EDAHOD5 Educator as assessor

ASSIGNMENT NO: 01

UNIQUE NUMBER: 625681

STUDENT NO: 63464446

SURNAME & INITIALS MONYAMA MR

Title of my assignment: ASSESMENT IN THE SCHOOL CONTEXT

DECLARATION

I, Motlatso Rachel Monyama student number 63464446 declare that this

assignment is my own original work. Where secondary material has been
used, this has been carefully acknowledged and referred in accordance with
the department requirements. Furthermore, I declare that this work has not
been submitted before for any other degree at any institution.

Signature: Ms MR MONYAMA Date: 23-03-2020

Table of contents
Introduction
Assessment is a tool that is used by teachers to assess the progress of learners
whether they have grasped the concept taught in class. It is a continuous planned
process of identifying, gathering and interpreting information about the performance
of learners, using various forms of assessment (De Fontaine, et al. 2013). It involves
four steps: generating and collecting evidence of achievement; evaluating this
evidence; recording the findings; and using this information to understand and
thereby assist the learner’s development in order to improve the process of learning
and
teaching (Dreyer, 2014).

Question 1

True or False
1.1. False: Formal assessments are assessments that systematically measure how
well a student has mastered learning outcomes.

1.2. False: School-based assessment is an assessment which is embedded in the

teaching and learning process, it allows for the collection of several samples of
student performance over a period.

1.3. False: Standardized assessment measures should be used to assess overall

achievement, to compare learner’s performance with others at their age or
grade, or to identify comparable strengths and weaknesses with peers.

1.4. False: It is through these assessments that classroom teachers can effectively
target instruction and arm students with the knowledge and skills they will need
for future success, both in and out of school.

1.5. False: A carefully kept record of work is a strong stimulus to dutiful and
progressive work, it shows the ability of the teacher to organize his
resourcefulness and enthusiasm regarding the teaching, assessing and the
progress learners make throughout their learning stages.

QUESTION 2
Assessment in school context

2.1 Assessors may asses learners work in school context

Assessors need to know whether learners are learning or not, at which level they
are learning, whether they understand what they are learning and what they will
need to learn (De Fontaine, et al. 2013).

2.2 Assessment may be regarded as a vehicle

Assessments are used to check whether learners have learnt what was expected of
them or not. They also help learners to understand the depth of their learning,
whether
they have grasped the concept or not and where they have gone wrong and how to
get back to the correct concept and where they have to go to reach their learning
destination. Hence assessments may be seen as a vehicle that takes learning
forward
(Dreyer, 2014).

2.3 Planned and unplanned assessments

Assessments may be planned or unplanned, such as formal assessments are
planned and they are subject to moderation for the purpose of quality assurance
and to ensure that appropriate standards are maintained (CAPS, 2011).While
informal assessments involve daily monitoring of learner progress. By observing
learners or having class discussions, enables the teacher to determine to what
degree the concept has been mastered, whether learners require additional
activities or possible barriers to learning may be present (De Fontaine, et al. 2013).

2.4 Continuous assessment

Continuous assessment makes use of different assessment methods to assess
learners. This enables the learner to prove his or her skills and abilities more than
once since well they are assessed in various method. (CAPS, 2011).
Continuous assessment also enables the educator to detect the strength and
weakness and provide the learner with necessary support that they need in order to
progress throughout the year. Thus, continuous assessment is a comprehensive
approach to assessment rather than a specific type of assessment (Dreyer, 2014).

2.5 The role of assessment

We assess in order to promote and select, selection and promotion is done to keep

more or less at a similar level and to facilitate teaching from the front. (Dreyer,

2014).

Assessments enables the teacher to judge a learners progress in a reliable way.

It also informs learners of their strengths, weakness and progress. It is also used

to guide and motivate learners to learn while guiding their progress. (National

Protocol for Assessment, 2011).

Question 3
CAPS requirements regarding assessments

3.1 Five topics prescribed to be taught and assessed

The following topics are to be taught in English Home Language grade 7

Topics covered:

Listening and speaking strategies (identify main and supporting ideas from a
short story, take notes, share ideas and experiences and show understanding of
concepts).

Retell a story (Retell events in correct sequences, mention characters correctly,

mention the timeline).

