techiaith/bydtermcymru-tm-en-cy huggingface dataset:
English: Care must be taken to ensure that, where it is appropriate, tests cover the breadth of intended learning and that they are seen as only one of a number of ways of informing the teaching and learning process.
Welsh: Rhaid sicrhau, lle bo'n briodol, fod y profion yn cwmpasu'r holl ddysgu arfaethedig a'u bod yn cael eu gweld yn ddim ond un o blith nifer o ffyrdd o gyfrannu at y broses addysgu a dysgu.
English: Too often tests are invested with an authority that does not reflect their limited contribution to assessing what matters.
Welsh: Yn rhy aml, rhoddir gormod o bwyslais ar brofion nad ydynt yn cyfrannu ond ychydig at asesu'r hyn sy'n bwysig.
English: External, standardised testing has the merit of high reliability but may have only limited validity in its relationship to the breadth of intended learning.
Welsh: Y fantais mewn profion allanol, safonedig yw eu bod yn ddibynadwy iawn ond mae'n bosibl mai prin fydd eu dilysrwydd mewn perthynas ag ehangder y dysgu arfaethedig.
English: As indicated earlier, every child and young person currently undertakes National Reading and Numeracy Tests every year from Year 2 to Year 9.
Welsh: Fel y nodwyd yn gynharach, mae pob plentyn a pherson ifanc yn ymgymryd â Phrofion Darllen a Rhifedd Cenedlaethol ar hyn o bryd ym mhob blwyddyn rhwng Blwyddyn 2 a Blwyddyn 9.
English: Many of those who engaged with the Review saw the tests as a useful complement to teacher assessment that could provide benchmarks to support teaching and learning.
Welsh: Roedd nifer o'r rheini a gysylltodd â'r Adolygiad yn credu bod profion yn rhywbeth buddiol i ategu asesu gan athrawon a allai roi meincnodau i gefnogi addysgu a dysgu.
English: However, teachers of younger children in particular felt that their usefulness was limited and did not necessarily merit the disruption to teaching and learning, and in some cases the levels of anxiety, which they generated.
Welsh: Er hynny, roedd athrawon plant iau yn enwedig yn teimlo nad oeddent o fudd mawr ac nad oeddent o reidrwydd yn cyfiawnhau'r ymyrraeth ag addysgu a dysgu ac, mewn rhai achosion, y graddau o bryder yr oeddent yn ei greu.
English: In addition, the OECD report70 raised the issue that Wales is the only country that conducts national tests of this nature on an annual basis.
Welsh: Ar ben hynny, nodwyd yn adroddiad yr OECD70 mai Cymru yw'r unig wlad sy'n cynnal profion cenedlaethol o'r math hwn yn flynyddol.
English: As discussed later in this report, there is scope to revise the current arrangements to reduce the negative impact of these tests while retaining their useful functions.
Welsh: Fel y nodir yn ddiweddarach yn yr adroddiad hwn, mae lle i adolygu'r trefniadau presennol i leihau effaith negyddol y profion hyn gan gadw eu swyddogaethau buddiol.
English: Internationally, there are interesting developments in testing.
Welsh: Gwelwyd datblygiadau diddorol yn y profion a gynhelir mewn gwledydd eraill.
English: Adaptive testing adjusts the difficulty in a sequence of questions to take account of the pattern of responses.
Welsh: Drwy ddefnyddio dulliau profi ymaddasol, gellir newid graddau'r anhawster mewn cyfres o gwestiynau er mwyn ystyried patrwm yr ymatebion.
English: Thus a sequence of correct answers would lead to a more complex track while those having difficulty would be directed down a less complex route.
Welsh: Felly byddai cyfres o atebion cywir yn arwain at lwybr mwy cymhleth tra byddai'r rheini sy'n cael anhawster yn cael eu cyfeirio ar hyd llwybr llai cymhleth.
English: The start-up costs of such an approach can be considerable and they pose technical challenges in determining relative levels of question difficulty with any precision, but it would be important to explore the potential to use this approach.
Welsh: Gall y costau cychwynnol ar gyfer dull o'r fath fod yn sylweddol ac mae'n creu heriau technegol o ran pennu union lefel yr anhawster cymharol mewn cwestiynau, ond byddai'n bwysig edrych ar y posibiliad o ddefnyddio'r dull hwn.
