COMMUNITY EDUCATION AND TRAINING

AET LEVEL 4

GUIDE TO UNDERSTAND THE

DIFFERENT FORMS OF ASSESSMENTS

EARKY CHILDHOO DEVELOPMENT

Cognitive &
Langauage
Development

Physical,
Emotional &
Caring &
Social
Interacting
Developme
nt
OBJECTIVE OF THIS STUDY GUIDE

The information contained in this study guide is intended to equip you with
skills and knowledge that you will need to cope with the writing of the Early
Childhood Development exam. Added to this guide is information about the
site based assessment tasks, which form part of the total exam. Thereby we
aim to ensure that you are equally prepared for both forms of assessment,
i.e. formative and summative.

In order to find this guide useful, kindly ensure that you have previous site
based assessment tasks and question papers. That will help you with
practical use of the skills detailed in here under each form of assessment.

THE STRUCTURE OF THIS GUIDE:

This guide has been sectioned into three as follow:

Section A: The Site Based Assessment Tasks

Section B: The Overview of the Early Childhood Development question paper

Section C: The command exam questions

TOPICS COVERED IN EARLY CHILDHOOD DEVELOPMENT AT THIS

LEVEL:
 Maintenance of records and issuing of reports about babies, toddlers and young
children
 Preparation of the environment in order to make it conducive for the
development of babies, toddlers and young children
 Ways to take care of babies, toddlers and young children
 Understanding of the different ways children develop, i.e. physically, cognitively,
emotionally, and socially
 Ways to interact with babies, toddlers and young children

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SECTION A – THE SITE BASED ASSESSMENT

TASKS

 As mentioned above – the three site based assessment (SBA) tasks form
part of the exam and they constitute 50% of the total exam.
 Therefore it is important to note that completion of all the site based
assessment tasks is a requirement to qualify for the registration of the
final examination, i.e. Completion of SBA tasks is compulsory.
 The marks obtained from the SBA tasks will be added on the system prior
the writing of the exam until you write your final examination.
 Final marks from the sitting of the exams will be added to your existing
SBA marks to calculate your total assessment performance.
 It is very important to know that should you not complete all the SBA
tasks – you will not receive results for ECD even if you sat for the final
exams of the learning area. (This goes for all the learning areas that you
are registered for.)

Overview of the site based assessment tasks:

TASK ACTIVITY MARKS

SKILLS TASK Project 20 marks
Assignment 20 marks
Case study 20 marks
LEARNING AREA Demonstration 40 marks
SPECIFIC TASK
TEST Preparatory Test 100 marks
TOTAL MARKS 200

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THE SKILLS TASK

 PROJECT ASSESSMENT TASK

What is a Project Assessment Task?

A Project assessment task is a practical exercise, performed to produce or

create either an object or event. This task involves multiple activities to get
to the intended outcomes.

For example: Creating a Poster showing the holistic developmental

domains of young children

 The collection of information about holistic development of young children=

activity
 Designing the poster – deciding on size and colour of paper to use =
activity

Example: Holistic Developmental domains of young children Poster Project

HOLISTIC DEVELOPMENTAL DOMAINS OF

YOUNG CHILDREN

Emotional
Development

Physical
Development

Cognitive
Development

Early Childhood Development Study Guide: AET Level 4 | 4

 Social
Development
SKILLS AND KNOWLEDGE ASSESSED DURING A PROJECT T
ASSESSMENT ASK

1. Researchi o Getting information about a particular topic or

ng subject.

o oLook for for

Look relevant
relevantandand
accurate information
accurate once
information youyou
once know what
know the topic
what the
of the project is about.
topic of
o Possible the project
places where is
youabout.
can get relevant information include:
o Localfrom
o Places clinics
which you can get relevant information include: baby
o ECD centres
clinics, early childhood care centres, ECD websites etc. and
o ECD websites
o Any
o There are other
alsobook containing
various ECD related
books which containinformation.
information about ECD

