20; 21; 22; 23 2023

MODULE NAME: MODULE CODE:

ASSESSMENT AND MEASUREMENT ASME7312

ASSESSMENT TYPE: POE (PAPER AND MARKING RUBRICS)

TOTAL MARK ALLOCATION: 100 MARKS

TOTAL HOURS: A MINIMUM OF 20 HOURS IS SUGGESTED TO COMPLETE THIS ASSESSMENT.

By submitting this assignment, you acknowledge that you have read and understood all the rules
as per the terms in the registration contract, in particular the assignment and assessment rules in
The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in
the Intellectual Integrity Policy (IIE023), as well as any rules and regulations published in the
student portal.

INSTRUCTIONS:
1. No material may be copied from original sources, even if referenced correctly, unless it is a
direct quote indicated with quotation marks. No more than 10% of the assignment may
consist of direct quotes.
2. Make a copy of your assignment before handing it in.
3. Assignments must be typed unless otherwise specified.
4. All work must be adequately and correctly referenced.
5. Begin each section on a new page.
6. Follow all instructions on the assignment cover sheet.
7. This is an individual assignment.

© The Independent Institute of Education (Pty) Ltd 2023

Page 1 of 16
20; 21; 22; 23 2023

Referencing Rubric
Providing evidence based on valid and referenced academic sources Markers are required to provide feedback to students by indicating
is a fundamental educational principle and the cornerstone of high‐ (circling/underlining) the information that best describes the
quality academic work. Hence, The IIE considers it essential to student’s work.
develop the referencing skills of our students in our commitment to
achieve high academic standards. Part of achieving these high Minor technical referencing errors: 5% deduction from the
standards is referencing in a way that is consistent, technically overall percentage. – the student’s work contains five or more
correct and congruent. This is not plagiarism, which is handled errors listed in the minor errors column in the table below.
differently.
Major technical referencing errors: 10% deduction from the
Poor quality formatting in your referencing will result in a penalty of overall percentage. – the student’s work contains five or more
according to the following guidelines a maximum of ten percent errors listed in the major errors column in the table below.
being deducted from the overall percentage. Please note, however,
that evidence of plagiarism in the form of copied or uncited work If both minor and major errors are indicated, then 10% only (and
(not referenced), absent reference lists, or exceptionally poor not 5% or 15%) is deducted from the overall percentage. The
referencing, may result in action being taken in accordance with examples provided below are not exhaustive but are provided to
The IIE’s Intellectual Integrity Policy (0023). illustrate the error.
Required: Minor errors in technical correctness of Major errors in technical correctness of
Technically correct referencing referencing style referencing style
style Deduct 5% from overall percentage. Deduct 10% from the overall percentage.
Example: if the response receives 70%, Example: if the response receives 70%, deduct
deduct 5%. The final mark is 65%. 10%. The final mark is 60%.
Consistency Minor inconsistencies. Major inconsistencies.
 The referencing style is generally  Poor and inconsistent referencing style used in‐
 The same referencing format consistent, but there are one or two text and/or in the bibliography/ reference list.
has been used for all in‐text changes in the format of in‐text  Multiple formats for the same type of
references and in the referencing and/or in the bibliography. referencing have been used.
bibliography/reference list.  For example, page numbers for direct  For example, the format for direct quotes (in‐
quotes (in‐text) have been provided for text) and/or book chapters (bibliography/
one source, but not in another instance. reference list) is different across multiple
Two book chapters (bibliography) have instances.
been referenced in the bibliography in
two different formats.
Technical correctness Generally, technically correct with some Technically incorrect.
minor errors.  The referencing format is incorrect.
 Referencing format is  The correct referencing format has been  Concepts and ideas are typically referenced,
technically correct throughout consistently used, but there are one or but a reference is missing from small sections
the submission. two errors. of the work.
 Concepts and ideas are typically  Position of the references: references are only
 The correct referencing format referenced, but a reference is missing given at the beginning or end of large sections
for the discipline has been from one small section of the work. of work.
used, i.e., either APA, OR  Position of the references: references are  For example, incorrect author information is
Harvard OR Law only given at the beginning or end of provided, no year of publication is provided,
every paragraph. quotation marks and/or page numbers for
 Position of the reference: a  For example, the student has incorrectly direct quotes missing, page numbers are
reference is directly associated presented direct quotes (in‐text) and/or provided for paraphrased material, the
with every concept or idea. book chapters (bibliography/reference incorrect punctuation is used (in‐text); the
list). bibliography/reference list is not in
 For example, quotation marks, alphabetical order, the incorrect format for a
page numbers, years, etc. are book chapter/journal article is used,
applied correctly, sources in information is missing e.g. no place of
the bibliography/reference list publication had been provided (bibliography);
are correctly presented. repeated sources on the reference list.
Congruence between in‐text Generally, congruence between the in‐text A lack of congruence between the in‐text
referencing and bibliography/ referencing and the bibliography/ referencing and the bibliography.
reference list reference list with one or two errors.  No relationship/several incongruencies
 There is largely a match between the between the in‐text referencing and the
 All sources are accurately sources presented in‐text and the bibliography/reference list.
reflected and are all accurately bibliography.  For example, sources are included in‐text, but
included in the bibliography/  For example, a source appears in the text, not in the bibliography and vice versa, a link,
reference list. but not in the bibliography/ reference list rather than the actual reference is provided in
or vice versa. the bibliography.
In summary: the recording of In summary, at least 80% of the sources are In summary, at least 60% of the sources are
references is accurate and correctly reflected and included in a incorrectly reflected and/or not included in
complete. reference list. reference list.