English: Advances in digital technology, drawing partly on computer gaming techniques, are opening up fresh possibilities for more interactive assessment.
Welsh: Mae datblygiadau mewn technoleg ddigidol, sy'n deillio'n rhannol o dechnegau gemau cyfrifiadurol, yn creu posibiliadau newydd o ran asesu mwy rhyngweithiol.
English: Simulations, for example, can allow quite sophisticated assessment of complex learning.
Welsh: Er enghraifft, gellir cael ffyrdd eithaf soffistigedig o asesu dysgu cymhleth drwy ddefnyddio dulliau efelychu.
English: Denmark has been using adaptive testing for a number of years and the Netherlands and Northern Ireland are also exploring its possibilities.
Welsh: Mae Denmarc wedi defnyddio profion ymaddasol ers rhai blynyddoedd ac mae'r Iseldiroedd a Gogledd Iwerddon yn ymchwilio i'w posibiliadau hefyd.
English: The Review's recommended focus, through curriculum purposes, on a wide range of skills, competences, knowledge and dispositions will inevitably pose challenges for assessment.
Welsh: Mae'n anochel y bydd y pwyslais y mae'r Adolygiad yn argymell ei roi, drwy'r dibenion cwricwlwm, ar ystod eang o sgiliau, cymwyseddau, gwybodaeth ac anian yn creu heriau o ran asesu.
English: Developments in a range of countries are important indicators of how such broader competences might be assessed71.
Welsh: Mae datblygiadau mewn nifer o wledydd yn dangos enghreifftiau pwysig o ffyrdd posibl o asesu cymwyseddau ehangach o'r fath71.
English: Australia's online diagnostic tool, New Zealand's National Educational Monitoring Project, Finland's 'learning to learn' programme, France's Personal Competency Booklet and the Flemish Community of Belgium's non-cognitive learning tools are a few of such examples.
Welsh: Yn eu plith y mae'r offeryn diagnostig ar-lein yn Awstralia, y Prosiect Monitro Addysgol Cenedlaethol yn Seland Newydd, y rhaglen 'dysgu i ddysgu' yn y Ffindir, y Llyfryn Cymhwysedd Personol yn Ffrainc a'r offer dysgu anwybyddol yng Nghymuned Fflemeg Gwlad Belg.
English: In different ways, they are all seeking to create assessment tools and techniques that extend the range of competences that can be validly and reliably assessed.
Welsh: Yn eu gwahanol ffyrdd, maent i gyd yn ceisio creu offer a thechnegau asesu a fydd yn caniatáu i ystod ehangach o gymwyseddau gael eu hasesu mewn ffordd ddilys a dibynadwy.
English: 79 Recent developments in Singapore are particularly relevant to the Review's proposals.
Welsh: 79 Mae datblygiadau diweddar yn Singapôr yn berthnasol iawn i gynigion yr Adolygiad.
English: Singapore, a high performer on PISA tests, wants to strengthen the focus of its curriculum and assessment arrangements on creativity and problem solving.
Welsh: Mae Singapôr, sy'n ennill sgoriau uchel ym mhrofion PISA, am roi mwy o bwyslais yn ei chwricwlwm a'i threfniadau asesu ar greadigrwydd a datrys problemau.
English: The focus is on integrative tasks requiring knowledge and skills from different subject domains.
Welsh: Mae'n canolbwyntio ar dasgau integreiddiol sy'n galw am wybodaeth a sgiliau o wahanol feysydd pwnc.
English: Students must work collaboratively and make written reports and oral presentations.
Welsh: Rhaid i'r myfyrwyr gydweithio ac ysgrifennu adroddiadau a llunio cyflwyniadau llafar.
English: Assessment relates to both process and product and is carried out by classroom teachers against centrally specified criteria.
Welsh: Mae'r asesu'n ymwneud â'r broses a'r cynnyrch a chaiff ei gyflawni gan athrawon ystafell ddosbarth ar sail meini prawf sydd wedi'u pennu'n ganolog.
English: Evaluations of the success of this work are mixed, however, with strong messages about the importance of effective and sustained professional development72.
Welsh: Fodd bynnag cafwyd canlyniadau cymysg o'r gwerthusiadau o lwyddiant y gwaith hwn a rhoddwyd cryn bwyslais ar bwysigrwydd datblygiad proffesiynol effeithiol a pharhaus72.
