Transcript Slide 1

CURRICULUM AND ASSESSMENT
POLICY STATEMENTS (CAPS)
ORIENTATION 2012
Natural Sciences and Technology
Section 4
Activities Presentation
1
ACTIVITY 4.1: Understanding the different forms of
assessment in Natural Sciences and Technology
TIME: 60 minutes
OUTCOMES:
At the end of the activity, participants should be able to:
• understand what each of the prescribed forms of assessment
entails;
• describe each of the prescribed forms of assessment;
RESOURCES:
• Natural Sciences and Technology CAPS; National Protocol for
Assessment Grades R – 12; flip charts, Koki pens.
ACTIVITY 4.1: Understanding the different forms of
assessment in Natural Sciences and Technology
• Work in pairs.
• Read for 5 minutes – one partner reads pages 15 to 17 while the
other one reads pages 61 to 62 of the Natural Sciences and
Technology CAPS.
• Discuss for 5 minutes what you have read.
• Record your definition and description of the forms of assessment
allocated to your group on flip chart.
ACTIVITY 4.1: Understanding the different forms of
assessment in Natural Sciences and Technology
• Only one group per form of assessment presents. Others may add
and discuss;
• Wrap-up:
No Form of assessment Description
1.
1
Case
studies
Case studies are a detailed description of a specific situation or phenomenon. The
description can either be real or made up by the teacher. They can be taken from books,
newspapers, magazines, videos, radio or local environment. Case studies enable the
teacher to assess whether learners can apply knowledge, skills and values to an unfamiliar
context. Coupled with good structured questions, these can be easily used for formal
assessment purposes. Used with group work, however, teachers can also use them
effectively for informal assessment purposes.
Case studies can be used to introduce a new topic as an informal baseline assessment.
They assist learners in constructing knowledge, developing process skills and
understanding of the application of science and technology to their daily lives.
ACTIVITY 4.1: (Continues...)
No.
2.
Form of
assessment
Projects
Description
Projects are tasks in which learners illustrate or apply knowledge that they have gained in class.
Projects may involve aspects of investigation and/or design. Learners may collect data to solve
a problem or to understand a particular set of circumstances and/or phenomena. In doing this,
they can build models, compile reports, essays or posters and even give presentations.
Learners can do projects individually or in groups; working alone but with some support and
guidance from the teacher. The teacher directs the choice of the project, usually by providing the
learner with a topic or brief for the investigation.
Assessment of projects
Teachers can assess different stages of projects separately, or the entire project. Assessment of
projects should be based on the understanding of content, application of skills and values
applicable in a relevant context. Assessment tools of projects could be a combination of rubric,
memorandum, checklist, etc.
ACTIVITY 4.1: (Continues...)
No.
Form of
assessment
3. Tests and
Description
Tests consist of a range of questions that cover the different cognitive levels –
Examinations knowledge recall, understanding, application, evaluation, analysis and synthesis.
Learners are required to respond to questions within a specified time under
controlled conditions. Since they are generally easy to mark reliably they are a
good way conduct formal assessment, however, they can be a very useful
informal tool too. Examinations are similar to tests, the only difference is that they
cover more content.
ACTIVITY 4.1: (Continues...)
No.
Form of
assessment
4. Translation
tasks
Description
In translation tasks, a learner interprets information provided and expresses it into
a different form in order to show their understanding.
Here are some examples of how translation tasks can be done:

translating graphs into text descriptions and vice versa;

extrapolating from patterns in tables and graphs to predict how one variable
will change;

translating a practical procedure into text and vice versa;
ACTIVITY 4.1: (Continues...)
No.
5.
Form of
assessment
Practical Tasks
Description
In carrying out practical tasks learners are required to demonstrate a skill or proficiency. Learners use
materials, tools and equipment to create, produce or do something. The teacher observes the learner
demonstrate specific practical skills (e.g. measure the voltage of a cell, use a thermometer to measure
temperature, etc.). Practical tasks can be very useful for assessing how learners draw on knowledge and
values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of equipment).
Any practical task should provide opportunities for learners to demonstrate the skills listed under Specific Aim
2. These may or may not include design/plan investigations skills. However, there are some
circumstances in which only some of these skills would apply and not every skill can be assessed in every
practical task.(CAPS, page 17)
Assessment of practical tasks
The assessment may be based on the end-result of the activity (the product), or the carrying-out of the
activity (the process), or a combination of both. Assessment tools of projects could be a combination of
rubric, memorandum, checklist, etc.
