SECTION 4: ASSESSMENT

4 . 1. I nt r od uct i o n

Assessment is a continuous planned process of identifying, gathering and interpreting information regarding the
performance of learners, using various forms of assessment. It involves four steps: generating and collecting
evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and
thereby assist the learner's development in order to improve the process of learning and teaching. Assessment
should be both informal and formal. In both cases regular feedback should be provided to learners to enhance
their learning experience. This will assist the learner to achieve the minimum performance level of 40% to 49%
required in Mathematics for promotion purposes.

4.2. Types of assessment

The following types of assessment are very useful in mathematics; as a result teachers are encouraged to use them
to serve the purpose associated with each.

Baseline assessment: mathematics teachers who might want to establish whether their learners meet the basic
skills and knowledge levels required to learn a specific Mathematics topic will use baseline assessment. Knowing
learners' level of proficiency in a particular Mathematics topic enables the teacher to plan her/his Mathematics lesson
appropriately and to pitch it at the appropriate level. Baseline assessment, as the name suggests, should therefore
be administered prior to teaching a particular Mathematics topic. The results of the baseline assessment should not
be used for promotion purposes.

Diagnostic assessment: It is not intended for promotion purposes but to inform the teacher about the learner's
Mathematics problem areas that have the potential to hinder performance. Two broad areas form the basis of
diagnostic assessment: content-related challenges where learners find certain difficulties to comprehend, and
psycho- social factors such as negative attitudes, Mathematics anxiety, poor study habits, poor problem-solving
behaviour, etc. Appropriate interventions should be implemented to assist learners in overcoming these challenges
early in their
school careers.

Formative assessment: Formative assessment is used to aid the teaching and learning processes, hence
assessment for learning. It is the most commonly used type of assessment because it can be used in different forms
at any time during a Mathematics lesson, e.g. short class works during or at the end of each lesson, verbal
questioning during the lesson. It is mainly informal and should not be used for promotion purposes. The
fundamental distinguishing characteristic of formative assessment is constant feedback to learners, particularly with
regard to learners' learning processes. The information provided by formative assessment can also be used by
teachers to inform their methods of teaching.
Summative assessment: Contrary to the character of formative assessment, summative assessment is carried out
after the completion of a Mathematics topic or a cluster of related topics. It is therefore referred to as assessment of
learning since it is mainly focusing on the product of learning. The results of summative assessment are recorded
and used for promotion purposes. The forms of assessment presented in Table 4.1 are examples of summative
assessment.

4. 3. I nf ormal or dail y assessment

Assessment for learning has the purpose of continuously collecting information on learner performance that can be
used to improve their learning.

Informal assessment is a daily monitoring of learners' progress. This is done through observations, discussions, prac-
tical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be
as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing.
Informal assessment should be used to provide feedback to learners and to inform planning for teaching, but need
not be recorded. It should not be seen as separate from the learning activities taking place in the classroom.

Self-assessment and peer assessment actively allow learners to assess themselves. This is important as it allows
learners to learn from, and reflect on their own performance. The results of the informal daily assessment tasks are
not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into
account for promotion purposes.

4.4. Formal assessment

Formal assessment comprises School-Based Assessment (SBA) and End of the Year Examination. Formal
assessment tasks are marked and formally recorded by the teacher for promotion purposes. All Formal Assessment
tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are
maintained. The SBA component may take various forms. However, tests, examinations, projects, assignments
and investigations are recommended for Mathematics. The Senior Phase Mathematics minimum formal programme
of assessment tasks are outlined in Table 4.1
 Table 4.1: Requirements for Formal Assessment: Senior Phase Mathematics