English: A wide range of assessment techniques, selected on 'fit-for-purpose' criteria, should be used to reflect the breadth of the curriculum purposes.
Welsh: Dylai amrywiaeth fawr o dechnegau asesu sydd wedi'u dewis ar sail meini prawf 'addas i'w diben' gael eu defnyddio i adlewyrchu ehangder y dibenion cwricwlwm.
English: 39. Teacher assessment, which allows a wide range of learning to be covered, should remain as the main vehicle for assessment before qualifications.
Welsh: 39. Dylai asesu gan athrawon, sy'n caniatáu asesu ystod eang o ddysgu, barhau'n brif gyfrwng ar gyfer asesu cyn ymgeisio am gymwysterau.
English: 40. Where the results of assessment are to be used for purposes of comparison, issues of reliability in teacher assessment should be addressed through effective moderation; where the prime purpose of assessment is assessment for learning there is less of a need for reliability between schools.
Welsh: 40. Lle y mae bwriad i ddefnyddio canlyniadau asesu ar gyfer cymharu, dylai materion sy'n ymwneud â dibynadwyedd asesu gan athrawon gael eu datrys drwy gymedroli effeithiol; os mai asesu ar gyfer dysgu yw prif bwrpas yr asesu, bydd llai o angen i sicrhau dibynadwyedd rhwng ysgolion.
English: 41. Teachers should use tests as an important part of overall assessment arrangements but the limitations of such tests in covering the full range of desired learning should be recognised.
Welsh: 41. Dylai athrawon roi lle pwysig i brofion yn y trefniadau asesu cyffredinol ond dylid cydnabod cyfyngiadau profion o'r fath o ran cwmpasu'r holl fathau o ddysgu arfaethedig.
English: 42. External, standardised testing provides important benchmarking information and should be used in combination with school tests and teacher assessment.
Welsh: 42. Mae profion allanol, safonedig yn rhoi gwybodaeth bwysig ar gyfer meincnodi a dylid eu defnyddio ar y cyd â phrofion ysgol ac asesu gan athrawon.
English: Its frequency should be kept to a minimum in view of its impact on the curriculum and teaching and learning.
Welsh: Dylid eu defnyddio mor anaml â phosibl oherwydd eu heffaith ar y cwricwlwm ac addysgu a dysgu.
English: 43. Innovative approaches to assessment, including interactive approaches, should be developed drawing on the increasing potential contribution of digital technology.
Welsh: 43. Dylai dulliau arloesol o asesu, gan gynnwys dulliau rhyngweithiol, gael eu datblygu gan fanteisio ar y posibiliadau cynyddol mewn technoleg ddigidol.
English: 4. Engage students in the assessment process through both self-assessment and peer assessment If children and young people are to develop the capacity to learn throughout life, they need to be able to reflect and diagnose their own progress and further learning needs.
Welsh: 4. Cynnwys myfyrwyr yn y broses asesu drwy hunanasesu ac asesu gan gyfoedion Er mwyn i blant a phobl ifanc feithrin eu gallu i ddysgu drwy gydol eu hoes, bydd angen iddynt allu myfyrio a dadansoddi eu cynnydd eu hunain a'u hanghenion am ddysgu pellach.
English: That means developing the skills of self-assessment and the disposition to deploy and act on those skills.
Welsh: Mae hyn yn golygu meithrin sgiliau hunanasesu a'r anian ar gyfer defnyddio'r sgiliau hynny a gweithredu ar eu sail.
English: Self-assessment is therefore an important way of helping children and young people to take more responsibility for their own learning.
Welsh: Felly mae hunanasesu'n ffordd bwysig o helpu plant a phobl ifanc i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain.
English: By reflecting on their understanding and performance in relation to clear criteria, they can identify areas of difficulty that might not be easily seen by an external observer.
Welsh: Drwy fyfyrio ar eu dealltwriaeth a'u perfformiad ar sail meini prawf clir, byddant yn gallu adnabod meysydd sy'n peri anhawster na fyddant mor amlwg o reidrwydd i berson allanol sy'n arsylwi.
English: Children and young people can also introduce additional evidence of performance in relation to the four broad curriculum purposes that can provide a more rounded picture of progress.
Welsh: Bydd plant a phobl ifanc hefyd yn gallu cyflwyno tystiolaeth ychwanegol am eu perfformiad mewn perthynas â'r pedwar diben cwricwlwm cyffredinol i roi darlun mwy cyflawn o'u cynnydd.