Overall Feedback about the consistency, technical correctness and congruence between in‐text referencing and bibliography:

© The Independent Institute of Education (Pty) Ltd 2023

Page 2 of 16
20; 21; 22; 23 2023

Assessments

Integrated Curriculum Engagement (ICE)

Minimum number of ICE activities to complete 4
Weighting towards the final module mark 10%

Portfolio of Evidence (POE)

This Portfolio of Evidence needs to be developed as you progress through this module. The
questions in this assignment all form part of a single Portfolio of Evidence (POE) to be submitted at
the end of the module.

Module Assessment — Background and Instructions

1. As explained in your Module Outline, this module’s assessment structure is comprised of

three activities. In order to prepare you for these activities, there will be two compulsory ICE
tasks that must be submitted for marking to your lecturer as per their timeline. These need
not be included in the POE and will be done through the course of your module at various
times decided by your lecturer. The aim of the two compulsory ICE tasks is to render
additional support to you so that you can be able to complete your summative POE
effectively.

2. You will have lecturer facilitated touchpoints which will be scheduled prior to the expected
completion of the POE activity as per the pacer. This is an opportunity for you to receive
developmental feedback for your three POE activities which you will be working on
throughout the module and will be submitting as a summative at the end of the module.

PS: Activities will only be marked on the final summative submission.

The assessment weighting for this POE is as follows:
Assessment Name Weighting
ICE 10%
Summative POE 90%

Duration 24 hours

Open/ Closed book Open book

© The Independent Institute of Education (Pty) Ltd 2023

Page 3 of 16
20; 21; 22; 23 2023

In addition to your prescribed texts, you are also expected to

Resources Required consult additional resources to successfully complete your
portfolio activities.

Learning Units covered All Learning Units

Activity 1 (Marks: 20)

The Department of Basic Education defines assessment in the CAPS Intermediate phase
documents as:
Assessment is a continuous planned process of identifying, gathering and interpreting
information about the performance of learners, using various forms of assessment. 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.
Assessment should be both informal (Assessment for Learning) and formal (Assessment of
Learning). In both cases regular feedback should be provided to learners to enhance the
learning experience.

