• Learners who cannot read can have tasks read to them and they can orally 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 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
Metacognitive Strategies
What are metacognitive strategies and how can I use them?
Metacognition is the process of thinking about how you think. Adults often do this automatically. Before taking on something new, we may ask ourselves: What do I already know about this? What will help me understand it better? How is it structured? As we engage with a text or action, we may ask ourselves: Did I understand that? Why do I think that? How does this connect with what I already know? How could I apply this in my life? Then we evaluate what we have learnt or done by asking questions like: Did I understand that well? What strategies helped and
20 Section 2: Planning and assessment
Marks 80–100 70–79 60–69 50–59 40–49 30–39 0–29
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