EMST74020

ASSIGNMENT 1 2024
YEAR LEARNING UNIT Week

4 8.1 2

THEME OF THE ASSIGNMENT Assessment Literacy and Assessment

Planning

Name and Surname Chris Appie

Student no 202109302
Activity 1
1) Curriculum and Assessment Policy Statement (CAPS) – means the policy documents
stipulating the aim, scope, content, and assessment for each subject listed in the
National Curriculum Statement Grades R – 12.
2) National Protocol for Assessment - standardises the recording and reporting
processes for Grades R – 12 within the framework of the National Curriculum
Statement Grades R – 12
3) informal assessment - non standardized measures that are often personalized to the
student such as a quiz
4) School-Based Assessments – the process of gathering valid and reliable information,
by the teacher in the classroom, about the performance of the learner on an on-
going basis against clearly defined criteria, using a variety of methods, tools,
techniques, and contexts.
5) self-assessment - a way of encouraging children to evaluate and assess their own
learning
6) Formative assessment – regarded as an “Assessment for Learning” since it focuses
on individual learning abilities and how individual feedback can be given to the
learner Examples of a formative assessment include actualisation of prior knowledge
questions, activities during teaching and learning, the discussion in class, classwork,
and/or homework
7) Summative assessment – Assessment that give an overall picture of the
achievements of a learner at a given time Examples of a summative assessment
include a test, examination, and laboratory project
8) Behaviouralist assessment theory - It is based on the idea that all behaviours are
acquired through conditioning, which is a process of reinforcement and punishment
9) Blooms Taxonomy theory in assessment - a framework for categorizing and
organizing educational objectives and skills
10) Assessment methods - information, evidence, and/or data we collect to determine
the extent to which students are meeting learning outcomes
11) Continuous assessment - he evaluation of a pupil's progress throughout a course of
study, as distinct from by examination
12) Assessor - describes the assessment journey and provides information and guidelines
to make the journey easier
13) Assessment principles - principles of good assessment and feedback
14) Assessment plan - articulates a program's process and timeline for conducting
program assessment activities, and for collecting, analysing, and using program
assessment data
15) External assessment – means any assessment activity, instrument, or programme
where the design, development and implementation has been initiated, directed
and, coordinated by Provincial Education Departments and the Department of Basic
Education either collectively or individually
16) Head of an assessment body - means the Head: Education of a provincial education
department or the Head of an independent assessment body
17) Internal assessment - a continuous and comprehensive process of evaluation
conducted during an ongoing academic session, to promote and facilitate the
learning process through an active participation by students with a passive yet
advisory role being adopted by the teachers.
18) Teacher file - means the recording and planning documents used by the teacher,
namely the formal programme of assessment, evidence of learner
assessment/performance, all formal assessment tasks and marking guidelines,
annual teaching plan/work schedule, textbook used and other resources
19) Common Assessment task - a test that numerous teachers collaborate on to
measure the performance of all students across different sections or classrooms
20) Examination - means the conduct of a midyear and/or once-off end-of-year
assessment
21) Moderation - is a process conducted in schools at a district, provincial and national
level by a departmental head or district official to ensure that assessment outcomes
outlined in the CAPS document are fair, valid, and reliable.
22) Diagnose: To critically analyse or assess a problem
23) Memorandum: A marking guideline to assess
24) Test: A process that measures the knowledge of learners
25) Rubric: A guideline to assess a skill or performance
26) Questioning: informal way of assessment to get immediate feedback
27) Metacognition: Thinking capability of an individual
28) Assessment of learning: Assessment carries out to measure students understanding
and it is graded.
29) Product-oriented: Approach to assessment that focuses on the end results
30) Process-oriented: Approach to assessment that focuses on the learning process
Activity 2

Content area Topics Lesson Teaching methods/approach

Numbers, Whole 1 Activity: (Baseline assessment) Identify
operations and numbers rational and irrational numbers
relationships Teach and work through examples
2 Activity: Find out about the history of
numbers
Teach and work through examples
3 Teach and work through examples
Activity and homework
4 Activity: Convert between common
fractions and decimal fractions
5 Activity: Calculate with numbers in scientific
notation
6 Teach and work through examples
Activity: Write rational approximations of
irrational
7 Informal test
Integers 1 Activity: (Baseline assessment) calculation
techniques for
integers
Teach and work through examples
2 Activity: Properties of integers
Homework
3 Activity: Short quiz (properties of integers)
Teach and work through examples (Solving
problems)
Homework

