedd er mwyn caniatáu i athrawon gynllunio ac asesu'r hyn a ddysgir heb gyfeirio'n gyson at feini prawf sydd wedi'u pennu'n allanol.
English: A further use of assessment information, beyond formative and summative purposes, is for accountability and external monitoring of progress.
Welsh: Ffordd ychwanegol o ddefnyddio gwybodaeth asesu, heblaw at ddibenion ffurfiannol a chyfunol, yw ar gyfer atebolrwydd a monitro cynnydd yn allanol.
English: The Review supports the analysis and conclusions of the OECD report.
Welsh: Mae'r Adolygiad yn ategu'r dadansoddiad a'r casgliadau yn adroddiad yr OECD.
English: The implications for accountability will be discussed in Chapter 7 but it is important to confirm here that the prime purpose for assessment should be to provide information that can guide decisions about how best to progress children and young people's learning and to report to their parents and carers on that progress.
Welsh: Byddwn yn trafod y goblygiadau o ran atebolrwydd ym Mhennod 7 ond mae'n bwysig cadarnhau yma mai prif bwrpas asesu yw darparu gwybodaeth i lywio penderfyniadau ynghylch y ffordd orau o sicrhau cynnydd gan blant a phobl ifanc yn eu dysgu ac adrodd i'w rhieni a'u gofalwyr ar y cynnydd hwnnw.
English: By so doing, assessment should improve children and young people's learning, teachers' teaching and parents' and carers' understanding.
Welsh: Drwy wneud hynny, dylai asesu fod yn fodd i wella'r dysgu gan blant a phobl ifanc, yr addysgu gan athrawon ynghyd â dealltwriaeth rhieni a gofalwyr.
English: Assessment arrangements should give priority to their formative role in teaching and learning.
Welsh: Dylai'r trefniadau ar gyfer asesu roi blaenoriaeth i'w rôl ffurfiannol mewn addysgu a dysgu.
English: 3. Promote the use of a wide range of techniques that are appropriate to their purpose If assessment is to be applied to all the curriculum purposes, across a very wide range of skills, knowledge and disposition, it follows that teachers will need to use a wide repertoire of assessment techniques matched to the different outcomes.
Welsh: 3. Hyrwyddo'r defnydd o amrywiaeth fawr o dechnegau sy'n addas i'w diben Os oes bwriad i gymhwyso asesu at bob un o'r dibenion cwricwlwm, gan gwmpasu ystod eang iawn o sgiliau, gwybodaeth ac anian, bydd angen i athrawon arfer repertoire eang o dechnegau asesu sy'n briodol i'r gwahanol ddeilliannau.
English: Any learning activity can and should be observed to determine whether or not the desired learning has taken place.
Welsh: Mae'n bosibl ac yn briodol arsylwi ar bob math o weithgarwch dysgu i ganfod a yw'r dysgu arfaethedig wedi digwydd ai peidio.
English: The Making the most of assessment 7-1469 document sets out some useful principles for effective assessment.
Welsh: Mae'r ddogfen Manteisio i'r eithaf ar asesu 7-1469 yn nodi rhai egwyddorion buddiol ar gyfer asesu effeithiol.
English: In particular, assessment information needs to be valid (that is, is it actually assessing what it purports to assess?), reliable (it would produce the same results when applied with similar groups of children and young people), manageable and meaningful for all - that is for children and young people, teachers, parents, carers and other audiences.
Welsh: Yn benodol, mae angen i wybodaeth asesu fod yn ddilys (hynny yw, yn asesu'r hyn y mae i fod i'w asesu), yn ddibynadwy (byddai'n arwain at yr un canlyniadau o'i chymhwyso at grwpiau tebyg o blant a phobl ifanc), yn hawdd ei thrafod ac yn ystyrlon i bawb - hynny yw, i blant a phobl ifanc, athrawon, rhieni, gofalwyr a chynulleidfaoedd eraill.
English: It goes on to say that school assessment systems should incorporate and use information in different forms, and that the system should recognise that different audiences have different information needs.
Welsh: Mae'n mynd ymlaen i ddweud y dylai systemau asesu ysgolion gynnwys a defnyddio gwahanol ffurfiau o wybodaeth, ac y dylent gydnabod bod gan wahanol gynulleidfaoedd wahanol anghenion o ran gwybodaeth.
English: Effective systems use qualitative information, such as commentaries from teachers and children and young people, and quantitative information, such as outcomes, grades, levels and that derived from tests.
Welsh: Mae systemau effeithiol yn defnyddio gwybodaeth ansoddol, fel sylwadau gan athrawon a phlant a phobl ifanc, a gwybodaeth feintiol, fel deilliannau, graddau, lefelau a'r wybodaeth a geir o brofion.
English: It also notes that the information from assessment activities helps to provide a shared language for discussing progress and improvement.
Welsh: Mae'r ddogfen yn nodi hefyd fod yr wybodaeth o weithgareddau asesu'n helpu i ddarparu iaith gyffredin ar gyfer trafod cynnydd a gwelliant.
