SETTING SBA TASKS IN LIFE

SCIENCES
• WITH THE INTRODUCTION OF NEW
CURRICULUMS , COMES THE NEED FOR
RETHINKING THE WAY WE SET EXAMINATION
PAPERS.

• IMPORTANT TO RECOGNISE THAT TEACHING

TO PARTICULAR OUTCOMES WILL HAVE AN
EFFECT ON THE STYLE OF OUR TEACHING,
LEARNING AND ASSESSMENT
 The CAPS and Differentiation
• EACH ONE OF THE REQUIRED ASSESSMENTS
NEEDS TO BE ACCESSIBLE TO ALL
LEARNERS IN A PROCESS OF
DIFFERENTIATION WITHIN THE
ASSESSMENT.
• THE QUESTIONS/ TASKS NEED TO CATER FOR
THE PERCEIVED TOP ACADEMIC LEARNER,
THE AVERAGE LEARNER AND THE WEAKER
LEARNER.
• DIFFERENT LEVELS OF COGNITION ARE
USED TO SCAFFOLD QUESTIONS AND TASKS.
• DIFFERENTIATION CATERS FOR, AND SHOWS
LEARNER ACHIEVEMENT , AT DIFFERENT
LEVELS ACROSS THE LEARNING SPECTRUM.
 The CAPS and Differentiation (cont.)

• DIFFERENTIATION WILL BE CATERED FOR

WITHIN EXAMINATION PAPERS AND
WITHIN OTHER ASSESSMENT FORMS.

• LEARNERS AT THE LOWER END OF THE

ACADEMIC SPECTRUM ARE THEREFORE
NOT DISCOURAGED AND DEMOTIVATED
TO THE EXTENT OF ‘GIVING UP’ OR
‘DROPPING OUT’.
 What this requires of educators:
TO S E T E X A M I N AT I O N PA P E R S F O R D I F F E R E N T I AT I O N ,
E D U C ATO R S N E E D TO D E V E L O P T H E I R A B I L I T I E S , S U C H A S –

• H AV E A C L E A R K N O W L E D G E O F A S S E S S M E N T S TA N D A R D S
A N D S U B J E C T C O N T E N T.

• B E A B L E TO S E T D I F F E R E N T I AT E D PA P E R S .

• B E A B L E TO P R O V I D E VA L I D M A R K I N G G U I D E L I N E S
(MEMORANDA).

• B E A B L E TO R E C O G N I S E S O P H I S T I C AT E D T H I N K I N G
PROCESSES IN ANSWERS FROM LEARNERS EVEN WHEN
E X P R E S S E D I N U N S O P H I S T I C AT E D L A N G U A G E .
 Grade 10 and 11 - PROGRAMME OF FORMAL
ASSESSMENT
PROGRAMME OF ASSESSMENT
End of
Assessment tasks year
Gr 10
exams
and 11.
25% 75%
Term 1 Term 2 Term 3 Term 4 2 x QPs
+ PRAC
EXAM
1 Test 1 Test
No. of 1 Test 1 Test
pieces 1 1 Practical
1 Practical 1 Project 3
Practical Mid-Year Exam
% 25 25 25 25 60 + 15
Sub-totals 100 300
Grand
total 400
Reporting 100%
 Grade 12 - PROGRAMME OF FORMAL
PROGRAMME OFASSESSMENT
FORMAL ASSESSMENT
Assessment tasks Trial: end-of-
year internal
examination
GR 12
50% 50%
Term 1 Term 2 Term 3 and 4 2 x QPs

No. of 1 test 1 test 1 test 1 Trial

pieces
1 practical 1 practical 1 practical (preliminary)
1 June exam 1 project/assignment exam

% 33⅓ % 33⅓ % 33⅓ %

Sub- 50% 50%

totals
 Create a Framework: Circular S5 of
2013
• SELECT A FRAME WORK FOR YOUR PAPER , INC LUDING:
 SELECTING THE NUMB ER OF SECTIONS,
 C ONTENT,
 NUMBER OF QUESTIONS PER SEC TION ,
 THE COGNITIVE LEVELS TO B E ADDR ESSED WITHIN
EACH QUESTION,
 THE DEGREES OF DIFFIC ULTY IN EAC H SEC TION AND
 THE NUMBER OF MAR KS ALLOC ATED PER SECTION
AC C ORDING TO THE WEIGHTING OF THE OUTC OMES
You are the magician!