TERM 1 TERM 2 TERM 3 TERM 4

Form of Assignment Test Investigation Examination Project Test Examination
assessment
Marking Memo Memo Memorandum Memo Rubric Memo Memo
guideline and/ Rubric
Number of 1 1 1 2 1 2
papers
Minimum 50 40 40 Paper 1: 50 50 40 Paper 1: 50
marks: Gr 7 Paper 2: 50 Paper 2: 50
Gr 8 50 50 40 Paper 1: 60 50 50 Paper 1: 60
Paper 2: 60 Paper 2: 60
Gr 9 50 50 50 Paper 1: 75 50 50 Paper 1: 75
Paper 2: 75 Paper 2: 75
Time 1 hour 1 ½ hours 1 hour 1 ½ hours
allocation /paper /paper
SBA 10% 5% 5% 15% 5%
Weighting
(40%)
End of year 30% 30%
exam (60%)
Term 100% 100% 100%
weight
(for
reporting
purpose)
Content Paper 1: Paper 1:
areas CA 1,2 CA 1, 2
covered Paper 2: Paper 2:
CA 3,4, CA 3,4,5
Content Gr 7: CAPS, p. 38
/concepts Gr 8: CAPS, p. 74
coverage Gr 9: CAPS p. 118
Skills and Gr 7: CAPS, p. 39 – 48 Gr 7 CAPS: Gr 7 CAPS: Gr 7 CAPS: Gr 7 CAPS:
knowledge Gr 8; CAPS , p 75 – 91 p.49–57 p.39–57 p.39–66 p. 58–74
Gr 9; CAPS , p 119 - Gr 8 CAPS: Gr 8 CAPS: Gr 8 CAPS: Gr 7 CAPS:
133 p.92–99 p.75–99 p.75 –112 p.113–118
Gr 9 CAPS: Gr 9 CAPS: Gr 9 CAPS: Gr 7 CAPS:
p.134-140 p.119-140 p.119-146 p.147-153

 There is reduction of assessment tasks from eleven to seven.

 Calculation of Term weight for reporting of 100% - Add marks of two tasks and calculate the percentage.
 June and November exam weight add up to 60% and the Assignment , Investigation, Project and two tests weight add
up to 40% SBA
 Two 2 papers are prescribed in the June and November examinations to ensure concepts and skills are adequately
assessed
 The weight of tests are 5% as this form of assessment are done under controlled conditions

Tests and examinations are individualised assessment tasks and should be carefully designed to ensure that
learners demonstrate their full potential in Mathematics content. The questions should be carefully spread to cater
for different cognitive levels of learners. Tests and examinations are predominantly assessed using a memorandum.

The assignment, as is the case with tests and examinations, is mainly an individualised task. It can be a collection
of past questions, but should focus on more demanding work as any resource material can be used, which is not the
case in a task that is done in class under supervision.

Projects are used to assess a range of skills and competencies. Through projects, learners are able to demonstrate
their understanding of different Mathematics concepts and apply them in real-life situations. Caution should, how-
ever, be exercised not to give projects that are above learners' cognitive levels. The assessment criteria should be
clearly indicated on the project specification and should focus on the Mathematics involved and not on duplicated
pictures and facts copied from reference material. Good projects contain the collection and display of real data,
followed by deductions that can be substantiated.

Investigation promotes critical and creative thinking. It can be used to discover rules or concepts and may involve
inductive reasoning, identifying or testing patterns or relationships, drawing conclusions, and establishing general
trends. To avoid having to assess work which is copied without understanding, it is recommended that whilst initial
investigation could be done at home, the final write-up should be done in class, under supervision, without access to
any notes. Investigations are assessed with rubrics, which can be specific to the task, or generic, listing the number
of marks awarded for each skill. These skills include:

• organizing and recording ideas and discoveries using, for example, diagrams and tables.

• communicating ideas with appropriate explanations

• calculations showing clear understanding of mathematical concepts and procedures.

