EDAHOD5/201/2018

Tutorial Letter: 201/2018

THE EDUCATOR AS ASSESSOR

EDAHOD5

Semester 1

COLLEGE OF EDUCATION

Department of Curriculum and Instructional

Studies

IMPORTANT INFORMATION:

This tutorial letter contains feedback on Assignment 01 and important information

about the examination.

Open Rubric
LECTURERS AND CONTACT DETAILS

The contact details of the lecturers responsible for this module are as follows:

Dr A S Mawela
E-mail address: [email protected]
Telephone number: 012 429 4381

Mr S B Mahlambi
E-mail address : [email protected]
Telephone number: 012 429 2629

All queries that are not of a purely administrative nature but are about the content of thi s module
should be directed to the lecturers. Please have your study material with you when you contact
the lecturers.

Dear Student

This tutorial letter contains feedback on Assignment 01 and guidelines for the examination.

Most of the assignments that we received from students were of a very high standard. It was clear
that you went to a lot of trouble in completing the assignments. Thank you for that.

1. Feedback on Assignment 01

You were required to apply your understanding of assessment in the context of your subject, as
prescribed in CAPS. You had to study the prescribed textbook, the CAPS for the subject-/-phase
of your choice and the National Protocol for Assessment Grades R–12 before you answered the
assignment questions.

Question 1

Answer the following questions to show that you understand assessment in a school context:

1.1 Various assessors may assess learners’ work (2)

Most students struggled to identify the different assessors in a school context. You had to indicate
that teachers, learners (learners themselves) and peers or groups) and moderators may assess
learners’ work in a school context.

In a school, there are various assessors that assess learners’ work. The assessors include

 Learners themselves (self-assessment) learners judge their own work to gain more
insight into their activities, shortcomings and strong points.
 Peers (peer assessment) one learner assesses the work of another learner
 Groups (group assessment) a group assesses its own work or one group assesses the
work of another group; the value of group assessment is based on the sharing of
knowledge and skills.
 Teachers (teacher as an assessor) he/she assess learners work and give feedback on
whether learners understand the content, the effectiveness of the teaching method and
what they still need to learn.

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1.2 Assessment as a vehicle that drives teaching and learning (2)

Through assessment, important information is gathered about learners (e.g. their ability to
learn)This information is used to improve future planning for teaching and learning (to modify
teaching and learning activities).

You had to indicate that the three components, namely, teaching, learning, and assessment are
inextricably intertwined in reality. Learning cannot occur without learners being assessed, and
teaching cannot occur without assessment. The assessment takes the teaching and learning
process forward, for example, if classroom assessment indicates that learners do not understand
an issue properly, the teacher must adjust and repeat the teaching before moving on to the next
aspect, which requires an understanding of the previous aspect.

1.3 Unplanned assessment in a school context (2)

Not all assessment that takes place in a classroom is planned. Assessment as learning is not
planned but occurs during learning when learners personally monitor what they are learning to
make personal adjustments, adaptations, and changes to what they understand. Teachers may
use this type of assessment to bridge the gap between teaching and learning, in other words,
teachers may decide to ask unplanned questions to link what they are teaching to previous
knowledge of the learners.

You had to indicate that what happens in class often informs informal classroom assessment.
Learners may ask questions – teachers don’t know what learners will ask when they plan their
lessons and assessment activities. However, every lesson must have a planned assessment.

1.4 Continuous assessment as an approach (2)

This is an assessment that spans the entire learning process. It incorporates all types of
assessment (baseline, formative, summative and diagnostic). Therefore, continuous assessment
is not a type of assessment but an approach to assessment.

You had to explain that continuous assessment incorporates the different types of assessment
such as formal, informal, formative, summative, baseline, and diagnostic assessment. Continuous
assessment is, therefore, the umbrella concept under which we may identify the types of
assessment.