For this activity, you are required to critically analyse the definition of assessment. You are
expected to:
 Research and source at least three other definitions of assessment from reliable sources.
Include these in your response with appropriate referencing.
 Compare the various definitions and discuss the similarities and/or differences you found in
no more than 300 words.
 Provide a concise explanation of your thoughts of the current definition of assessment
found in the CAPS Intermediate phase document in no more than 250 words:
o If you do not agree with some or all aspects of the current definition, what would you
change and why?
o If you believe the current definition to be satisfactory, motivate why you say so.

Consult the rubric provided to guide your answer.

© The Independent Institute of Education (Pty) Ltd 2023

Page 4 of 16
20; 21; 22; 23 2023

ASSESSMENT RUBRIC FOR ACTIVITY 1 ____

Levels of Achievement

Score Ranges Per Does not meet Partially meets Meets Exceeds
Level
0 1 2 3–4

Definitions No other definitions have been Only one definition provided or All definitions are provided but All definitions provided. Definitions
provided. definitions provided are not definitions provided are not provided are relevant and insightful.
specific and/or relevant to specific and/or relevant to
assessment in education. assessment in education.

0–2 3 4–6 7–8

Comparison of Lack of demonstration and
definitions understanding of the context of
assessment. The similarities
and/or differences are not
relevant and are not supported
by detailed information.
There is a lack of understanding of
the general context of assessment.
The main ideas are present, but
they are not all relevant. Some
sources have been used to provide
support, but more is needed.
Demonstrates understanding of
the general context of
assessment. The comparison of
similarities and/or differences are
relevant, and some attempts
have been used to provide
support for the main ideas.
Demonstrates clear and deep
understanding of the general
context of assessment. Similarities
and/or differences are relevant,
clear and well supported by
detailed and accurate information.

0–2 3 4–6 7–8

Analysis of CAPS There is little to no analysis of the There is an attempt at an
definition of CAPS definition of assessment. explanation of the concepts that
assessment should define assessment but there
is a lack of clarity or understanding
in the argument. There is little
evidence included to support the
discussion.
There is an attempt to critically
interrogate the CAPS definition of
assessment. The student has
attempted to formulate a clear
argument supported with
evidence.
The CAPS definition of assessment
has been thoroughly interrogated.
The student has formulated a clear
argument supported with evidence.

/20

© The Independent Institute of Education (Pty) Ltd 2023

Page 5 of 16
20; 21; 22; 23 2023

Activity 2 (Marks: 50)

A.2.1 As a Grade 4 teacher, you are aware that your learners could experience some (30)
differences in how they were assessed in the Foundation Phase as opposed to the
Intermediate phase.
You have decided to dedicate your first lesson of the year to explaining what
learners should expect in terms of assessment in the Intermediate Phase.

Select one of your specialist teaching areas or subjects and prepare a presentation
for your students.
The aim of the presentation is to introduce learners to the general context of
assessment using language that they would understand and examples that are
practical. You may use any format for the presentation, but the following must be
included:
 An introduction to assessment and the general context of assessment.
 A short, but comprehensive discussion of the purposes of assessment in the
Intermediate Phase.
 An explanation of what a learning‐centred approach to assessment entails.
 A comparison of the perspectives of assessment of, for and as learning,
including the role that assessment for learning and assessment as learning
play in learner performance and achievement. Provide at least one
illustrative example linked to the specialist teaching area or subjects that
you selected.
 Explain the requirements of school‐based assessment (SBA) in the
Intermediate Phase and provide a brief introduction to the different
assessment tools prescribed in CAPS document.
Each type of assessment must be illustrated by using an example based on
your specialist teaching area or subjects.
 An explanation of how each of the different types of assessment support
learning.

© The Independent Institute of Education (Pty) Ltd 2023

Page 6 of 16
20; 21; 22; 23 2023

When theoretical aspects are addressed, you are required to integrate the relevant information
from various prescribed texts and present it in your own words. The activity requires you to move
beyond relaying theory to applying some of the elements to a specialist teaching area or subjects
in the Intermediate Phase.

