Assessment tools


Assessment tools for collecting evidence include using an observation book, checklists, rubrics and the learners’ Workbooks. Here are some samples of assessment tools taken from CAPS that may be used.


Grade 1 Term 1: Exemplar Assessment EXEMPLAR BASELINE ASSESSMENT TASK Type of activity


Oral


Is the learner able to: • count out objects to 10?


• say which collection of objects is smallest/biggest? • read number symbols to 5?


Practical


Is the learner able to: • sequence objects? • copy a pattern?


• place objects in front of him/her? • place objects behind him/her? • sort objects according to one attribute? • engage with a problem in order to find a solution?


Grade 1 Term 1: Assessment Content Area


TOPIC


NUMBERS, OPERATIONS AND RELATIONSHIPS


Number concept


Criteria


P or û


Comments


CRITERIA


Counts out 10 objects reliably, saying the names in sequence. Writes and reads number symbols from 1 to 5. Orders numbers 1–5 from smallest to greatest. Uses language to describe relative size of numbers: before, after, between.


Solve problems Solves word problems in context involving addition, subtraction with answers up to 5 using apparatus or drawings and explains own solution to problems.


Solves practical problems involving equal sharing and grouping with whole numbers up to 5 and with answers that can include remainders by using apparatus or drawings. Explains solutions.


Calculations PATTERNS,


FUNCTIONS AND ALGEBRA


Number patterns


SPACE AND SHAPE Position 3D


MEASUREMENT DATA HANDLING Time


Length Mass


Sorting


collections of objects


Rubric Rubric for problem solving in Grade 1


Does not know where to start or does something inappropriately. Understands the problem and starts but cannot finish correctly.


Understands the problem and solves using drawings or counters. Can explain; may make small errors. Completes problems correctly. Can explain own and others’ thinking competently.


1 2 3 4


Does addition up to 5 using apparatus or drawings. Does subtraction from any number 5 or less using apparatus or drawings.


Completes number sequences of counting in ones up to 10 e.g. 1, 2, 3, 4, __, __, __, __, 9, 10


Follows instructions to place one object in relation to another, e.g. put the pencil inside the box; put the pencil on the right-hand side of the box.


Recognises and names. • ball shapes (spheres) • box shapes (prisms).


Describes when something happens using language, e.g. morning, afternoon, night, early, late. Measures lengths, widths or heights using informal measures. States measurement in informal units.


Measures and compares mass of three or more objects using a balancing scale using informal measures. Orders the objects according to mass. Describes order using lighter, heavier and heaviest.


Collects and sorts everyday physical objects according to criteria given by the teacher. Draws a picture of the sorted objects. Describes the sorted collection.


Planning and assessment 123


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