1.5 The role of assessment in the progression of learners (2)

Progression in education implies a movement from one point to the next. In the context of
assessment, it could mean a movement between topics, chapters, and grades. The assessment
determines whether the goals of education are being met. It plays a constant role in informing
instruction, guiding the learner's next step, checking progress and achievement, encouraging and
directing learning and providing feedback to learners on their performance and the cause of
instruction.

You had to indicate that assessment (specifically summative assessment after the learning
process) provides evidence that a learner has mastered the content (i.e. topics and skills
prescribed in CAPS) at a particular required standard (as indicated in the CAPS for the particular
grade, e.g. Grade 4). Such assessment evidence ensures that the learner will cope with learning
at the next level or standard, for example, Grade 5. In this way, assessment ensures that all
learners in a grade (cohort) progress to the next grade after having achieved the learning required

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in the previous grade. In theory, this means that learners who do not perform at the required
standard should not be allowed to progress to the next grade.

Question 2

Indicate whether the following statements are true or false. Please support your answer in every
case.

2.1 Formal assessments provide teachers with a systematic way of evaluating how well
learners are progressing in a particular subject and in a specific grade. (2)

True: Formal assessments are assessments that systematically measure how well a student has
mastered specific learning outcomes.

You will have received one mark for answering “true” and one mark for indicating that formal
assessments are more summative in nature and confirm that learners are ready to move to the
next level of complexity-/- to learn more about what has already been achieved – it refers to the
assessment of learning. Informal assessments, on the other hand, provide evidence of progress,
especially during the learning process, in the form of formative assessment -/-assessment of
learning.

2.2 School-based assessment is a compulsory component of progression and

promotion in all the different school phases. (2)

True: School-based assessment (SBA) is a type of assessment that is embedded in the teaching
and learning process. It allows for the collection of a number of samples of student performance
over a period of time. It can be adapted and modified by the teacher to match the teaching and
learning goals of a particular class and the learners who are being assessed.

You will have received one mark for answering “true” and one mark for indicating that progression
is relevant to Grades 1-- 8 and promotion to Grades 9—12. Therefore SBA is compulsory for
progression and promotion.

2.3 Teachers may choose to record performance in informal or daily assessment tasks
in some cases to support the teaching and learning process. (2)

True: Formal (standardised) assessment measures should be used to assess overall

achievement, to compare learners performance with that of other learners at their age or in their
grade or to identify learners’ strengths and weaknesses that are comparable with those of their
peers. Informal assessments sometimes referred to as criterion-referenced measures or
performance-based measures, should be used to inform instruction. Both may be recorded to
keep a record of learner performance.

You will have received one mark for answering “true” and one mark for indicating that recording
should be done as the exception rather than the rule because it should not become a hindrance
to effective teaching and learning.

2.4 Classroom assessment should provide an indication of learner achievement in the

most effective and efficient manner by ensuring that adequate evidence of
achievement is collected using various forms of assessment. (2)

True: It is through these assessments that classroom teachers can effectively direct instruction
(teaching) and arm students with the knowledge and the skills they need for future success, both
in and out of school. It is only through effectively assessing learners that teachers can tailor
instruction directly to individual learners needs.
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You will have received one mark for answering “true” and one mark for indicating that a variety of
assessment methods such as written or oral assessment, individual or pair-/-group tasks and
formative and summative tasks are included in the SBA prescribed by CAPS.

2.5 Records of learner performance should also be used to verify the progress made
by teachers and learners in the teaching and learning process. (2)

True: A carefully kept record of work is a strong stimulus for dutiful and progressive work. It shows
the ability of the teacher to organise his/her resourcefulness and enthusiasm regarding teaching,
assessment and the progress that learners make throughout their learning stages.

You will have received one mark for answering “true” and one mark for indicating that assessment
results should inform decisions about more effective teaching approaches and methods used by
teachers and more effective ways of learning and studying used by learners.

