EDAHOD5/202

Question 1

1.1. which word or phrase best describes the following statements

1.1.1. The method of assessment is suited to the outcomes being assessed

 Appropriate 2x1=2
1.1.2. The method of assessment does not present any barriers to the achievement of
the outcomes at hand
 Fairness/ Fair 2x1=2
1.1.3. The methods used allow for easily arranged, cost-effective assessments that do
not unduly interfere with learning
 Manageable 2x1=2
1.1.4. Evidence collection is integrated into the work or learning process where this is
appropriate and feasible
 Integrated into work or learning 2x1=2
1.1.5. The evidence is sufficient proof that the candidate is able to perform the
assessment outcomes at the assessor declare the candidate competent
 Current 2x1=2

1.2. Differentiate the below assessment terminologies according to CAPS 4x4=16

1.2.1. Assessment for learning and assessment of learning

Assessment for learning
 It is an ongoing process of gathering and interpreting evidence about learners’ learning for
the purpose of determining where learners are in their learning, where they need to go,
and how best to get there
 It’s used to determine the learners’ progress during teaching and learning.
 Take place during the teaching and learning.
 It is informal( Formative)
 It is used to gather information about learners learning using a variety of assessment
strategies and tools
 It informs learners about their learning progress, monitors their progress towards
achieving their goals
 The teacher gives timely constructive feedback to learners
 Learners develop skills of peer and self-assessment

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Assessment of learning
 The process of collecting and interpreting evidence for the purpose of summarising
learning at a given point in time, to make judgements about the quality of learners’
learning on the basis of established criteria, and to assign a value to represent that quality.
The information gathered may be used to communicate the learners’ achievement to
parents, other teachers, learners themselves, and other stakeholders. It occurs at or near
the end of a learning cycle
 Determine the overall achievement of learners.
 Take place at the end of the teaching cycle.
 It is formal ( Summative)
2x2=4
1.2.2. Assessment as Learning and Assessment in learning

Assessment as learning
 The process of developing and supporting learners metacognition. Learners are actively
engaged in the assessment process, that is, they monitor their own learning.
 Learners are actively involved and monitor their own learning.
 Self- assessment where learners take responsibility to develop their knowledge.
Assessment in learning
 It is the process whereby a learner develops a full understanding of the practical use of
the knowledge acquired during the learning
 The learner finds meaning on the acquired knowledge and implements it
 Both teachers and learners are involved to ensure that meaningful learning is taking place.
 There is a link between classroom knowledge with the real-life situation.
2x2=4
1.2.3. Authentic Assessment and Systematic Assessment

Authentic Assessment
 The assessor is satisfied that the evidence is attributable to the candidate being assessed.
 Is realistic, relevant and involves learner performance in real-world situations or
simulations
 It provides parents and stakeholders with directly observable products and
understandable evidence concerning learners performance
 Takes individual learning styles, aptitudes and interests and make provision for learners
with barriers to learning and reflects local values, standards and contexts
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Systematic Assessment
 The overall process of assessment that ensures that assessment is fair, effective,
repeatable and manageable. (- Assessment planning process; -Assessment is open and
consistent )
 Programs are undertaken for the purpose of improving learners’ learning and development
2x2=4
1.2.4. Play-based Assessment and Cognitive development

Play-based Assessment
 Is an assessment that provides a play set in a learning environment over a period of time
through which a clear picture of a learner’s strengths and weakness can be a build-up.
The following phases can be identified in a play-based assessment, that is, pre-paly,
adult-child interaction, and post-play.
 Assessment in Early – childhood to evaluate the children’s developmental skills while
playing.
Cognitive development
 It is an assessment that explores the learner’s thinking process, problem-solving
strategies and reasoning abilities as outlined in Bloom’s Taxonomy and or TIMSS.
 Increase the knowledge and understanding of learners by means of writing.
2x2=4
[26]
Question 2

2.1. Learners’ portfolios are an important and useful tool for effective assessment. they serve
as documentation of assessment information. Teachers’ observation of learners in action,
informal assessments, and learners’ work product are collected, reviewed, shared with
parents and other learners, and documented in the learners’ portfolios. Give a full description
of ‘what is a learner’s portfolio’ as illustrated in ‘The Educator as Assessor in page 52’
 A portfolio is a systematic, purposeful and meaning collection of a learner’s work in one or
more activity, learning programme or subject area
 Learners should be allowed to select their own work to be placed in the portfolio. Learners
can also help to establish the criteria for what should be included in the portfolio
 Collections may also include input by teachers, parents, peers and school administrators
 Portfolios should reflect the actual day-to-day learning activities of learners

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 They should reflect learners’ true efforts, progress, and achievements over a period of
time
 They may contain several compartments or subfolders
 Selections for the portfolio may appear in a variety of media and should be
multidimensional to be representative
(5x2=10)
2.2. Barriers to learning should not hinder fair assessment. According to the ‘White paper 6’
teachers need to know how to handle, teach, and assess these learners.

