Assessment
Assessment is the planned process of identifying, gathering and interpreting information about learners’ performance on an on-going basis. Assessment should be both informal and formal, and a variety of assessment tasks should be used. Learners should timeously receive feedback on both informal and formal assessment.
Informal or daily assessment
Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. For example, activities on pages 33, 74 and 100 are suitable for informal assessment. CAPS tells us that informal assessment should be used to provide feedback to the
learners and to inform planning for teaching, but need not be recorded or taken into account for promotion. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks. Learners often experience difficulty completing extended writing. This is why we
have provided activities such Activity 6 on page 40 and Activity 6 on page 171. Learners should read and write regularly; starting with sentences and paragraphs
and building up to extended pieces of work. Much of this may be structured by working through activities provided in Social Sciences.
Formal assessment
Certain tasks make up a formal programme of assessment for the year. Formal assessment tasks are marked and formally recorded by the teacher for progression and certification purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment provides teachers with a systematic way of evaluating how well
learners are progressing in a grade and in a particular subject. Examples of formal assessments include tests, examinations, practical tasks, projects, oral presentations, demonstrations, performances, and so on. Formal assessment tasks form part of a year-long formal programme of assessment in each grade and subject.
20
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58