• generalizing and drawing conclusions,

The forms of assessment used should be appropriate to the age and cognitive level of learners. The design of these
tasks should cover the content of the subject and designed to achieve the broad aims of the subject. Appropriate
instruments, such as rubrics and memoranda, should be used for marking. Formal assessments should cater for a
range of cognitive levels and abilities of learners as shown in Table 4.2:
Table 4.2: Cognitive levels

Description and Examples of Cognitive levels

Cognitive levels Description of skills to be demonstrated Example
Knowledge (≈25%)  Estimation and appropriate rounding of 1. Estimate the answer and then calculate
62 816
numbers with a calculator: [Grade 7]
325 + 279
 Straight recall 2. Use the formula 𝐴 = 𝜋𝑟 2
to calculate the
 Identification and direct use of correct formula area of a circle if the diameter is equal to
 Use of mathematical facts 10 cm. [Grade 8]
 Appropriate use of mathematical vocabulary 3. Write down the y-intercept of the function y
= 2x + 1 [Grade 9]
Routine  Perform well-known procedures 1. Determine the mean of 5 Grade 7 learners’
procedures (≈45%)  Simple applications and calculations which marks if they have respectively achieved
might involve many steps 25; 40; 21; 85; 14 out of 50. [Grade 7]
 Derivation from given information may be 2. Solve 𝑥 in 𝑥 – 6 = 9 [Grade 8]
involved 3. R600 invested at r% per annum for a
 Identification and use (after changing the period of 3 years yields R150 interest.
𝑃.𝑛.𝑟
subject) of correct formula Calculate the value of r if 𝑆𝐼 = [Grade
100
 Generally similar to those encountered in 9]
class
Complex  Problems involving complex calculations 1. Mr Mnisi pays R75 for a book which he
procedures (≈20%) and/or higher order reasoning marks up to provide 20% profit. He then
 Investigate elementary axioms to generalize sells it for cash at 4% discount. Calculate
them into proofs for straight line geometry, the selling price. [Grade 7]
congruence and similarity 2. Study the figure below and answer the
 No obvious route to the solution following questions: Calculate perimeter
 Problems not necessarily based on real world and area [Grade 8]
10 cm
contexts
 Making significant connections between
different representations
3 cm
 Require conceptual understanding

0.07 m

4 cm

3. Solve for 𝑥 5 cm
(4𝑥 2 −1) 1
=− [Grade 9]
(2𝑥+1) 2
Problem solving  Unseen, non-routine problems 1. The sum of three consecutive numbers is
(≈10%)  Higher order understanding and processes are 87. Find the numbers.[Grade 7]
often involved 2. Mary travels a distance of km in 6 hours if
 Might require the ability to break the problem she travels at an average speed of 20 km/h
down into its constituent parts on her bicycle. What should be her
 Problems based on real world contexts average speed if she wants to cover the
same distance in 5 hours? [Grade 8]
3. The diagram shows 15 identical circles
arranged as a rectangle, and a shaded
triangle. The vertices of the triangle are at
the centre of the circles

Calculate the area of the shaded triangle.

[Grade 9]
 Table 4.3. Examination Guidelines

The content of the Exam papers is as indicated in the tables below

EXAMINATION GUIDELINES JUNE: GRADE 7

PAPER 1
TOPICS Marks
CONCEPTS
Whole Properties of whole numbers and Multiples and Solving problems in 𝟏𝟕 ± 2
numbers Calculations using whole numbers [ 4 ] factors [ 4 ] context of ratio and
rate and finance[9]
Exponents Calculations using Solve problems in contexts involving Comparing and 𝟏𝟎 ± 2
numbers in numbers in representing
exponential form exponential form. [ numbers in
exponential form
Common Percentages Equivalent Ordering and Solving Calculations with 𝟏𝟎 ± 2
fractions forms comparing problems common fractions
common
fractions
Decimal Equivalent Ordering and Solving Calculations with decimal fractions 𝟖±2
fractions forms comparing problems
decimal
fractions
Functions Input and output values 𝟓±2
and
relationships
TOTAL 50

PAPER 2
TOPICS
CONCEPTS Marks
Geometry of Definitions 𝟓±2
straight line
Geometry of 2 DClassifying 2D shapes Similar and congruent Solving problems 𝟏𝟖 ± 2
2D shapes
Area and Area and perimeter of Calculations and solving problems 𝟏𝟐 ± 2
perimeter of regular and irregular
2D shapes polygons
Surface area andSurface area and volume Calculations and solving problems 𝟏𝟓 + 2
Volume of 3D
objects
TOTAL 50
 EXAMINATION GUIDELINES NOVEMBER: GRADE 7