You must also ensure that the presentation is appropriate for the audience, i.e., learners in the
Intermediate Phase. They will not be acquainted with educational terminology and will thus rely
heavily on your ability to clearly explain concepts and to provide specific, insightful examples.

NOTE: There is no limit to the number of slides or the number of words used. It is imperative that
you address the points mentioned above in a manner that learners would understand. A text
heavy presentation would therefore not suffice.

Please consult the rubric provided to guide your answer.

© The Independent Institute of Education (Pty) Ltd 2023

Page 7 of 16
20; 21; 22; 23
ASSESSMENT GRID FOR ACTIVITY 2.1
Score Ranges Per Does not meet
Level
0 1–2
Introduction to Lack of demonstration and
assessment understanding of the context of
assessment. The main ideas are
not relevant and are not
supported by detailed
information.
0–2
Explanation There is no explanation of the
concepts following concepts. No evidence
has been included to support the
concepts
 The purpose of assessment;
 A learning‐centred approach
to assessment;
 The perspectives of
assessment of, for and as
learning.
© The Independent Institute of Education (Pty) Ltd 2023
Levels of Achievement
Partially meets
There is a lack of understanding of
the general context of assessment.
The main ideas are present, but
they are not all relevant. Some
sources have been used to provide
support, but more is needed
3 4–6
There is an attempt at an
explanation of the concepts, but
there is a lack of understanding.
There is little evidence included to
support the concepts.
 The purpose of assessment;
 A learning‐centred approach
to assessment;
 The perspectives of
assessment of, for and as
learning.
Meets
3–4
Demonstrates understanding of
the general context of assessment.
The main ideas are relevant, and
some attempts have been used to
provide support for the main
ideas.
Explanation of the following
concepts are clear and there has
been some attempt at providing
support with evidence.
 The purpose of assessment;
 A learning‐centred approach
to assessment;
 The perspectives of
assessment of, for and as
learning.
2023
____
Exceeds
5–6
Demonstrates clear and deep
understanding of the general
context of assessment. Main ideas
are relevant, clear and well
supported by detailed and
accurate information.
7–8
Explanation of the following
concepts are clear and accurate
assertions are supported by
evidence.
 The purpose of assessment;
 A learning‐centred approach
to assessment;
 The perspectives of
assessment of, for and as
learning.
Page 8 of 16
20; 21; 22; 23
0–2
Assessment tools Little to no discussion of the types
of assessment quoted in school‐
based assessment.
No examples have been provided.
0 1
Assessment There is no justification of how the
support learning different types and perspectives of
assessments supports learning.
0 1
Structure and The presentation lacks a
style of presentation style structure, is
presentation text heavy and would prove
difficult for learners to
understand.
There are several spelling and
grammatical issues.
Little to no creativity shown.
© The Independent Institute of Education (Pty) Ltd 2023
3 4–6
Only one or two types of
assessment (e.g., Tests and Exams)
have been mentioned.
Examples are provided but they
are not specific, original, relevant
or insightful.
There has been an attempt at
justification of how different types
and perspectives of assessment
support learning, however, the
student does not present a solid
argument.
The presentation is structured, but
is not clearly presented, text heavy
or confusing to the reader.
There are some spelling and
grammatical issues.
Little effort has been made to
speak to the target audience.
More than two types of
assessment (e.g., Tests and Exams)
have been discussed with some
flaws in the explanation.
Examples are provided but only
some are specific and original.
2–3
Justification of how different types
and perspectives of assessment
support learning are present but
only some are valid.
2–3
The presentation follows a clear
structure, that is understandable.
There are little to no spelling and
grammatical issues.
An effort has been made to speak
to the target audience through the
use of images and example.
2023
7–8
All the types of assessment
mentioned in the CAPS document
have been succinctly discussed in
manner which would be clear to
learners.
Examples are specific, original,
relevant and insightful.
3–4
Justification of how different types
and perspectives of assessment
support learning are
comprehensive and valid.
4
Student has consistently observed
and applied a clear creative
structure. Examples, images and
other creative elements are
intentionally selected to speak the
target audience.
No spelling and grammatical
issues.
/ 30
Page 9 of 16
20; 21; 22; 23 2023

A.2.2 In Activity 2.1, you were required to do a broad presentation on assessment for (20)
your learners.