English: 7 Peer assessment involves children and young people assessing one another's work in pairs or in groups.
Welsh: Mae asesu gan gyfoedion yn ddull lle y mae plant a phobl ifanc yn asesu gwaith ei gilydd mewn parau neu grwpiau.
English: Thinking about the performance of others can be an important learning experience for the person undertaking the assessment as it requires a depth of understanding of the nature of the learning itself in order to make such evaluations.
Welsh: Mae meddwl am berfformiad pobl eraill yn gallu bod yn brofiad dysgu pwysig i'r person sy'n asesu gan ei fod yn galw am ddealltwriaeth ddwfn o natur y dysgu ei hun er mwyn gwneud gwerthusiadau o'r fath.
English: The approach may also elicit different kinds of response, reflecting the more relaxed nature of the context and the likely greater familiarity with the language used for questioning.
Welsh: Mae hefyd yn ddull sy'n gallu ysgogi gwahanol fathau o ymateb oherwydd natur fwy hamddenol y cyd-destun a'r tebygolrwydd o fod yn fwy cyfarwydd â'r termau a ddefnyddir i holi.
English: The proposed form of the Achievement Outcomes that are written in 'I can' and 'I have' format lends itself to being adapted to a language that children and young people can understand and could, for example, be extended to include their own 'I now need to' contributions.
Welsh: Mae ffurf arfaethedig y Deilliannau Cyflawniad a fydd yn defnyddio'r geiriau 'Rydw i'n gallu', 'Rydw i wedi', yn un y gellir ei haddasu i iaith y bydd plant a phobl ifanc yn gallu ei deall a gellid ei hymestyn, er enghraifft, i gynnwys eu cyfraniadau eu hunain ar y ffurf 'Nawr mae angen i mi'.
English: They should also provide longer-term learning objectives that can be shared with children and young people, and success criteria to guide self-assessment and peer assessment.
Welsh: Mae disgwyl hefyd y bydd y Deilliannau Cyflawniad yn darparu amcanion dysgu tymor hwy i'w rhannu â phlant a phobl ifanc, a meini prawf llwyddiant ar gyfer hunanasesu ac asesu gan gyfoedion.
English: There is also significant scope for exploring the role that children and young people might play in the process of reporting to their parents or carers: with that intended audience, children and young people can outline their achievements and difficulties and identify what they intend to do next.
Welsh: Bydd cyfle mawr hefyd i ystyried y rhan y gallai plant a phobl ifanc ei chwarae yn y broses o adrodd i'w rhieni neu eu gofalwyr: wrth gyfathrebu â'r gynulleidfa arfaethedig honno, bydd plant a phobl ifanc yn gallu disgrifio eu cyflawniadau a'u hanawsterau a nodi beth y maent yn bwriadu ei wneud nesaf.
English: Both self-assessment and peer assessment should be developed as ways of encouraging children and young people to take greater responsibility for their own learning.
Welsh: Dylai hunanasesu ac asesu gan gyfoedion gael eu datblygu fel ffyrdd o annog plant a phobl ifanc i gymryd mwy o gyfrifoldeb dros eu dysgu eu hunain.
English: 45. Reporting to parents and carers on progress in learning should include contributions from their children in relation to their own achievements and aspirations.
Welsh: 45. Dylai adroddiadau i rieni a gofalwyr ar gynnydd wrth ddysgu gynnwys cyfraniadau gan eu plant mewn perthynas â'u cyflawniadau a'u dyheadau eu hunain.
English: 81 5. Ensure that records of achievement and reporting focus on progress against important learning goals, including the four broad curriculum purposes In addition to the ongoing assessment which takes place as part of the normal classroom routine, children and young people and parents and carers need to be given more summative views of their progress, achievements and next steps when appropriate.
Welsh: 81 5. Sicrhau bod cofnodion o gyflawniad ac adroddiadau yn canolbwyntio ar gynnydd ar sail nodau dysgu pwysig, gan gynnwys y pedwar diben cwricwlwm eang Yn ogystal â'r asesu parhaus sy'n digwydd yn ystod y gwaith arferol mewn ystafell ddosbarth, mae angen rhoi barn fwy cyfunol i blant a phobl ifanc a'u rhieni a'u gofalwyr am gynnydd, cyflawniadau a'r camau nesaf i'w cymryd, lle bo'n briodol.