Listen to and discuss the poem (Tone, voice projection, pronunciation, phrasing,
eye contact, give attention to punctuation, use appropriate body language).

Conversation about drama (Take part in informal conversations about simple

topics, use correct register, maintain the conversation, identify main and supporting
ideas , take notes , answer questions).

Use incomplete dialogues for learners Dialogue (Take part in a dialogue, use
appropriate language, respond appropriately, observe dialogue conventions, e.g.
turn taking, and use appropriate body language).
3.2 Possible forms of assessment in natural science grade 7

o Practical test
o Class test
o Assignments
o Oral presentations
o Term test and year-end examination

3.3 CAPS document seven level or rating descriptors

Description of competence Percentage

Outstanding achievement 80 – 100
Meritorious achievement 70 – 79
Substantial achievement 60 – 69
Adequate achievement 50 – 59
Moderate achievement 40 – 49
Elementary achievement 30 – 39
Not achieved 0 – 29

3.4 Difference between formal and informal assessment

Formal assessment Informal assessments

These are standardised assessments Spontaneous day-to-day observations
and are used to grade learners. of how learners perform in class
examples
Examination, tests, assignment and Classwork, homework, weekly tests and
projects observation

3.5 subject: natural sciences 7-9

Number of assessment tasks: 10

QUESTION 4
Assessment activity or task

4.1 Indicate the grade, subject, topic and learning aim

o Grade: 7
 o Subject: English Home Language
o Topic: Reading Aloud
o Learning aims: For learners to be able to locate and clearly express in oral
and written forms, the meaning (main idea and supporting details) of
paragraphs, passages, stories etc.

4.2 Purpose of doing the assessment activity

The main purpose of this assessment is to allow learners to model the cognitive
steps required to comprehend what is read. To identify any learning difficulty that the
learner might be facing, to indicate whether the how successful was the teacher with
his or her learning programme and where he/she can improve. Indicating the
learner’s level of knowledge and skills of this concept. (CAPS, 2011).

4.3 Assessment task or activity

Each learner has to search for an English article of his/her choice. The article should
not be longer than two pages.

4.4 Presenting the evidence of assessment

After searching the article of choice, Learners will make an oral presentation during
which marks will be awarded for reading the passage fluently with clear
understanding and correct pronunciation.
4.5 The role of the teacher in guiding the assessment

The role of the assessor (teacher) will be to give clear instructions to the class
before researching an article, to explain how the learners will be assessed using a
rubric before they start with the oral presentation. Each learner will be required to
read at least 3 short passages in a period of less than five minutes during the
presentation.

4.6 The nature of the assessment

This is a Formal assessment, as the teacher will record it and use the oral
presentation marks for end of term reports and give feedback to the learners,
parents and the school district.

4.7 The assessment method and instrument method

An assessment grid will be used to assess the oral presentations. It will set out
criteria and descriptors of how the assessment will take place. It will be distributed to
learners and clear instructions will be clarified to learners.

4.8 The assessor or assessors

The teacher will be the assessor he/she will also take it to the head of department for
moderation and ensure that the standard of the assessment is fair.

4.9 Assessment criteria : Assessment grid

School ___________
Grade____________
Subject___________
Topic: Reading Aloud
Learner___________
Assessor
Moderator

Criteria Marks Total Marks

 Understanding of passage 3 4
 The passage is fluently read 3 4

 Voice projected 2 4
  Correct Pronunciation 3 4
 Keeping eye contact with the audience 2 4
13 20
Comments:

4.10 Feedback mechanisms

The teacher will allocate marks for the oral presentation as soon as it is presented
and indicate mark allocation and record the marks. Written feedback to the learners
individually. After feedback has been given, they will be provided with clear
information on arears of concern and in need of improvement by having a class
discussion about the oral presentation checking the learning barriers experienced by
the learners. This will enable the learners to understand where they went wrong.

4.11 Recording and reporting

The teacher will mark and record the marks obtained in the oral presentation on
record grid and present it to the parents and other stakeholders in making decisions
about the progress of the learners.

Question 5
Developing guidelines for planning assessments

5.1 The policy document used to guide towards assessing learners are:
National Policy on Assessment, Curriculum and Assessment Policy Statement,
Specific subject Textbook and National Protocol on assessment R-12.