4 Informal test
Common 1 Activity 1: (Baseline assessment) Algebraic
fractions equations and expressions
2 Group work: Use knowledge of place values
to estimate the number of decimals places
Teach and work through examples
(calculations and estimations)
3 Activity: Solving problems involving decimal
fractions
Remediation and error analysis
Class discussion: Equivalent forms
Exponents 1 Activity: (Baseline assessment)
Use the first law of exponents to simplify
expressions
2 Teach and work though laws of exponents
 3 Group work: Investigate the products of the
type
(a + b)(a – b)
4 Activity: Solving problems
Informal test
Patterns, Numeric and 1 Activity: (Baseline assessment)
functions and geometric Revising number patterns
algebra patterns 2 Activity: Investigate patterns
3 Groupwork: Creating patterns
Homework: Extending patterns
4 Informal test
5 Activity: Solve problems involving ratio, rate,
and proportion
6 Informal test
Functions 1 Activity: (Baseline assessment)
and Find your position from a street map
relationships 2 Activity: Explore the properties of straight-
line graphs
Activity: Reflecting on properties of straight-
line
3 Activity: Determine the gradient of straight-
line graphs when the graph is given
4 Informal test
Algebraic 1 Activity: (Baseline assessment) writing
expressions algebraic expressions

2 Class Revision
3 Activity: Expand and simplify algebraic
Expressions
Homework (monomials, binomials,
trinomials)
4 Activity: finding the numerical value
of algebraic expressions by
substitution
5 Activity: Factorizing algebraic expressions
Algebraic 1 Activity: (Baseline assessment) Solve
equations equations by inspection

2 Revision: laws of exponents

Homework
3 Teach and work through examples
Factorising equations of the form: a product
of factors = 0
Space and Construction 1 Group work: Accurately construct geometric
shape of geometric figures
(geometry) figures
 2 Teach and work through examples
Investigating properties of geometric
figures
Geometry of Activity: Revise properties and definitions of
2D shapes triangles in terms of their sides and
angles.
Teach and work through examples
Homework:
Activity: Solve geometric problems involving
unknown sides and angles in
triangles and quadrilaterals,
Quiz: properties of triangles
Informal test
Geometry of Activity: Sketching lines
straight lines Teach and work through examples (Angles
relationships)
Homework

Group work: Solve geometric problems

using the relationships between pairs of
angles
Informal test
Measurement The Theorem 1 Teach and work through examples
Of Pythagoras (Theorem of Pythagoras)
2 Activity: Solving problems
Area and 1 Activity: (Baseline assessment)
perimeter of Measure and calculate with length
2D shapes 2 Activity: Apply the Theorem of Pythagoras
to
calculate missing lengths
3 Group work: Investigate how doubling any
or all of the dimensions of a 2D figure
affects
its perimeter and its area
Space and Transformation 1 Teach reflection, rotation, translation and
shape Geometry enlargement and work through example
(geometry) 2 Activity: (Baseline assessment)
Draw enlargements of a given figure
3 Activity: Investigate the effect of combined
transformations
4 Informal test
Data handling Collect, 1 Activity: Pose questions relating to social,
organize and economic, and environmental issues
summarize 2 Teach and work through examples
data Activity: Organising data in a graph
Represent 1 Activity: drawing graphs
 data 2 Discussion on different types of graphs
Interpret, 1 Activity: Critically compare two sets of data
analyse and related to the same issue
report data 2 Interpret data displayed in bar graph, pie
chart, broken-line graphs, scatter plot
3 Class Activity: Critically analyse data by
answering questions
4 Quiz: (mean,
median, mode, range)
Probability 1 Activity: (Baseline assessment)
Toss coins to determine relative frequencies
2 Activity: Count sweets to calculate the
probability for
outcomes of events
3 Activity: Using tree diagrams to calculate
probability
4 Informal test

TERM 1 TERM 2 TERM 3 TERM 4

Form of Assignment Test Investigation Examination Project Test Examination
assessment
Mark 50 50 50 P1: 75 50 50 P1: 75
Allocation P2: 75 P2: 75
Time Allocation 4 days 1 hour 1 week 1½ hours 2 weeks 1 1½ hours
/paper hour /paper
Term weighting 40% 60% 40% 60% 40% 60% (SBA + End of
100% 100% 100% Year Exam)
100%
SBA weighting 8% 6% 6% 8% 6% 6%
Exam weighting 60%
Activity 3

Unpacking Assessment in Education

A proficient assessor is widely recognized as an individual who refrains from hastily
critiquing the performances of learners, prioritizing instead the allowance of ample time for
each learner to comprehend and fully grasp the significance of the content taught in class.
Furthermore, an effective teacher is one who provides regular, constructive feedback to aid
the learner's progress. It is crucial for educators to dedicate sufficient time to both lesson
planning and comprehensive assessments across formal and informal educational spaces.
The concept of "assessment" has been a subject of diverse interpretations by various
authors with distinct backgrounds. In this discourse, we aim to meticulously examine each of
these definitions, extracting valuable insights from their elucidations.

