The Educator As Assessor in The Senior Phase and FET

ee
The educator as
ASSessor m the }
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Senior Pha ONG Fel

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JM Dreyer & AS Mawela

EDITORS
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JOIUSSSUL Ul JOssassp
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SUL
-ONTENTS
et 1: The assessment journey
chap! 1
introduction 1
1.1 carting at the beginning 9
y pid
" ctarting at the end ‘
. Road map g
, taking everyone along 10
oO
1g Moving along 11
17 Road signs 14
19. Mile posts 19

19 taking pictures of the journey 19
110 Keeping on track 20
LU Potholes 20
| 12 Steep hills 2]
113. Stopping along the way 29
23
| 14 Reaching the destination
1.15 Improving your next journey 93
116 Conclusion 24
References 24
Chapter 2: Assessment in education and Africanisation -

an exploratory perspective 27
2.1 Introduction OT
22 Africanisation and related constructs 27
23 Aroadmap — Curriculum and Assessment Policy Statement (CAPS)
and Africanisation 4l
24 Conclusion 50
References 50
Chapter 3: Assessment in the Senior Phase 52

°1 Introduction 52 :
9 9
= Purpose of assessment 53
: Assessment issues in the Senior Phase 53
3 ; ; ; +)
. Assessment in the Senior Phase os
. Planning assessment to cater for all learners :‘
67
. Assessment challenges in the Senior Phase and possible solutions
1
| for Africanisation of assessments in CAPS context in the
ExamplePhase
Senior ( -
78 Ml
8 a. (C oOnclusion :
"ferences
78
{ © Van Schaik
\ Publishers
Chapter 4: Assessment for FET in schools
8]
4.1 Introduction
{2 The purpose and principles of assessment for FET in schools 81
«4: ORT | 81
Documents guiding assessment for FET in schools 9
43
4.4. Monitoring, assessment, recording, reporting and accountability (MARRA) 84
1.5 Monitoring progress through informal and formal assessment 84
88
46 Methods of collecting assessment evidence in Grades 10-12
96
4.7 Recording and reporting learner performance
103
4.8 Conclusion
References 103
The assessment journey
_ an
J.M. Dreyer
11 INTRODUCTION
~ me educators will tell you that assessment can be the most tediou
s and most bor-
oer eal tasks, and that it also involves the most administration.
Some learners will
“1 vol that the aspect of their schooling they hate most is asses
ent can also be a sment. But assess-
positive experience. If we as edu
cators give learners an opportun-
ity to demonstrate what they know and can do instead of
trying to find out what they
don't know or understand, the learners might even look forward to the experience.
If
the assessment tasks are meaningful and exciting, learners might put in more
effort,
and if learners are given the freedom to be creative and to use their
own learning
strengths the results may well be astounding. This will not only benefit the
learners
but will also make our task as assessors more interesting and fulfilling
The sheer numbers .
we have to deal with might easily make us despondent and
there might be real concerns about the introduction of yet another assessment sys-
tem. There were, for instance, very legitimate concerns
about the use of the previous
outcomes-based education (OBE) approach and
outcomes-based assessment in an
education environment like South Africa. Some
of these concerns were
* the overcrowded schools and classrooms
* the large numbers of unqualified and unde
r-qualified teachers
* the limited resources
* the big gap between under- resourced, poor
schools and well-resourced, rich
schools
the complexity of the system and its vocabula
ry
the heavy burden of assessment
the lack of a learning culture in many scho
ols (Jansen, 1997; Dreyer, 2000; Venter,
2000; Combrink, 2003).
Eventually it was realised that changes had

to be made as assessment was not effe
ive and did not suppor ct-
t learning as envisaged. The Curriculum and Ass
Statements (C essment Policy
APS) introduce a number of changes to assessmen prac
Many of the concerns with the previo t tices, although
us assessment approach and associat
ed chal-
lenges in South African education were not addres
sed. The question can therefore be
asked: why would a hew assessment app
roach make any difference?
Owev
er, as educators, we cannot in good conscience allow the above to keep
from Making the best of the system we are wor us
king in. Of course we should be critical
and cannot accept eve rything about the CAPS as gospel, but we have
a duty towards
®ur leamers to use the system to their best advantage.
This book is aimed at practising assessors as well as students wantin
g to learn
More than just the basics of assessment. This will stand them in goo
d stead when they
face the challenges of assessment in practice
. =
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© Publishers
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JQURNEY
SE
ASSE
1H E AS SSMENT
S?
CHAPTER |
NG
T A R T I N G AT THE BEGINNI
1.2 S ment CaN be g
tr od uc ti on to the book, assess
in Ng
: As indicated 10
the vard. This-. analogy is us eused t to structure Chapte, ay the
analogy is used
forwarc
at takes learning
as ssor, Passengers 7 vig
st be he
om the vehicle, the driver mu Assessments ¢ beth.
er ro le -p la ye rs 1 S E E ite be On. go, and a, es
ors and oth e way to
inations as they indi ate th t
waypoints and dest y * eryone can ative.
rs have lost their wa
on track when learne
destination.
ies and asse ssment

1.2.1 Ancient societ
forma] she,
soc iet ies , the r e wer e no written languages and no
In ancient by adults. There is Chi
thr oug h ora l tra n smi ssion and demonstrations
learned te i Fe
men ts, but chi ldr en were expected to demonstra
mal written assess ing food, using Cr or,
ks (finding food, prepar
competence in completing tas tools
Mab,
:
tools, ete.) continuously.
and assessment
1.2.2 Indigenous communities
Indigenous communities hold valuable knowledge that they have accu,
through keen observation, experience, trial and error and experimentation »
knowledge and the accompanying skills are continuously shared with the next we
ation by parents, elders, religious figures and craftsman, thereby ensuring tha i
tial survival and life skills are acquired by them. The whole community participate
the teaching, which is a shared responsibility. In a few cases, teaching is an indjs;
activity; but more commonly a group activity.
No formal assessments are conducted, but once children have acquired the kay
ledge and skills required, they undergo a coming-of-age ceremony of some kini
celebrate their achievement. This is also a group activity. There is no formalg:
ing and the achievement of each one in the group is celebrated equally as part 0
group effort.
There is much to be learned from how these communities ensure that val:
knowledge and skills are transmitted. If we want to succeed in our teaching ¢
assessment in South African schools, we need to infuse these traditions and h”
ledge systems in our educational activities. To ensure that teachers can dot
it is our responsibility as teacher-educators to prepare context-sensitive aud’
and respect the com
text-adaptable teachers. This will help them to understand
ites they teach and assess in, and will enable them to adapt to different” cont
n°
through immersion, thereby effectively serving the needs of communities
ions in which they may find themselves ,
en. teachers " becoming assessors who can effectively han
dite teak .. | 8 oun ‘i and value systems, we have introduced a soa
: (Chapter 2) to explain the necessity and rationa le of such an ape a
’ " aiewany be gctle*
Chapter 3 of this book, examples are als M4
grartine s are also provided on how this
Assessinen
5 t irIn edue; . r ¥_ 6
the past 30 yea uration and training has undergone major chanes pie
years. The changes were most obvious and significa m
ASSESSMENT JOURNEY
CHAPTER | THE
, England,
aicomes-based education or related system, such as the United States
with the introduction
4 ral and New Zealand. Similar changes also took place on of the
education in South Africa, and now with the introducti
a acomes-based
Os we experience yet another change.
in the curriculum, as curricu-
Changes in assessment are mostly linked to changes a has experi-
Over the past 20 years, South Afric
jum and assessment are interlinked.
tion of policy makers to introduce
enced many such changes. It is usually the inten
in practice the changes do
changes 10 order to mprove teaching and assessment, but
not always bring improvements. These changes can be summarised as follows:
ppe-CURRICULUM 2005
curriculum because
The curriculum during this period was known as a content-based
content Was described in such detail as to leave no room for schools to do anything
else, Learning intentions were described as broad learning/teaching aims and more
specific learning objectives that had to be achieved. The focus of assessment (which
was described as evaluation) was on the achievement of learning objectives, with a
lot of attention given to the mastering of content. The frequency and types of assess-
ment tasks were mostly decided by teachers/schools, and inspectors visited schools
ro determine whether teaching and assessment were done to their satisfaction.
CURRICULUM 2005
Curnculum 2005 was developed to change “apartheid education” completely and was
hased on the outcomes-based education (OBE) approach which was then in vogue in
several highly developed Western countries. The outcomes that had to be achieved
were described in outcome statements, with associated assessment criteria. Teachers
were seen as curriculum developers and were expected to choose their own appro-
priate content associated with learning organisers. Assessment was described in
terms of formative assessment (which had to be applied to support future learning)
and summative assessment (which was done at the end of the learning period). As
in many of the other countries where OBE was practised, assessment failed in South
Africa partly because the guidelines were not clear and precise enough.
NATIONAL CURRICULUM STATEMENTS (NCS)
The OBE curriculum was revised National Curriculum Statements

and Revised
(RNCS) were developed for the General Education and Training Band, and National
Curnculum Statements (NCS) were developed for the Further Education and Training
Band, Learning intentions were still described as outcomes with associated assess-
nent criteria, but importantly, prescribed content was described as the “content and
contexts” for the attainment of what were called assessment standards. Assessment
Standards described the depth and level of achievement required, and assessment
still consisted of formative and summative assessments. These guidelines were more
‘peciic than before and gave better guidance to teachers regarding the assessments
they were required to do with learners. In fact, one of the major problems with this
“uniculum was the excessive assessment administration involved :
CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS)

=
0
Publishers
£
o
a
merely an operationalisation of
te Impression is given that the CAPS are
though ] %
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they differ in many ways from th e original NCS. Although

the curriculum
©
PACS
Curriculum and Assess-
}
Mente a
CUE are headed National
. ¢ 1 wrriculu
“ Stafenre
. > , nts:
amet, be,
CHAPTER 1 THE ASSESSMENT JOURNEY
ment Policy Statements and their purpose is described as He

Iping fe
the power of NCS, the language of OBE is done away with al Mo achers ,
st entire
ing intentions are described as aims and topics. What is mo, st S ly and
ignifican
the opposite of the transformational OBE, is that content js Pre t and
scribed ve
ally and in great detail. There are also meticulous prescript Speci,
weights and numbers of assessments, and many assessm . ions regarding the
§ the
ir
Assessment is deseubed in terms

ent guidelines a. OPS
of classroom assessment, non-forma] ase, Bivey,
formal assessment, assessment for learning, assessment of learning ae Sessmen,
ment, etc. Because non-formal assessments do not have to be recorded Wee ASSeg.
posedly less assessment administration involved. me? Mere ig Sup.
It is too soon to decide whether the changes are in fact benefici
al, but it is 28
haps better to have a system with comprehensive
and precise guidelines in the ¢
African context, where there are many schools with teachers who are Eamehies Sout,
out proper training. It seems that most teachers would be in a better eeSTaC with,
least understand what the Department of Basic Education requires of them non 0 al
teaching and assessment. “8arding
AFRICANISATION OF ASSESSMENT
There was furthermore a conscious effort by the Department of Basic

Education
transform the curriculum by focusing more on the South African context and the ts
of authentic South African content, examples and indigenous knowledge. This ish
an effort to decolonise and Africanise aspects of the curriculum, although it couk
be argued that not enough was done in this regard, and that few guidelines are givin
to teachers on how to achieve this by themselves in practice. There is, however, no
doubt that there is an expectation that teachers should ensure value-driven, cultur
ally sensitive and context-sensitive education in schools. This would include Ubunty
values and approaches to decolonise Western-based curriculum practices and to Afr.
canise teaching, learning and assessment (Letseka, 2011; Letseka, 2012). This is dealt
with in much more depth in Chapter 2.
1.2.4 Assessment versus evaluation

