AED3701 ASSESSMENT NO.

2 (607829) 2024

STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND

INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

The Department of Curriculum and Instructional Studies emphasises integrity and ethical
behaviour concerning preparing 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 the responsibility to fulfil in this regard. Should
you feel unsure about the requirements, you must consult your lecturers before submitting
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 submitting it as
your 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 to submit it as their own. Students guilty
of plagiarism will forfeit all credit for the work concerned. Plagiarism severely violates the
University's regulations and may lead to expulsion. The under-mentioned 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): SYLVESTER GOROGANG KAI

Student number: 21795355

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 Date: 18/06/2024

2
Question 1

1.1

1.1.1 b

1.1.2 a

1.1.3 b

1.1.4 c

1.1.5 b

1.1.6 b

1.1.7 b

1.1.8 b

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 Replaced National Curricula Statements

The two national curricula statements changed via The National Curriculum Statement
Grades R – 12 (January 2012) are:
1.Curriculum 2005

2.National Curriculum Statement Grades 10-12 (General)

2.2 Abilities Aimed by means of National Curriculum Statement

The National Curriculum Statement Grade R – 12 targets to produce the following

abilities:

1.Critical wondering

2.Problem-solving

3.Effective communication

4.Information management

2.3Three Steps in Assessment in keeping with CAPS

The steps involved in evaluation in step with the Curriculum and Assessment Policy
Statement (CAPS) are:

1.Planning: Designing assessment duties and rubrics

2.Implementation: Administering the evaluation responsibilities

3.Evaluation: Assessing and grading pupil performance

4.Recording: Documenting evaluation outcomes

2.4 Active and Critical Learning Principle

2.4.1 Understanding of the Principle

This precept emphasizes selling active and critical learning over memorization of
records. It encourages students to engage seriously with the cloth and assume
independently.

2.4.2 Application in Assessing Learners

This precept may be implemented in assessing rookies via designing assessment tasks
that require crucial questioning, trouble-fixing, and impartial analysis. For example, the
use of open-ended questions and actual-global eventualities in exams.

2.5 Differentiating Informal and Formal Assessment

Informal assessment refers to evaluating a student's learning progress in a relaxed, non-

standardized manner. It is usually not graded and can include activities like class
discussions, observations, or homework assignments. The main goal of informal
assessment is to offer continuous feedback to both students and teachers, facilitating
adjustments in teaching methods and learning approaches.
On the other hand, formal assessment involves standardized tests, quizzes, or exams
that are structured and graded. These assessments are typically used to measure a
student's achievement against specific learning goals or standards. Formal
assessments often have predetermined criteria and are administered at specific times,
such as the conclusion of a unit or semester. They provide a more organized and
consistent means of evaluating student performance.

Question 3

Type of assessment Importance of the assessment Mark allocation

Formative Assessment Provides ongoing feedback to

improve learning, identifies
student strengths and
weaknesses (3)

Summative Evaluates student learning at

Assessment the end of an instructional unit,
provides a summary of student
achievement (3)

Diagnostic Identifies students' strengths,

Assessment weaknesses, knowledge, and
skills prior to instruction
(3)

Baseline Assessment Focuses on individual progress

over time, compares a student's
current performance to their
previous performance

(3)

3.2 Moderation of assessment plays a crucial role in ensuring fairness and consistency
in grading practices across various educational contexts. By bringing together educators
to review and discuss assessment criteria, moderation helps validate the reliability and
validity of assessments. This collaborative process not only enhances the accuracy of
grading but also fosters professional development among teachers. It provides a
platform for sharing best practices and insights into effective assessment strategies,
ultimately benefiting both educators and students by maintaining high standards and
equity in evaluation. Effective moderation thus serves as a cornerstone in promoting
educational excellence and fairness within academic settings.

