Inclusive assessment
Assessment should always cater for the majority of learners in the class. Forms of assessment should be varied, to cater for all the different intelligences and performance strengths of the learners in the class. All assessment should be aimed at the correct cognitive and developmental level of the learners.
Particularly in Mathematics, assessment tasks must not discriminate against learners who fi nd it diffi cult to read or struggle with the required level of competence in the LOLT. Assessment tasks should not be reading-dependent or too language based, in order to refl ect the real mathematical abilities of learners.
Teachers need to be caring and compassionate, and show empathy to ensure Curriculum accessibility. It is important that teachers avoid implying, establishing, confi rming and reinforcing difference in an exclusive way. Teachers should rather work at achieving a balance between meeting individual needs and helping learners achieve the required standards. This means that it is necessary to address the learning barrier; not compensate for it. This is an essential part of providing learner support. The CAPS provides guidelines and suggestions for inclusive assessment, as well as examples on how to assess learners with barriers to learning. Please refer to these for further guidance.
Recording and reporting assessment
In the Foundation Phase, recording and reporting of learners’ performances should be against the four subjects offered, namely Home Language, First Additional Language, Mathematics and Life Skills. Teachers need to assess or evaluate learners’ performance, record it and then report on it to all relevant stakeholders, including learners, parents, schools and other interested parties. All Formal Assessment Tasks must be shown using the national descriptions of competence and rating codes for each level of achievement, as in the table below. Comments should be used to describe learners’ performance.
Rating code 7 6 5 4 3 2 1
Description of competence Outstanding achievement Meritorious achievement Substantial achievement Adequate achievement Moderate achievement Elementary achievement Not achieved
Moderation
Moderation ensures that assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, provincial and national levels. Comprehensive and appropriate moderation policies should be in place for quality assurance purposes.
Marks 80–100 70–79 60–69 50–59 40–49 30–39 0–29
122 Planning and assessment
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