There is no agreement among educationists worldwide on what the difference i:
between assessment and evaluation. Sometimes these terms are used interchange
ably, and even when a distinction is made between them there are divergent views 0!
these differences. Some see assessment as the data gathering prior to evaluation, an
the latter as entailing judging performance relative to some standard or baseline. Fo
example:
Evaluation usually occurs when students have finished a task, whereas assessme!
goes beyond evaluation to include gathering information about student performant
as they work and also when they are finished (AASL & AECT, 1998: 173).
The term “assessment” refers to the systematic gathering of information abol :
component parts of the thing or object to be evaluated. The evaluation process’
broader than assessment and involves examining information about many compe
ents of the thing or object being evaluated and making judgements about its wort!
effectiveness (MCLI, 1998). .
Van Schaik)
Publishers
{ soll
According to Sicborger and McIntosh (2002: 5), evaluation and assessmel” cts
limes mean the same thing, but generally evaluation means to determine the effer
KC
CHAPTER 1: THE ASSESSMENT JOURNEY
ness of teaching, while assessment means to measure the extent of learning that has
taken place. This also rerlie to be the view of Hodnett (2001).
Evaluation is to determine significance or worth or judging the effectiveness or
worth of educational programs. Assessment is to determine a rate or amount and is
used as an activity to measure student learning and other human characteristics.
Sometimes the distinction is made between the learner and the learner's work:
assessment is also usually done with the student, while evaluation is done of the stu-
d ents’ work (AASL & AECT, 1998: 173).
put more simply, we assess people and evaluate things or objects (Hodnett,
2001: 1). .
One way of looking at the difference is illustrated in Figure 1.1.
A judgement of
performance measured
against criteria
How good? How well? Has it been achieved?
Figure 1.1 The difference between evaluation and assessment
According to this view, both assessment and evaluation take place in the South Afri-
can education and training system. Both determine whether learning intentions/aims
have been achieved and how well this was done.
In the CAPS, assessment is seen as the gathering of evidence of learner per-
formance, which is then evaluated by the teacher to make a decision on a learner's
achievement. In a much more informal way this also takes place in education in trad-
itional societies, to assess performance in the acquisition of skills, knowledge and val-
ues important to the community.
1.2.5 What is assessment?

The word “assessment” means measuring or estimating (the value of something) and
is used widely in all walks of life. An assessor will, for instance, estimate the value
of your home if you wish to borrow against it. In the context of this book, we look at
assessment from an educational perspective.
Assessment is important in the teaching-learning process at all levels of educa-
tion and training. Assessment not only determines what learners learn and the way in
which they do this, but also what is taught and how it is taught.
5
1, 2.5.7 -
Defining assessment (ze
ee
_Many
ly definitions
defiie: of (educational)
. assessment can
can bebe found
fi inin thethe literature. The fol ea ]
OW 8 Is i a comprehensive and descriptive
2 pave ¢ aac
xample::
ras
. and discussing info :

_ of gathering an® adee ~ Mation fro
g the process © 10 develop 4 Ce? MiCeTStanding
8s sessment ces in ore an dO with their knowledge as g resyop. 4
al culminates when assessment eet th
» yndersie™ the process
te) Uts,
( University of Delaware webgj
es; .
ational ey
educator eX C
cubsequ ont lea rni ng
ing processin whi
used to improve vel, assess ent is an ongoing P ‘Which the tea
academic
ic untunit le
So,, at« the
D0 ; fed outcomes_ of stud ent learning
at faculty
le ve l:
le exp
ect
e x P * those OutcOrn, s
cl ea r, mee surab t o p p o rtunities to achieven
+ Establi s h
e sufficie n ee
s t u d ents) hasv t e r p r e mence
t evid to determine how ell I
th at d i n
Ensure e, a n
lly Beis a al
ys —
ca
» Systemati d on
g acation outcomes base he S
dedentnt learlearnni in v ches ou (L;
e edu 7
>oformulat ite)
laware webs
“— rsily of De
ve PPs
e CACA S boeing
of Basici Educatition in the
partment
ti on use v ed © by the De
fi |
ni
s of identifying, gathering aud
The de
states: { is a continuous, planned proces
te
Assessment 1S
4°
of learners, and may take i
a bout the performance of achieven,
preting information
- volves four steps: generating and collecting evidence
forms. It nvo vidence; recording the findings; and using this information, :
st the learner
evaluating ns varfieulatly used to understand and thereby assi
teaching Deng
r to imp rov e the pro cess of learning and
ae in orde
1: 49).
ment of Basic Education, 201
1.2.5.2 Why assess?

There are many answers to this question. A simple answer would be that we asses,
hold learning providers accountable for doing their jobs, or that we assess to provi:
learners with certificates, which they can use to advance to the next level or to gi
employment. A much better description is that the purpose of assessment in edu
tion is to provide all stakeholders with sufficiently dependable information and feq
back to inform judgements, choices, and decisions about learning, and to inform pla
ning for improvement (Hutchinson, 2004: 2).
1.2.5.3 Who assesses?

Most instructors, teachers and lecturers are invol
ved in assessment of the learner
they train or teach. There are also mode} ‘ators and external
examiners who assé
the work of learners they thems
e
involved!
who isis equa
assessment is called an asse
nesoughdid wenot kno
ssor, alth w hthatEve
teac notryoeve
ne ryo ne lly We
equipped for this task.
In South Africa ; 7
tinction is made betwe
registered/trained Soand man other parts of the world, a dis
‘ / Ar Parte
cific standardised training

and not-tegistered as “SSOrs — those who underwent spe
assessors
learned how to assess throug] — those who did not undergo such training but may hi!
fer group ranges from thoseS€ e “aceacleaning. . The level5 of sskill among cient
ecan the!
3
!
> doingi so. Ensuri: i Who al “ass ess a bit <a wha are nrofi
55 | = Ensuring quality assessment remaing a - to those who are p!
| eacher education progra mm ans a cha lle nge
Ing. It is also an acknowledged fa - to include comprehensive assessmen
ble es nee .
:
| 5 Ten
t a
tra!
that teachers with better content

« ae
know!e
ac
iheir subjects are better at selecting and designing quality assessments tasks
about
webb, 3012). .
players who assess learners’ work.

In n CAPS and school contexts, .there are three role . ‘
e
4
ve
e r |is the most obvious assessor of both formativ and summati assess-
The (each y l e a r n e r s .
completed b
n jent tasks
The moderator (usually the Head of Department) would assess some of what the
teacher has assessed as a means to assure the quality of summative assessments.
« Learners are often asked to assess their fellow learners’ work (peer and group
assessments) in formative assessment contexts. Learners are sometimes also
expected to assess their own work (self-assessment). When learners assess their
own or a peers work, such formative assessment is conducted under the guidance
of the teacher.
1.2.5.4 What is assessed?

We all want to find out whether our learners have learned and what they are meant to
have learned. Firstly, it is important to us to determine how learners are progressing
towards the intended learning intentions, aims or outcomes and whether they eventu-
ally achieve them. At the same time, it is important to find out whether our instruction
is assisting learners in their progress towards these aims or outcomes. This is illus-
trated in Figure 1.2.
We
assess oN
“a
Learning achievement or progress of The learning process or how learners

learners towards achievement of the are assisted to reach the
SS Learning “ke
intentions
Figure 1.2 What is assessed?
Secondly, we need to know whether learners have learned what was expected of
them and whether they have learned enough at a specific time or level before pro-
gressing further or to the next level. To assist us in this, we devise curriculum/lesson
aims and competencies (knowledge, skills, values) to be achieved, and we use assess-
ments with associated assessment criteria to determine whether learners are on the
right track, and ultimately the extent to which they have managed to achieve these.
1.3 STARTING AT THE END

1.3.1 Assessment and CAPS
In South Africa, assessment (as a “substitute” for “traditional” evaluation) is a more
recently used concept and was closely associated with OBE, as it was introduced as
Part of the OBE curriculum, Curriculum 2005. However, this is a misconception, as
“Ssessment” is not directly or only linked to OBE, but is used worldwide regardless
af the education system ox approach being used. The CAPS use a distinct interpreta-
BO ct assessment and the types of assessment to be used in South African schools.

1.3.2 Starting with the curriculum or subject aims

As is usually the case with any curriculum development and curriculum delive
starts with the aims of learning in a subject. An aim is like a GPS destination ' Om
guides the teacher and learner towards that which needs to be achieved. Aims i i
fact descriptions of the learning intent. Assessment planning is totally integrated Ci
the curriculum planning, as only assessment can tell us how learners are Progra!’
ing and also whether and to what extent
attained at the end of the learnin the learning intentions/aims are eventuay
g period. Assess ment is continuous jn Nature \
takes place throughout the learning period. . an,
Currently, in the CAPS context the focus is on assessing the subject aims,
CAPS for every subject clearly indicates what is assessed in that subject, anq hos
this is done. If the subject aims are compared to a GPS navigation tool for a particy,
subject, all the subject aims collectively would help learners to arrive at the ultimay
destination. The ultimate destination is described in CAPS in the general aims of the
curriculum. The list of seven qualities or abilities given in the general aims Of the
cy.
niculum describe the ideal learner we want to produce,
tioy or the “ultimate destina
using the CAPS curriculum. In abbreviated form, we want to produce learners who:
* Identify and solve problems and make decisions using critical
and creative thinking
* Work effectively as an individual and with others as members of a group, organisa
tion, team or community
* Organise and manage themselves and their activities responsibly and effectively
* Collect, analyse, organise and critically evaluate information
* Communicate effectively using visual, symbolic and/or language skills in various
modes
* Use science and technology effectively and critically, showing responsibility
towards the environment as well as the health of others
* Demonstrate an understanding of the world as a set of related
systems by recognis-
ing that problem-solving contexts do not exist in
isolation
1.4 ROAD MAP
If you fail to plan you plan

to fail
Anonymous
1.4.1 Planning assessment

Much emphasis is placed on the thorough planning
right of assessment. This starts
at the beginning when we start planning for teach
ing and learning. As assessment is
continuous, it must be planned for at al] levels
and steps in the teaching and learning
process. Table 1.1 illustrates this:
Table 1.1 The importance of planning

R tc eee ST aac
Planning for teaching and learning
nnin
Plan ngin
forgas
fo ser
| Learning intentions/aims are determin ssa
mes
ntsessment
ed for a |
An assessment strategy is determ
subject ined (how
| Many assessments, types of assess
a aes a ment, et.)
ee for different levels and grades
1. THE ASSESSMENT JOURNEY
CHAPTER
‘planning for teaching and learning Planning for assessment }

pecide on the level of learning to take place Specify levels of assessment required for differ-
for know-
(competencies ~ knowledge, skills and values) | ent levels and grades (percentages and analys-
for different levels and grades ledge, understanding/application
ing/evaluating/creating questions) |
Develop a lesson plan Simultaneously develop an assessment plan

integrated into the lesson plan (formal and
informal classroom assessments) {
Choose/develop learning activities (e.g.doan | Choose/develop assessment activities (e.g.

