Informal or daily assessment
Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through
observations, discussions, practical demonstrations and investigations, learner-teacher conferences, informal classroom interactions, etc. For example, Activity 2 in Unit 2 Term1 (testing the strength of beams) and Activity 1 in Unit 5 Term 3 (issues in mining) are suitable for informal assessment. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. 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. In Technology the ‘enabling’ activities that precede the PAT’s are intended to develop the knowledge, skills and values to the point where the learners are ready to be assessed formally. Assessment for learning must be developmental. Learners or teachers can mark these enabling tasks. Self-assessment and peer assessment actively involves learners in assessment. This is
important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily assessment tasks are not taken into account for promotion and certification purposes. Preceding and during the PAT, learners can be supported through encouraging and developing skills in informal self- and peer assessment. Learners should be encouraged to apply skills, knowledge and values and attitudes that
they have developed through classroom practice, to real-life contexts. They also need to develop real-life skills. The Learner’s Book and Teacher’s Guide provide activities, including support and extension activities, which support learners in developing skills, conceptual knowledge, and values and attitudes that form the basis of success as an adult and in the world of work. This is why we have provided activities such as Activity 3 in Unit 1, Term 2 (recycling and the impact of plastic bags) and Activity 1 in Unit 7, Term 4 (the role of technology in reducing the impact of crime). Other reliable sources of information that draw links between the curriculum and real-life, and may enrich the curriculum are provided in the Teacher’s Guide.
Formal assessment
All assessment tasks that make up a formal programme of assessment for the year are regarded as formal assessment. 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 25
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