Question 3

Make use of the CAPS document for your specific grade and subject-/-phase to respond to the
following questions on CAPS requirements regarding assessment:

3.1 List any five topics prescribed to be taught and assessed in your subject. (5)

CAPS is a document designed by the Department of Basic Education and it is specific to topics,
content, and grade. You will not have been disadvantaged if you didn’t indicate five topics since
some subjects don’t have five topics.

The table below shows examples of subjects and topics covered in a particular grade.

Subject Examples of topics covered

Mathematics Grade 6 Numeric and geometric patterns, measurement (angles, area,
perimeter and volume), transformations and fractions,
Natural Sciences Grade 7 Biospheres, properties of the material, energy, and change,
separation of mixtures, sexual reproduction and the relationship of
the sun to the earth
Life Orientation Grade 9 Development of the self in society, health, social and environmental
responsibility, constitutional rights and responsibilities, the world of
work and physical education

3.2 Mention five possible forms of assessment you will apply in your subject as part of
continuous assessment. (5)

Many students could not differentiate between forms and types of classroom assessment.

a) Forms of assessment refer to the actual activities that learners will be engaged in, for
example, tests, examinations, assignments, investigations, oral presentations, projects,
practical demonstrations, case studies, performances, and portfolios.
 Term test and year-end examination -- summative assessment
 Written research task – formative assessment
 Oral questioning in a class by the teacher to pinpoint problem areas or gaps the
 Class test before a new topic is taught – baseline assessment
 learners understanding – diagnostic assessment

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  Group or pair presentations in class assessed by other learners and the teacher–
formative assessment

b) Types of assessment refer to various assessment approaches that can be used for
different reasons at various stages in the learning sequence, for example, formative,
summative, diagnostic and continuous assessment.

3.3 Indicate seven levels or rating descriptors that you will use when assessing
learners in your subject. Use percentages and two-word descriptors in this regard.
Present your response in a table with a heading, seven rows, and two columns. (7)

All CAPS documents have seven levels or rating descriptors. These are given in codes for
reporting in Grades R–7. They are given in three rows and eight columns. You will have received
one mark for each column if both the percentage and the descriptor were correct.

Rating code Descriptor Competence Percentage

7 Outstanding achievement 80– – 100%
6 Meritorious achievement 70– – 79%

5 Substantial achievement 60– – 69%

4 Adequate achievement 50– – 59%
3 Moderate achievement 40– – 49%
2 Elementary achievement 30– – 39%
1 Not achieved 0–29%

N.B: Question 3.3 required the student to use the table above and you to present your answer in
a table consisting of two columns and seven rows, each with a heading and, which could have
been presented as:

Description of Competence Percentage

Outstanding achievement 80– – 100%
Meritorious achievement 70– – 79%
Substantial achievement 60 – –69%
Adequate achievement 50 – –59%
Moderate achievement 40 – –49%
Elementary achievement 30 – –39%
Not achieved 0–29%

3.4 Use two examples from your context to differentiate between formal and informal
assessment. (4)

This question required the students to use examples to differentiate between formal and informal
assessments. To give such examples it is important to consider descriptions in the table below
present’s descriptions of formal and informal assessment and relevant examples:

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Formal assessment Informal assessment

Standardised assessments Spontaneous day-to-day observations of how
learners perform in class
Used to grade learners Used to improve and adjust teaching and learning
by identifying misconceptions and abilities or
inabilities of learners
Formally recorded and used to inform Assessments are mostly not recorded for grading
stakeholders about the education system and those that are, are used to monitor learning
Examples
Examinations, tests, assignment, projects, Classwork, homework, weekly tests, pre-tests,
presentations, practical tasks, observation, investigations
investigations

3.5 Indicate the number of assessment tasks that should be recorded as part of CASS
in your subject. 2)

It is important to note that according to CAPS, each specific subject has it’s a specific number of
formal assessments that should be recorded as part of the continuous assessment, as illustrated
in the following table: E.g.