Defining Assessment
Lombard (2010:34) elaborates on the concept of assessment by delving into its etymology,
highlighting its roots in the Latin verb "asidere," which translates to "to sit with." Through
this linguistic exploration, Lombard draws a connection to education, proposing that
assessment involves the teacher sitting alongside students in the classroom, actively
engaging in the learning process. By emphasizing this proximity and collaboration between
teacher and learner, Lombard suggests that learning is facilitated through the guidance and
support of educators. This perspective on assessment aligns with a pedagogical philosophy
that prioritizes a process-oriented approach to teaching and learning, underscoring the
significance of dynamic teacher-student interactions as integral to educational advancement
and growth
Banta emphasized that assessment is a systematic approach or process that involves the
collection, reviewing and utilization of data to enhance learning. According to Banta,
assessment is not a one-time event; rather, it constitutes an ongoing practice that teachers
engage in daily to enrich the learning experience. In this continuous process, teachers gather
valuable information by evaluating students' knowledge and skills, subsequently using this
data to guide their teaching approach. By scrutinizing the collected information, educators
are able to gain insights into the areas where students may require additional support or
instruction. By addressing these identified weaknesses, teachers play a crucial role in guiding
learners towards achieving their educational goals and objectives, thereby fostering an
environment that nurtures growth and development
Angelo and Cross (1993) present a distinctive perspective on assessment, proposing it as a
multifaceted process encompassing the collection and analysis of information from various
origins to foster a comprehensive insight into learners' knowledge, comprehension, and
skills. Their approach transcends traditional evaluation methods, placing significant
emphasis on a holistic viewpoint where educators meticulously scrutinize the data gathered
from numerous students to guide and support their progress. In accordance with Angelo and
Cross, this method propels teachers to comprehend not only the depth of learners'
understanding of specific subjects but also to identify areas where comprehension may be
lacking. The primary focus lies on recognizing and nurturing students' existing competencies
and cognizance, thereby equipping teachers with a roadmap to facilitate advancements in
these realms. It is within this pedagogical framework that educators are encouraged to tailor
their instructional strategies towards amplifying students' capabilities and enhancing their
grasp on the subject matter, fostering a learning environment conducive to meaningful
growth and development.
In his work, Dreyer (2013) sheds light on the essence of assessment by illustrating it as a
comprehensive process that involves the gathering, synthesising, and interpretation of
evidence in order to form judgments about students' learning. Central to Dreyer perspective
is the vital role of assessment, whereby teachers actively assess students' progress to enable
them to make well-informed decisions when planning future lessons. By collecting and
analysing data, educators can pinpoint both the areas of weakness and strength in a
learner's understanding, thus empowering them to tailor their teaching strategies to address
specific concepts or skills. This systematic evaluation not only contributes significantly to the
students' overall academic achievement but also fosters a dynamic learning environment. In
essence, Airasian's definition of assessment is dual-focused, revolving around the continuous
process of making informed decisions during the instructional period and leveraging the
outcomes for post-learning assessments to drive meaningful educational outcomes.
Hattie (2011) revolutionized the concept of assessment by emphasizing its practical
implications. By delving into the practical applications of assessment, the author sheds light
on how assessment serves as an important tool in the learning journey of both students and
teachers. Hattie underscores the intertwined relationship between assessment, learners,
and educators in the educational process. According to his insights, assessment emerges as a
multifaceted instrument that aids teachers in delineating clear learning objectives and
selecting the most suitable pedagogical approaches to accomplish these goals effectively. In
the dynamic realm of learning, assessment assumes the critical role of offering valuable
feedback to individuals, enabling them to pinpoint specific areas that require further
attention and improvement. Therefore, assessment functions as a personalized compass of
data, guiding individuals towards enhanced learning performance and efficacy. Through
Hattie's perspective, assessment emerges not merely as an evaluative tool but as a
transformative mechanism that propels the journey towards meaningful and impactful
learning experiences.
SAQA (2001b:16) further argues that assessment, as expounded upon, involves a designed
process involving the collection of concrete evidence and subsequent evaluation of an
individual's performance. This portrayal underscores the inherently systematic nature of
assessment, emphasizing the importance of a well-thought-out framework intended to
guide and facilitate the attainment of specific goals and objectives, thereby emphasizing the
necessity of structured planning and execution within the assessment process.
According to (-) it is considered suitable to define assessment by encompassing factors such
as:

