Learners must complete formal assessments each term for Personal and Social Well- being, Creative Arts and Physical Education. Formal assessments include formally assessed tasks, along with projects and examinations. (Refer to programme of assessment on the next page).
Types of formal assessment for Life Skills Projects
Learners complete one project in Life Skills in each grade. They therefore do a project in Personal and Social Wellbeing. For more details on projects and when these are to be completed, refer to Section 2 of this document.
Tests and examinations Tests and examinations for formal assessment should cover a substantial amount of content. Tests and examinations must be completed under strictly controlled conditions. Each test and examination must cater for a range of cognitive levels. (Refer to the table in the section on planning for assessing later in this section.)
Cognitive level
Lower order: Knowledge and recall
Middle order: Comprehension and application
Higher order: Analysis, evaluation and synthesis
Percentage 30 50 20
Tasks Tasks should be designed to cover the content and concepts of the subject and include a variety of activities selected to assess the identified aims and skills. Before handing out an assessment task to learners, teachers should ensure that they are able to answer all the questions themselves. When teachers set an assessment task, they should draw up a memorandum of answers and/or a rubric for the assessment. Refer to the seven-point rating code or scale of achievement when constructing a rubric.
Feedback should acknowledge strengths and identify areas of weakness for learners’ developmental needs. Action plans on how learners will be supported should accompany this feedback. It is important that the feedback provided to learners encourages them to do better, and builds their self-confidence.
26 Section 2: Planning and assessment
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