ACTIVITY 4.2: Understanding the importance of Moderation
TIME: 120 minutes
OUTCOMES:
At the end of the activity participants will be able to:
• understand the various aspects of moderation
RESOURCES:
• National Protocol for Assessment Grade R-12 (NPA) pages 5 &
6, Curriculum and Assessment Policy Statement Grade 4-6,
Natural Sciences and Technology pages 62 – 70.
ACTIVITY 4.2: Understanding the importance of Moderation
INSTRUCTIONS
• Read the National Protocol for Assessment Grades R – 12 (NPA)
pages 5 & 6 and the Curriculum and Assessment Policy
Statement Grades 4 – 6, Natural Sciences and Technology (CAPS)
pages 62 – 70.
• Respond to the following questions bout moderation:
– What is the purpose of moderation?
– What should be moderated?
– At which three levels does moderation take place?
ACTIVITY 4.2: Understanding the importance of Moderation
• Explain what each of the following principles of
assessment mean and the implications for the teacher:
– Fair
– Valid
– Reliable
• Presentation of responses – One group per question
with brief, focused discussion on each question.
ACTIVITY 4.2: Understanding the importance of Moderation
Possible Answers:
(i) What is the purpose of moderation?
To ensure fairness, validity and reliability of assessment tasks.
(ii) What should be moderated?
All formal recorded assessments tasks NPA page 5 and CAPS page 62.
(iii) At which three levels does moderation take place?
School, district and provincial levels.
12
ACTIVITY 4.2: Understanding the importance of Moderation
Possible Answers:
Explain what each of the following principles of assessment mean
and the implications for the teacher:
(a) Fair refers to an equal opportunity given to all learners to do
well in the assessment task.
(b) Valid refers to how well an assessment actually measures what it
is supposed to measure.
- Formal Task to be validated e.g. moderated.
- E.g. Question Paper covers appropriate skills/weighting as
required.
13
ACTIVITY 4.2: Understanding the importance of Moderation
Possible Answers:
(c) Reliable refers to the performance of learners in a given assessment
task that would remain the same for the same group of learners doing
the same task.
Is the Assessment task inclusive? Not favour a group of learners.
Implication to the teacher: Inform learners
The method of assessment should not present any barriers to learner
achievements (e.g. drawings, pictures, tables and graphs must be clear
to learners).
14
ACTIVITY 4.2: Understanding the importance of Moderation
• Work in groups to develop a tool that can be used to moderate a
test.
• Consider the following when developing the moderation tool:
– Weighting of cognitive levels for the assessment of content in
Grades 4, 5 and 6, CAPS page 62;
– Assessment requirements for Natural Sciences and
Technology in Grades 4, 5 and 6 ,CAPS pages 63–70;
– Coverage of the Specific Aims, topics and content and the
range of skills that must be used to inform the planning and
development of assessment tasks.
ACTIVITY 4.2: Understanding the importance of Moderation
• Selected groups present their moderation tools and
allow for input and questions
ACTIVITY 4.3: Development other forms of assessment
TIME: 105 minutes
OUTCOMES:
At the end of the activity participants will:
• be familiar with the CAPS requirements regarding the
development of tests;
• develop a test that meets the CAPS requirements within a specific
grade and term.
ACTIVITY 4.3: Development other forms of assessment
RESOURCES:
Curriculum and Assessment Policy Statement (CAPS) Natural Sciences
and Technology (pages 12 – 19, 21 – 68 (pages applicable to grade
and form of assessment),
The policy document National Protocol for Assessment Grades R-12
(pg viii, pg ix, pg 3 par 3 and par 4(4)(5),
Flipchart, Koki pens and Prestik,
Text books and other relevant resources.
ACTIVITY 4.3: Development other forms of assessment
INSTRUCTIONS:
• The facilitator takes 5 minutes to allocate a form of assessment to
one or more different groups to develop and request them to read
the applicable pages in the resource documents listed above.
• Use 10 minutes to read and discuss the content of the pages as
requested;
• Use 60 minutes to choose the grade and content to develop the
given form of assessment (mark allocation according to the
requirements in CAPS);
• 30 Minutes are used for selected groups to present their forms of
assessment and allow for inputs and questions (guided by the
definitions/description from activity 4.1.)
ACTIVITY 4.3: Development other forms of assessment
Wrap-up:
– each form of assessment should, at a minimum, meet the
requirements as defined/described in activity 4.1 and
− Page 62 paragraph 4.3. (The design of these tasks should therefore
ensure that the full range of content and skills are assessed within
each year of the Intermediate Phase. The Specific Aims, the topics
and content and range of skills must be used to inform the planning
and development of assessment tasks.)