experiment) develop an assessment instrument with assess-
| ment criteria to assess the experiment)
Planning ofassessment will be different in different contexts and at different levels of

education, aS indicated in the other chapters.
1.4.2 Assessment criteria
In SAQA (South African Qualifications Authority) documentation (e.g. SAQA unit

standards), assessment criteria are defined as descriptions of the required type and
quality of evidence against which candidates are to be assessed. Assessment criteria
are specific in terms of a learning intention. Each learning intention will therefore
have one or more assessment criteria that describe what a learner must know or do
before it is achieved.
Assessment criteria indicate the road ahead and determine and shape the expected
learning that should take place. Without assessment criteria there can be no standar-
dised assessment guidelines that can be used by
« educators to determine what should be taught
* assessors to determine what should be assessed
* learners to determine what should be learned.
This is illustrated in Figure 1.3.
Learning intentions
4 f f
| Assessment criteria
a —— _
| _Tearh:to pulde Learn to achieve | Assess against

| learners towards
4 t
" Biuestar | Learner | Assessor |
oO
oC chaik)
Van ‘an Schaik
\ Cc Publishers
Fi . .
'Qure 1.3 The function of assessment criteria
{
|
CHAPTER | THE ASSESSMENT JOURNE Y
1.5 TAKING EVERYONE ALO NG
cag ne HS, oe
There are many Eee ; in assessment and they a on a in it
the assessor and the learn
that provide teac
emment repr aa tuti,,
‘ d f Edu ts),
iol
ve srctu
Educationres, Hugh & ne
(CHE), the a ee can Quntifinalfon Authority eee
and Eaves
shee (ETQA) bodies,
such as
aie i Tranl
Siento bale ng Authorities (SETAs). There
en 7 the Sect,
ancl intere st in the standard of ellue
‘ ntion
ion _ direcort;nin
tran’ and 4,
fit emo
assessment ass dacon it. Not all the role-players
have
the; might have legiititimate > expexpectations in HENCE
assessment t taki
tak ng place, , but , on 4 ;
but they re
outcome. Bard to i
1.5.1 Assessors
AS Sesso ts need
e to know whet
e her earn
learners are learning, at what leve‘i
whether they understand what
< , Ith ey are learn; 2,
they are learning, and what they st I eed to earn,
1.5.2 Learners (and their famili

es)
Learners need to know whether what
they have learned is ei sees at the COrreg
level, and
what they still need to learn. Even
tually they and t li
es also neeq ty
know whether what they have lear
ned is enough and at the correct |
be promoted to the next evel for them ty
level.
1.5.3 Teaching and learni

ng providers
The providers that make the
ir learning programmes ava
the learning programmes ilable need to know whethe
are suitable and whether r
in order to be awarded learners are learning succes
the qualifications. sfully
1.5.4 DBE and Umalusi

As a provider of Genera
l Education and Traini
Training (FET) learning ng (GET) and Furthe
programmes, the Depart r Education and
know whether the tea ment of Basic Educatio
ching taking place in n needs to
learning successfully. schools is sound, and
Umalusi is the quality wh et he r leamers are
the standard of learni assurer that has to
ng taking place in sch de te rm in e whee
the certificated learners, ools is high enough
such as hig to satisfy receivers 0
her education instit
utions and employers.
1.5.5 Council for High
er Education (CHE)
Quality Council and the Higher Educ
(HEQC) ation
The HEQC has to make su
ery by providers
rethat the standard
in the higher of programmes an orsiifiee
+1) learning, and th al education field d programme d elit:
graduands are equipped
: is good enough -cesslil
~ ceed in their ct ,
with to ensure eee
osen occupational enough knowledge 7
fields, and ills to§
skills t
ASSESSMENT JOURNEY
CHAPTER | THE
1.5.6 south African Qualifications Authority (SAQA)

ons, which
is responsible for the development of unit standards and qualificati
SAQA g pro-
don the National Qualification Framework (NQF). To offer learnin
are mappeg 3 ;
grammes
a It +
providers and their learning programme s have to be registered with SAQA.
1.5.7 ET@QAs in the form of SETAs

fields. They also
SETAs must monitor the quality of training taking place in different
institute learnerships in different training fields.
1.5.8 Employers and professional bodies

tes entering the
Employers have certain requirements of school leavers or gradua
workplace, depending on the type of business or industry. In some occupations, there
and/
are professional bodies that require members to complete certain qualifications
or workplace experience before certifying them. The quality of the learning that has
taken place is a huge concern for them.
1.5.9 South African Council for Educators (SACE)

This is one of the most important stakeholders, as they will only register teachers
who have been trained well and meet all the Professional Teaching Standards (SACE,
2018). These standards include the following one on assessment:
Teaching involves monitoring and assessing learning.

* Teachers use assessment tasks that give learners opportunities to show what they
have learnt, and what they can do with that knowledge.
* Teachers provide learners with constructive feedback that helps them understand
what they have done correctly, where they have made mistakes, and how they can
improve their work.
* Teachers analyse learner contributions, their questions and errors as important
data for thinking about what they do and do not yet understand.
* Teachers keep accurate records of assessments that reflect learner achievement
and can report to stakeholders on the progress of learners.
1.6 MOVING ALONG

1.6.1 Assessment in teaching and learning
People learn all the time and we do not formally assess everything they are learning.
One can, for instance, observe that someone learned to speak without having to set
a formal assessment task. In contrast, formal assessment in teaching and learning is
deliberate and planned.
There are indications that learning has taken place when there is understanding or
an ability to perform. To determine whether such understanding or ability to perform
exists, we assess it against predetermined and agreed-upon criteria,
{ ~yVan Schaik
Publishers
/
(¢
Y
1.6.2 Assessment for learning

Where assessment for learning takes place
, teachers continually adapt INStrUctioy,
meet learner needs. Assessment
is therefor used to support
Jor learning rather than assessment of leare ning
(
instruction — ASSessm4,
(Leahy, Ly On; Thompson & Wj lay,
2005: 19). According to thes
e authors, there are five
egies: assessment-for-leaming Sty
“Clarify and share intentions and criteria. .
Engineer effective classroom discussion.
Provide feedback that moves learners forward.
Activate learners as instructional resources
for one another.
Use evidence of learning to adapt instruction.”
When they assess for learning, teachers use the classroom

assessment Process and
the continuous flow of information about learner
achievement which it
order to advance, not merely check on, student learn Provides in
ing. They do this by
* “understanding and articulating in
advance of teaching the achievement
that their learners are to reach targets
informing their learners about those
learning goals, in terms that learners
stand, from the very beginning of the teach undey.
ing and learning process
becoming assessment literate and
thus able to transform their €xpectatio
assessment exercises and scoring ns into
procedures that accurately reflect
achievement learner
using classroom assessments to buil
d learners’ con fidence in th
them take responsibility for thei emselves and help
r own learning, so as to lay
long learning a foundation for life.
translating classroom assessment
results into frequent descri
sus judgemental feedback) for ptive feedback (ver.
leamers, p roviding them
how to improve wit h Specific insights as to
continuously adjusting instru
ction based on the results of
* engaging learners in regular classroom assessments
self-assessment, with standards
learners can watch themselves held constant so that
§row over time and thus feel
success in charge of their own
actively involving learners in com
m unicating with the
about their achievement status and teacher and their families
im provement.”
In short, the effect of as
sessment for learning, as
learners keep learning and it plays out in the classr
remain confident that the oom, is that
ductive . levels if they keep y can continue to learn
trying to learn. In at pro-
frustration or hopelessness other words, learners do not give
(Stiggens, 2002). up
Assessment for learning |
is illustrated in Figure
1.4,
Assessment
Starting
point
es Desired destination/aim
a en
Figure 1.4 Assessment for learning

pine SRRcn <r eee rcereeca mcm ten ata a REN TED ree na? oars.
CHAPTER 1. THE ASSESSMENT JOURNEY
Assessment will tell learners where they are (e.g. at point A). In assessment for learn-
ing it will also tell them how to get from A to the desired destination (i.e. how to close
the gap between where they are and where they are going).
Some feel that assessment for learning goes even further and that assessors must
ask themselves how assessment can be used to help all learners to want to learn and
how they can be helped to feel that they are able to learn (Stiggens, 2002).
The role of feedback (communicating what was found in the assessment) that
also becomes feedforward (communicating what should be done to improve learning
as well as teaching) is essential in this regard. According to the Interstate Teacher
Assessment and Support Consortium (InTASC) (2017) formative assessment findings
should be used as a continuous feedback loop to improve teaching and learning, and
summative assessment results to make final decisions about gains in knowledge and
skills.
1.6.3 Authentic assessment
The best way to achieve an authentic, balanced and fair assessment of the progress of
a learner is to provide each learner with a variety of opportunities to demonstrate his
or her competence in different ways and in different contexts. Authentic assessment
is realistic and relevant and involves learner performance in real-world situations or
simulations thereof (Dreyer & Loubser, 2017: 148-149).
Assessment is authentic when learner performance on worthy tasks is assessed.
It requires learners to perform effectively using their acquired knowledge. Authentic
assessments present the learner with tasks that simulate real-world “tests” of ability
to determine whether they can present polished, thorough and justifiable answers,
performances or products. Authentic tasks involve “ill-structured” challenges and
roles that help learners prepare for the real world. Authentic assessment also has the
advantage of providing parents and community members with directly observable
products and understandable evidence concerning learners’ performance (Wiggins,
1990).
On an individual level, authentic assessment takes into account individual learning
styles, aptitudes and interests; it makes provision for learners with barriers to learn-
ing and reflects local values, standards and contexts (Dreyer & Loubser, 2017: 149).
This provides excellent opportunities to Africanise assessment and to value the dif-
ferent life views and experiences of learners.
On a more practical level, authentic assessment elicits higher order thinking, is
holistic and is not limited to classroom activities. Samples of learner work are col-
lected over an extended time period and these are personalised and flexible. It allows
leamers to demonstrate their knowledge,
skills, or competencies in ways they find
appropriate and gives them the opportunity to be creative. The collective abilities of a
learner are assessed, as it requires integration of what was learned.
Authentic assessment should not be confused with the principle of authenticity
(refer to 1.7.1.2) which demands that the evidence gathered in an assessment should
be that the learner was assessed and nobody else, and that the learner was not helped
Many way to produce such evidence.
—
kK)
1.7 ROAD SIGNS

1.7.1 Assessment principles
In each of the assessment uniti standardde SAQA, the following are liste dag
of SAQ
s of a.
ds ASSc.
ment principles:
1.7.1.1 Methods or activities of assessment |
cceccment is suite d to the outcome being Asse Sn

* Appropriate. The method of ass¢ an a idence in relation
In other words, it is capable of gathering evide to the intended Ou.
come, and not something else. mean |
ir. The
Fair. T AgEBER
method of assessment doJoes not present any barriers to the Achievemery |
of the outcome at hand.
|
Manageable. The methods used allow for easily arranged, cost-effective ASSegy
:
ments that do not unduly interfere i learnming.
with oO
Integrated into work or learning. Evidence collection 1s integrated into the
work or learning process where this is appropriate and feasible (often referreg ;,
as “naturally occurring evidence”).
. . ”
|
|
|
1.7.1.2 Evidence }
|
* Valid. The evidence focuses on the requirements laid down in the relevant stan-
dard and matches the evidence requirements of the outcome/s at hand under Con.
ditions that mirror the conditions of actual performance as closely as possible
.
* Current. The evidence is sufficient proof that the candidate is able to perform the
assessment outcomes at the time the assessor declares the candidate competent.
* Authentic. The assessor is satisfied that the evidence is attributable to the candi-
date being assessed.
* Sufficient. The evidence collected establishes that all criteria have been met and
that performance to the required standard can be repe
ated consistently in the
future, i.e. the performance to standard is not a “once-of
f” occurrence.
Validity also describes the extent to which assessment

measures what it purports to
measure (University College of Dublin).
Cannon and Newble (2002) maintain that validit
y can be improved by
* carefully matching the assessment with learning object
ives, content and teaching
methods
* increasing the sample of objectives and conten
t areas included in any given assess-
ment
* using assessment methods that are
appropriate for the objectives specif
* emplo ying a range of assessment
ied
methods
* ensuring adequate security
and supervision to avoid cheati
* improving the reliability of the assessment, ng in examinations
\ Talid
alidyity (rm
{ning tea191
ningfu4lnessTa and defeuf nsibsy ilit
Lan
osye
y of assessment results) is espe ar
ly important in high-stakes
decision-making cial:
assessments like the Grade
nation (Chatterji, 2013: 4-6), 12 final exalt
1.7.1.3 Overall assessment process

. Systematic. The overall process ensures that assessment is fair, effective, repeat-
able and manageable.
i.e. assessment
is transparent, that
The process candidates understand the
+ Open.
process and the criteria apply, and can contribute to the planning
assessment
and accumulation of evidence.
« Consistent. The same assessor would make the same judgement again in similar
circumstances, and judgements match judgements made on similar evidence.
1.7.1.4 Other principles