English: Parents and carers need regular information to find out how well their children are doing and show how they can support them in improving their learning.
Welsh: Mae angen i rieni a gofalwyr gael gwybodaeth reolaidd er mwyn cael gwybod am gynnydd eu plant a gweld sut y gallant eu helpu i ddysgu'n well.
English: The Achievement Outcomes and Progression Steps will provide the context for this reporting, and reports should include an evaluation of children's achievements and progress for each Area of Learning and Experience and Cross-curriculum Responsibility, as well as what they need to do next to progress further.
Welsh: Bydd yr adroddiadau hyn yn cael eu llunio yng nghyd-destun y Deilliannau Cyflawniad a'r Camau Cynnydd. Dylai'r adroddiadau gynnwys gwerthusiad o gyflawniadau a chynnydd plentyn ym mhob un o'r Meysydd Dysgu a Phrofiad a Chyfrifoldebau Trawsgwricwlaidd a hefyd ddisgrifio'r camau y bydd angen eu cymryd iddo wneud mwy o gynnydd.
English: Reports should also include more holistic evidence of how children are developing towards the purposes, drawing on relevant achievements not directly arising from classroom learning.
Welsh: Dylai adroddiadau hefyd gynnwys tystiolaeth fwy cyfannol am ddatblygiad plant mewn perthynas â'r dibenion, a chyfeirio at gyflawniadau perthnasol sydd heb godi'n uniongyrchol o ddysgu yn yr ystafell ddosbarth.
English: Increasingly, the use of digital media can allow more frequent feedback and also has the benefit of encouraging parents and carers to become more directly engaged with their children's learning.
Welsh: Bydd mwy o gyfleoedd i ddefnyddio cyfryngau digidol i roi adborth mwy cyson ac un fantais ychwanegol o hynny yw y bydd yn annog rhieni a gofalwyr i ymwneud yn fwy uniongyrchol â dysgu eu plant.
English: Cumulative records of each child or young person's achievements can encourage a continuing focus on progress in learning and also allow wider achievements relating to the curriculum purposes to be captured and highlighted.
Welsh: Bydd cofnodion cronnol o gyflawniadau pob plentyn a pherson ifanc yn gallu tynnu sylw'n barhaus at gynnydd wrth ddysgu a hefyd yn fodd i gofnodi cyflawniadau ehangach sy'n ymwneud â'r dibenion cwricwlwm a thynnu sylw atynt.
English: Personal e-portfolios and 'e-badges' that mark notable achievements can be built up as they move through the system and can provide such a record.
Welsh: Gellir creu cofnodion o'r fath drwy ddatblygu e-bortffolios ac 'e-fathodynnau' personol sy'n nodi eu cyflawniadau pwysig wrth symud ymlaen drwy'r system.
English: Such portfolios can be developed and 'owned' by the children and young people themselves, and can contribute to developing their digital competence.
Welsh: Bydd yn bosibl i'r plant a phobl ifanc ddatblygu portffolios o'r fath eu hunain, a bod yn 'berchen' arnynt, a gall hyn eu helpu i feithrin cymhwysedd digidol.
English: They could contain information about any test outcomes, progression in relation to each Area of Learning and Experience and Cross-curriculum Responsibility, statements about progress towards the four purposes, extra-curricular achievements and so on.
Welsh: Gallent gynnwys gwybodaeth am ddeilliannau o brofion, dilyniant ym mhob Maes Dysgu a Phrofiad a Chyfrifoldeb Trawsgwricwlaidd, datganiadau am gynnydd ar y pedwar diben, cyflawniadau allgyrsiol ac yn y blaen.
English: Teachers need to have straightforward ways of tracking individual children and young people's progress in ways that show progress over time and across the curriculum, including information from assessments that draw together different aspects of what children and young people have learned over a period of time and where they are asked to apply what they have learned to new contexts.
Welsh: Bydd angen i athrawon ddefnyddio dulliau syml o dracio'r cynnydd gan blant a phobl ifanc unigol mewn ffyrdd sy'n dangos cynnydd dros amser ac ar draws y cwricwlwm. Bydd y rhain yn cynnwys gwybodaeth o asesiadau sy'n cwmpasu gwahanol agweddau ar yr hyn y mae'r plant a phobl ifanc wedi'i ddysgu dros gyfnod penodol a lle y gofynnwyd iddynt gymhwyso'r hyn a ddysgwyd mewn cyd-destunau newydd.
