STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical
behaviour with regard to the preparation of all written work submitted for academic assessment.
Although your lecturers can provide you with information about reference techniques and guidelines to
avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you, at any time, feel
unsure about the requirements, you must consult your lecturers before you submit any assignment. You
are guilty of plagiarism when you extract information from a book, article, web page or fellow student,
without acknowledging the source, and submit it as your own work. In truth, you are stealing someone
else’s property. You may not use another student’s work. You may not allow anyone to copy or use your
work with the intention to submit it as his/her own. Students, who are guilty of plagiarism, will forfeit all
credit for the work concerned. Plagiarism is a serious violation of the University’s regulations and may
lead to expulsion. The undermentioned declaration must accompany written assignments. Your
assignment will be cancelled and returned unmarked if you do not include a fully completed and signed
declaration form.

I (full names): FRANCINA MFOLO

Student number: 68545835 Module: TMS3721

Assignment: 04

Declare that:

1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
https://www.unisa.ac.za/sites/myunisa/default/Study-@- Unisa/Student-values-and-rules

2. I declare that this assignment is my own, original work. Where I used someone else’s work, whether a
printed source, the internet, or any other source, I give the proper acknowledgement and include a
complete reference list.

3. I did not use another current or previous student’s work, to submit it as my own.

4. I did not allow and will not allow anyone to copy my work with the intention that they should submit
it as their own work.

Signature: F.N MFOLO

Date: September 17, 2024

NAME AND SURNAME : FRANCINA MFOLO

STUDENT NUMBER : 68545835

ASSIGNMENT : 4

MODULE CODE : TMS3721

MODULE NAME : Teaching Life Orientation in the FET Phase

UNIQUE ASSIGNMENT NUMBER : 672880

QUESTION 1

1.1 What is your understanding of the following terms as they relate to Life Orientation teaching and
learning?

1.1.1 ASSESSMENT

Assessment in the context of Life Orientation (LO) refers to the process of evaluating and measuring
students' understanding, skills, and competencies related to the subject. Life Orientation encompasses
personal, social, and career development, so assessments are designed to gauge students’ knowledge
and application of these areas. It helps teachers determine how well students are grasping the material
and what areas may need further attention.

1.1.2 FORMATIVE ASSESSMENT

Formative assessment is ongoing and occurs during the learning process. Its primary purpose is to
provide feedback to both students and teachers to improve learning and teaching. In Life Orientation,
this might include activities like class discussions, peer reviews, quizzes, or self-assessments. The goal is
to inform and guide students toward better understanding and to adjust teaching strategies as needed.

1.1.3 BASELINE ASSESSMENT

Baseline assessment is conducted at the beginning of a learning period to establish a starting point for
each student’s knowledge and skills. In Life Orientation, this might involve assessing students' initial
understanding of topics such as self-awareness, decision-making, or social relationships. The results help
teachers tailor instruction to meet the needs of their students and track progress over time.

1.1.4 DIANOSTIC ASSESSMENT

Diagnostic assessment is used to identify specific strengths and weaknesses in students’ understanding
or skills. It’s often more detailed than baseline assessment and can be conducted at various points
during the course. For Life Orientation, diagnostic assessments might explore particular areas like
personal health, career goals, or social skills to pinpoint where students might need additional support
or intervention.

1.1.5 Summative Assessment

Summative assessment occurs at the end of an instructional period and aims to evaluate and summarize
students' overall learning achievements. In Life Orientation, this could be through final projects, end-of-
term exams, or presentations that cover the core topics of the subject. It provides a snapshot of what
students have learned and is often used for assigning grades or certifying that learning objectives have
been met.

1.2 Use the table below to compare baseline and formative assessments. Redraw the table and indicate
the similarities and differences between the assessments .

BASELINE FORMATIVE

ASSESSMENT ASSESMENT

SIMILARITES Both are used to enhance teaching and learning by

providing insights into student understanding and
needs.
DIFFERENCES 1 .Timing: Administered at the 1 .Timing: Conducted throughout
beginning of a learning period to the learning process to monitor
gauge initial levels of ongoing progress and adjust
understanding and skills. teaching as needed.
2 . Purpose: To establish a 2 .Purpose: To provide
starting point for students' continuous feedback to students
knowledge and inform the and teachers to improve learning
planning of instruction. and teaching strategies.

QUESTION 2

2.1 Redraw the table below and complete it by giving your understanding of the assessment principles
and how each principle should be applied in the assessment of learners.
PRICIPLE EXPLANATION APPLICATION IN ASSESSMENT

Ensuring that assessments are Assessments should be designed

FAIRNESS unbiased and equitable for all to accommodate diverse
students. learning needs and abilities.
Provide clear instructions and
fair criteria for all students,
avoiding any form of
discrimination or favoritism.
Ensure that all students have an
equal opportunity to
demonstrate their
understanding.

The assessment should match Design assessments that align

APPROPRIATE the learning objectives and be with the specific learning goals
suitable for the level and and curriculum standards. For
context. instance, if the objective is to
assess critical thinking, the
assessment should include tasks
that require analysis and
evaluation rather than mere
recall. Consider the age,
background, and abilities of the
learners when developing
assessments.

