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Tutorial Letter 201/2019: Department: Curriculum and Instructional Studies
Tutorial Letter 201/2019: Department: Curriculum and Instructional Studies
EDAHOD5
IMPORTANT INFORMATION:
QUESTION 1
It is a classroom or field-based assessment that takes place at the end of the lesson,
cycle or year that is used to determine the overall achievement of the learner.
It provides the teacher with a systematic way of evaluating how well learners are
progressing in a particular subject content taught in a specific grade.
Assessment of learning should cover all six level of Bloom’s Taxonomy and also the
three learning styles in order to embrace the concept of diversity.
Examples of assessment of learning includes projects, oral presentations,
demonstration, performances, tests, examinations, practical demonstrations, etc.
It is a self-assessment done by the learner in they take responsibility for their own
learning and determine steps they need to take to improve their learning.
It is the process of developing and supporting learners’ metacognition. Learners are
actively engaged in the assessment process, that is, they monitor their own learning.
Assessment in learning assists the teacher to identify learners’ carrier. Learners are
interested in learning something that will at the end benefit them.
Assessment in learning can take a form of informal or formal assessment that takes
place in class during teaching and learning process.
This assessment does not focus on the end results of learning, but in the whole
the process of learning in order to make teaching and learning meaningful for the
learner.
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Assessment – a continuous and planned process that assist a teacher to collect information
about learner performance to make decisions about how teaching should unfold in the
classroom.
Teacher assessment – is when the teacher passes judgment on learners work mostly for
reporting purposes
Peer-assessment – is when learners make judgments about the work of another learner
Group assessment – is when learners in a group pass judgment about their work or their
contribution towards completion of the task
QUESTION 2
2.1 As an assessor, you need to know how to use the National Protocol for Assessment
(NPA) and Curriculum and Assessment Policy Statement (CAPS) document of the
subject of your choice to develop an assessment activity. Design the Diagnostic
assessment activity for your learners using the following guidelines:
2.1.2 Indicate the purpose of the assessment activity according to the CAPS
document? 2x1=2
To inform the teacher on learners descriptive writing skills that have the potential to
hinder their writing abilities
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2.1.3 Who is going to write the assessment? 1x1=1
Reason:
2.3 Which assessment instrument will be used to assess the activity? Give a reason
to justify why you opted in using the assessment instrument 2x2=4
Assessment rubric
Reason:
It contains the criteria and level descriptors indicating how learners should effectively
write the Descriptive writing task
2.4 Where will this assessment take place? Justify the choice of venue 2x2=4
The assessment will take place in the Grade Seven English First Additional Language
classroom
Justification:
The teacher will be able to manage, monitor and or supervise learners when writing
the activity
Fairness:
Learners are given assessment activity which is at their cognitive level according to
the CAPS document.
The teacher uses the same assessment rubric to all the learners.
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Reliability
The teacher uses the reliable CAPS document to extract assessment activity that
match the cognitive level of English First Additional Language of grade seven
learners on writing the “Descriptive Writing” task
The teacher uses a detailed rubric that would extensively measure the writing abilities
on “Descriptive Writing” task
2.6 State two measures that you will put in place in order to address barriers to
learning in your assessment? 2x2=4
2.7 Indicate one learning style that the assessment will focus on, and why? 2x2=4
Reason:
The assessment activity is on writing descriptive task which is based on observing the
picture, studying the contents about the picture and they are to descriptively write
information based on it.
QUESTION 3
The CAPS document identifies four steps involved in assessment, namely: generating and
collecting evidence of achievement, evaluating this evidence, recording the findings and
using the information.
3.1 Briefly describe the importance of the following in assessing the learners in your
subject:
It allows the teacher and the learner to get constructive continuous feedback that will
assist in planning for teaching, learning, assessing, and for promotional purposes.
The assessment takes place during and throughout the learning process, updating the
teacher and the learner progress towards meeting learning goals as stipulated in the
CAPS document.
The assessment feedback is recorded formally, documenting all the skills that the
learner has acquired during the learning process.
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The learner’s performance is thereafter used for monitoring learners’ performance and
for reporting to different stakeholders.
The feedback from the assessment is used to find out if classroom instruction was
effective, or whether a different approach is needed.
It assists the learner in knowing what is expected of them and identify knowledge gaps
they need to improve on.
