LIFE ORIENTATION

GRADE 11
Study skills and methods
Unit 2 - Examination writing skills
and assessment
 Study skills and methods
Unit 2
Examination writing skills and assessment

When preparing to write an exam

Writing an examination can be a very stressful experience for some learners.
The best way to make sure you are not one of those learners is to be prepared.
Here are some ways to prepare yourself.

Before the exam

• Check venue and time.
• Check equipment:
• 2 x pens
• Watch
• Calculator
• Timetable of exams plus rules.
• Set your alarm clock.
• Dress comfortably and warmly before you write.
• Arrive at least 1/2 hour before exam.
• Do not talk to anyone at the exam.

Writing the exam

• Fill in the necessary information on the cover page.
• Read the instructions.
• Jot down your thoughts in the margin.
• Leave space after each question in case you need to add to it later.
• Keep calm.

Study procedure
If you stick to the following "Seven Golden Rules" throughout the year, you
will have no problem in the final exam.
• Do not fall behind with your work.
• Try to understand fully as you go along.
• Do it now!
• Always work consistently.
• Do not stop trying and don't give up.
• Lead a balanced life.
• Do not allow yourself to panic.
Examination Dictionary
During your final examination, it is important to understand what the examiner wants
to know and exactly what is being asked of you. It will be a waste of time, for
example, if you are asked to enumerate, but you write a long essay. Here are the
terms that you will see in your examination papers:
Action verbs or Explanation
keywords
Discuss in detail, pointing out main issues as well as strengths
Analyse
and weakness.
Assess Give your opinion after considering points for and against.
Give reasons for and ensure that the reasons are supported
Account for
by adequate evidence and that deductions are logical.
Give reasons and, without going into too much detail, supply
Comment on
your own opinion.
Compare Weigh up the differences and similarities.
Focus on the differences, but accept and
Contrast
acknowledge similarities where relevant.
Give your reasoned opinion on the merit of a topic, indicating
Criticise
weakness. Ensure reasoning is logical and sound.
Define Supply exact meaning of a phrase or concept.
Describe Give information about something, but do not interpret it.
Examine all aspects, point out the strengths and weaknesses.
Discuss After considering it from all angles, give a reasoned
conclusion.
Enumerate List in point form (a), (b), (c).
Give your opinion after considering the evidence and
Evaluate
opinions of others.
Explain Use examples, clarify an issue or concept.
Give an account Sequentially describe.
of
Using examples, drawings, tables, etc. to make a concept
Illustrate
clear.
Supply your opinion on the true meaning of the subject in
Interpret
question.
Justify Give adequate reasons for a proposition or conclusion.
List Supply in point form
Outline Provide main points without details.
Indicate something is true by means of logic, giving evidence
Prove
where necessary.
Show connection between (a) and (b) and how the one is
Relate (a) to (b)
influenced by the other.
Review Give a critical survey, highlighting important, relevant points.
State Provide main points in a brief, clear format.
Present the crux of an argument, including essential points,
Summarise
but without the finer details and examples.
Types of assessment
In Grade 10, you explored the difference between internal and external assessment.
Assessment happens continuously in a learning environment. Your teacher and, peer
(friends) assess your work and give feedback on your progress. In Life Orientation
you are assessed by continuous assessment throughout the year that enables your
teacher to know if you are competent or not yet competent in your work. Continuous
assessment helps you to become responsible for your own learning and assists in
developing your potential. Here are the three assessment types:

Type Purpose When Is it done?

To establish what you already know At the beginning of a
Baseline and to enable the educator to plan learning activity or lesson
accordingly
To support the learner's development Throughout the year
Formative and give feedback that shapes the
teaching and learning process
Summative Used mainly for grading, selection At the end of the term or
(Traditional and control year
mode)