The assessment must measure Ensure that the assessment

VALIDITY what it is intended to measure. accurately evaluates the specific
skills or knowledge it aims to
test. For example, if the goal is to
assess students' understanding
of a concept, the assessment
should include questions or tasks
directly related to that concept,
rather than unrelated content or
skills.

The assessment should produce Use clear and consistent criteria

RELIABILITY consistent results over time and for scoring and grading. Ensure
across different contexts . that the assessment provides
consistent results when
administered to different groups
of students or when repeated.
For instance, if multiple teachers
are grading, they should use the
same rubric to ensure uniformity
 The assessment should reflect Design assessments that mimic
AUTHENTICITY real-world tasks and contexts. real-life situations and
challenges related to the subject
matter. For example, in a Life
Orientation class, rather than
just testing theoretical
knowledge, include practical
tasks such as role-plays or
project-based assignments that
relate to real-world scenarios.

The assessment must provide Include a variety of questions

SUFFICIENT enough information to and tasks to comprehensively
accurately gauge students’ assess students' knowledge and
understanding. skills. Avoid relying on a single
assessment method. For
example, combine multiple-
choice questions, essays, and
practical tasks to get a complete
picture of student learning.
Ensure the assessment covers all
relevant aspects of the learning
objectives.

2.2 All summative school-based assessments (SBA) should be quality-assured before being completed by
learners and after marking by the teacher. Give five reasons why the Head of Department’s (HOD)
moderation is vital.

-Moderation by the Head of Department (HOD) is crucial for ensuring the quality and fairness of
summative school-based assessments (SBA). Here are five reasons why this process is vital:

1. Ensures Consistency and Fairness : Moderation helps to ensure that assessments are consistent across
different classes and teachers. It verifies that all students are evaluated against the same criteria,
ensuring fairness in grading.

2 . Validates Assessment Design :The HOD reviews the assessment tasks to ensure they align with the
curriculum objectives and are valid measures of the intended learning outcomes.
3 . Checks Reliability of Marking :Moderation involves reviewing and comparing marks awarded by
different teachers to ensure that marking is reliable and consistent.

4 . Identifies and Addresses Issue : Moderation helps identify any issues or anomalies in assessment
tasks, such as ambiguities in questions or unexpected difficulties, and provides an opportunity to
address them.

5 . Supports Professional Development :The moderation process provides feedback to teachers about
their assessment practices and grading, offering opportunities for professional growth and
development.

QUESTION 3

3.1 Use the GRADE 10 ATP (DBE, 2023) and FET CAPS document to help you pre-design a research
project for your learners by answering the guidelines below.

3.1.1 Based on the CAPS document, learners are expected to develop the following skills during the
completion of a project:

Research Skills: Ability to gather, evaluate, and synthesize information from various sources.

Critical Thinking: Ability to analyze data, identify key issues, and make informed judgments.

Communication Skills: Ability to present findings clearly and effectively through written reports,
presentations, or other formats.

3.1.2 According to the GRADE 10 ATP 2023/2024, the topic and core concept taught in Week 8 of Term 1
are:

Topic: Democracy and Human Rights

Core Concept: Discrimination and violations of human rights

3.1.3 FOR A PROJECT ON THE CONCEPT OF ‘HUMAN TRAFFICKING “ ,SUITABLE LEARNING OBJECTIVES
MIGHT INCLUDE THE FOLLLOWING :

Objective 1: Learners will analyze the causes and consequences of human trafficking, demonstrating an
understanding of its effects on individuals and society.

Objective 2: Learners will design an awareness campaign or intervention plan aimed at combating
human trafficking, applying critical thinking and problem-solving skills to propose actionable solutions.
3.1.4INCORPORATION OF ASSESSMENT PRINCIPLES INTO THE PROJECT :

i) Fairness

Ensure that all students have equal access to resources and support for the project. Provide a clear
rubric outlining the criteria for assessment so that all students understand how their work will be
evaluated. Accommodate diverse learning needs by offering various ways for students to demonstrate
their knowledge and skills.

ii) Authenticity

The project should reflect real-world issues related to human trafficking. Incorporate real data, case
studies, and current events to make the project relevant. For instance, students could research recent
human trafficking cases or interview local organizations working on this issue. This approach ensures
that students’ work is grounded in real-life contexts.

iii) Sufficiency

Design the project with various components to provide a comprehensive assessment of students'
understanding. This could include research reports, presentations, group discussions, and other
methods to assess different aspects of their learning. Ensure that the project covers all relevant
dimensions of human trafficking and provides enough evidence to gauge each student’s grasp of the
topic.

3.1.5 ATTENDING TO QUALITY ASSURANCE FOR FIT-FOR-PURPOSE ASSESSMENT .

To ensure the assessment is fit for purpose and of high quality, the following steps can be taken:

Clear Objectives Alignment: Ensure that the assessment objectives are aligned with the learning
outcomes specified in the CAPS document and ATP. Verify that the project tasks accurately reflect the
key concepts and skills related to human trafficking.

