A sign language interpreter can be used.


Assessment tasks could be available in Braille or enlarged with bolded text. Assessment can include the use of Dictaphones or computers with voice synthesisers. The forms of assessment used should be age and developmental level appropriate. The design of these tasks should cover the content of the subject and include a variety of tasks designed to achieve the objectives of the subject.


Recording and reporting assessment


Recording: Recording documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge as prescribed in the curriculum. Records of learner performance should be used to verify the progress made by teachers and learners in the teaching and learning process.


Reporting: Learners’ performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc. Teachers in all grades report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the table below.


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


Marks


80 – 100 70 – 79 60 – 69 50 – 59 40 – 49 30 – 39 20 – 29


Show Personal and Social Well-being, Performing Arts, Visual Arts and Physical Education separately and together on school report, as in the example below:


Life Skills Personal and Social Well-being Performing Arts Visual Arts


Physical Education Average (Life Skills)


% % % %


Section 2: Planning and assessment


29


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