• Balance between process oriented and product-oriented approach

• Benefitting both teachers and learners

• The results of assessment are directed towards learning

The definition of assessment, when properly interpreted, encompasses the crucial elements
of evaluation and measurement. It allows for the interpretation of data in both verbal and
numerical forms. This multifaceted process positions assessment as a versatile instrument
with three essential functions: first, as a guiding compass facilitating the learning journey;
second, as a precise gauge measuring the extent of knowledge acquisition; and finally, as a
reflective mirror aiding the introspection of both educators and students. Evaluation,
therefore, acts as an indispensable tool in shaping the educational landscape, providing
direction, quantifying progress, and fostering self-awareness in the realm of learning and
development.
References
• Airasian (2005) Assessment is "the process of collecting, synthesizing, and
interpreting information to aid in, Bartleby. Available at:
https://www.bartleby.com/essay/Assessment-is-the-process-of-collecting-
synthesizing-P345G85F2EHW (Accessed: 26 March 2024).

• Banta (1999) 1686040882009 (JPG), Course Sidekick. Available at:

https://www.coursesidekick.com/sociology/4123834 (Accessed: 26 March 2024).

• Angelo, TA & Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for
College Teachers (2nd ed.). San Francisco: Jossey-Bass.

• Dreyer, JM. 2013. The educator as assessor. 2nd edition. Pretoria: Van Schaik

• Linn, R.L, & Miller, M.D. (2005). Measurement and assessment in teaching , (9th ed.).
Upper Saddler River, NJ: Merrill/Prentice Hall.

• SAQA (2001) Criteria and guidelines for assessment of NQF registered ... Available at:
https://cdn.lgseta.co.za/resources/guidelines/2.4.1 SAQA Criteria and Guidelines for
Assessment.pdf (Accessed: 26 March 2024).
Activity 4

Exploring the Impact of Assessment on

Teaching and Learning in South African
Secondary Schools.
Introduction
When teachers use assessment properly, learning improves. Because of the curriculum's
halo effects from the post-apartheid era, it has been difficult to give teachers in South Africa
the assessment tools they need to teach in the classroom. The efficiency of evaluation in
learning is influenced by a number of things. In South Africa, access to resources like
laboratories is restricted due to factors including instructors' pedagogical and subject
understanding and their teaching in rural areas. varied teachers have varied perspectives on
assessment, and as a result, some have little knowledge on how to use it effectively in the
classroom. Due to a lack of comprehension, teachers are also unable to execute the
curriculum. Additionally, courses are typically overcrowded, which leaves little time for
evaluation (Vandeyar & Killen 2007).

Understanding Assessment
Assessment is a tool used to measure and evaluates students’ knowledge on specific subject
content. It is used by both teachers and learners to make informed decisions on the process
of learning, this is done to enhance learning. Assessment results helps teachers identify the
strengths and weaknesses of learners, and thus after evolution the teacher can make
effectives use of teaching strategies to enhance students learning. Assessment results also
speak to the teaching strategies and approach for learning, this helps the teacher to make
use of effective teaching strategies. (McMillan, 2001). (Airasin and Abrams 2003) argue that
an effective use of assessment is one that is fair, meaning that it encompasses only the
content that was taught in class.
According to McMillan (2001) in Anil (2009) argues that assessment is effective when the
teacher has good subject content knowledge and good understanding of how to use
assessment effectively. He further argues that teacher fail to assess subject matter that they
don’t understand. (Vandeyar and Killen, 2007) add to say that teachers are required to ask
different questions according to the teachers cognitive demands/ level, and unfortunately
teachers fail to ask question within the learners Zone of Proximal Development (ZPD).
Implementing effective assessment practices
Assessment understanding and resources is essential for teachers to implement effective
assessment, teachers in the Senior phase don’t cater for the needs of learners when they set
learning goals and assessment. Teachers should take into account learners learn at different
paces and not to make hasty decision on the assessment results. Teachers should design
their own assessment instruments and tools; In South Africa most teachers use past
assessment instruments and tools to assess learners which influences teaching and learning
processes negatively. As discussed, shortages of resources such as textbooks, facilities such
as a library and also teachers that lack content knowledge and pedagogical knowledge.
These challenges can be addressed by the department of education to provide schools at
rural areas with school resources to promote effective learning and teaching. In South Africa,
the department of education has gifted all of its resources to enhance learning, but due to
the fact that teachers fail to use assessment effectively they cannot fully utilize resources
that they have.