English: Much of what is required for assessment can be gathered using familiar techniques and approaches: probing, open oral and written questioning that is designed to test understanding and to guide the next steps in learning; well-judged individual and group tasks; assignments; quizzes; tests; essays; projects, etc.
Welsh: Gellir casglu llawer o'r hyn sydd ei angen ar gyfer asesu drwy dechnegau a dulliau cyfarwydd: holi penagored a threiddgar ar lafar ac mewn ysgrifen i roi prawf ar ddealltwriaeth a llywio'r camau dysgu nesaf; tasgau addas ar gyfer unigolion a grwpiau; aseiniadau; cwisiau; profion; traethodau; prosiectau ac ati.
English: More imaginative approaches include performance-related assessments involving, for example, role play, practical experiments, presentations, portfolios, etc.
Welsh: Ymhlith y dulliau mwy dyfeisgar y mae asesiadau cysylltiedig â pherfformiad sy'n cynnwys, er enghraifft, chwarae rôl, arbrofion ymarferol, cyflwyniadau, portffolios, ac ati.
English: The scope to use digital recording more widely, for example drawing on current practice in special schools to show successful completion of learning targets, should be explored.
Welsh: Dylid ymchwilio i gyfleoedd i wneud mwy o ddefnydd o recordio digidol, er enghraifft drwy wneud defnydd o'r ymarfer presennol mewn ysgolion arbennig i ddangos bod targedau dysgu wedi'u cwblhau'n llwyddiannus.
English: Teacher assessment has the potential to have high validity because it can cover the full breadth of the intended learning, can relate to and be embedded in coursework and can take place on a regular or even continuous basis.
Welsh: Gellir cael lefel uchel o ddilysrwydd mewn asesu gan athrawon gan fod modd cynnwys holl ystod y dysgu arfaethedig ynddo, ei gysylltu â'r gwaith cwrs a'i gynnwys ynddo, a'i gynnal yn rheolaidd neu'n barhaus hyd yn oed.
English: However, that validity is highly dependent on the teacher's capacity to design assessments that reflect the learning goals and that can be a complex and time-consuming task.
Welsh: Fodd bynnag, mae'r dilysrwydd hwnnw'n dibynnu'n helaeth ar gapasiti'r athro/athrawes i gynllunio asesiadau sy'n adlewyrchu'r nodau dysgu a gall hynny fod yn waith hir a chymhleth.
English: As a result teacher assessments can fall short in reflecting the breadth and purposes of learning, particularly in doing justice to more complex knowledge and skills.
Welsh: Oherwydd hyn, gall asesiadau gan athrawon fethu ag adlewyrchu ehangder a dibenion dysgu, yn enwedig o ran gwneud cyfiawnder â gwybodaeth a sgiliau mwy cymhleth.
English: Teachers are therefore likely to need support, through both professional development and exemplars, if the full contribution of assessment is to be realised.
Welsh: Felly, mae'n debygol y bydd angen cymorth ar athrawon, drwy ddatblygiad proffesiynol ac esiamplau, er mwyn manteisio i'r eithaf ar asesu.
English: In some aspects of assessment - notably when the results from different classes or schools are brought together or compared, for example for school improvement purposes - reliability assumes greater importance.
Welsh: Mewn rhai agweddau ar asesu - yn enwedig wrth gasglu neu gymharu'r canlyniadau ar gyfer gwahanol ddosbarthiadau neu ysgolion, er enghraifft, at ddibenion gwella ysgolion - mae dibynadwyedd yn fwy pwysig.
English: Teachers may apply different marking standards, and there may be variations in performance conditions and unconscious bias, and so there can be an issue with the reliability of such assessments.
Welsh: Gall athrawon gymhwyso safonau marcio gwahanol, a gellir cael amrywiadau mewn amodau perfformiad a thuedd anymwybodol, fel bod amheuaeth yn codi ynghylch dibynadwyedd asesiadau o'r fath.
English: Where necessary, this can be addressed though teachers working 78 together to agree standards and moderate the results.
Welsh: Os bydd angen, gellir delio â hyn drwy gydweithio rhwng athrawon i gytuno ar safonau a chymedroli'r canlyniadau.
English: However, where assessment is for learning rather than reporting, issues of reliability are of less importance.
Welsh: Fodd bynnag, os yw'r asesu ar gyfer dysgu yn hytrach nag ar gyfer adroddiadau, bydd ystyriaethau o ran dibynadwyedd yn llai pwysig.
English: Testing, both multiple-choice and open-response, is an important element in the repertoire of assessment techniques. Regular classroom testing is a long-established feature of teaching and learning.
Welsh: 78 Mae profion, ar ffurf cwestiynau aml-ddewis neu benagored, yn elfen bwysig yn y repertoire o dechnegau asesu. Mae profion rheolaidd yn yr ystafell ddosbarth yn agwedd hirsefydlog ar addysgu a dysgu.
English: The construction of tests that do more than focus on recall and simple application is, however, both complex and time-consuming.
Welsh: Fodd bynnag, mae llunio profion sy'n canolbwyntio ar fwy na chofio a chymhwyso syml yn waith hir a chymhleth.