• Some learners may need to do their assessment tasks in a separate venue to limit distractions.
• A variety of assessment instruments should be used, as a learner may find that a particular assessment instrument does not allow him/her to show what he/she can do.
• Learners who cannot read can have tasks read to them and they can dictate answers. Assessment can also include a practical component in which learners can demonstrate their competence without having to use language.
• A sign language interpreter can be used. • Assessment tasks could be available in Braille or enlarged with bold type text. • Assessment can include the use of dictaphones or computers with voice synthesisers.
The forms of assessment used should be appropriate to the age and development. The design of these tasks should cover the contents 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 0–29
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