As a school, informal assessment is emphasised as a culture. The Principal in

particular is a vocal champion of the benefits of ongoing informal assessment in
the classroom.

For this question, you are expected to expand your presentation to your class to
discuss informal assessment in more detail.
You are required to create additional slides (or whichever format you have used)
to include the following:
 A comparison of informal and formal assessment. Refer back to the
relevant information related to the different types of assessment in the
first section (Activity 2.1) of the presentation to contextualise informal and
formal assessment.
 Discuss the importance of informal assessment.

In addition:
 Create and show the students two examples of how you will implement
informal assessment in your specialist teaching area or subjects.
 Provide a written description and visual examples of these informal
assessments.

Please consult the rubric provided to guide your answer.

© The Independent Institute of Education (Pty) Ltd 2023

Page 10 of 16
20; 21; 22; 23
ASSESSMENT GRID FOR ACTIVITY 2.2
Score Ranges Per Level
Comparison of informal
and formal assessment
Examples of informal
assessments
© The Independent Institute of Education (Pty) Ltd 2023
Does not meet
0–1
There is no explanation of
the concepts. There is no
evidence included to
support the concepts.
There is no discussion
regarding the importance of
informal assessments.
0–1
No examples have been
included. There is no
description of the informal
assessment.
THEORETICAL AND CONCEPTUAL CLARITY
Levels of Achievement
Partially meets
2–4
There has been an attempt
to explain the concepts, but
it is not accurate or clear.
Some evidence has been
included.
The importance of informal
assessments has been
mentioned briefly.
2–4
Some examples and/or
description have been
included but they are not
relevant.
2023
____
Meets Exceeds
5–7 8 – 10
The concepts have been Explanation of the concepts
explained and evidence has are clear and accurate, and
been included but the assertions are supported by
evidence is lacking. evidence.
The importance of informal The discussion of the
assessment is discussed. importance of informal
assessment is concise.
5–7 8 – 10
Relevant examples have Examples are specific,
been included but more original, relevant and
discussion is needed for insightful.
relevance and insight.
/20
Page 11 of 16
20; 21; 22; 23 2023

Activity 3 (Marks: 30)

Use your selected Intermediate Phase Subject and create two formal assessments. The
assessments should come from the same term, if possible and CAPS specifications must be
followed.
 According to CAPS, questions should vary in cognitive levels and vary in the type of
questions that are asked.
 Please include marking guideline documents for both assessments.

© The Independent Institute of Education (Pty) Ltd 2023

Page 12 of 16
20; 21; 22; 23 2023

Pre‐design phase
It is recommended that detail pertaining to the planning or pre‐design phase be presented in a
paragraph format. The planning phase should not exceed half a page or 250 words and must
include the following:
 A justification of the learning style being addressed through the assessment.
 A clear motivation for your choice of assessment instrument (assignment/ project).
 The theme(s)/ topic the assessment relates to.
 Learning outcomes that will be covered in the assessment.
 A short outline of the relevant assessment principles that you have applied in developing
the assessment.

Development phase
You may use any form of assignment/project as an assessment instrument. Tests and
examinations would not be recommended but are allowed if adequately motivated.
The assessment must include objective items for 10 marks and (an) item(s) that require subjective
assessment for 10 marks. The objective questions must be accompanied by a memorandum and
the other item must be accompanied by a grading tool, i.e., a checklist, rating scale or rubric.

Remember that it is not possible to make provision for all these learning styles in the two
assessment activities and the expectation is therefore not that the activities address all three
learning styles.

Please consult the rubric provided to guide your answer. The rubric applies to both assessments.