Other principles that can be found in the literature include reliability, which is the
degree to which an assessment tool produces stable and consistent results. Cannon
and Newble (2002) maintain that reliability can be improved by
+ ensuring the questions are clear and suitable for the level of the students
* ensuring time limits are realistic
*
ensuring that instructions are simple, clear and unambiguous
developing high quality marking schemes (including the use of explicit and agreed
criteria and the establishment of a robust regime for checking marks).
To this can be added that assessment must be educative in that it should make a posi-
tive contribution to student learning through feedback (RMIT University,
2013).
In addition to these lofty goals, there are also principles of assessme
nt to ensure
its successful application in practice. This is in line with the requirement from com-
munity education that what is learned should be useful to the commun
ity and should
help the address issues and problems they face.
1.7.2 Assessment guidelines

Although assessment criteria are guidelines in themselves, the assesso
r may want to
give additional guidelines to assist the learner. These may be guidelines
on how to
answer multiple-choice questions or guidelines on layout of a present
ation. As learn-
ers gain experience they may rely less on these guidelines.
1.7.3 Continuous assessment (CASS)

The term “continuous assessment” is used to describe the constant process of assess-
ment that spans the entire learning process. Assessment starts when learning
starts
and is ongoing throughout the learning process. This is illustrated in Figure 1.5:
Diagnostic Diagnostic Diagnostic

_ > _>
Baseline Formative Summative

———— —— > ——_»
Continuous assessment
: ~
Figure 1.5 Continuous assessment 36)
Publ (1997) contrasts traditional assessment is :

with continuous assessment
. he
in the fol
>a
@
lowing way:
SHAPTER } THE ASSESSMENT JOURNEY
nt
room assessme
class
Table 1.2 Traditional vs continuous
<jitional assessment> what

Continuous @sSessmeny
Dimension | Traditiona has been | Formative it generates iNpury
Purpose of test | Summative: it “sums UP | inform and guide teaching
happening lopmental
ee es jearners to study | Deve P ne dlagnost,.
Judgemental: it fore - +
| it directs
aa
instruction
eae =
al atten, "OF |
ee = _
an —— | ProcessOF fin struction
Focus Product
—_—_ of Ins ; ity [Ee Learner-cr‘ eated actiyi
tivity
| Teacher-cr eated activity —
dite beanie a
asis on thin
| | Emphasis on memorisation
on mer m Emphas — | thinking IMegrari.,
| wieDecontextualised t Holistic f
Sennen —— ~ A range of commen
| F Feedbac
back A
scor e or mark final, cannot be v
teachers:
/
happens during the py.
ts from Peer,
changed cess while still time to change 0

——__________|—____—_ : Typically a range of t
Test task | Typically written work ee ea eer
}——- | Multimedia
| Medium: paper and penc! |
| p— Multidimensional
| Narrow focus |
——. Authentic (real-life te ‘
| | Exercises (for the future) | ( € tasks for now)
Informal
Formal |
+ ~ ~ = acd: .
Classroom | Intrusive, interrupts class process | Inte grated; part of class routine
4 6 we .
management One-shot, only one chance to show com. Over time; chance to revise
improve, add
| petence
Results need time to be determined Feedback comes quickly
| Books closed Reference material available

1
Frame of refer
|
| Norm-reference Criterion reference
ence | Learner compared with norms basedon | Learner Compared with specified
other test takers criteria of achievement
Stakeholders Learners, parents, principal receive Learners, parents, principal invited
| results to help assess
Source, Puhl (1997). This material is being used by the pernussion of the United States Department of State, English
Teaching Forum, 34(2)
1.7.4 Baseline assessment

Baseline assessment takes place before learning Commences and is used to determi
what learners know and can do. It informs one about where to begin the teaching ani
learning process.
1.7.5 Formative assessment

Formative assessment determines the progress of learners towards achieving the oul
comes, and the appropriateness of learning acquired. It takes place during the lear!
mg process and it informs the planning of future learning activities. Recently, Ws
has been expanded to dynamic assessment, which involves determining the deficiet"
cognitive functions of a learner and selecting mediation strategies best suited 10 the
learner's abilities and learning preferences, in order to remedy the situation (Tzurie!
20133)
1.7.6 Summative assessment

Summative assessment determines the over
all achievement and
; learninging s ess3 of
succ
jearners. It takes place at the end of a le aming cycle, pro
gramme or phase.:
1.7.7 Diagnostic assessment

Diagnostic assessment takes place at any time during the learning proce
ss. Diagnostic
assessment determines barriers to learning, learning diffic
ulties and/or learning gaps
that must be attended to.
1.7.8 CAPS assessment

In the CAPS, a distinction is made between inte mal assessment (assessment
in the
classroom) and external assessment.
INTERNAL/CLASSROOM ASSESSMENT
Internal or classroom assessment is school-b ased and is done by the teacher
as an
integrated part of the learning process. In the CAPS, the number
of assessments for a
particular subject and grade is prescribed and also how much each will contrib
ute to
the final mark. Classroom assessment consists of informal and formal assessm
ents.
Informal assessment is done during the lesson through informal tasks
and ques-
tions, and is not marked or recorded, Formal assessments are assessment tasks (e.g.
projects, oral presentations, demonstrations, performances, pr: actical tasks) and tests
that take place after a topic has been completed. They are marked and recorded
by
the teacher.
Planning a comprehensive and effective formal assessment task is something we
need to approach with great care. As is abundantly clear from this chapter, there
are Many important factors that must be taken into account when an assessment is
planned. The following is a list of factors on which decisions need to made during the
planning of an assessment:
* What is the purpose of this assessment (what should learners be able to demon-
strate — knowledge, skills, values); and with what curriculum content and object-
ives/learning intentions contained in curriculum documents for your subject is the
assessment aligned?
Who is going to conduct the assessment (teacher assessment, self-assessment,
peer assessment) and why?
Where, when and how will assessment(s) take place (during lesson, after lesson, at
home) and why?
How will you ensure that your assessment is infused with relevant local values,
indigenous knowledge and authentic practices that make it context-sensitive and
context-related for learners (Africanised, decolonised and underpinned by Ubuntu
values)? ‘ . ,
* How will you take into account individual learning styles, aptitudes and interests?
How will you make sure that assessment is an integral ongoing part of the learning
process (where does it fit into your assessment plan [CAPS] and type of assess-
ment — informal, formal or ] yractical assessment task such as test, research project,
etc. )? 5: :
Which assessment products and/or activities will be required (written work, oral,
presentation, etc.)? Lo. A Bote
~
° ia val vo : ae sure that assessment(s) are accurate, objective, valid, fair, =

e
\© Publishers
Manageable and time efficient? . Arve ;

so
wn
eo
* How wil you make sure that assessment(s) are aC ee Dee ee ae >
al levels of the learners (specified percentages Sabie 0 C08

Bloom's taxonomy, as indicated in curriculum documents):
‘ll
* How will you make sure that assessment(s) SO ree OOS: 4 0 gon te
race, cultural background and abilities? (Adapted fro “YET, aT: 163),
Dreyer (2018) also indicates that there are many aspects ot , un mn Planniy B thy
you need to take into account when planning assessments. © suggests that the Dla.
ning of lessons and assessments should be an integrated process, as is demong,
Tate,
in Figure 1.6. 7 . ;
It is indicated in the figure that there is in fact an assessment aspect for CACH pany
of a lesson that one should be planning for.
It might be a bit overwhelming that you need to take so many things into ACC OUR,
when you plan assessments, and in the beginning, it is best to make a list ang Work
according to that for compliance. After a while it will become more natural anq easy
and you will start enjoying designing assessments that are not only assessing know.
ledge and skills, but which are meaningful at many levels. Good
assessments Will
include all learners and their learning preferences, and will therefore make senso to
learners, as they can use their own contextual knowledge and insights, which wil
enrich their lives (and yours).
———
| Learning intentions
Assessment considerations
7 What knowleage, skills and \
Lf values/attitudes must be %
assessed? \
7 \
Improve assessment, teaching and | Before lesson

learning based on reflection Baseline assessment
| Systemic assessment What do learners already
How can assessment, teaching and
know and what ean they
learning be improved?
do?
Anticipate where relevant/appropriate oO

Alternative and additional During lesson introduction
assessment will be needed and main lesson
| How can learners with barriers to learning Continuous diagnostic
be assessed in alternative ways?
| assessment
How can gifted learners be assessed | Do learners understand what |
fo enrich their knowledge and skills? | they learn correctly?
7 _ |
®
After lesson
| Formative assessment
| Can learners apply
L *
what they have learnt?
Figure1.6 Interrelatedness
of assessment and lesson
planning
Source: Dreyer (2018)
EXTERNAL ASSESSMENTS
ine what the standard
External assessments are done at the end of a phase to determ
but inter-
of learning was in the phase for the whole country. They are externally set
set and internally
nally marked. The Grade 12 end-of-year assessment is nationally
y Assur-
moderated, but marked at provincial marking centres. Umalusi, the Qualit
ance Council, sees to the external moderation of the examination papers.
1.8 MILE POSTS
1.8.1 Criterion-based assessment
Criterion-based assessment is the practice of comparing a learner's performance with

4 well-defined standard (criterion). Criteria are used in assessment instruments such
as rubrics. Learners are informed of the criteria before the assessment takes place to
ensure that they know which levels of performance are required.
The levels of performance function like mile posts; they indicate how far the learn-
er has progressed and what is still required to complete the journey.
1.9 TAKING PICTURES OF THE JOURNEY

1.9.1 Collecting evidence
Assessment must be based on evidence. This evidence can and should be in a variety
of formats and may include portfolios and artefacts. Recorded observations of pres-
entations, participation and performances may also be forms of evidence.
1.9.2 Recording
Accurate recording of evidence is of prime importance. Every formal assessment
mark or judgement must be traceable. Comprehensive records will ensure the quality
of the judgements made.
1.9.3 Reporting
When preparing assessment reports, teachers should
* determine how individual, group and institutional results will help the institution
to improve instruction and learning
* determine the audience for the reporting activity, which may include learners, par-
ents, etc
be clear about why assessment results should be reported to these audiences; a
clear statement of rationale is important
for what purposes,
be equally clear about what information is to be communicated,
are likely to
and the reporting techniques that are being used; multiple strategies
be more effective (Roeber, Donovan & Cole, L980).
CHAPTER | THE ASSESSMENT JOURNEY
1.10 KEEPING ON TRACK

Assessment should be used to provide infor
mation that can be used by lean
teachers to modify the teaching and learning activities in which they are engas
order to better meet learners’ needs. In other words, assessment js Used on
y
_ 7 ace ~ ’ i fy
ir
'
learning on track” (William, 2006: 1). ty

Assessment feedback (together with “feedforward” is an excellent 001
to ae
plish this. Feedback is our most important opportunity to influence, sha A
and improve the learning process. To provide good feedback is a Skill that ‘ egy
be acquired and is largely dependent on our attitude towards our learners ate a
needs. Feedback must always be constructive; never destructive or Counter
prog “
ive (Dreyer., 2014). Uc.
1.11 POTHOLES
Assessment is complex and many things can go
wrong, some of which can be aVoidey
1.11.1 Driver fatigue

Assessment forms a large
part of a teacher’s work. Too much mark
ing can Overby.
den teachers and might lead to less teaching. Caref
ul Planning to avoid duplication af
assessments or duplication of the attainment of learning intentions
can decre
ase the
marking load. Teachers can also try and make
assessment more interesting. We deter.
mine our own fate as assessors. If we set a
dreary, boring assessment task, we must
expect to be bored and fed up. If we set an
interesting, challenging, creative assess.
ment task, we can expect to be interested and challenged
.
One's attitude towards assessment is also
important. Your attitude towards your
role as assessor will set the tone for the
assessment activities that learners have to
complete and that you will have to assess.
1.11.2 Overloading
Although assessment is central to learning, an overl
oad of assessment or assessment
practices that induce anxiety can lead to learn
ers taking a superficial approach to
their learning (Middlesex University, 2002: 6).
This results in assessment fatigue and
can lead to loss of focus in preparing
for assessment.
1.11.3 Speeding
Not taking enough time to do Proper asse
ssment results in rushed assessment all
can create problems of its own.
When the leammer is rushed while doing
ment task or the assessor is rushed the assess
while doing the assessment, no thoro
ment can take place. We have ugh asses*
already stressed the importance
assessment, which should of proper planning a
include enough time to
do careful assessment.
1.11.4 Taking a wrong

turn
Assessment can be Meaningless and
TheThe ass
aceness can lead to nowhere for a number
ce ment . ;
task may ; of rease!
be unsuited to the purpos ‘
e or may not assess whal as
intended. The assessment guidelines May “
be too vague or may be absent.
The asses
ment preparation may also have been flawed. To remedy this one should be clear
about the purpose of the assessment and set unambiguous criteria for achieving it.
1.12 STEEP HILLS