PAPER 1
TOPICS Marks
CONCEPTS
Numeric and Investigate and extend patterns 𝟏𝟎 ± 2
geometric
patterns
Functions and Input and output values Equivalent forms 𝟕±2
relationships
Algebraic Algebraic language 𝟕±2
expressions
Algebraic Number sentences 𝟖±2
equations
Graphs Interpreting graphs Drawing graphs 𝟕±2
Integers Counting, Calculations Properties of Solving problems 𝟏𝟏 ± 2
ordering and with integers integers
comparing
integers
TOTAL 50

PAPER 2
TOPICS
CONCEPTS Marks
Transformation Transformations Enlargements and reductions 𝟏𝟖 ± 2
geometry
Geometry of 3D Classifying 3D objects 𝟑𝟎 ± 2
objects
Data Handling Organize and Represent dataInterpret Analyse Report data 𝟏𝟎 ± 2
summarize data data data
Probability Probability 𝟐𝟎 + 2
TOTAL 50
 EXAMINATION GUIDELINES JUNE: GRADE 8

PAPER 1
TOPICS Marks
CONCEPTS
Whole numbers Properties of Calculations Multiples and Solving problems in 𝟖±2
whole numbers using whole factors context of ratio and
numbers rate and finance
Exponents Comparing and Calculations Solve problems in contexts involving 𝟏𝟑 ± 2
representing using numbers numbers in exponential form.
numbers in in exponential
exponential form
form
Numeric and Investigate and extend patterns 𝟕±2
geometric
patterns
Integers Counting, Calculations Properties of Solving problems 𝟏𝟑 ± 2
ordering and with integers integers
comparing
integers
Functions and Input and output values 𝟔±2
relationships
Algebraic Algebraic language Expand and simplify algebraic 𝟕±2
expressions expression
Algebraic Solve equations 𝟔±2
equations
TOTAL 60

EXAMINATION GUIDELINES JUNE: GRADE 8

PAPER 2 Marks
TOPICS
CONCEPTS
Geometry of Angle relationships Solving problems 𝟐𝟖 ± 2
straight line
Geometry of 2 DClassifying 2D Similar and Solving problems 𝟑𝟐 ± 2
shapes congruent 2D
shapes
TOTAL 60
 EXAMINATION GUIDELINES NOVEMBER: GRADE 8

PAPER 1
TOPICS Marks
CONCEPTS
Common Percentages Equivalent forms Solving problems 𝟏𝟑 ± 2
Fractions
Decimal Equivalent Ordering and Solving problems Calculations 𝟏𝟐 ± 2
Fractions forms comparing with decimal
decimal fractions
fractions
Functions Input and output values Equivalent forms 𝟏𝟐 ± 2
and
relationships
Algebraic Solve equations 𝟔±2
equations
Graphs Interpreting graphs Drawing graphs 𝟏𝟕 ± 2
TOTAL 60

EXAMINATION GUIDELINES NOVEMBER: GRADE 8

PAPER 2
TOPICS
CONCEPTS Marks
Transformation Transformations Enlargements and reductions 𝟏𝟎 ± 2
geometry
Geometry of 3D Classifying 3D objects 𝟏𝟎 ± 2
objects
Theorem of Use the Theorem of Pythagoras 𝟗±2
Pythagoras
Data Handling Organize and Represent dataInterpret data Analyse Report data 𝟏𝟓 ± 2
summarize data
data
Probability Probability 𝟖±2
Area and perimeter Area and perimeter of regular and Calculations and solving 𝟗±2
irregular polygons problems
Surface area and Surface area and volume 𝟗±2
volume of 3D
objects
TOTAL 60
 EXAMINATION GUIDELINES JUNE: GRADE 9

