Transcript CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS)

Intermediate Phase
And
Senior Phase
1
Assessment
What is assessment
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Assessment is a continuous planned process
of identifying, gathering, interpreting and
diagnosing, information about the
performance of learners, using various forms
of assessment.
•
It involves generating and collecting evidence
of achievement; evaluating this evidence and
using this information to understand and
thereby assist the learner’s development in
order to improve the process of learning and
teaching
Assessment
Assessment must be:
 Fair
 Reliable
 Valid
 Effective
 Efficient
 Used for diagnostic purposes
 Used for promotion and progression
5
What is School Based Assessment (SBA)?
National Protocol for Assessment p. 5 - 8
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It is continuous assessment, both informally and formally
SBA indicates progression made by learners against set
tasks.
SBA identifies gaps in teaching, learning and assessment.
SBA is used for feedback to SMT, parents, district etc.
SBA uses both performance-based assessment and penand-paper assessments.
SBA comprises different forms of
It has a practical component for the assessment of the
practical skills and in the case of languages it is oral.
Formal assessment tasks are recorded as part of SBA and
count for 100% in the Foundation Phase, 75% in
Intermediate phase and 40% in Senior phase.
Policies that govern the
National
Protocol for
National
policy pertaining to
implementation
of
Assessment?
Assessment Grades R – 12
the programme and
(January 2012)
promotion requirements of
the NSC
•Refers to CAPS documents in •Subjects to be offered by the
the different subjects
learner – p. 6 and 7
•Importance of assessment – p. •Programme requirements –
3
p. 9 and 10
•Types of assessment – p. 3
•Promotion requirements –
•Formal assessment – p. 5
p. 10
•SBA – p. 5
•Practical Assessment Task – p.
6
•Recording and reporting – p. 11
•Management of school
How can assessment be used to strengthen
teaching and learning?
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It is planned as part of teaching and learning.
It provides immediate feedback on whether teaching and
learning was effective.
It measures actual learner performance against what is
expected.
It identifies the weaknesses in teaching and learning.
It indicates the support needed to strengthen teaching
and learning.
It identifies learner needs.
It indicates if the form of assessment was appropriate to
what was taught and if resources used were appropriate.
tasks for
different
cognitive
levels
and
technology
science and
technology
Percentages
indicating the
proportion of
low,
middle and
high
order
questions
in tasks, tests
and
exams
Low order
questions
50%
Middle order
questions
35%
Useful verbs to State
use when
Name
setting
Label
questions
List
and others ...
Explain
Describe
Compare
Plan
Rearrange
Give an
example
and others …
and
technologic
al
knowledge
synthesising
scientific and
technological
Knowledge
High order questions
15%
Predict
Compare
Design
Use
knowledge to
demonstrate
and others …
Evaluate
Suggest a reason
Interpret
and others
Formal and informal assessment
CAPS documents indicate minimum amount of
formal assessment
 Informal assessment should lead up to formal
assessment
 Informal assessment is diagnostic in nature
 Informal assessment need not to be recorded
 Only formal assessment is recorded and used
for progression or promotion
 Progression – within a band – Grade 1 - 8
 Promotion – to another band
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Constructive alignment
 Identify
the desired outcomes
(aims,goals and objectives)
 Determine acceptable evidence (How
will I know? Assessment instruments)
 Plan learning experiences (How will I
prepare students for assessment
(teaching method,content)
Assessment: Definition and
examples of assessment models
Model
Formal
Informal
Baseline: initial
assessment to
assess prior
knowledge. Results
are not always
recorded
• Revision
• Oral tests
• Practical projects
• Question and
answers(written or
verbal)
• Group discussion
• Teacher
observation
Holistic: intergrated
total assessment of
different SA’s at the
same time or in the
same situation
• Structured Test on • Assignments
general kowledge • Informal
of specific aspect
questioning
• Memory test
• Portfolios
Diagnostic:
establishes the
nature and cause of
• Structured written
/oral test
• Pre-test to test
• Observationby
teacher/peer
• Discussion in
Assessment: Definition and examples
of assessment models
Model
Formal
Informal
Formative:is a continous
process that determines
the learners
skill,knowledge,attitudes
and values
• Performance tasks
• Interviews
• Quizzes or oral
questioning
• Written or practical
assignments
• Written or oral tests
• Observation by
peer/teacher
• Journals
• Informal questioning
• Learner comments
• Assignments
Summative: Final
measure of what was
learnt.It is used to
measure SA’s and
learners knowledge (end
of year/term
•
•
•
•
• Discussions
• Debate
• Observation
Practical projects
Portfolios
Perfomance task
Formal enquiries
Natural Sciences and Technology – p. 72
SBA – 75%
Form of
Assessment
Term 1 Term
2
Term
3
Test
1
1
Examination
*Practical
Task
Examination
– 25%
Term
4
1
1
1
1
1
1
*Practical Task – investigations and technological processes
should form part of the selected practical task
15
Cognitive levels of the assessment of content
(CAPS p. 67)
Knowing
Science and
Technology
Low
50%
State
Name
Label
List …
Understanding
Science and
Technology
Applying
Scientific and
technological
knowledge
Middle
35%
Explain
Describe
Compare …
Predict
Design ..
Evaluating,,
analyzing and
synthesising
scientific and
Technological
knowledge
High
15%
Evaluate
give a reason ..
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More verbs
Knowledge
Recall
50%
Understand
LOW
Count
Define
Identify
Label
List
Match
Name
Outline
Point out
Quote
Recite
Repeat
Reproduce
Select
State
Trace
Classify
Compare
Convert
Discuss
Distinguish
Define
Describe
Estimate
Explain
Generalise
Give examples
Illustrate
Infer
Interpret
Match
Paraphrase
Plan
Restate
Rearrange
Rewrite
Select
Summarise
Translate
Apply
Evaluating
Analyzing
35%
15%
MIDDLE
HIGH
Change
Compute
Construct
Demonstrate
Draw
Illustrate
Predict
Relate
Solve
Use
Breakdown
Differentiate
Discriminate
Investigate
Relate
Separate
Arrange
Combine
Compile
Construct
Create
Design
Formulate
Generalise
Generate
Group
Integrate
Organize
Summarise
Synthesising
Appraise
Conclude
Contrast
Critique
Criticize
decide
evaluate
Grade
Justify
Interpret
Support
Recommend
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Example grade 4 term 1 and 2
Cognitive levels
Teaching time in
weeks
Topics
Low
50%
Middle
35%
High
15%
Living and nonliving things
Allocated
Time
2
Structures of plants and animals
TERM 1
Life & Living
Suggested
mark
allocation
2½
What plants need to grow
11
1
Habitats of animals
2
9
Structures for animal shelters
2½
10 weeks
Materials around us
3½
11
TERM 2
Matter & Materials
Solid materials
2
Strengthening materials
2
9
Strong frame structures
2½
10 weeks
TOTAL
20 marks
14 marks
6 marks
40 marks
60 minutes
18
Recording
 Look
in your CAPS subject
document for the requirements of
recording of Formal Assessment.
 Use the recording sheet provided
or draw up your own to record on
learners Formal Assessment.
 Work out the end of the year
mark.