Assessment
Assessment in the Intermediate Phase
Purpose of assessment
Assessment is about collecting evidence of the learners’ learning. It is an integral part of teaching and learning, and should be planned when planning the lesson content. Assessment helps to identify the needs of the learners. It also provides evidence of
progress, enables teachers to reflect on what they are doing, and gives teachers the information they need to give feedback to learners and parents and other relevant people and departments such as the HOD and the National Department of Basic Education.
Types of assessment
Assessment should be conducted in different ways for different purposes.
Type of assessment Baseline assessment
Uses
This type is used at the beginning of a year or phase to find out what the learners already know. It helps the teacher determine the Learner’s prior knowledge, strengths and weaknesses. No new information is taught during this time and a test is not a suitable form of assessment. It is not necessary to record formal codes but it is sufficient to simply record whether a learner can or cannot demonstrate understanding of content or concepts being assessed. Work that is produced for baseline assessment purposes must be kept by the school as evidence of prior learning, and learners should be given more than one opportunity to be assessed. Baseline assessment helps with all future planning of the Teaching Plan, lessons and activities, grouping of learners and early identification of possible barriers to learning.
Informal assessment
This is part of the continuous process of assessing. It is done regularly and is used to inform teachers and learners about their growth, development and progress in a process of sustained reflection and self-assessment. It is assessment for learning. No formal preparation is required and the assessment can be done by the teacher on a daily basis.
Formal assessment
This is done at certain times, usually after completion of specific work as identified milestones, at the end of a term, year or phase. At shorter intervals it gives a specific indication of a Learner’s performance and after a longer period of time it gives an overall picture of the Learner’s progress at that time. It is assessment of learning. The teacher does the formal assessment and uses suitable assessment tools. This English Home Language series provides tools especially designed for Home Language assessment.
Diagnostic assessment
Systemic assessment/evaluation
This is a specific type of assessment and is used to identify problem areas. It is usually followed by some form of planned intervention or remedial work.
This type of assessment is done externally and measures the performance of learners against a specific set of criteria throughout the country.
Forms of assessment
In the Intermediate phase, appropriate forms of assessment are: • Observations – teachers must constantly observe
• Written/recorded activities – activities that call for learners to present anything in a written
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their learners informally to assess their understanding and progress, and record observations in their observation book or checklist sheets.
• Performance-based activities – these activities require learners to show their knowledge, skills and values by creating, producing or demonstrating something.
format should be planned carefully so that the Learner’s performance (written work) is reflected clearly when assessed against the criteria for the activity.
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