Subject Number of formal tasks

Mathematics Grades 4--6 8
Social Sciences Grades 4--6 8
Natural Sciences Grades 7--9 10
Life Orientation 7--9 7
Computer Applications Technology (CAT) 6

Question 4

Develop an assessment activity or task (e.g. a research project, a poster, a written test, or an
experiment, etc.) together with its complete associated assessment strategies. Apply your
understanding of effective and credible assessment practices by indicating exactly how you would
apply the following strategies and why you choose to do it in that particular way:

Feedback:
Many students failed to use given assessment strategies to develop an assessment activity of
their choice. The aim was for the student to apply the CAPS document of the subject of their choice
to the development of such an activity.

Refer to the two examples below. The first example is done of an assessment activity in the context
of assessing Grade11 learners in Life Orientation.

EXAMPLE 1

4.1 The grade, subject, learning aim and topic (4)

Grade: 11
Subject: Life Orientation
Learning aim: Guide learners to make informed and responsible decisions about their health,
environment, subject choices, further studies and careers (CAPS: document)

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Topic: The world of work

4.2 The purpose of doing the assessment activity (3)

- To identify particular strengths and developmental needs of learners

- To build a profile of learners’ achievements

Other possible answers

- to determine progress – summative purpose

- to assist learning and teaching – formative purpose
- to determine current levels of knowledge and skills – baseline purpose
- to identify gaps and strengths and weaknesses – diagnostic purpose

3 marks = clear description of purpose; 2 marks = somewhat vague; 1 mark = vague/confused; 0

marks = not indicated

4.3 The assessment task or activity (3)

You had to provide a clear description of the task-/activity the learners have to complete in terms
respect of (1) what they have to do individually, in pairs or in groups; (2) the relevant time frames;
(3) the resources they have to use and (4) what they have to submit-/-present.

Example: Each learner has to do research and write about a career of his/her choice. The work
should not be longer than two pages. The learners have to answer the following questions in the
research activity:

a) Which career do you want to enter after matric?

b) Which subjects do you need to pass to be accepted for further studies?
c) How are you going to make sure you pass those subjects in Grade 12?
d) What contribution is your chosen career going to make in South Africa?

4.4 The assessment product or performance containing-/-presenting the evidence

(2)

Research: After the research has been completed, the learners will make an oral presentation
during which marks will be awarded for the work done.

4.5 Your role as the teacher in guiding the assessment activity (3)

The role of the assessor (teacher) will be to guide the learners in writing the product; to explain
how the learners will be assessed using a rubric/-checklist and /-or a grid (depending on the activity
given); to check the learners’ progress by requesting learners to present their work at certain
intervals (once a week); and to make the necessary resources available whenever the need
arises.

4.6 The nature of the assessment (formal or informal) (2)

This is a formal assessment. It will be recorded and used for end of term reporting to the learners,
parents and the school district.

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4.7 The assessment method and associated assessment instrument (2)

A rubric will be used to assess the research and the presentations. It will set out criteria and
descriptors of how the assessment will take place. It will be distributed to the learners and
expectations will be clarified.

Another example of an assessment method is a class test; the associated assessment instrument
is a question paper together with its memorandum.

4.8 The assessor/assessors (2)

You had to give a reason for choosing the assessor, for example, the teacher will be the assessor
because this is a formal assessment that will be recorded for reporting purposes.

4.9 The assessment criteria for assessing the task/activity/product (6)

You had to describe the criteria in different ways, as in the following example:

The assessment criteria will be as follows:

Assessment criteria Description

Introduction The learner was able to introduce the topic to the reader by
giving a description of what the essay is about.
Choosing a career The learner was able to choose a career that is available in
South Africa and in which he/she can find employment.
Reason for choosing the The learner was able to give valid reasons for why he/she
career chose the career and how the career will benefit the society.
Knowledge of subjects The learner was able to research and identify the school
required to pursue the career subjects he/she will need to pursue his/her chosen career.
The learner was able to articulate how he/she is going to work
to achieve good better marks in those subjects.
Use of grammar The learner used grammar in a way that clearly
communicated the message to the audience.
Presentation skills The learner was confident in presenting his/her essay. The
presentation was polished and aroused interest

4.10 Feedback mechanism(s) and process (2)+

You had to describe how feedback will be provided to the learners.