There are a number of contested issues or problem areas that should be considered
when dealing with assessment.
1.12.1 Standardised assessment

Learners, parents, institutions, the state, employers and other stakeholders want
to know what the quality of an educational achievement is and who should be held
accountable for it (WestEd, 2001). This information can only be gathered through
standardised assessments. In the CAPS, such assessments are done at the end of each
phase of the GET band and at the end of the FET band.
Accurate information on learner performance (measured against national or inter-
national standards) is seen as one way of preventing “grade compression” or “grade
inflation” in one area, province or country (Educational Psychology Web Pages, 1997).
1.12.2 High-stakes assessment

There is a concern about high-stakes assessments (such as the Matric examinations)
becoming over-important or weighing too much in relation to continuous assess-
ments. In the CAPS, the classroom assessments in Grade 12 count 25% and the exter-
nal examination counts 75%. Purposes and benefits of high-stakes assessment pro-
grammes include the following (Education Commission of the States, 2007):
* They assure that standards are taken seriously, motivate teaching of the standards
and hold institutions accountable for learner performance.
* They motivate learners to learn and increase the emphasis on learner achievement.
* They provide the same (high) expectations and the same basis of evaluation for all
learners.
* They provide information that can inform policy makers on the quality of educa-
tion.
* They make it possible to monitor efforts by the institution to improve.
* They identify learner strengths and weaknesses to target instruction.
* They allow for recognition of institutions and teachers of learners who perform
well or significantly improve their performance.
High-stakes assessment also has limitations, such as:

* What you test (and how you test it) is what you get; you cannot uncover what is
not tested
.
It places too much emphasis ona single test score, which may not reflect true
|
changes in learner achievement.
culum
Nationwide assessment leads to a more narrow nationwide curri
The tests are unfair to low socioeconomic le arners and schools
Se No
High-stakes assessment results in too much time spent on preparing learners to

evaJan cha =)
Publishers
«
take the test.

information that can improve struction
lligh-stakes assessment does not provide
‘
(Education Commission of the States, 2007).

t
(FE + cy . . 1 =~ or rr
1.12.3 Recognition of excellence

Much emphasis is placed on minimum standards and their achievement IN Sou ,
ca (and countries such as the United States). Because of this, one Of the crite, fh)
is that minimum standards may lead to “dumbing down . This concerned Cana,
much that it changed from OBE to a system of “high achievement” (Dreyer. 2099," 89
In the drive to ensure that “no learner is left behind” and “all learners can s )
there is the danger of focusing so much on at-risk learners that high achieve,
s 1 49 Nere . Cee
d
"
overlooked and excellence is not recognised. In the 21st century workplace. the ary
lowing (among others) are required from workers: fo)
* Creative thinking — generation of new ideas
* Decision-making - specifying goals and constraints, generating alternatives
sidering risks, and evaluating and choosing best alternatives
* Problem solving — recognising problems and devising
and implementing a plan oy |
action
Enabling learners to acquire these skills requires assessment that is “concurreny

embedded, and transformative; that is, it is just-in-time, available on demand,
ay i
comprehensive enough to support higher-order achievements acr oss
the full of Tange
21st century skills, from elementary through to tertiary educatio n.
AS such it €nables
continual improvement, with feedback to work as it proceeds, r. athe
r than at the enq
of a unit or term when it is too late to make adjustments” (Se ar
damalia, Bransford
Kozma & Quellmalz, 2013: 1). ,
Excellence is
associated with originality, innovation, si gnific
ance, depth, qual.
ity and rigour. Can we afford to neglect learners with these qua
lities and leave thei:
potential untapped? These learners should also be challenged
and be given the Oppor:
tunity to excel way beyond the minimum |
expectations.
1.13 STOPPING ALONG THE WAY

1.13.1 Take a breather
Assessment should not take the place of learning. Le
arming should also not beconte
driven by assessment only, because
then learners may focus only on
that are assessed those things
. There is a danger that placing too much
emphasis on any form of |
assessment will result in teachers “teaching to the test”
. In other words, when assess
ment resu lts are used to make important decisions,
there is a danger that instruction
will narrowly focus on what is assessed, while other import
ant curricular goals and
content are neglected (Romberg, Zarinnia & Williams,
. .
1989) c
1.13.2 Refuel
Learning is the fuel that keeps the asse
ssment vehi cle going, and the better the fuel.
the better the performance Purposef
ul, quality te aching and learning
to conduct proper assessment and promote make it easie!
800d performance
al
EACHING THE DESTINATION
1.14
sment of learning
1.14.1 Ass es |: . | ren
ve
ive se ss me nt can be see n as as se ss me nt for learning, summative :

for mat
< : as 0r, summative
While O nt of lea rni ng. As me nt io ne d ear lie
-eapssit rent can be seen as assessme
rni ng event or period, usually a semester or year, O!|
assessmenent takes place after a lea
e
se e of inleaasrni ng.
difpha
a- - ecie fic ferenc sessment lies mainly in the fact that the assessment results are
s
minimum standard required to

* ©
tested against a set of criteria that set out the

E i i
con assessment is
1 usually a more “hi* gh-stakes
”
. caus tl is, summative

md or degre i
event.
assessment
mance
1.14.2 Assessing perfor
Performance assessment is the application of what the learners learned and is based
or
on the instructional strategies and assessments done throughout the semester
year. In other words, learners are prepared to be able to perform tasks or apply know-
ledge and are readied for this type of assessment to take place. Performance requires
integration of knowledge and skills in the context of producing something, solving a
problem or presenting a case.
When working with large numbers of learners, such as in the South African school
system countrywide, assessment of performance is a balancing act between observ-
ing performance and the requirements of time and costs to make this possible.
1.14.3 Promotion/ certification

In a transformational OBE system, there are no grades, and promotion takes place
automatically. In countries applying this type of OBE, there is no failure and no min-
imum standard to which to adhere. In such countries, universities and some employ-
ers set their own entrance examinations to determine whether applicants (students
and workers) have the required knowledge and skills. In countries such as New Zea-
land, private schools and those with a choice have opted for curriculum-based sys-
tems (Donnelly, 2005) rather than OBE.
In South Africa, there are specified performance levels for promotion or entrance
to a next level, and learners fail if they do not meet them. These standards are set by
the Department of Basic Education (DBE) for schools, by the Department of High-
er Education and Training (DHET/CHE) for universities and TVET colleges, and by
SAQA for other learning institutions. All standards and qualifications are registered
by SAQA and qualifications are mapped on the National Qualification Framework
or NQF. Only registered providers may award the certificates, diplomas and degrees
contained in the NQF.
1.15 IMPROVING YOUR NEXT JOURNEY

hanging assessment forms and formats without changing the ways in which assess-
J
la
ents are used will not change the end result of education. In order for assessment
Pub lishers }
van Schaik
process and
VO Support student learning, it must include teachers in all stages of the
Assessment must also be an inte-
"embedded in curriculum and teaching activities.
(c
CHAPTER 1° THE ASSESSMENT JOURNEY
gral part of ongoing teacher dialogue and school development (Darling Hany,
1994: 25),
mm
1.15.1 Reflection
Through reflection the assessor begins the ongoing process of blending the
science of good assessment practice. Reflection requires thoughtful ay,
and « co
reporting and analysis of assessm ent practice, philosophy and experience, Becom, : |
a reflective practitioner requires
time, practice and @2,.environmment
development and organisation of the reflection Mttat SUpports th |
process (North Caroling Departniey,
of Public Instruction,
2006),
||
1.16 CONCLUSION
The educated differ from the uneducated as much as the living from the dead.
Aristotle
As assessors we make a major contribution to the education of people. We deter.

mine success or failure and we open the way towards future learning pathways, We
influence the growth and development of learners and we provide the mile stones of
their success. What a wonderful privilege it is, but what an enormous responsibil
ity jt
places on us. We therefore have no choice but to be the very best we can possibly be.
Although we are assessors we must always stay learners.
In this chapter we sketched an overview of assessment that is, ‘by its nature and
intent, very westernised in terms of its foundations, worldview and practices, In
Chapter 2 we learn more about how our assessment in South Africa should also give
an equal and rightful space to assessment practices from an African worldview, and
we should respect and include indigenous knowledge systems and reflect the values
of Ubuntu if we want to serve all learners in all contexts, thereby creating assessment
that is truly fit for and useful in our local context.
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Assessment in education and

Africanisation — an exploratory
perspective
A.S. Mawela & H. van Schalkwyk
2.1 INTRODUCTION
Education in South Africa should be understood against the background of philo-
sophical perspectives influencing and informing the theory underpinning current
policy and practice. Assessment in education cannot be understood out of context.
Calls for the Africanisation of education imply that education practitioners at all lev-
els within the education system should apply a sound understanding of Africanisation
to the assessment of learners at. all levels within the system. In this chapter, we want
(o provide an exploratory perspective of Africanisation in education in general, and of
Africanisation in assessment in particular.
2.2 AFRICANISATION AND RELATED CONSTRUCTS

We need to be clear about what we mean when we contemplate Africanisation and
other related constructs, such as indigenous knowledge, decolonisation of education,
ind Ubuntu among others. Reviewing literature on Africanisation, decolonisation of
dueation and indigenous knowledge reveals a tendency among several authors to
ise these terminologies interchangeably. Simply put, in many cases certain aspects of
Upposedly separate concepts are in actual fact inextricably intertwined
In this regard, three issues are referred to in this section:
Mfricanisation as decolonisation
Some concerns regarding Africanisation
Africanisation and the eurriculum
2. ASSESSMENT IN EDUCATION AND AFRIC ANISATION
CHAPTER
2.2.1 Africanisation as decolonisation

Makgoba (1997) in Wydeman (2004: 84) provides the Rollo working Clefinity,
Africanisation: “Africanisation is not about expelling Europeans and their wae
but about affirming African culture and their identify in a world community.” Sina
ly, Seepe in Wydeman (2004: 84) argues that: “
Africanisation holds that the African experience in its totality is SiMultane,
the foundation and the source for the construction of all forms of knowlet
On this basis it maintains that the African experience is by definition Nontta
ferable but nonetheless communicable. i
Given these views, Wydeman (2004) contends that, with reference to the CURTICUlyy
it should be clear that Africanisation refers to a process of placing the African world
view at the centre of the analysis. Furthermore, Africanisation implies the deco,
onising of our minds, our education, or curricula, and our institutions. Le Grang,
(2014: 1283) refers to Africanisation/decolonisation of curricula by stating that Afri.
canisation implies decolonising, and decolonising implies Africanisation. In a simi.
lar vein, in a paper entitled Decolonising the university: New directions, Mbembe
(2016: 35) refers to the core questions relevant to Africanisation as posed by Ngugi wa
Thiong’o in his work, Decolonizing the Mind: The Politics of Language in African
Literature (1986). These questions focus on what aspects of Africanisation need to be
grappled with:
* What should we do with the inherited colonial education system and the con.
sciousness it has necessarily inculcated in the African mind?
* What directions should an education system take on a continent wishing to break
with neo-colonialism?
* How should the “new Africans” view themselves and their universe, and from what
stance, ie. Afrocentric or Eurocentric?
* What are the materials they should be exposed to, and in what order and from
which perspective?
* Who should be interpreting such materials for them, an African or non-African? If
African, what kind of African? One who has internalised the colonial world out:
look, or one attempting to break free from an inherited sense of inferiority?
Mbembe (2016: 35) agrees with Thiong’o that if Africans are to do anything in
response to these questions, “then we have to coldly and consciously look at whal
imperialism has been doing to us and to our view of ourselves in the universe”.
According to Mbembe, in Thiong’o’s terms, the call for Africanisation is a project
0!
“re-centering”. It is about rejecting the assumption that the modern West is the cel
tral root of Africa’s consciousness and cultural heritage. [t is also about rejecting
the
notion that Africa is merely an extension of the West. In line with Makgoba, Thions 0
(1986) argues that it is not about closing the door to European or other traditions. It
is about defining clearly what the centre is. And for Thiong’o, according
(2016: 35), and as argued
to Mbembe
by Wydeman (2004), Africa has to be placed in the centre
With regard to education, Mbembe (2016: 35) argues as follows:
Education is a means of knowledge about ourselves ... After we have
exanul®
se;vac 7 a clis . Be saa us
Wick a “ midiate Culwards and discover peoples and worlds aru
IW Africa at the cen th: , Lo ow onfellite of
re of things, not existing as an appendix or a sé
CHAPTER 2 ASSESSMENT IN EDUCATION AND AFRICANISATION
other countries and literatures, things must be seen from the African
perspec-
tive. All other things are to be considered in their relevance to our situati
on and
their contribution towards understanding ourselves. In suggesting this we are
not rejecting other streams, especially the [Western stream. We are only clearly
mapping out the directions and perspectives the study of culture and literature
will inevitably take in an African university.
According to Mbembe (2016: 36), Thiong’o drew

