Assessment in the Foundation Phase


Purpose of assessment Assessment is about collecting evidence of the learners’ learning. It is an integral part of teaching and learning. Assessment should be planned when planning the lesson content. Assessment helps to identify the needs of the learners. It provides evidence of progress, enables teachers to refl ect on what they are doing, and provides for feedback and reporting to all relevant stakeholders.


Types of assessment


Assessment should be conducted in different ways for different purposes.


Forms of assessment In the Foundation Phase, and particularly in Grade 1, appropriate forms of assessment include: Observations – teachers must constantly


observe their learners informally to assess their understanding and progress. Teachers should take note of learners during whole-class, independent, pair and group activities, and record observations in their observation book or checklist sheets. Written/Recorded activities – activities that call


for learners to present anything in a written format should be planned carefully so that the learners’ performance (written work) is refl ected clearly when assessed against the criteria set for the activity. These may include tests and worksheets. By tests, we mean written tasks to be completed individually within a certain time span. Performance-based activities – these activities


require learners to show their knowledge, skills and values by creating, producing or demonstrating


something. Examples of performance-based activities for Grade 1 would be oral activities such as role-plays, recitals, interviews; practical demonstrations in which learners demonstrate physical and movement skills, for example a game, and presentations such as drawings, paintings and constructions.


Continuous assessment (CASS)


In order to get an accurate picture of learners’ progress, learners need to be assessed throughout the year. This provides constant feedback for the teacher. Much of this assessment is done informally, and on a daily basis. Informal assessment is usually done through question-and-answer sessions, and observation. Formal assessment is done for progression and promotion of learners to the next grade. This form of assessment must be based on recorded evidence; therefore, certain tasks have to be formally assessed and recorded. Formal assessment should occur in small groups with all the materials and apparatus learners normally use readily available. These tasks are planned, and form part of the formal Programme of Assessment. The following table shows a Formal Programme of Assessment for Oxford Successful Mathematics, Grade 1:


No. of formal assessments 11 1


Assessment week 10 10


Term 1 Term 2 Term 3 Term 4 1


10 10


Typ e o f assessment Baseline assessment


Uses


It is used at the beginning of a year or phase to ascertain what learners already know. It determines prior knowledge, strengths and weaknesses. It records whether a learner can or cannot demonstrate understanding of content or concepts being assessed. Work that is produced for baseline assessment purposes must be kept by the school as evidence of prior learning. Learners should be given more than one opportunity to be assessed. Baseline assessment helps with all future planning of the Work Schedules, lessons and activities.


Formative (informal) assessment


Summative (formal) assessment


Diagnostic assessment


Systemic assessment/ evaluation


It is part of the continuous assessment process. It is done regularly, if not daily, and is used to inform teachers and learners about their growth, development and progress in a process of sustained reflection and self-assessment. It is assessment for learning.


It is performed at specific times, usually at the end of a term, year or phase. It gives an overall picture of the learners’ progress at that time. It is assessment of learning.


A specific type of formative assessment and is used to identify problem areas. It is usually followed by some form of planned intervention or remedial work.


It is done externally and measures the performance of learners against a specific set of criteria throughout the country. Planning and assessment 121


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