Feedback will be given to individual learners after marking has been completed. Written feedback
will be given to specific individual learners. They will be provided with clear information on areas
of concern and areas in need of improvement. After feedback has been given, learners will be
given the chance to re-write the research, after which the work will be re-assessed/-marked.

4.11 Recording and reporting (2)

You had to use the Policy on Recording and Reporting.

Both formal and informal assessment can be recorded for different reasons, for example, formal-
assessment can be used for reporting purposes and informal- assessment can be used to keep

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track of learners’ understanding and to monitor learning. Once a learner is satisfied with the
outcome, the outcome will be recorded on the record grid and used for reporting at the end
of the term.

The second example is of an assessment activity in the context of assessing Grade 6 learners in
Mathematics.

EXAMPLE 2

4.1 The grade, subject, learning aim and topic (4)

Grade: 6
Subject: Mathematics
Learning aim: Guide learners to be confident and competent in dealing with any
mathematical situation without being hindered by a fear of mathematics
(CAPS document)
Mathematics topic: Number Sentences

4.2 The purpose of doing the assessment activity (3)

The learners should be able to apply the BODMAS rule to simplify calculations. (Refer to the
textbook)

4.3 The assessment task or activity (3)

The learners must simplify the following number sentences:

a) 12 + (4 + 2) x 5
b) (23 – 7) – (8 – 4)
c) (88 ÷ 4) – (88 ÷ 11)
d) (79 – 21) ÷ 2

4.4 The assessment product or performance containing/presenting the evidence (2)

The learners must simplify given sums by following the BODMAS rule.

4.5 Your role as the teacher in guiding the assessment activity (3)

The teacher will divide the learners into groups of five. He/ she will move from group to group and
assist learners while they discuss and complete the activity in their books. The teacher will attend
to learners with special needs (barriers to learning).

4.6 The nature of the assessment (formal or informal) (2)

This is a classwork exercise and it is informal. It will not be recorded but will assist the teacher in
identifying problem areas of the learners.

4.7 The assessment method and associated assessment instrument (2)

A marking memorandum will be used:

a) 12 + (4 + 2) x 5
b) (23 – 7) – (8 – 4)
c) (88 ÷ 4) – (88 ÷ 11)
d) (79 – 21) ÷ 2
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4.8 The assessor/assessors (2)

Group assessment: Once the classwork has been done, the members of each group will give their
books to the members of another group to mark the work. After the work has been marked, the
books will be returned to their owners.

4.9 Assessment criteria for assessing the task/activity/product (6)

Marks will be allocated according to the following criteria:

Assessment criteria Description

Follow the BODMAS rule to simplify The learner was able to use the BODMAS
calculations rule to do calculations to simplify number
sentences
Use mathematical operations correctly The learner was able to add, subtract, multiply
and divide numbers correctly.

4.10 Feedback mechanism(s) and process (2)

You had to describe how feedback will be given.

After the work has been marked, the groups will receive back their books, report their challenges
to the rest of the class and write down corrections as per the class discussion and the teacher’s
input.

4.11 Recording and reporting (2)

This is an informal activity and it will not be recorded.

Question 5

The correct answers are as follows:

5.1 The National Policy on Assessment, the Curriculum and Assessment Policy Statement,
the specific subject textbook, the School Assessment Policy, the National Protocol for
Assessment Grades R–12 (2)

5.2 The CAPS document (2)

5.3 The School Assessment Team (SAT) (2)

5.4 You had to follow the necessary steps of doing an assessment in a classroom to develop
assessment criteria regarding an assessment activity for a subject of your choice. You had
to develop assessment criteria with reference to the activity given at the beginning, the
grade, the subject, the topic and the aim/purpose. You had to present the assessment
criteria under suitable headings. The set of assessment criteria had to be clear statements
describing the standards required of the learners in doing the assessment task/activity in
observable and measurable ways.