sev eral practical implications from
his cons
iderations of what it might possibly me an to deco
lonise our own institutions.
Most of these implications had to do with the content and extent
of what was to be
taught (curriculum reform). The first implication in this regard is the
need to teach
African languages. A decolonised university in Africa should put
African languages at
the centre of its teaching and learning projects. The African university of tomorrow
will be multilingual.
A second implication highlighted by Mbembe (2016: 36) focuses on the view that
Africa expands well beyond the geographical limits of the continen
t. According to
Mbembe, Thiong’o wanted “to pursue the African connection to the four comers of
the Earth” — to the West Indies, to Afro-America. The lesson is clear,
Decolonising
an African university (and by implication education in general) requires
a geograph-
ical imagination that extends well beyond the confines of the nation state.
Mbembe
(2016: 36) refers to many versions of black internationalism and their interse
ctions
with various other forms of internationalism in this regard.
Afnicanisation does not mean that we want to replace the Western knowledge
sys-
tem with an African knowledge system, but that an African knowledge
system exists
in harmony with Western and other knowledge systems. It also means that education
(and assessment) should break away from the belief that the Western worldvi
ew is
superior. Rather, it should promote an African worldview and knowledge
system that
is in no way inferior or subservient to other knowledge systems.
2.2.2 Some concerns regarding Aftricanisation

The first concern is that Africanisation may fall victim to a political agenda. Mbembe
(2016; 33) warns against Africanisation being used, under the guise of “nation build-
ing” and “decolonisation”, for more ominous and sinister goals.
A second concern is that in South Africa we seem to be caught up in a debate
between Afrocentric and Eurocentric approaches rather than committing to Africani-
sation. Concerns more directly related to education and teacher education in particu-
lar are raised by Kgaphola and Seepe (2000) in Wydeman (2004): they advocated for
an Africa-focused curriculum at a time when our policy makers appeared obsessed
with Western-based models. In this regard Wydeman (2004) also refers to Mkabela in
Bridgray (1999) who argues that at the time the post-apartheid curriculum was draft-
ed, it drew only from one dimension of our multicultural heritage. While American,
British, Greek and other philosophies are prevalent in teacher education programmes,
African philosophy has been almost totally excluded. . ;
A third concern is that we have not progressed as far as we would have preferred :
on the road to Africanisation. Le Grange (2014: 1283) argues that institutional auton 29
omy and academic freedom in the South African university context have resulted in
the Africanisation/decolonisation of curricula having been left lhadcneered by some
"Wersities. [tis thus high time once again to ask certain critical questions:
IN EDUCATION AND QC
AFRICAN SATION
SAT
ASSESSMENT
ts of most Worth to Soy

What knowledge is of most worth ? What knowledge
nt, buy whe hy h
by
rican university stadents, located on the African contine

Om ay
part
A ofa global society? vehi
regarding Africanisation raised above are nol i focus in this lise,

The concerns
sion. We should take note of these, however, when we contemplate the Afticanisat
\
of assessment.
:
2.2.3 Africanisation and the curriculum

An overview of literature reveals several ways to Africanise the curriculum, Refer,
Mbembe (2016), Carey and Prince (2015), Riffel (2015), Magara (2015), anq Kittay
Mooney, Riley and Howard-Wagner (2012) in this regard. if
The focus in the chapter is on two approaches:
Using Mazrui’s seven pillars of wisdom when integrating indigenous knowledge in
the curriculum (Higgs, 2016) .
Using currere’s active force in the Africanisation of the curriculum (Le Grange
2014)
MAZRUI'S SEVEN PILLARS OF WISDOM

According to Higgs (2016: 91), a curriculum refers to what knowledge is included o;
excluded in teaching/learning courses. The concept of teaching/learning encompasses
policies, strategies, plans and infrastructure to support these activities. The curricu.
lum is, or should be, one of the key concepts in the language of education. Through
curricula values, beliefs and principles in relation to learning, we realise understand.
ing, knowledge, discipline,
Pp community3 and individuality, and ultimately society. Also
bear in mind that education, teaching and learning imply assessment. This means that
what Higgs proposes for education, teaching and learning holds true for assessment
as well.
Higgs (2016: 98) avers that Mazrui’s seven pillars of wisdom represent a telling
commentary on issues that need to feature in the reconstruction of the curriculum
in higher education in South Africa. He uses the seven pillars of wisdom
proposed by
Mazrui to provide a basis for the construction of a curriculum that includes and inte
grates indigenous African epistemologies.
the, first pillar of wisdom is tolerance. Higgs (2016: 98) refers us to recent
develop:
ments in Sierra Leone, Sudan, Tunisia, Libya and Egypt, which suggest
that tolerance
among people of different cultures, traditions and languages could be enhanced
through a curriculum that emphasises tolerance
ua The
wendie.second
Be / pillar
A of wis
wisdom isis the the optimisation
san tam pe of : the economic; wellbein
rina © at
e people. Education s sf Aen : eae
;ratherae than Alon should be focused on Making a real difference in. communeities,
seeking to educate with purely ac:
ae ae o purely academic goals ; mind.
in
The third pillar of wisdom is social justice. E ati individ ils
and
and ale the society in which
also Co they live. Justice.
If eur
Education must benefit all indiv
and mel
Hnnliced in4 communities.
ginalised * ove. It cwricula do not benefit the poor an
The fourth pillar such curricula s] .
Jowth pillar
of os. 7 a should be revised urgently.
of wisdam ’S basic gendey : 7 4 South Afric?
should address gender issues in ; sender equality, Curricula in Sou
The fifth villar of anj ws ita much more radical way
HMM pluar af wisdom relates lo the e neELFONMeENE, ogi be
5 the quest for
. y
. sity
1ancece ane
and the a protection
‘nteat} .
eee
ecologl' -
of Planet a
ne environment should feature
YAMSt excessi Si
pe exploitation
st teas, mprgstetie
and devas!
excess)
uch more promi nentl y in education curt
ayy? ula
a . re pri |
SHAPTER ASSESSMENT IN EDUCATION AND AFRICANISATION
The sivth pillar of wisdom deals withi Miler: fa ith dial

south Africa has a history of embracing re igious ogue and cooperation,
differences, and this
grounded in higher education curricula in order to Brot Gte tilal um should be fore-
The seventh pillar of wisdom is a relentless quest for
oven qe and a ee
African renaissance and the transformation of educational aint aston the
to accommod ate this creative synthesis, emphasising
the import we 8 : “ i
inter-disciplinarity in curriculum construction, Portance of trans- and
A concluding remark on using the Seven pillar
s of wisdom in this con
from Higgs (2016: 98): text comes
Postcolonial South Africa nee

ds to transform itself through
onisation and reconstruction. Dec educational decol-
olonising the curriculum in higher
in South Africa requires rupturing education
the hegemonic structures of Wes
European defined knowledge. From this per tern and
spective, knowledge will be seen to
be transformed, reconstructed and
rewrit ten to celebrate
difference, diversity,
pluralism, multiplicity and heterogen
eity without portraying one form of know-
ledge as the culture of reference. And suc
h should be the mandate for South
African curriculum planners in restoring an
African epistemic in the curriculum
for higher education in South Africa.
CURRERE’S ACTIVE FORCE

Le Grange (2014) proposes five ways to incorporate indigenous
knowledge into the
curriculum. These suggestions rest on what Le Grange refers to
as the cui7ere’s active
force, which is a way to think about the curriculum. Incorporating indige
nous know-
ledge in the curriculum presupposes an understanding of this way of thinkin
g.
Le Grange (2014: 1288) avers that the conceptual power of currere (to run) implies
newness, the creation of things unforeseen, experimentation, and the expansion of
difference and movement. He proposes the incorporation of indigenous knowledge,
which can be done in several ways.
The first suggestion is the radical rethinking of disciplines. Odora-Hoppers and
Richards (2011: 3) suggest a rethinking of sociology:
Sociology may need to exceed itself this time, and go beyond the Marxist, func-
tionalist or semiotic staples of class, order, mobility and interpretation on which
it has fed for long. Scholarship has, as a consequence become distant, antisep-
tic and removed from the experiences of the lived world and thus comes from
recognising the pain, anger and anguish being experienced in the society beyond
the world of “workers”.
People should come to know in unusual ways. In this instance, knowing takes place
through embodiment and emotion — through the tastes, pain, and hunger of bodies,
and through expressions of anger, passion and desire. Moreover, it highlights the
need for knowledge production and university curricula to reflect the situated mess-
ness” of the world — recognising that the world is, unpredictable, ephemeral and illu-
Sive. This is in contrast to the way in which knowledge ts produced in disciplines and
"epresented in curriculum materials: as exercises in epistemological hygiene.
A second way of integrating indigenous knowledge into the orl ces is a
hrough emerging transdisciplinary knowledge. Deleuze and Guattari in Le Grange
(2014) provide us with a useful conceptual vocabulary for understanding the shift =|
ron disciplinary knowledge to the emergence of trans-disciplinary knowledge. Smith LO
CHAPTER 2 ASSESSMENT IN CDUCATION AND AFRICANISATION
2005) in Le Grange (2014) notes