English: At major transitions, for example between infant and junior schools and primary and secondary schools, there needs to be more face-to-face discussion between teachers and with individuals about their strengths and weaknesses, and less reliance on simply transferring data.
Welsh: Ar y pwyntiau trosglwyddo pwysig, er enghraifft rhwng yr ysgol fabanod a'r ysgol iau a rhwng yr ysgol gynradd a'r ysgol uwchradd, bydd angen mwy o drafodaethau wyneb yn wyneb rhwng athrawon a chydag unigolion ynghylch eu cryfderau a'u gwendidau, gan ddibynnu'n llai ar drosglwyddo data yn unig.
English: The progress of all children and young people needs to be considered at these transition points, not only those who need additional support.
Welsh: Rhaid ystyried cynnydd yr holl blant a phobl ifanc ar y pwyntiau trosglwyddo hyn, nid y rheini sydd ag angen cymorth ychwanegol yn unig.
English: The proposed portfolio could play a key role in underpinning and facilitating these discussions.
Welsh: Bydd y portffolio arfaethedig yn gallu chwarae rhan allweddol drwy fod yn sail i'r trafodaethau hyn a'u hwyluso.
English: Summative reporting to parents and carers should include holistic assessments of achievement in relation to the curriculum purposes, drawing on experience from beyond the formal classroom.
Welsh: Dylai adroddiadau cyfunol i rieni a gofalwyr gynnwys asesiadau cyfannol o gyflawniadau mewn perthynas â'r dibenion cwricwlwm, gan wneud defnydd o brofiad o'r tu allan i'r ystafell ddosbarth ffurfiol.
English: 47. Children and young people should develop their own e-portfolio, possibly including 'e-badges', to record key achievements and experiences.
Welsh: 47. Dylai plant a phobl ifanc ddatblygu eu e-bortffolio eu hunain, gan gynnwys 'e-fathodynnau' o bosibl, i gofnodi cyflawniadau a phrofiadau allweddol.
English: 48. Summative reporting at key transition points should be supported by portfolio evidence and face-to-face discussions involving the relevant teaching staff.
Welsh: 48. Dylai adroddiadau cyfunol ar bwyntiau trosglwyddo allweddol gael eu hategu gan dystiolaeth mewn portffolios a thrafodaethau wyneb yn wyneb sy'n cynnwys y staff addysgu perthnasol.
English: 49. Increased use of digital media should be explored to help to improve the immediacy of feedback to parents and carers and engage them more directly in supporting learning.
Welsh: 49. Dylid ymchwilio i'r posibilrwydd o wneud mwy o ddefnydd o gyfryngau digidol i gael adborth yn gynt gan rieni a gofalwyr a'u cynnwys yn fwy uniongyrchol er mwyn cefnogi dysgu.
English: 6. Be as light-touch as possible and avoid unnecessary bureaucracy Much teacher assessment does not take additional time, because it consists of observation and the ongoing dialogue within the classroom.
Welsh: 6. Bod mor ysgafn ei gyffyrddiad â phosibl ac osgoi biwrocratiaeth ddiangen Gan amlaf, ni fydd angen amser ychwanegol ar gyfer asesu gan athrawon, gan ei fod yn deillio o arsylwi a deialog parhaus yn yr ystafell ddosbarth.
English: Other aspects do require careful planning, time for children to undertake the assessments, marking, feedback and recording.
Welsh: Mae agweddau eraill ar asesu'n galw am gynllunio gofalus, amser i'r plant gwblhau'r asesiadau, marcio, adborth a chofnodi.
English: In arriving at plans for assessment a balance needs to be struck between the more informal, ongoing forms of assessment and more formal assessment activities.
Welsh: Wrth benderfynu ar gynlluniau ar gyfer asesu, mae angen dal y ddysgl yn wastad rhwng y mathau mwy anffurfiol o asesu parhaus a'r gweithgareddau asesu mwy ffurfiol.
English: Over-elaborate arrangements for assessment eat into teachers' and children and young people's time.
Welsh: Mae trefniadau asesu sy'n rhy gymhleth yn mynd ag amser athrawon a phlant a phobl ifanc.