Projects
Learners complete one project in Mathematics in each grade. Projects can be used to test a range of skills and competencies. It is prescribed that learners complete a project in Term 3 of each grade. Projects must provide learners with the ability to demonstrate their understanding of a mathematical concept and apply it to a real-life situation. Be wary of prescribing projects that are beyond the cognitive level of the learners, or that will simply involve duplicated facts and data from reference material.
Assignments
An assignment is also an individual task, similar to tests and exams, however the assignment should be an extended piece of work with a focus on more demanding work than that covered in class. A total of two assignments per year are required by CAPS. The assignment can include past questions, but should also include more challenging aspects encouraging the learner to use additional material to help them. The assignment can be completed at home.
An investigation should be used to discover rules or concepts. It is recommended that learners should conduct investigations in class as much as possible, and that the final work definitely be done in class. Rubrics are used to assess investigations. The skills involved in investigations include: • organising and recording ideas and discoveries in tables and diagrams • explaining ideas in appropriate forms • showing clear understanding of concepts and procedures through calculations • generalising and drawing conclusions.
Assessment tasks
Assessment 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.
Planning for assessment We have provided a full formal Programme of Assessment plan for you. These cater for a range of cognitive levels and abilities as required by CAPS, as described above.
16 Section 2: Planning and assessment
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