that the assemblage of
discipli
nts th at constitute territories and fieldsnaofry intkneri
be understood as Moveme owori
letydge TheI
also have points of deterr
itori alisation and lines of flight al
of disciplinary knowledge ong which the aSSemblag.
fr agment and lose cohe
ary knowledge networks. rence giving rise to Ta
nsdiscip},
A third suggestion for integrati
ng indigenous knowledge into the
(0 focus on the performance side CUCU Un is
of knowledge as a stepping stone
lenge when Western epistemologies con to meet the cha
tinue to dominate and power relations ay,
wrequal, Turnbull (1997, 2000) is of the
opinion that a focus on the performative Side
ot knowle dge decentres dominant knowledge systems and serves as a basis for inte.
grating seemingly disparate knowledges (Western and indigenous). He also argues
that inspiration can be sought from shifting power
are Witnessing g relations, as we
Variety of movements across the globe that
are challenging the dominance of Wester
knowledge.
A fourth ; ;
way of integrating indigenous knowledge into the curriculum is
by making use
of technological advancements
(2014: 1290) argues that it is impossible to reverse and “network logic”. Le Grate
technologic al advancement. Afr.
canisatio of the n curriculum might be realised through opportunil ies that the network
logic of the knowledge economy presents. He
gives an example in this regard: tat
itional performative modes of ind igenous peoples can now be made available nn
sophisticated technologies such as Geographical Inform
. : ation Systems (GIS), remot:
sensing, and so on, having transformative : indig
effects for both e us s peoy
indigeno peoples and
society as a whole.
Le Grange (2014: 1290) also refers to the emergence of social media blaifor
m=s
as Facebook, Twitter, LinkedIn,
and so on, and the undisputed
social media have irrevocably change ane latins
d economic transactions and soc
We have also witnes e a den
sed the key role that social media has played
ocracy I some
‘ z . 4 ; ies, in in advanc sen
what has been
north African and Middle Eastern countries, in what cecalled
hé
the Arab Spring.
ty
A fifth ;
way of Mmie ; pe 7 s
> eurricul um isic tote learil
. grating indigenous knowledge
on fps Es into the = 7 ‘he concemed
together about Afrikology. ‘
Africanisation of the curriculum , alse
. ‘
with learning about the origin of human : 7 could i ven that emerge!
Hrs
beings, and epis temo es Ue
sa
from the Cradle of Humankind. Nabudere (2011) jrange logt
4in Le Grange (2014;
(2014 1291) -ofers (0
rele
Afrikology as follows:
Alrikology seeks to build on the ; e rest ol
achievements of African people
humanity in order to emanci
pat ‘ 3 umaanizea
the deh e from m
impose
themselves
on them by Western civili build frol
zation Thic
his ista the \ purpose.
: . . ~ we
In doing so, peril age an
the base of the Cradle of Hum
anily as the origini al common hun ial logy from :
£0 beyond previous att (
empts al establishing a holistic epistento
Cradle
“fe . ’
The views presented here may be expanded and rephrased .
some »whial ini i continue1 itl
whé
quest lo decolonise the mind and continue to grapple : Cn ducatlo
with Africantsuts
the South African context: qtet
* What knowledge is of most | ants
Sstu at n
lot d
worth to South Afrie . Mi
< ea7mers and
on the African continent
and who form part of : a global society?
society:
oo *jel"
ial educaa
; {LOH
What
!
should we BE aim
do
with tl} le rerunants of an
still resident inherited colo‘o nial
in the south African .
cur riculum more than two d dec
ades peyer
riculum 2005? ,
CH ce ANDO AFRICANISATION
APTER 2. ASSESSMENT IN EDUCATION
c
usness s conseq
conscioousnes .
ne we do with the warped
WIVhat should rped consci uently inculcated in the
African mind?
:
eanert ousness to be inculca
ationall consci
Whthat is anDe authentic (s(South) ) Africé
Afric an nationa ted
through Africanisation and the decolonisation of the mind?
an
should 1 an educatiion system take a, in4 a South~ . wa
directions sho
Whatat dire educat Africa wishing to
break with colonialism and, at the same time avoid, resist or counter the impact of
neo-colonialism?
How does the latest version of the South African curriculum (CAPS) want the “New
(South) Africans” to view themselves and their universe, and from what base, i.e.
Afrocentric, Eurocentric, or other?
What then are the materials they are now exposed to, and in what order and from
which perspective, and do these serve an Afrocentric approach?
Who should be interpreting that material to them, an African or non-African? If Afri-
ro-
can. What kind of African? One who has internalised the Africanisation-as-ret
ed slave con-
gression outlook or one attempting to break free from both the inherit
results in
sciousness of a Eurocentric past as well as neo-nationalism, which often
neo-chauvinism and neo-racism?
(South) Africans
How serious is our quest for a radical change of paradigm so that
other forms of know-
may enter into genuine and critical dialogical encounter with
ledge?
fraught with dangers as
Is being obsessed with Afrocentric models not equally
s?
being obsessed with Eurocentric or any other model
active and create knowledge
* How do we allow currere’s conceptual force to be
ula, rather than being a reactive
flows, offshoots, and movements in our curric
(only) way of doing?
force where one way of doing is regarded as the
cendence and associated dualistic
* How do we overcome an age-old logic of trans
tion/damnation, etc., as well as the
logic of right/wrong, truth/illusion, and salva
knowledge?
flawed dualism of Western versus indigenous
ledge systems
2.2.4 Indigenous knowledge and indigenous know
ledge systems to be
Odora-Hoppers in Wyde man (2004: 83) regards indigenous know omic
assing technological, social, econ
the combination of knowledge systems encomp
and governance systems. Wydeman
and philosophical learning, Or educational, legal us
se the curriculum 1s to focus on indigeno
(2004: 83) argues that one way to Africani
knowledge systems (IKS). s knowledge:
w ing view of indigenou
Higgs (2016; 454) holds the follo
has sought to instill desirable atti-
Indigenous education in the Afric an context
tudes, dispositions, skills and habits in
children by means of recounting the
deal of philosophical and education-
oral traditions of the community. A gre at
edded in the oral traditions and
al material is. as Okeke (1982: 15) notes, emb
of indigenous African education
customs of the people. An important aspect
the oral tradition as
discourse is, therefore, concerned with teaching children
them to learn to use langua ge creatively and effectively. Accord-
well as helpin g
African child, because it is through
ing to this feature in the education of the
community, as well as its values
oral traditions that much of the history of the there-
and beliefs is passed on from one generation to the next. Oral traditions,
a vital educa
African’s everyday life and were
fore, played an active part in the
-RICANIS SATION
AND AF
SESSMENT In EDUCATION
aprer 2° ASSES
CH
unts of a group’sje origin
ounts
AWGN « -
and relateq
ing
ein supplying &acc and ay Prece
tional fore codes of behaviyour S e ‘ate
lie a An esa
nt-day be fs, ee edind to Fafu
e c 4 Betsy
nwa (197
skilled, cooperat4:
prese 20), therefore.
text ep ccore he ive and conforms 4,tO ANthe ings
Atrican con ecta Mi
oneset, res
r*
ue al who is “h
ous : icitona
is sense, indigen
is sens an educ, at ’
ar es that in th cern withindige the perssor > onAf,ricbut
guonly al so by ;
Higgs (2016:— 454) it s con
its interyCOb,ny,
— t
is: characterised Noo Wea, :
‘ a l . economic , ic politi n a l ished byin tha e¢¢ NO e

ing of social, F al , c a t i o re ad s im po i
N tty
econon” i ; cleduccultur and ca
ri
edu is distinguth
at ed at
a
io n in Af «tte ines
esty. As a result,
5 4 it Eee
active an coil nature, as well as its intimate .
attached to its en ek
tion in the indigenous ties With g
uca
‘ i n setti
Africa setting cannot
> , ANd indyOcal
and commun life. Kc
al om it it? self, It is a natural process by means of Whic
h mi
should no t, be separares
te the skills, knowle
dge, and ae ppropriate to life iN hig
ha education inspired by a spirit of Ubu ntu in the service of :
chil d gra
or her Seedualeri en a crit ical question is who benefits from existing knowteg
community. For Higgs, itical question may be wh
o does not benefit from
systems, and a more critica
SUCH know. |
ledge systems. ry view of IKS, we turn our attention
; to the underpinning hilo
Given this cursory V
icanisation and indigenous knowledge, nam 0
phy of Africanis ‘ ely the philosophy of Ubuntu,
2.2.5 Ubuntu
Beets and Le Grange (2005: 1200) argue that
considered when we explore ways in which the African aio of Ubuntu naa be
ment practices in (South) Africa. it might enhance education and assess
Bhengu ( 1996) explains that Ubunt
u aims ateng
sizing the fact that every person is a social being
who can realize his [or her] potenti
in the company of, and the interaction
with, other human beings”. Ubuntu
centuries of hegemonic colonisation survived
and carries core values that,
incorporated in teaching, learning should these be
and assessment, would benefit
Battle (1996, 99) in Beets and Le Grang all.
e (2005: 1200) presents Ubunt
that originates from the Xhosa expression u asa conce}!
: wrrwnty nguinuntu ngabanye
writes: “Not an easily translatable Bantu.Hh
Xhosa concept, generally,
sion means that each indivi this proverbial expres
dual's humanity is
others and, in turn, ind ideally expressed in
ividuality is truly ex relationship Wil!
Sons| to be a person,” Ub pressed. Or 4 berson
[ ‘buntu then, is to depends on other pe!
duties towards one be aware of one’s own
S neighbour. being, but also of one
Mosana (2002:
35-39), describy
Ubuntu as resp ’s Ubuntu in terms of:
ect
Ubuntu as fe
llowship
Ubunty as sh
aring
Ubuntu as
human dignit
y
UBUNTU As RESP
ECT
Every Person (
Membe r of the
to t © Lespe “ommunity
ctod T h is hum {n ) IS @ de!
Spirif Of f an dignity
lic.: xpected ape Wl Olt
$2] ellowship
Allows
finds expr to respect others
. ; rh
Traditional Co €ssion in concer; t with otl ors
mmunit l€8 t
Lo live in relative
peace
CHAPTER 9
2 ASSESSMENT IN EDUCATION AND AFRICANISATION
rhe aim
. The aim ofof U Ubuntu is lo prepare
‘epare p¢ pe Ople :
‘ for life Children are enc gedt t
Avi oi :
into the unk now n at
will earn someone statan carly resp
age,
. “Hl dre encouraged to venture
us and ect Tra ditin
with ional
the communities a belli
velieve that success
> community,
UBUNTU AS FELLOWSHIP
+ The extended family plays a prominent role in the development and growth of chil
4 -
dren,
.
motivating and empowering
ivating : 1
them to become SOmeene with erandina tn the
family and the community. vs &
« The immediate social and natur al environment is the source of rink
informatici i
education and
: provides knowle dge that children can relate to readily.
ation fot
* The eumeatiars of the youth is a collective responsibilityA of the community’ for the
community.
* Children are taught mostly through oral accounts of traditional folk stories, , history"
and legends.
* Children are taught activities that unlock their environment and shape their char-
acters and personalities. Their education is practical in
many ways
UBUNTU AS SHARING
* Sharing is a cardinal feature of traditional communities and it is a way of surviving

and keeping the society intact.
* Ubuntu principles contribute towards effective learning and towards maintaining
cohesive structure in community life.
* Africans are expected to maintain a distinctive collective consciousness in terms
of their behaviour, expression, and spiritual self-fulfilment, reflecting values such
as sharing and caring.
UBUNTU AS HUMAN DIGNITY
* Children are regarded as an integral part of the society

* The children are cared for with love and kindness and parents take a joint respons-
ibility to look after all children in the community.
Akinpelu (1989) in Mosana (2002: 20) also provides insight with regard to Ubuntu
in terms of education by indicating that in the African culture, there is no clear-cut
definition for an educated person. Education is regarded as a lifelong process, which
entails the whole social living, and which aspires to
* combine economic skills with soundness of character and wisdom in judgement
* equip individuals to handle everyday challenges in the immediate and extended
family
* create individuals who are well-versed in the folklores and genealogies of their
ancestors
Provide skills to handle minor health problems and knowledge regarding where to
obtain advice and help for major ones
* Maintain good ( standinge with ancestral spirits of the family, and knowledge regard +5
: a
Ng their worship oo
4 ice ies. W a6
*qttip individuals with the ability to discharge their social and political duties, with E 5
isdom and shrewd judgement
| -
ics
jis }
© teach individual to express themselves in fewer words, using prove rbs a) id ana
gies that encourage contemplation — (.
* maintain self-control under provocation, dignity in sorrow and Testraint in suc

.-
most importantly, the development of excellent character
; sernalle ar: ‘Ces
*
According to Akinpelu (1989) in Mosana

/ (2002: 20), under Ubuntu One is in ho Seng
an educated person if he or she has all other qualities and dispositions but la ¢ks oe
character. Good character is of the utmost importance :and without it, howe Ver othe
wise distinguished, one is only “a carved wooden doll", as the Yoruba people i) ,
say. Akinpelu in Mosana (2002: 20) also indicates that an educated person jn i Ape
ean traditional context is “honest, respectable, skilled, cooperative and Conforms i
the social order of the day”. °
AFRICAN EDUCATION FROM AN UBUNTU PERSPECTIVE
Mosana (2002: 61-63) analyses education from an Ubuntu perspective and draws an
extensive list of conclusions focused on the traditional roots of Ubuntu.
Aims and objectives