2.2.1. Indicate four classifications of barriers that the teacher should take into consideration
when assessing learners (4x2=8)
 Socioeconomic barriers
 Systemic barriers
 Medical disability barriers
 Educational related barriers

2.2.2. Mention and explain the three types of alternative assessments that you need to take
into
account when assessing learners (3x2=6)
 Alternative assessment based on alternative attainment of knowledge: these assessments
are based on the grade-level content covered by the general assessment, but at reduced
depth, breadth, and complexity
 Alternative assessment based on modified attainment of knowledge: these assessments
measure a learner’s mastery of grade-level content, concepts, and skills.
 Alternative assessment based on grade-level attainment of knowledge: these
assessments are met for learners with disabilities or learning difficulties who need testing
formats or procedures that provide them with equal opportunities to demonstrate their
attainment of content which is at the same grade-level as the general assessment.

2.2.3. Briefly explain how will you involve parents to participate in the assessment of a learner
with learning barriers (3x2=6)

 Sending out school/subject annual assessment plan to parents

 Inviting parents to a subject-based parental meeting to discuss assessment plan, learning,
challenges and progress/developments
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 Having teacher-learner-parent meetings and or interviews to discuss learner’s learning

and progress (SNA: School need Assessment)

Question 3

3.1. The main purpose of reporting is to provide learners with regular feedback

3.1.1. In order to give constructive feedback on observation as an assessment tool,

the teacher should be familiar with the basic principles for successful
observation. State five basic principles of observation

• Be unobtrusive: the teacher should move in the background and do not interfere with
what you are observing.
• Be objective: the teacher should not allow his/her own values, experiences, and
opinions to influence the interpretations.
• Be focused: the teacher should focus on the specific learners’ behaviour, the
situation in the classroom, learners’ concerns, do not diverge from the set goals.
• Be aware of verbal and non-verbal communication: the teacher should pay
attention to learners’ verbal, posture, and body language in class.
• Be a good judge: the teacher should apply his/her mind and or gather facts
before making a decision in favour or against leaners’ behaviour.
(5x2=10)
3.1.2 what will be the role of school Based Assessment Team in providing
constructive feedback to learners?

• To ensure that the assessment plan drawn at the beginning of the term is followed.
• To ensure that the learners’ work is thoroughly marked and moderated.
• To make sure that the learners’ marks are correctly entered on the mark sheet and
schedule.
(3x2=6)
3.1.3. what should be included in a learners’ Report Card as part of feedback?

 Learner personal details: learner’s name, grade and class, date of birth, school
attendance profile

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 Official school details: year and term, name of the school, date, signature, and comment
of parent or guardian, teacher, and principal, dates of closing and opening of school,
school stamp, explanation of codes of the national coding system
 Performance details: a national code and /or a percentage indicating the level of
performance per subject, and a description of the strengths and developmental needs of
the learner
 Constructive feedback: the feedback should contain comments about the learner’s
performance in relation to his or her previous performance
(2x2=4)
3.1.4. Besides the learner, who-else is entitled to the learners’ feedback?
• Learners’ parents – To give more support and courage to learners, and to make them
aware of their children’s achievements
• Dept of Education – For record-keeping; future planning and improvement;
Comparison of learners’ performance; rate the level of teaching and learning in
schools
 Stakeholders- SGB, Sponsor, Parental component
(2x2=4)
3.1.5. For you to be able to give good feedback after conducting the Oral
assessment, you should be able to know the guidelines for conducting the oral
assessment . Indicate four.
 The teacher must have good listening skills. Should be able to listen more, and speak less
 Use silence to give the learner time to think about a question
 Think carefully before making remarks and comments.
 Be careful not to get into debates with the learner.
 Do not give your own views; get information from the learner.
 Do not pass judgement on what the learner has said
 Know when to interrupt. You should only interrupt if the learner has obviously
misunderstood the question or is rambling in a confusing and irrelevant way.
(4x2=8)