Type of assessment
Diagnostic assessment
Description
• Informs the teacher about certain specific problem areas that may hinder performance. • May help determine whether a learner’s problems are content or psycho-social based. • Appropriate interventions should follow on from diagnostic assessment. • Results should inform interventions and not be used for promotion purposes.
Formative assessment
Summative evaluation
• Used to aid the learning process and not for promotion purposes. • Usually informal, to provide the teacher and learner with a more frequent account of where the learner is at.
• Teachers can use this form of assessment to modify and adapt their own teaching.
• Carried out after completion of a topic or cluster of topics. • Is an assessment of learning that has taken place. • Recorded and used for promotion. • This is usually formal assessment, making up the Formal Programme of 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, and so on. The Learner’s Book is packed with activities that can be used for informal assessment, once learners have mastered the basic concepts. The 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. Self-assessment and peer assessment actively involve learners in assessment. This is
important as it allows learners to learn from and reflect on their own performance. Learners often experience difficulty completing extended writing. 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.
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 standards are maintained. The forms of assessment used should be appropriate for the learners’ ages and
developmental levels. Learners must complete formal assessments each term. 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
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