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EXAMPLE

You first had to describe the assessment activity that your learners will do in class:
“My Grade 6 learners have to work in groups and carry out an investigation on the favourite music
of Grade 7 learners. (2)

You had to present at least six assessment criteria in a logical sequence, as in the following
example: (6x3=18)

Subject: Mathematics
Grade: 6
Topic: Data handling
Purpose: The learners must be able to collect, organise, represent and interpret data, and make
conclusions on data collected.
Assessment activity and learners’ role: This assessment activity is an investigation. The learners
will collect data about the favourite music of Grade 7
learners in our school. Once the data has been collected,
it must be organised using a tally table. The organised
data will be represented on a double-bar graph. The
learners will then use the data to calculate the median
and the mode. The learners will be expected to make
clear conclusions about the outcome of the investigation.
Role of the teacher: The teacher will provide the learners with an assessment rubric that sets out
the marking criteria. The teacher will direct and guide the learners throughout
the investigation.

Marking instrument: Rubric

The assessment criteria for the investigation are as follows:

Assessment criteria Rating scale

0 1 2

Descriptors
Prediction of the outcome Prediction not in line Prediction made is Prediction is
of the investigation with the investigation vague direct and in line
with the
investigation
The question formulated for The incorrect question Question is Question helped
the investigation used for the incorrectly phrased learners to solicit
investigation correct
information
Names of the interviewees The names of the An incomplete The table is
provided interviewees are not number of complete and it
provided in the table interviewees’ indicates that 20
names are girls and 20 boys
provided in the were interviewed
table
Completion of a tally table Tally table incorrect Not all data The tally table is
collected during complete and all
the investigation

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are displayed in parts are

the tally table correctly labeled
Drawing of the double-bar No graph is drawn The graph was The graph
graph drawn but lacks a contains all the
description of the necessary
x- and y-axes and descriptions: x-
keys for the bars and y-axes
labeled correctly
and keys
provided for the
bars
Conclusion on the data No conclusion is given The conclusion The conclusion is
does not relate to well articulated
the outcome of the and relates to the
investigation outcome of the
investigation

Nature of assessment: This is a formal assessment and it will be recorded for end-of-term
reporting.
Feedback to learners: Once marking has been completed, each group will receive written
feedback indicating areas in need of improvement. Overall class
feedback will also be given, indicating the overall performance of the
learners. Corrections will then be discussed.
Remedial measures: Re-teaching will take place on completion of the investigation. The
whole investigation will be broken into small sub-topics and class
discussions will take place. Groups that did not do well will be given a
different topic on which to do an investigation.

2. THE EXAMINATION

Examination admission

Examination submission is solely dependent upon the submission of Assignment 01 or 02. The
assignment will count 20% towards your final mark and the examination 80%.

How will this work in practice?

As indicated above, you need to qualify to write the examination, since there is no automatic
admission. In order to qualify, you must submit Assignment 01 or 02 on or before the due date.

Examination period

This module is offered in a semester period of 15 weeks. This means that if you are registered for
the first semester, you will write the examination in May/June 2018 and the supplementary
examination in October/November 2018. If you are registered for the second semester, you will
write the examination in October/November 2018 and the supplementary examination in
January/February 2019.

In the course of the semester, the Examination Section will provide you with information regarding
the examination in general and examination venues, examination dates and examination times
pertaining to the module.

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Examination paper

There is one two-hour examination paper for EDAHOD5.

Previous examination papers

Previous examination papers are available to students. We advise you, however, not to focus on
old examination papers only as the content of modules and therefore examination papers change
from year to year. You may, however, accept that the type of questions that will be asked in the
examination will be similar to those asked in the assignments.

