• Test: The test will be set out as the examinations in Terms 2 and 4, with a variety of questions asked. Ensure that the test covers a fair amount of work and test different cognitive levels and types of questions.
In the Learner's Book you will find an exemplar task (see pages 43–44). You can use this as a formal assessment task. Alternatively, in Section 5 of this Teacher's Guide you will find an alternative task.
Remember the following: • Tasks are designed to cover the contents and concepts of one of the topics taught in that term.
• Feedback should acknowledge strengths and identify areas of weakness for learners’ developmental needs. Action plans for support of learners should accompany this feedback. It is important that the feedback provided to learners encourage them to do better, and build their self-confidence.
Physical education tasks
• Movement performance: learners will be assessed on the level of competence in completing a task.
In the Learner's Book you will find exemplar PETs at the end of each term. You can use these as formal assessment tasks. Alternatively, in Section 5 of this Teacher's Guide you will find alternative tasks.
For the physical education tasks (PETs), the assessment focus is twofold, namely: • Participation: learners will be assessed on their participation in tasks, which will result in further development, enjoyment and the increase of learners’ confidence.
• Teachers should also discuss the task with the learners to ensure that they understand what is required and how they will be assessed. For those tasks that will be completed at home and will continue over a period of time (such as design and making products and assignments), teachers must remain in touch with the progress of the tasks and provide feedback to learners.
• Before handing out an assessment task to learners, ensure that they are able to answer all the questions themselves. When setting an assessment task, they should draw up a memorandum of answers and/or a rubric for the assessment.
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