© The Independent Institute of Education (Pty) Ltd 2023

Page 13 of 16
20; 21; 22; 23 2023

ASSESSMENT GRID FOR ACTIVITY 3 ____

Score Ranges Per THEORETICAL AND CONCEPTUAL ELEMENTS: Pre‐design Phase

Level
Does not meet Partially meets Meets Exceeds

0–1 2–4 5–7 8 – 10

Different learning There is no understanding of the
styles concept of different learning
styles.
There is a lack of a clear
understanding of the concept of
learning styles.
There is an attempt at justifying
the assessment tasks to make
provision for diverse learning
styles.
There is a clear understanding of
the concept of learning styles.
There is an attempt to justify the
extent to which the two
assessment tasks make provision
for diverse learning styles which is
comprehensive and valid.
Demonstrates clear and deep
understanding of the concept of
learning styles and its impact on
learners.
Justification for the extent to
which the two assessment tasks
make provision for diverse
learning styles is comprehensive
and valid.

0 1 2 3

Motivation No motivation has been included
for the pre‐design phase.
An attempt at motivation has
been provided in the pre‐design
phase. The selection of the
instrument has not been justified.
Motivation has been provided in
the pre‐design phase. The
selection of the instrument has
not been justified.
The motivation in the pre‐design
phase for the selection of the
assessment instrument is
academically and logically
justified.

© The Independent Institute of Education (Pty) Ltd 2023

Page 14 of 16
20; 21; 22; 23
0 1
Assessment There is no description provided
principles of the relevant assessment
principles applied during the
development to ensure alignment
with the assessment instruments.
Sub‐total: Pre‐design phase
Score Ranges
Per Level
0–1
Best‐practice The assessment does not conform
principles to the best‐practice principles. The
assessment does not include
objective assessment for 10 marks
and subjective for 10 marks. The
questions are unclear and are not
balanced.
© The Independent Institute of Education (Pty) Ltd 2023
A description of the relevant
assessment principles has been
included but there is a lack of
alignment with the assessment
instruments and the level of
learners and learning outcomes.
THEORETICAL AND CONCEPTUAL ELEMENTS: Development phase
2 3–4
The assessment includes objective
assessment items for 10 marks
and subjective items for 10 marks.
Questions are not clearly
formulated and not aligned to the
learning outcomes.
2 3–4
A clear description has been
provided of the relevant
assessment principles applied
during the development to ensure
alignment with the assessment
instruments however, there is a
lack of description on the level of
learners and learning outcomes.
The assessment conforms to best‐
practice principles. The
assessment includes objective
assessment items for 10 marks
and subjective items for 10 marks.
Questions are not always clearly
formulated and not always aligned
to the learning outcomes.
2023
Clear description provided of the
relevant assessment principles
applied during the development
to ensure alignment with the
assessment instruments, the level
of learners and the learning
outcomes.
/17
5–6
Assessment conforms to best‐
practice principles (including
validity, reliability, and equity).
The assessment includes objective
assessment items for 10 marks
and subjective items for 10 marks.
Questions are clearly formulated
and aligned to the learning
outcomes. The questions reflect a
balanced weighting of cognitive
complexity suitable for the level of
learners. Questions are clearly
framed in terms of expectations.
Page 15 of 16
20; 21; 22; 23 2023

0–2 3 4–6 7

Memorandum The memorandum and grading
and grading tool tool are not included or is
irrelevant.
The memorandum and grading
tool are not comprehensive and
does not provide clear guidance in
terms of marking.
Memorandum and grading tool
are comprehensive, provide clear
guidance in terms of marking.
There is a lack of reflection
regarding the cognitive level
expectations suited to the level of
the learners and the learning
outcomes.
Memorandum and grading tool
are comprehensive, provide clear
guidance in terms of marking, and
can reasonably be expected to
support fairness, consistency and
reliability in marking. Both reflect
the cognitive level expectations
suited to the level of the learners
and the learning outcomes.

Sub‐total: Development phase /13

Total: Pre‐design + Development phase /30

[TOTAL MARKS: 100]

© The Independent Institute of Education (Pty) Ltd 2023

Page 16 of 16