PAPER 1
TOPICS Marks
CONCEPTS
Whole numbers Properties of Calculations Multiples Solving problems 𝟏𝟎 ± 2
whole using whole and factors in context of ratio
numbers numbers rate and
proportions and
finance
Exponents Calculations Solve problems Comparing and representing 𝟏𝟎 ± 2
using in contexts numbers in
numbers in involving exponential form
exponential numbers in
form exponential
form.
Common Equivalent forms Solving problems 𝟖±2
fractions
Integers Properties of Calculations Solving problems 8±2
integers with integers
Decimal Equivalent Calculations Solving problems 𝟖±2
fractions forms with decimal
fractions
Functions and Input and output values 𝟓±2
relationships
Numeric and Investigate and extend patterns 𝟖±2
geometric
patterns
Algebraic Algebraic language Expand and simplify algebraic 𝟏𝟎 ± 2
expressions expression
Algebraic Solve equations 𝟖±2
equations
TOTAL 75

EXAMINATION GUIDELINES JUNE: GRADE 9

PAPER 2
TOPICS
CONCEPTS Marks
Geometry of Angle relationships Solving problems 𝟐𝟒 ± 2
straight line
Geometry of 2 D Classifying 2D shapes Similar and congruent Solving problems 𝟐𝟒 ± 2
2D shapes
Area and perimeterArea and perimeter of Calculations and solving problems 𝟏𝟑 ± 2
of 2D shapes regular and irregular
polygons
Theorem of Solve problems using the Theorem of 𝟏𝟒 ± 2
Pythagoras Pythagoras
TOTAL 75
 EXAMINATION GUIDELINES NOVEMBER: GRADE 9

PAPER 1
TOPICS Marks
CONCEPTS
Functions and Input and output values Equivalent forms 𝟏𝟎 ± 2
relationships
Algebraic Expand and simplify algebraic Factorise algebraic expressions 𝟐𝟎 ± 2
expressions expression
Algebraic Solve equations 𝟐𝟎 ± 2
equations
Graphs Interpreting graphs Drawing graphs 𝟐𝟓 ± 2
TOTAL 75

EXAMINATION GUIDELINES NOVEMBER: GRADE 9

PAPER 2
TOPICS
CONCEPTS Marks
Transformation Transformations Enlargements and reductions 𝟏𝟕 ± 2
geometry
Geometry of 3D Classifying 3D objects 𝟏𝟓 ± 2
objects
Data Handling Organize and Represent dataInterpret Analyse Report data 𝟐𝟏 ± 2
summarize data data data
Probability Probability 𝟗+2
Surface Area andSurface area and volume Calculations and solving problems 𝟏𝟑 + 2
volume of 3D
objects
TOTAL 75
4. 5. Recordi ng and Rep ort i ng

Recording is a process in which the teacher documents the level of a learner's performance in a specific assessment
task. It indicates the learner's progress towards the achievement of the knowledge as prescribed in the National
Curriculum and Assessment Policy Statements. Records of learner performance should provide evidence of the
learner's conceptual progression within a grade and her/his readiness to be promoted to the next grade. Records of
learner performance should also be used to verify the progress made by teachers and learners in the teaching and
learning process.

Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders.
Primary schooling is a critical period for the acquisition of foundational Mathematics skills and conceptual knowledge.
Reporting of learner performance is therefore essential and should not be limited to the quarterly report card. Other
methods of reporting should be explored, e.g. parents' meetings, school visitation days, parent-teacher conferences,
phone calls, letters. These extreme, but worthwhile modalities will ensure that any underperformance is
communicated promptly and appropriate measures of intervention are implemented collaboratively by teachers and
parents. Formal reporting is done on a 7-point rating scale (see Table 4.3)

Table 4.3: scale of achievement for the national Curriculum statement Grades 7 - 9

Rating Code Description of 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
 4.6. M oderat i on of Assessment

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable.
Moderation should be carried out internally at school and/or externally at district, provincial and national
levels. Given that the promotion of learners in the Senior Phase is largely dependent upon the SBA
(which contributes 40%); the moderation process should be intensified to ensure that:
 learners are not disadvantaged by the invalid and reliable assessment tasks
 quality assessment is given and high but achievable standards are maintained

4 . 7 . G eneral

This document should be read in conjunction with:

4.7.1. National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
4.7.2. National Protocol for Assessment Grades R-12.