2. Interviewi o Asking relevant questions with the aim of getting

ng information about a particular topic.
/questioni o Interviews can be done by asking questions directly
ng (orally) or through a questionnaire (questions written
down)

o Think of questions that you are going to ask about the topic before
starting with your research.
o Check if the questions that you have formulated will help you find
the information that you are looking for.
o Draw up a list of questions that you are going to use during an
interview – sometimes you can leave the list of question with the
person who is going to help you with the information – and return
at a later stage to collect the answers

Early Childhood Development Study Guide: AET Level 4 | 5

3. Analysing o Sifting of collected information.
o This means, going through the collected information to
decide on the best piece of information to use to use
for your project.

o During the collection of information – you will get a lot of

information related to the topic you are busy with.
o What you need to know is that not all related information is
suitable for the need of your Project.
o For example: If the instruction of the project guided you
to get information about physical development of
babies – don’t include information about physical
development of toddlers.
o Yes, the information is related because it is about
physical development – but then the fact that “babies”
have been identified as the focus- then you will need to
select the information specifically related to babies.
o

4. Applicatio o Using (applying) the acquired knowledge in a real

n life situation.
o Use knowledge gained to solve a problem or build
something – that is application of knowledge

o For example: If you have under Cognitive Development learnt that you can
use colourful soft balls to help toddlers recognise different colours – you
would then at a later stage be required to make those colourful balls.
o That means you would need to follow all the steps (i.e. application) –
choosing suitable material and colours – including right amount of cotton
wool – ensuring the correct size etc.
o Eventually you would make colourful soft balls, i.e. a Project achieved.

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 ASSIGNMENT AND CASE STUDY ASSESSMENT TASKS

SIMILARITIES

 Both the Assignment and Case Study Assessment Tasks use source-
based assessment approach. This means that you get a text which is
followed by questions based on any of the topics covered in the ECD
learning area.

DIFFERENCES
ASSIGNMENT
o The text used as a source in an Assignment task provides you with
background Information of a particular topic chosen from one of the
ECD outcomes prescribed for this level.
o The use of the background information is basically to assist you to
remember and not necessarily to give you direct answers.
o The main purpose of the Assignment assessment task is to assess
your knowledge and understanding of what you were taught.
o This means that you will rely a lot on your knowledge of the topic in
order to be able to answer specific questions.
o Look at the example of an Assignment source based text below:

Assignment Assessment Text

Topic- Preparation of an environment to promote language
development in young children.

Child care providers play an important role in the language development of

each child. You can help create a language-rich environment in your home
by being thoughtful in your activity plans and materials selection. The goal
of creating an environment rich in language is to encourage a love of

Early Childhood Development Study Guide: AET Level 4 | 7

 language in all children.

CASE STUDY
o The text used in a case study assessment task differs from that of an
assignment assessment task, because a case study text uses examples
that are based on real life experiences (story form) related to the ECD
outcomes.
o This assessment task demands more than knowledge and understanding
– it assess your ability to assess and analyse a situation.
o This means that there are no direct answers that you will find in a case
study text - hence you need to apply higher levels of thinking skills.
o Look at the example of a case study text.

Project Assessment Text

Preparation of an environment to promote language development in
young children.

Letitia is a child care provider at Bright Future Care Centre. Her class is
colourful and print rich. Everything is clearly labelled and the young
children enjoys to play the A-Z game and songs by simply looking at the
train chain of alphabet letters she has cut out using various colourful
papers, and pasted them on the “COMMUNICATION WALL”. On this wall
she also paste all new words learnt by the young children in her class.

SIMILARITIES & DIFFERENCES BETWEEN ASSIGNMENT AND CASE

STUDY IN ECD

Assignment Similarities Case Study

Both assessment tasks provide information related to ECD topics

Assignment - Tell · Explain

assesses - List · Discuss Case study

- Describ · Distinguish assesses high
low order
Differences order thinking
thinking e · Compare
skills,
skills - Write and
- Name contrast
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 SKILLS AND KNOWLEDGE ASSESSED DURING AN ASSIGNMENT
ASSESSMENT TASKS

 The questions asked in an Assignment Assessment Task in ECD focuses

on two skills: your ability to remember and to understand content.
 This mean your knowledge of ECD content is tested.
 See the explanations of the skills and sample questions related to the two
skills assessed.

