NAME: BABALWA MAZALENI

STUDENT NUMBER: 68581351

MODULE CODE : AED3701

: ASSESSMENT 2

ASSIGNMENT CODE: 607829

DECLARATION

I (full names): _Babalwa__Mazaleni______________________

Student number: __68581351_______________________

Declare that…

1. I understand what plagiarism entails and have carefully studied the University's

policy in this regard.

2. I declare that this assignment is my original work. Where I use 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, submitting it as my own.

4. I did not allow and will not allow anyone to copy my work to submit it as their work.

Signature __B.Mazaleni____________ Date: __12/06/2024__

QUESTION 1

1.1.1. b

1.1.2. b

1.1.3. b

1.1.4. c

1.1.5. b

1.1.6. b

1.1.7. b

1.1.8. c

1.1.9. c

1.1.10. b

1.2.

1.2.1. False

1.2.2. False

1.2.3. True

1.2.4. False

1.2.5. True

1.3.

1.3.1. F

1.3.2. D

1.3.3. B

1.3.4. C

1.3.5. A

QUESTION 2
2.1. Curriculum 2005 and National Curriculum Statement Grades 10-12 (General).

2.2.1. Critical thinking.

2.2.2. Problem-solving.

2.2.3. Effective communication.

2.2.4. Information management.

2.3.

2.3.1. Planning: Designing assessment tasks and rubrics.

2.3.2. Implementation: Administering the assessment tasks.

2.3.3. Evaluation: Assessing and grading student performance.

2.3.4. Recording: Documenting assessment results.

2.4.

2.4.1. Rather than emphasizing fact memory, this idea promotes active and critical
learning. It pushes pupils to think critically and independently about the subject
matter. In assessing learners, educators can evaluate students' understanding by
focusing on their ability to analyze, evaluate, and apply knowledge rather than simply
regurgitating facts. This can be achieved through open-ended questions, problem-
solving tasks, and real-world applications, allowing students to demonstrate their
critical thinking skills.

2.4.2. This principle can be used to evaluate learners by creating evaluation activities
that call for autonomous analysis, problem-solving, and critical thinking. For instance,
including real-world events and open-ended questions into exams and by also
structuring the lesson in a way that encourages active student participation and
engagement. This can include tasks such as case studies, debates, projects, and
presentations, which prompt students to apply their knowledge in meaningful ways
and critically evaluate information.

2.5. Informal assessment is the type of assessment that is ongoing and unstructured,
not graded and used for feedback and improvement whereas Formal assessment on
the other hand is the type of assessment that is planned and structured, graded and
used for evaluation and accountability.
QUESTION 3

Type of assessment Importance of the Mark allocation

assessment
Formative assessment Provides ongoing 3
feedback to improve
learning, identifies areas
of weakness, and informs
instructional decisions.
e.g. Peer assessment
activities
Summative assessment Evaluates student 3
learning at the end of an
instructional unit by
comparing it against
some standard or
benchmark.
e.g. End-of-term exams.
Diagnostic assessment Identifies students' 3
strengths, weaknesses,
knowledge, and skills
before instruction.
e.g. Pre-tests.
Ipsative assessment Focuses on individual 3
progress and
improvement, comparing
a student's current
performance to their
previous performance.
e.g. self-assessment
activities.

3.2. Consistency: guarantees uniformity and equity in the grading process between
several assessors.
Quality Assurance: supports the preservation of the validity and reliability of
assessment tasks and findings.
Professional Development: allows assessors to exchange best practices and pursue
professional growth.

3.3.

3.3.1. Social justice:

Step 1: Set up a workshop to talk about assessment's social justice principles.

Step 2: Motivate educators to create evaluation assignments that take into account
the varied needs, experiences, and backgrounds of their learners.
Step 3: Give samples of inclusive methods of assessment that advance equity and
justice.

3.3.2. Social constructivism:

Step 1: Teach social constructivist assessment principles in a training session.

Step 2: Motivate educators to create evaluations that foster group work, critical
thinking, and problem-solving abilities.
Step 3: Give students examples of assessment assignments that call for reflection
and engagement in order for them to build their own understanding.

3.4.

3.4.1. The Zone of Proximal Development (ZPD) is a tool used by educators to

determine the degree to which a student can complete an assignment with guidance.
Teachers can design assignments that challenge students appropriately and give
them the help they need to succeed by evaluating them inside their zone of
proficiency (ZPD).

3.4.2. Giving learners short-term assistance while they acquire new abilities or
information is known as scaffolding. In order to help students with difficult
assignments during assessments, teachers may use scaffolding strategies. As
students gain greater independence in their learning, support is progressively
decreased. This method helps satisfy the demands of each unique learner by
offering the appropriate degree of support and difficulty.
QUESTION 4

4.1. The White Paper 6 (WP6) is a key policy document in South Africa aimed at
promoting inclusive education by addressing the barriers to learning and providing
equal access to education for all students, including those with disabilities and
special needs. With the help of this policy, which guarantees that all students are
included in regular classrooms and receive the assistance and adjustments they
require to succeed, the educational system is intended to be transformed.

By highlighting the need of providing all students, including those with special needs,
with equal access to high-quality education, the White Paper 6 significantly
contributes to the cause of inclusive education. The main objective is to establish an
education system that is inclusive and can adapt to a range of learning styles and
demands. The policy places a strong emphasis on the necessity of differentiated
assessment procedures that take into consideration each student's unique learning
requirements and skills. This meant that traditional assessment techniques were no
longer appropriate, as they may have been unjust or inaccessible to learners with
disabilities. Because of this, educators were urged to implement more adaptable and
inclusive assessment procedures, like utilizing a range of assessment techniques,
offering substitute exam formats, and providing extra assistance when completing
assessment activities. Regarding evaluation procedures, White Paper 6 promotes
the use of varied evaluation techniques to meet the various requirements of students
and guarantee impartial and inclusive evaluation.

White Paper 6 also emphasized the value of formative assessment and continual
assessment in monitoring student development and delivering prompt interventions
where necessary. This method of evaluation made it possible to get a more
comprehensive picture of the skills that students possess and assisted in locating
any obstacles or difficulties they could be having with their education. White Paper 6
has a big influence on assessment practices since it encourages the use of
adaptable and diverse assessment techniques that take into account the unique
strengths and difficulties of every student. This approach helps to minimize barriers
to assessment and ensures that all learners have an equal opportunity to
demonstrate their understanding and skills.
White Paper 6's contribution to the cause of inclusive education was to guarantee
that every student, regardless of background or ability, had an equal chance to study
and achieve. This had a direct effect on assessment procedures since it forced
teachers to reconsider established practices and switch to more inclusive and
adaptable ways. As a result, students with special needs and impairments received
better support and were able to fairly and equally display their knowledge and
abilities.

4.2.

4.2.1. Differentiated assessment, as defined in the policy document, is the practice of

utilizing a range of assessment techniques and resources to take into account the
various learning requirements, learning styles, and learning capacities of students. It
entails customizing assessment methodologies to meet the needs of specific
students, guaranteeing that each student has an equal chance to demonstrate their
knowledge and abilities.

4.2.2. Access to resources and materials.

Physical and sensory considerations.

Socio-economic and cultural factors.

4.2.3. Recognizing and understanding the diverse learning needs and styles of
learners.

Using inclusive assessment methods that accommodate diverse abilities and

backgrounds.

Providing support and accommodations for learners with special needs

Creating a supportive and inclusive learning environment.

Collaborating with relevant stakeholders to address learner diversity effectively.