3.3

In developing an action plan for applying assessment theories, two key frameworks
emerge: social justice and social constructivism. Under the umbrella of social justice,
initiatives include organizing workshops aimed at examining fairness, equity, and
inclusivity within assessment design principles. These workshops provide a platform to
dissect real-world case studies that exemplify assessments fostering social justice.
Meanwhile, within the context of social constructivism, the action plan focuses on
collaborative assessment design, urging educators to craft assessments that stimulate
collaborative learning and knowledge construction among students. Additionally, the
plan advocates for the creation of authentic assessments that mimic real-world
scenarios, encouraging students to apply their knowledge to solve practical problems
effectively. By implementing these strategies, educators can enrich assessment
practices with theoretical frameworks that not only enhance learning outcomes but
also promote fairness, inclusivity, and practical skill development among students.

3.4

3.4.1 Zone of Proximal Development

The Zone of Proximal Development (ZPD) represents the difference between what a
learner can achieve independently and what they can accomplish with guidance and
support. Understanding the ZPD assists educators in tailoring assessments to
challenge students appropriately. By identifying a student's ZPD, teachers can design
assessments that offer an optimal level of difficulty, neither too easy nor too
challenging, allowing students to demonstrate their current skills while also
encouraging them to reach their potential.

3.4.2 Scaffolding

Scaffolding involves offering temporary assistance to students as they strive to master a

new concept or skill. In the context of assessment, scaffolding can guide students
through tasks by breaking them down into manageable steps. This approach helps
teachers identify areas where students may encounter difficulties and provides insights
into their learning processes. By integrating scaffolding into assessments, educators
gain a clearer understanding of students' strengths and weaknesses, enabling them to
provide targeted support tailored to individual learning needs.

Question 4
4.1 The White Paper 6 on Inclusive Education in South Africa plays a pivotal role in
advancing inclusive education by underscoring the right of every learner to education,
regardless of their individual differences. It serves as a guideline for establishing
inclusive schools and addressing barriers to learning, promoting the development of
varied learning materials, teacher training programs, and support services aimed at
accommodating the diverse needs of all learners.

Regarding its impact on assessment practices, White Paper 6 has influenced how
assessments are conducted by advocating for inclusive strategies that consider the
varying requirements of learners. It encourages the adoption of flexible assessment
methods, reasonable adjustments, and alternative assessment formats to ensure
equitable evaluation for all students. This approach is in line with the principles of
Universal Design for Learning (UDL) and facilitates the integration of inclusive
assessment practices across educational environments

4.2

4.2.1 According to the policy document, differentiated assessment refers to the process
of modifying assessment tasks, methods, or materials to accommodate the diverse
needs of learners.

4.2.2

The environmental issues that should be considered to diversify assessment practices

encompass socio-economic factors, cultural diversity, and the physical and learning
environments. Socio-economic factors such as access to resources, economic
disparities, and home environments significantly impact students' learning experiences
and performance. Cultural diversity encompasses varying cultural backgrounds,
languages, and traditions that influence how students learn and perceive assessments.
Additionally, the physical and learning environments, including classroom settings,
technology access, and learning styles, play crucial roles in shaping assessment
methods and outcomes. Addressing these environmental factors ensures assessments
are inclusive, equitable, and effectively tailored to meet the diverse needs of all
students, fostering fairer and more comprehensive evaluation practices in educational
settings

4.2.3

According to the policy guidelines, teachers are required to assess learner

characteristics through several key approaches. They begin by recognizing and
appreciating the diversity among learners, understanding that each student brings
unique strengths and needs to the learning environment. Teachers are further tasked
with identifying individual learning needs, which involves actively assessing and
addressing the specific requirements of each student. To effectively capture the
breadth of student capabilities, educators employ a variety of assessment methods
tailored to accommodate diverse characteristics. This includes considering cultural and
linguistic diversity, ensuring assessments are inclusive and equitable across different
cultural backgrounds and languages. Additionally, teachers adapt assessment tasks to
cater to diverse learning styles and abilities, ensuring that all students have
opportunities to demonstrate their understanding and skills effectively. These practices
collectively support a comprehensive approach to assessment that respects and
responds to the varied characteristics and needs of learners in educational settings.