NB! Possible questions based on the text example for the Assignment:

o REMEMBERING o Recalling relevant knowledge from long term memory

SAMPLE QUESTIONS
1. Name two ways to create a language rich environment for young
children.
2. Describe a language rich-environment?

3. Which of the following is true?

a) Music is one of the activities that can be used to develop language in
young children.
b) Teaching good children good behaviour can promote language.

o UNDERSTANDI Comprehending /construct meaning through

NG examples or explanations etc.
SAMPLE QUESTIONS
4. What is the main idea of having a print rich environment?

5. How would you do to promote language development in toddlers and

young children?
6. Explain in your own words how young children demonstrate evidence

Early Childhood Development Study Guide: AET Level 4 | 9

 of language development.

HOW TO REMEMBER INFORMATION TAUGHT DURING CLASS:

When studying or listening during class do the following in order to

remember:

Make a list of important points, e.g.

if the lesson is about Recording and
Giving of reports – Take note of the
record types and report types that are
kept in ECD centre.
Or
Make a chart showing all important
related ideas to the topic, e.g. if the
lesson is about stages of cognitive
development in toddlers – make a chart
according to stages of growth, i.e.
12-18 moth toddlers start using two
wards
18-24 moth – toddlers can follow simple
instructions etc.

HOW TO MAKE SURE THAT YOU

UNDERSTAND NEW CONTENT

Test your knowledge after

learning new information – ask
yourself specific questions about
you learnt in class, e.g.
“What was the aim of the lesson?”
“How did it make me feel?”
“Why is this new information
important?”
Asking yourself questions after
learning new information – is a
guaranteeEarly
thatChildhood Development
you will not only Study Guide: AET Level 4 | 10
remember what you learnt – but you
 SKILLS AND KNOWLEDGE ASSESSED DURING A CASE STUDY
ASSESSMENT TASKS

 The questions asked in a Case Study Assessment Task focus on assessing

two skills:
o Your ability to assess and to analyse a situation.
 This mean you need to have enough background knowledge of the
content you have learned.
 Your abilities to remember and to understand will not be enough to deal
with case study based questions.
 Mastering these two skills will l help you to answer the questions based on
the case study assessment task.

NB! These questions are based on the text example for the Case Study
text

o Evaluating o Assessing a situation as guided by the questions based

on the topic in question.
- (Remember! The case study do not provide you
with direct answers – meaning that you must have
good knowledge and understanding of the topic in
question.
- When reading a case study – you need to do so
with a ‘sharp eye’ or ‘look deeper’ to what you see
in order to find answers to the question)
1. Do you think the way Letitia sets up her class would promote language
development in young children? Give reasons for your answer.
2. Why is pasting of new words on the wall not enough to promote language
development in young children?
o The two sample questions are leading you to assess the scenario presented in

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 the case study. Look at how the questions have been constructed to check
your ability to assess a situation.
o Again, only if you remember and understand what you learnt about the topic in
question will you be able to use your assessment skills to answer these
questions.
o Analysing o Examining the content (scenario) related to the topic in
question in order to get to the required answers,
- If the question aims to address ways to prepare an
environment that will help promote language
development in young children – then the scenario
must be in line with the big question.
- However, knowing that the answers do not appear
on the surface of the case study – the examiners
will use what is provided in the case study to
assess your ability to “scratch” through that
information in order to get to the answer,
- Therefore-you must learn to pay close attention to
the questions asked keeping the big picture in
mind.
3. How does a print rich environment promote language development in young
children?
4. Why do you think Letitia has a “communication wall” in her class?
These types of questions don’t only make you assess a situation – but encourages
you to “investigate” in order to get to the answers. Again, it will be through prior
knowledge and understanding of the content of what you have learned, that you
will be able to find the answers that you are looking for.