Demarcation or “scoping” for examinations and assessments

In terms of a decision reached by the College, the lecturers may not demarcate or “scope” specific
work for examination purposes and examination questions should be based on all the work
covering the notional hours of modules. The lecturers should encourage students to learn
everything. In cases where competencies or skills are assessed differently during the tuition
period, the various methods of assessment will be spelled out clearly in Tutorial Letter 201.

According to Assessment Procedure Manual 2013, paragraph 4.5.2(e), the examination

memoranda (guidelines, rubrics, and so on) will not be made available to students.

3. FREQUENTLY ASKED QUESTIONS

The Study @Unisa brochure contains an A–Z guide to information regarding your studies.

The frequently asked questions regarding this module (EDAHOD5) are as follows:

Question: I need more time to complete my assignment. Can you help me?
Answer: It is not possible to extend the due date of an assignment by more than a week. If your
circumstances compel you to hand in one of the essay-type assignments late, you have
to ask for permission to do so before the due date. No extensions will be granted for
multiple-choice assignments.

Question: If I repeat the module, do I have to submit assignments again?

Answer: A repeating student has to submit all assignments again. Students will not gain
admission to the examination without having submitted Assignment. 01 or 02

Question: I don’t have internet access. What can I do?

Answer: You can access the internet at all Unisa regional offices.

Question: I haven’t received my study material yet. Can you send it to me?
Answer: No; unfortunately, the study material is kept in a different department. Please contact
the relevant section and ask whether the specific item has been dispatched. If it has
been dispatched and you haven’t received it after a reasonable period of time, ask for
another copy to be dispatched. You can also find your study material on myUnisa.

4. GUIDELINES FOR EXAMINATION PREPARATION

Please take note that the content of modules may no longer be demarcated in guidelines for
examinations . The entire content of Tutorial Letter 501 and the prescribed textbook will be
examined in the examination paper for this module.

The duration of the examination session will be 2 hours and the mark allocation will be 100.
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Contrary to previous years’ papers, there will be no multiple-choice questions in this semester’s
paper. This means that your knowledge and understanding of all concepts related to assessment
in education will be assessed in two ways , that is, directly – by means of short paragraph-type
questions requiring you to define, describe or explain concepts – and indirectly – by means of
longer questions where you have to apply your understanding of assessment to your context, in
other words,
the assessment of learners in the phase, subject and grades you teach/are going to teach.The
paper will consist of a series of questions that include low-, middle, and high-order questions.
“Blooms Taxonomy”

Collectively, the questions in the paper will be aimed at assessing your understanding as well
asyour ability to apply such understanding to assessing learners in the subject you intend to teach.

The mark allocations for the questions in the paper will vary considerably. Shorter questions will
have mark allocations ranging from 5, 8 and 10 up to 12 and 13 marks per question.
Longer questions, where you have to apply what you have learned in this module to your context,
will vary per question. Obviously, the questions requiring higher order thinking will have higher
mark allocations than those requiring lower order thinking. Use the mark allocation for each
question to manage your time during the examination.

Some of the questions will be similar to those asked in the assignments you completed during this
semester – note that the questions may be similar, but will not necessarily be the same. This
means that you have to use what you did in the assignments to answer similar questions in the
examination.

We strongly advise that you do the questions that are similar to those in the assignments first
during the examination session, and the others later. In this way, you will ensure that the questions
that contribute the most marks are done first.

Examination papers of previous years should be used with the utmost discretion. Papers from
2015 onwards only included limited questions related to CAPS contexts. It would be prudent not
to use papers from before 2015.

It would be inappropriate and even unethical for us as lecturers to provide students with the
memoranda or model answers to questions in the assignments and in previous years’ examination
papers. Please don’t ask for memoranda or model answers to help you prepare for the
examination. You should work out the answers yourself when you do the assignments and revise
your responses on the basis of the comments you received from the marker.

Good luck with your preparation for the examination!

5. SOURCES CONSULTED

None

6. CONCLUSION

We hope that you are enjoying this module and wish you success with your studies.

Dr AS Mawela
Mr SB Mahlambi

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