The teacher is able to identify learners with barriers and plan for remedial lessons and
to motivate learners to work towards achieving their goals/objectives.
Recording helps the teacher to document the level of learner’s performance to track
the progress made by both the teacher and the learner in teaching and learning.
The teacher uses the records to monitor learning and plan ahead to meet learners’
needs.
3.1.5 Reporting the learners’ performance to the learner and the parents 2x2=4
Reporting learners’ performance to the leaners and parent’s entails giving constructive
feedback based on types and forms of assessment completed by the leaner.
Tasks such classwork, homework, tests can be used as part of reporting the learners’
performance to the learner and parents
The teacher is able to communicate learner performance to different stakeholders like
the learner themselves, school, parent and Department Basic Education.
Teachers should give assessment plan to learners and parents. The assessment plan
should formally be communicated to parents during parents meeting.
Teachers should continuously engage parents and require them to sign or comment
on the assessment activities given to their children
Should have open days wherein parents and teachers engage on learners’
performance and on how they can collaboratively work together towards learners’
achievement
They should have a portfolio of evidence or a file that contains lesson and assessment
plans, proof assessment through planned assessment activities, recorded marks and
constructive feedback based on the assessment activities.
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QUESTION 4
Assessment in a multi-grade (more than one grade in one class) differs from a normal class
(single grade). Design an assessment activity in which you will be assessing two different
grades that are in one class on the same subject and topic. Your assessment should clearly
indicate the following:
Grades: 8&9
Subject: Economics and Management Sciences
Topic: Grade 8: term 4: Financial literacy: Cash receipts journal
Grade 9: term 4: Financial literacy: Credit transactions - debtors
Case study (design case study of grade 8: Cash receipts journal; and that of grade 9:
Credit transactions - debtors)
4.3 Indicate the purpose of assessment according to CAPS document, (even though
the topic is the same, the purpose might not be the same, considering of
different grades) 2x2=4
Grade 8: To find out if learners can use columns in the Cash Receipt Journal to enter
cash transactions.
Grade 9: To find out if learners can record transactions in the Debtors Journal, Debtors
Allowances Journal, Cash Receipts Journal, concerning credit sales.
4.4 How will you ensure that the assessment is credible and fair to both grades?
2x2=4
Credibility in assessment:
Reliability: the assessment activities of both grade 8 and 9 emanated from the lessons
plans based on financial literacy in the CAPS document of senior phase EMS.
Practicability: All the resources are made available to all learners. Adequate time has
been allocated to complete the assessment activity.
Validity: the assessment is relevant to the standards set according to the CAPS
document for the specific assessment activity.
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Fairness in assessment:
4.5 Justify, how will take into account the three learning styles (haptic, visual, and
auditory) when assessing the learners? 3x2=6
Haptic: Since the assessment activities were designed for learners to work in pairs,
learners will engage each other in completing the Cash receipts journal (grade 8) and
also Credit transactions – debtors (grade 9).
Visual: learners will be encouraged to view the samples of pasted Cash receipts
journal and also Credit transactions – debtors in order to enhance their understanding
when completing their activities.
Auditory: Learners will be working in pairs, therefore, they are obliged to
communicate, or verbalise and exchange knowledge or ideas in order to complete the
assessment activities.
4.6 What is the expected end product of the assessment activity? 2x1=2
Each pair is entitled to submit and make presentation of the task given:
Cash receipts journal (grade 8) and,
Credit transactions – debtors (grade 9).
4.7 During the assessment activity will you allow learners in upper grade to assist
those in a lower grade (E.G. grade 9 assisting grade 8 learners)? Support your
answer. 2x1=2.
(depending on the type of the activity given, the answer may be yes or No)
No: Grade 8 learners paired and should have their independent thoughts when
completing their task. However, during the presentation, the grade 9 may also be
allowed to add, and or subtract where necessary as part of supporting the grade 8
learners.
4.8 Briefly illustrate how you will give feedback to the learners, consider that you
have two grades in one class when answering this question. 3x1=3
Each paired word will be marked by the teacher who will also give constructive feed
back to the learners.
During presentation learners from both grades will be allowed to advise and or share
knowledge, as part of feedback
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After presentation the teacher will make the general and final input highlighting
important areas that learners did not attend to in terms of the activity.
Total: 100