STUDYING TO MASTER ASSIGNMENT AND CASE STUDY QUESTIONS

o Study! Study! & study

o Be sure of the content of the topics covered in
class
o Use previous questions o to test your knowledge
o Write down your self-assessment answers and
discuss them with others – or compare answers to
previous marking guidelines.
o Be sure of the reasons for your answers – and be
Early Childhood Development Study Guide: AET Level 4 | 12
ready to give relevant examples when required to
do so.
 SECTION B – THE OVERVIEW OF THE EARLY
CHILDHOOD DEVELOPMENT QUESTION PAPER

The ECD final question paper consist of two sections:

Section A: Short Answer Questions 40 marks

Section B: Case study and Scenario 60 marks

See the breakdown of the structure of the question below:

SECTION A QUESTION HOW TO TACKLE THESE
QUESTIONS
Question 1
o Read the entire multiple choice
Multiple choice (10 marks) question first.
o Answer the question in your mind
Example:
before looking at the options.
Various options are given as possible o Then look at the options and
SHORT QUESTIONS

answers to the following questions. compare your answer to the list

Choose the answer and write only the o Eliminate obviously incorrect
letter (A-D) next to the question number answers
(1.1.1 – 1.1.10) in the ANSWER BOOK. o Remember to write only the letter
The following information is required to of the chosen answer next the
register a child in an ECD center question number:
e.g.
A. Contact number of the mother only.
B. Contact number of the centre. 1. D√
C. Information of the child.
D. Full information of the child and
parents.

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 Question 2
o Be sure to carefully read every
Indicate whether the following word of the question – one wrong
statements are TRUE or FALSE. Choose word can trick you if you are not
the answer and write only ‛true’ or ‘false’ paying attention to the whole
next to the question number (1.2.1 – sentence question
1.2.10) in the ANSWER BOOK. o Take note, a sentence that is
partially true is actually false – so
1. Policies and procedures of the centre don’t get excited to see
must be provided to families. something in the question that
seems right.
o If the whole question is not
correct then it is false.
o Remember to write True or False
next to the question number

1. True√
2.

SECTION A QUESTION HOW TO TACKLE THESE

QUESTIONS
Question 3
o Make sure the answer fits in
Fill in/ Complete grammatically
o Check the verb of the question –it
Complete the following sentences by will lead you to the correct answer
using the word(s) in the list below. Write o Remember to write only the
only the word(s) next to the question correct word next to the question
number (1.3.1 -1.3.10) in the ANSWER number
BOOK
1. Develop √
Birth certificate; miserable; develop;
encourage; emotions; outdoors
SHORT QUESTIONS

1. The caregiver should prepare toys

that … the cognitive level of a child.

Question 4 o Read all items to be matched in

the first column
Matching o Then check matching items in the
second column
Choose a description from COLUMN B o Mark possible answers by writing
that matches an item in COLUMN A. the numbers of matching items
Write only the letter (A – J) next to the with a pencil next to the items in
question number (1.4.1 – 1.4.10) in the column B
ANSWER BOOK. o Take note – some of the matched
items are closely related – so be
Column A Column B sure not to choose one item more
1. Report card A. Progress report than once
2. Make believe B. Record keeping
3. Register C. Role-play
SECTION B QUESTION HOW TO TACKLE THESE
QUESTIONS
CASE Question 5 o It is best to start read the
STUDY questions based on the case
Refer to the Section A under SBAs in this study first before reading the case

Early Childhood Development Study Guide: AET Level 4 | 14

 guide to understand the case study study
question o By the time you read the case
study – you would be knowing
exactly what the text is about
Question 6 o Remember the same skills as in
General knowledge related to all ECD the SBA are assessed even during
topics are asked in this question. exam-
.

Remember to give full answers and

provide example to clarify your
answer,
o Use previous question papers to prepare for the final exams.
o Get a partner to study with – this help for moral support
o Study throughout the year
o Read any related material about ECD –not just what you got in class that will help
increase your knowledge around aspect of early childhood development

SECTION C – EXPLANATION OF THE EXAM

COMMAND WORDS

Compare  Identify similarities between things and support your

answer with examples
Contrast  Identify differences between things and support your
answer with examples
Define  Specify meaning. Set out the meaning of a word or
phrase.
Describe  Set out the characteristics of the subject or topic.
Discuss  To present key points – engaging more than one point of
view
Explain  Clarify a particular point or subject and describe it in more
detail
Identify  Name or select what they question is asking.
Summarise  To present key points without details.

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