5.2 The curriculum policy document used to guide teaching and learning in South
Africa is Curriculum and Assessment Policy Statement document.

5.3 The committee in schools that deals with assessments

School Assessment Team

5.4 Draft a set of assessment criteria for a particular assessment activity

My grade 7 English learners have to do an oral presentation on a reading
comprehension.
 o Grade: 7
o Subject: English Home Language
o Topic: Reading Aloud
o Purpose:

Assessment activity and learner role: This assessment is a research. The learners
will find an article online, in newspapers or on magazines of their own choice. A
rubric will be used to assess the research and the presentations. It will set out criteria
and descriptors of how the assessment will take place. It will be distributed to the
learners and expectations will be clarified. Each learner will be required to read at
least three short passages within a time frame of less than five minutes during the
presentation.

Role of the teacher: The teacher will provide the learners with an assessment rubric
that sets out the marking criteria. The teacher will direct and guide the learners
throughout the investigation.

Marking instrument: Rubric

The assessment criteria for the investigation are as follows:
Criteria 1-2 3-4 5-7 Rating
Descriptors
Understanding No Limited Speech is 5-7
of passage understanding of understanding fluent and
the passage according to
meaning and
purpose.
The passage The passage is The passage The speech is 5-7
is fluently read not read fluently was read with at a suitable
gaps in- pace.
between.
Voice No voice The voice was The voice 1-2
Projected projected less audible projection is
sufficient.
Correct No Correct Distorting Good 1-2
Pronunciation Pronunciation meaning of pronunciation
 words of words
without
distorting
meaning
Keeping eye No eye contact The learner The learner 3-4
contact with was made to displays makes
the audience the audience inappropriate adequate eye
posture and contact.
gestures.
Presentation
rating scale
Comments: Not achieved Adequate 3-4 Outstanding
1-2 5-7

Nature of assessment: This is a formal assessment and it will be recorded for end-of-
term reporting.

Feedback to learners: Once marking has been completed, each learner will receive
written feedback indicating areas in need of improvement. Overall class feedback will
also be given, indicating the overall performance of the learners. Corrections will
then be discussed.

Conclusion
Assessment can be both informal and formal. In both cases regular feedback should
be provided to learners to enhance the learning experience (CAPS, 2011).
Assessment is a process the measures individual learners’ attainment of knowledge
(content, concepts and skills) in a subject by collecting, analysing and interpreting
the data information obtained from this process to: enable the teacher to make
reliable judgements about the learners progress, assist teachers, parents and other
stakeholders in making decisions about learning process and progress of learners
(De
Fontaine, et al. 2013).
References
Department of Basic Education. 2011. Curriculum and Assessment Policy Statement

(Grades 10-12) English Home Language. Pretoria. Department of education.

Department of Basic Education. 2011. National Protocol on Assessment for Schools

(Grades R-12). Pretoria. Department of education.

Department of Curriculum and Instructional Studies. 2017. Tutorial Letter 501/2017

The Educator as Assessor EDAHOD5. Pretoria. Unisa.

Dreyer, J. 2014. The educator as assessor. Pretoria. Van Schaik Publishers.

SELF REFLECTIONS
A. By doing this assignment I gain knowledge of how important it is to assess
learners in the learning environment, and I was able to learn how to create some of
the assessment that I can give to learners as a teacher to be

B. I was able to formulate an assessment of my own and I was given an idea to what
to expect once I am a teacher and I will use some of this value to assists me in terms
of assessment is concern in the educational system.

C. Most assessment which are of importance to the progression of a learner needs

planning, as a teacher need to know what to give to learners and what not to give, so
by doing this assessment I was able to see that organization of assessment is very
important and I will use this knowledge to my advantage as a teacher in the future.

D. As a teacher I need to make sure that I do everything in my power to teach

learners to their understanding of the learning context of the school, so that they can
do their best when they are being assessed in order for them to be able to move to
the next level of learning.

E. This is assignment have made me also to realize my intentions in the learning

environment, as a teacher to be my intentions would be to improve my learning and
also my teaching, so that I can be able to help learners to also reach new heights in
their learning and my intentions is to assist learners in every possible way that I can,
so they can also reach their limits.