Classroom assessment in schools

The halo effect of the apartheid curriculum has had a great impact on how teachers teach
nowadays. Teachers in the senior phase find it hard to adapt to the changes in the
curriculum from OBE to CAPS. These teachers fail to implement the curriculum in a
meaningful way to the students because they do not understand it. The Education
Department has a policy that explain the importance of assessment in classrooms which is
available for teachers, in the document record sheets are in place for teachers who want to
utilize these resources. Teachers nowadays argue that the curriculum is not feasible as it is
not realistic to the real-life world. Teachers in the Senior phase struggle to make use of
different types of assessment during the teaching process such as assessment that is process
oriented or product oriented. (Vandeyar and Killen 2007) say that teachers strictly use direct
teaching where the teacher chalks and talk most of the time, these teachers are more
teacher centred and they assess for promotion to another grade and not to enhance
learning and improve their teaching.
Although a number of teachers fail to utilize assessment effectively due to several factors,
there is potential in the upcoming teachers of the modern age to make changes to school
and enhance learning (Black & Wiliam 1998). The department of basic education needs to
implement necessary changes to schools that are crowded so that effective assessment
takes place. Also, there has to be provision of resources such as the library and study
materials. Most importantly, the department of education should prioritise workshops
where professional teachers learn on ways of using assessment effectively to enhance
learning. The school itself should make necessary measures to make certain that teachers in
their schools use assessment resources to make informed decision on the learning and
teaching process (Croft 2008). Countries like Singapore, high quality assessment tools are
used to measure students’ skills and learning, thus South Africa can design appropriate
instruments and tools that are to be used for assessment purposes.
In the modern ages, technology is also used in assessment, this helps teachers save time and
focus on important aspects such as making informed decisions on how to cater for students
needs. Technology equipment is needed for teaching in classrooms. The department of
education is also responsible for producing quality and professional teachers. In South Africa
teachers spend most of their time teaching, and there is not sufficient to analyse and reflect
on the assessment results, as this discussed this is due to factors such as limited resources
and crowded classrooms. The department of education can minimise the teacher’s workload
by integrating technology in teaching.

Conclusion
The Education policy emphasizes the crucial role of effective assessment in enriching the
learning experience within classrooms (Department of Education 1998). This approach can
be fostered by recognizing the factors that impact the teaching and learning processes,
which are influenced not only by teachers but also by the classroom dynamics and overall
environment. Implementing effective assessment strategies involves specific actions that
need to be taken, leading to the enhancement of educational quality, particularly in the
senior phase. By following through with these steps, the educational framework can
experience a substantial uplift, ultimately benefiting students and educators alike. This
method ensures that the assessment processes are not just tools for evaluation but are
integral components that contribute significantly to the advancement.
Reference List

•Airasian, PW & Abrams, LM 2003, ‘Classroom student evaluation’, in T Kellaghan, DL

Stufflebeam & LA Wingate, International handbook of educational evaluation (pp. 533 –
548), Dordrecht, Kluwer Academic Publishers.
•Black, P & Wiliam, D 1998, ‘Assessment and classroom learning’ Assessment in Education:
Principles Policy & Practice, vol. 5, no. 1, pp. 7-74.
•Croft, C 2008, Review of published IT based classroom assessment material. Unpublished
report H Crooks, TJ 2002.
•Department of Education 1998, ‘Assessment policy in the general education and training
band: Grades R to 9 and ABET’, Government Gazette, vol. 402, no. 19640, Pretoria,
Government Printers.
•Dr Anil Kanjee akanjee@hsrc.ac.za (2009) Enhancing teacher assessment practices in South
African schools viewed 26 March 2024, from:
https://www.tandfonline.com/action/showCitFormats?doi=10.1080%2F1682320090294059
9
•McMillan, JH 2001, Essential assessment concepts for teachers and administrators,
Thousand Oaks, CA, Corwin Press.
•Vandeyar, S & Killen, R 2007, ‘Educators’ conceptions of classroom assessment in post-
apartheid South Africa’, South African Journal of Education, vol. 27, no. 1, pp. 101-115