ACTIVITY 4.4: Development of a test
TIME: 150 minutes
OUTCOMES:
At the end of the activity, participants will:
• be familiar with the CAPS requirements regarding the development
of tests;
• have developed a test that meets the CAPS requirements within a
specific grade and term.
RESOURCES:
• Natural Sciences and Technology CAPS (pages 61 – 65), Koki pens,
flip charts.
ACTIVITY 4.4: Development of a test
INSTRUCTIONS:
• Refer to pages 61 – 65 of the Natural Sciences and Technology CAPS
to develop a test.
• You have 90 minutes to develop a test and memorandum and 60
minutes for moderation and presentation of the test.
• Develop the test according to the CAPS requirements.
• Exchange your test and memorandum with another group for
moderation.
• Report your findings on the test and memorandum you have
moderated. (NOT the one you have developed).
ACTIVITY 4.5: Recording and Reporting learner
performance for Natural Sciences and Technology
Formal assessment (assessment of learning) provides
teachers with a systematic way of evaluating how well
learners are progressing in a particular subject and in a
grade. Teachers must ensure that assessment criteria are
very clear to the learners before the assessment process.
This involves explaining to the learners which knowledge
and skills are being assessed and the required length of
responses.
National Protocol for Assessment Grade R-12 (p. 3)
23
ACTIVITY 4.5: Recording and Reporting learner performance
for Natural Sciences and Technology
TIME: 90 minutes
OUTCOMES:
At the end of the activity participants will:
• understand the Programme of Formal Assessment for Grades 4-6;
identify and explain the composition of the School-based
Assessment and end of year examination;
• have an understanding of how to record and report the formal
assessment tasks on a formal recording sheet;
• apply the achievement levels/ rating codes and the corresponding
percentage bands used for recording and reporting.
24
ACTIVITY 4.5: Recording and Reporting learner performance
for Natural Sciences and Technology
RESOURCES:
• National Protocol for Assessment Grade R-12 (NPA) (Pages viii,
ix, x 3,4,5,11,12,13 (16), 17, 18 & 24);
• National Policy Pertaining to the Programme and Promotion
Requirements of the National Curriculum Statements Grade R 12. (NPPPPR) pages 10 -11;
• Curriculum and Assessment Policy Statement Grade 4-6, Natural
Sciences and Technology (Pages 62-69); Example of a template
for recording (ANNEXURE 5(a))
25
ACTIVITY 4.5: Recording and Reporting learner performance
for Natural Sciences and Technology
INSTRUCTIONS:
Read the following sections in the CAPS document individually and
then discuss with a partner:
Assessment requirements for Natural Sciences and Technology:
Grade 4 – 6 (pages 63-65); and
Recording and Reporting (page 69)
Discuss the format of a recording sheet and fill in the incomplete
recording sheet provided for one learner’s performance for the
Programme of Formal Assessment for the full year.
Continue...
26
ACTIVITY 4.5: Recording and Reporting learner performance
for Natural Sciences and Technology
INSTRUCTIONS:
Share your completed grade specific recording sheet with the
larger group at your table and agree to a common format (if you
are not happy with the suggested format).
27
ACTIVITY 4.5: Recording and Reporting learner performance
for Natural Sciences and Technology
INSTRUCTIONS:
Share your completed grade specific recording sheet with the
larger group at your table and agree to a common format (if you
are not happy with the suggested format).
28
ACTIVITY 4.6: “Flashlights and Batteries” &
“Strengthening Materials”
OUTCOMES:
At the end of the activity participants will be able to:
• use assessment activities to develop the full potential of the
learner
• Plan and manage assessment
• Evaluate and select LTSM for curriculum appropriateness.
ACTIVITY 4.6: “Flashlights and Batteries” &
“Strengthening Materials”
1. Your work should cover the content for all the grades. Decide
who will work with grade 4 content, grade 5 content and
grade 6 content.
2. Read CAPS page 4 section 1.3 for 10 minutes.
3. “Flashlights and Batteries” (ANNEXURE 6(b))
- Refer to pages 1 – 10
4. “Strengthening Materials (ANNEXURE 6(a))
- Refer to pages 1 – 11
5. Critique the document you are working with and decide
whether the activities are in line with the content in the
CAPS document.
ACTIVITY 4.6: “Flashlights and Batteries” &
“Strengthening Materials”
6. In your group suggest how the activity “Flashlights and
Batteries” could be improved to address some of the
elements mentioned on page 4 – 5 of the CAPS document.
7. Other groups use the activity on “Strengthening Materials”
to identify questions that address the three Specific Aims of
Natural Sciences and Technology and cognitive levels. Refer
to page 62 of the CAPS document.
8. All groups report to plenary.