Detailed Rubric Development: Create a detailed rubric that specifies the criteria for evaluation, ensuring
it covers all aspects of the project, such as research quality, analysis, and presentation. The rubric should
be shared with students beforehand to clarify expectations.

Pre-Assessment Moderation: Conduct a moderation process where the assessment tasks and rubric are
reviewed by colleagues or the Head of Department (HOD) before the project is given to students. This
review helps to identify any potential biases or issues with the assessment design.

Pilot Testing: If feasible, conduct a pilot test of the project with a small group of students to gather
feedback on the clarity and feasibility of the tasks. Use this feedback to make any necessary adjustments
before full implementation.
 Feedback Mechanism: Implement a system for ongoing feedback during the project. Provide students
with interim feedback on their progress, and ensure they understand how to improve before the final
submission. This helps ensure the assessment is developmental and helps students succeed .

3.1.6 MARKING RUBRIC FOR LEARNER’S WORK

Here is a marking rubric with three criteria and three descriptions for each criterion:

CRITERIA EXCELLENT (4 POINTS) GOOD (3 POINTS ) NEEDS IMPROVEMENT

(2 POINTS )
Comprehensive and in- Good research with Limited research with
Research Quality depth research; all relevant and mostly few relevant sources;
sources are highly reliable sources; some sources may lack
relevant, diverse, and diversity in sources. reliability or diversity .
reliable.

Insightful and thorough Good analysis with a Basic analysis with

Analysis and analysis of human solid understanding of limited understanding
Understanding trafficking; human trafficking; some of human trafficking;
demonstrates a deep critical thinking minimal critical
understanding and demonstrated. thinking.
critical thinking.

Exceptionally clear, Clear and organized Disorganized or unclear

Presentation and well-organized, and presentation; presentation;
Communication engaging presentation; communicates ideas communication of ideas
effectively effectively with minor is inconsistent or
communicates complex issues. incomplete.
ideas.

QUESTION 4

4 .1 HOW DOES THE NATIONAL PROTOCOL FOR ASSESSMENT (NPA ,2011 ) EXPLAINS THE FOLLOWING
TERMS BELOW :

4.1.1 Progression : “progression” – means the movement of a learner from one grade to the next,
excluding Grade R, in spite of the learner not having complied with all the promotion requirements.
Progression can be used to prevent a learner from being retained in a phase for a period exceeding four
years as stipulated in the Admission policy for ordinary public schools as published as Government
Notice 2432 in the Government Gazette, Vol. 400, No. 19377 of 19 October 1998, provided that the
underperformance of the learner in the previous grade be addressed in the grade to which the learner
has been promoted. For the purpose of progression through the Foundation Phase the Grade R year is
not included for the retention period of four (4) years .

4.1.2 Promotion : – means the movement of a learner from one grade to the next when that learner
meets the minimum required level of achievement per subject in a particular grade, as well as complying
with the promotion requirements of that grade as contemplated in the policy document; National policy
pertaining to the program and promotion requirements of the NCS Grades R-12 .

4.1.3 Classroom assessment : involves the ongoing evaluations conducted by teachers within the
classroom setting. This type of assessment is used to monitor and support learners' understanding and
progress. It can include a variety of methods such as tests, quizzes, assignments, and observations. The
primary goal of classroom assessment is to provide feedback that can help improve teaching and
learning processes.

4.1.4 School-based assessment : –means assessment as defined in the policy document, National
Protocol for Assessment Grades R-12, Government Gazette No. 34600 of 12 September 2011 .

4.2 According to the National Protocol for Assessment (NPA, 2011), how should schools deal with
learners that have not completed a school-based assessment and/or a practical/oral assessment task
mark in Grades 10−12?

 The absence of a School-Based Assessment and/or a Practical/Oral Assessment Task mark in any
subject in Grades 10- 12, without a valid reason, will result in the learner, registered for that
particular subject. The learner will be given three weeks before the commencement of the final
end-of-year examination of the relevant grade to submit outstanding work or present himself or
herself for School-Based Assessment and/or a Practical/Oral Assessment Task mark. Should the
learner fail to fulfil the outstanding School-Based Assessment and/or a Practical/Oral
Assessment Task requirements, such a learner will be awarded a zero (“0”) for the School-Based
Assessment and/or a Practical/Oral Assessment Task component for that subject.

BIBLIOGRAPHY

Johnson, M. (2019) Assessment Practices in Education. 3rd ed. London: Sage Publications.
Journal Articles:

Smith, R. (2022) ‘Progression and Promotion in South African Education: A Review’, Educational
Assessment Journal, 14(2), pp. 56-74.

Reports:

Department of Basic Education (2011) National Protocol for Assessment. Pretoria: Government Printer.

STUDY GUIDE ,UNISA TMS3721

Pilot Testing: If feasible, conduct a pilot test of the project with a small group of students to gather
feedback on the clarity and feasibility of the tasks. Use this feedback to make any necessary adjustments
before full implementation.