Source:
http://sharpbrains.com/wp-content/uploads/2006/12/cognitive-ability.jpg
Brain complexity

Source: https://i.gr-assets.com/images/S/compressed.photo.goodreads.com/hostedimages/1380414705i/817916.png
 .
Brain functioning
How learning is processed and accessed:

Source:
http://usatoday30.usatoday.com/tech/columnist/aprilholladay/2007-03-12-memory-first
_N.htm
Teaching styles and retention rates: What you do in class matters!

Source: https://hdcl10eem.wikispaces.com/file/view/bloomshierarchy.jpg/182827997/950x518/bloomshierarchy.jpg
 The process of setting assessments:
Overview.
1. SUB J E CT C ON T E N T K N O WL ED G E :
T HI S I S A N ESSEN T I A L A N D A G I V E N !

R ESO U RC E S FO R T H I S:
1 . C A P S DO C U ME N T ( G R 1 0 - 1 2 ) A N D E X AM G U I D E LI N E FO R G R
12.
2 . C O N SU LT T H E SPE C I F I C A I MS ( SA’ S 1 , 2 , 3 ) I N T H E CA PS D OC .
3 . R E V I E W B LO O M’ S TA XO N O MY O F C O G N I T I VE LE V E LS ( A TO
D).
4 . H AV E A T EMP L AT E FO R T H E TE ST/ EX A M/ PR A CT I C A L /
PRO J EC T
O R A SSI G N MEN T TH AT I S SET U P A C CO R D I N G TO T HE C A PS
Let’s
D O CU ME N T R EQ U I Rget started!
E MEN T S.
 SPECIFIC AIMS
T H E R E A R E T H R E E B R O A D S U B J E C T- S P E C I F I C A I M S I N L I F E S C I E N C E S :

S P E C I F I C A I M E L A B O R AT I O N
SPECIFIC AIM 1 R E L AT E S T O K N O W I N G T H E S U B J E C T
C O N T E N T.

SPECIFIC AIM 2 R E L AT E S T O D O I N G S C I E N C E O R
PRACTICAL WORK A N D I N V E S T I G AT I O N S .

SPECIFIC AIM 3 R E L AT E S T O U N D E R S TA N D I N G T H E
A P P L I C AT I O N S O F L I F E S C I E N C E S I N E V E RY D AY L I F E , A S W E L L A S
U N D E R S TA N D I N G T H E H I S T O RY O F S C I E N T I F I C
D I S C O V E R I E S A N D T H E R E L AT I O N S H I P B E T W E E N
INDIGENOUS KNOWLEDGE AND SCIENCE.

NO REQUIREMENT IS SET FOR THE BALANCE OF THESE 3 AIMS IN

T H E C A P S D O C U M E N T.
Bloom’s taxonomy in Life Sciences.
D

Source: http://carleton.ca/viceprovost/wp-content/uploads/blooms_taxonomy_930x695.jpg
Taxonomic levels

Source:
http://www.biggerplate.com/mapImages/xl/PH2IhzaB_Bloom-s-Taxonomy-The-Cognitive-Domain-mind-map.pn
g
Determining the cognitive level of a question easily: Opening folders.
Ask yourself: How many folders do I need to open
before I get the answer?

Level D

Level C

Level B

Level A

Source: https://intlxpatr.files.wordpress.com/2009/05/suitcases.jpg
Opening the suitcases/ folders:

Symbol Skill needed

A Memory recall.
Memory recall with limited
B
interpretation/ comprehension.
Information is used in a new context.
C
Drawing.

D Get information and combine.