* The education of the child is by the society for the society. Children’s upbringing js
a joint responsibility. The child belongs to the whole community, and it is therefore
the responsibility of the community to keep the child safe and to educate him or her,
Relationships
* Education is characterised by an atmosphere of love and trust. The children trust
the adults as their educators.
+ Parents are figures of authority, respect, discipline and morals. The parents are the
primary educators of their children and children are expected to be good ambassa-
dors for the family and community wherever they go.
Content
* Education is natural, relevant and simple. The knowledge that children are
exposed to is drawn from their surroundings.
« Education is interwoven in community life and embedded in respect for norms and
values, as experienced in the customs, rituals and taboos that shape people's Ines
and behaviour.
* Children acquire knowledge ig the
through verbal accounts (story telling) regardil
legends, customs, values and taboos of their cultures and communities.
* They learn skills related to community life by means of practical activities and
through doing
dl thal
* Working and learning are enjoyable activities. Adults and children understau
work is meaningful, and they sing, joke and dance as they work.
Learners are taught the value of goodwill and sharing — life is not abo vat keepine
everything for oneself— and to realise the importance of belonging, there by beco!
Ing respected members of the adult community
; ; ; a jon
* Self-confidence is developed and enhanced : by means of their contribul
[24]
}as] esulting i in children
resulting ildren experienc
e jencine salt
ing self-worth sya
in community High
life
Methods
. Education is not confined to a particular place. It can take place anywhere where
children and adults interact during everyday life in the village.
. Storytelling and other traditional activities are used to transmit values, norms,
beliefs and traditions.
Discipline
« Discipline is not confined to a classroom. The whole parenting community takes
part in the discipline of the child.
+ Conformity is an element of discipline. No person wants to be regarded as a social
y
outcast. Hence, villagers work collectively and conform to communit norms and
customs
Note that the following two conclusions by Mosana (2002) are presented here as com-
ments:
« Many members of contemporary South African communities have not learned the
knowledge and skills embedded in the Ubuntu way of life.
+ If schools in contemporary South Africa embrace the Ubuntu philosophy in their
management style, then the learners will fit into their communities well.
Letseka (2012) in Brock-Utne (2016: 30) highlights the key elements of Ubuntu, and
renders this expressions in English as: “a human being is a human being because of
other human beings”. He also views Ubuntu as a moral theory, arguing that it encapsu-
lates moral norms and values such as “altruism, kindness, generosity, compassion,
benevolence, courtesy, and respect and concern for others”. Furthermore, he asserts
that people living in communities that embrace Ubuntu are marked by a commitment
to treating others with a sense of justice and fairness.
In this regard, Mkabela (2015) sees a need to induct teachers (and by implication
student teachers) in the African approach to education with reference to the follow-
ing principles:
* The individualistic approach to teaching and learning is in direct conflict with the
communal way of life of Africans.
* Curriculum development and teaching strategies should consider the circularity
and group orientation expressed in the African way of life, because this is inextric-
ably bound to the way that Africans conceptualise knowledge.
* The African renaissance needs to uphold moral standards, which ought to origin-
ate from African moral thinking.
There is a need to revive the fast-crumbling African ideals and values.
African intellectuals should re-educate themselves on the theoretical foundations
of African morality by going back to ordinary African men and women to receive
education on African culture
the role of the community (and parents) in the education of their children should
he enhanced,
to t ake decisions about the education of its
a Tl
le .
“Community should be empowered
Children
Ih tery 'S of the particular focus of this chapter, namely the Africanisation of assess-
1200) argue that Ubuntu opens up possibilities for

Ment,
Beets and Le Grange (2005;
ni KNISATLO
; N
AFRICA
CHAPTER 2: ASSESSMENT
CHARTER 2° Agstae IN EDUCATION oe
~ «
-agsment Hheor sory and ; practice:
ssessll
i
: anid Ths.
Wo: ii
more nuanced
=f+ ings of
understandings a { assessilt
al it more str
ant so that Ongly reloca!
antly, enables the transformalt
. On
Ap,
can culture.
smen t demands the exercise Of disc Ipline,
tof the teacher, as it involves the Ot oy
They emphasise that ass¢ > par “ , Gap
the » part re
part of of neaepiite
learmer, but healso30dignity integrityrcsof theaall
0 on theandPe ine } parties‘ invol
l assessor to beVedlegeden)...
hay Val,
he
respec "C ret - ar +}
the assessmelit : aes1 what
: cera is transparent.
is expected j oO. ih ability
learner SO as but
to learn to demonstray hi Whig
that th sy ate Whig
is being assessed, am » il learners have the a 1
ment. If we assume that «= then it is important that the Process ¢
ferent paces and in differ
different va
Way t » a ; ip
; -inclusivenes ss and respectful adherence © by the Dar leach
the learner is characterised by 1n¢ a versa. Teachers’ respect for hemseiye, er
i
to feedb ack cffrom the learne hertt r toanduse vice
asses versesment in _ formieation in Vs such la: manner : Ny
thereir rea learns cdisp a oses of both [he teacha ing and learn varniing
ng. This requi ers tc SO 46
q res teach‘here
to enhance the qualit) S . re
constantly on their own pract i 5
ess so tha .t the y, use the mos t eff ect ive to € ‘ching Het
and
support strategies for all learners.
: 2005: 1200) continue to state that wo further Values,
Na
Beets and Le Grange (200°: see from an African worldview as the charact mely
sharing and compassion, Odie it could be argued that these are €Tisticg
of the ideal See thane: hey sre necessary to q u a lit
ensure quality teaching anq ies that leamnin
though assesment, Possessing these characteristics eects the ae COMMitmen;
of a teacher to share with others what he or she has ue ough the efforts of
others. Crucial in the process of assessment 1s the sharing o information, Not only
with parents or other stakeholders, but more particularly with the
learner. Research
in schools has identified feedback and feedforward (i.e. informing learners of the
next steps to be taken in learning) as the variables that have the sreatest impact on
achievement — more than any other aspect of teacher behaviour or curriculum design
(see Gibbs 2003: 126). Feedback, given as part of formative assessment, helps learners
to become aware of any gaps between the desired learning outcome and
their current
knowledge/understanding/skill, and guides them through actions necessary
to obtain
the outcome. While feedback generally originates from a
teacher, learners can also
play an important role by means of self-assessment. Crucial
here is how sharing takes
place, and we suggest that this may be done in
more supportive and humane Ways, 80
that the dignity of learners js respected and enhanced.
To achieve this. teachers/lec-
turers are required to commit themselves
to understanding the culture of the imme
ale environment of the le d
arners
It is evident from the
above discussion that Ub
ethical pnnciples) untu as a philosophy
might enhanee learni . (or se! "
core value in ass . d asas dl
ng In African settings if it is integrate
essment practices Thi i.
between teacher/le ‘turer : his is because it strengthens int “3 ance
29grN
erdependent
UuplClicurat
OY
learming, and by erio and learner, whicl h | i
n. assessment Is likely to improve both teaching : : |
REFLECTION
ON ASSESSMENT
Whatal we
We noynowiderstand as
IN TRADITIO
ebetw
e een thy lear Classroom e
“assessment was part of everyday syaction
ners and th
ings, e edue . inté am na
“ors who
-
Asse
=
reflect on
ssment
Was done by Means engaged with therm in their tradi
of obsemnet:
.
i ) :
thejr ov si sected it )
oo WT} Conduct servation. Learners were
SINE Conduct in line with con,INd | “HsENGAGE we eXI
ADProachee age with their: educators, iden pra _
omnmun tifyin g a2! qn
pROaChibS '6 assessment Which HY normHes and values. CAPS
-, : ues ; it!
also val inform
Anet hents for
mal
Tasks were inherently authentic, because leachi

ng and learning were almost with
oul exception ee (refer to the section on authentic assessment in Chapter 1).
Meaningful, worthwhile, real-world tasks were performed, in their e veryday contexts.
These contributed to the wellbeing of the community, They often
rn required
higher-or-
der thinking and the holistic applic ation and integration of knowledge, skills, values
and attitudes.
This understanding of assessment focuses on the relevance of knowledge and
jearning to solve or alleviate real-life problems and challenges, as opposed to know-
ledge generation for its own sake, as practised in some Western educational contexts.
Knowledge, skills, values and attitudes were acquired over a long period of time. The
notion of an external assessment agency did not exist. Educational content was natur-
al, relevant, concrete and uncomplicated. The knowledge that children were exposed
io and assessed on was drawn from their immediate social and natural environments.
They learned skills related to community life by means of practical activities and by
emulating the examples of others. Values and attitudes were related to the customs,
rituals and taboos that shaped people’s lives and conduct.
In contexts where learners learned practical skills such a caring for cattle and pre-
paring food or beer, what we refer to as criterion-referencing was used in teaching
and assessing learners in an indirect manner. The educator may have provided some
(but not necessarily detailed) feedback on specific aspects of an observed perform-
ance (ie. assessment criteria) in terms of the proven way of doing particular tasks,
yet the ultimate assessment was in terms of the applied competence being demon-
strated effectively and observed as such. Comments on the effectiveness of the per-
formed task would not necessarily be focused on the assessment criteria as such, but
rather on the overall efficacy of performance. The predominantly informal and verbal
nature of traditional African education, teaching, training and assessment needs to be
borne in mind in this regard
At the same time, what we refer (o as nomreferencing was not uncommon in trad
itional education and assessment practices. Exceptionally successful and outstanding
herders, huntsmen, warriors, rain makers, healers and the like were honoured in vari
ous ways, including praise singing, rewards such as cattle, special adornments to be
worn during special occasions, etc. On the other hand, those who lagged behind or
or
progressed slower than the group to which they belonged, were never ridiculed
belittled — they were treated with patience, tolerance, respect and dignity,
It seems that traditional African education used Ubuntu values as a framework
his or her own con-
or point of reference. Even when an individual would reflect on
duct, this was done in terms of community norms and values. Performances related
'o skills, knowledge and understanding, and particularly values and attitudes, were
assessed in terms of the way the community perceived acceptable conduct, which
Was without exception linked to the best interests of the clan, farnily and community
al large,
Thus, traditional African education and assessment may be regarded as TRAE
than norm criterion-, or self-refer
"y value system-referenced assessment, rather
“need assessment, Learners were assessed against general values such as:
Being loyal to the community’s values and norms

40] 5 . y . =
39
Respecting other people’s humanity
Expressing their own humanity in concert with others 2 |
:
Be INE Committed SOmMMUNILY
to the wellbeing of the whole community
: sople TC
of people to work
The bractice of
lets
or - letsema, whicl refers [0fo ¢ commitment
ich ‘th refers ‘llustrates these values ~. aitawede
¢ learls
none majagano
other's fields in Shona and Sepedi respective ly,
, ATION
CHAPTER > ASSESSMENT IN EQUCATION AND AFRICANIS
Due to the fact that everyday life and the work

Schoo)” or ) SOREL
f l place
Ace of learn
< ing, ’ most= assessments were formative esin nature — educatoy ‘
observations and interactions with learmers as opportunities for learning Ba, Use
teaching, 4 learning 4and assessment took place in group contexts wit5 h Cat;
ec a
a ve ation
emphasis on collaborative learning, cooperation and tea
mwork, However;
educators also engaged with individual learners regarding their conduct When ota
priate. 7 . Pry,
There were no levels or grades in the traditional
educational context. Babies
toddlers accompanied their mothers to wherever community life
required the
work. This meant that, from a very
early age and throughout
until they went to initiation “school”, children were expected totheir Childhoog ies
Participate ; Years
day community activities such as household chores, cooking,
slaughtering,
in the fields, planting and weeding, harvesting, hunting, gathering food and Wo
fetching water, brewing beer, caring for or herding cattle, and hunting,
Through,
their lives, everyone had to work to maintain
and support communal life int
lage. Children progressed to more advanced tasks along
a natural course of develop he vi.:
ment and not according to formal grades
linked directly to age, as is the
Standards of performance did apply in traditio Case today.
nal Ubuntu c ontexts in
above. The appropriate standard for any task Spite of the
was demonstrated by Co
task successfully in a holistic and func mpleting the
tional sense.
Standards of educ: ation remain a contenti
ous issue from which w © shou
away, specifically not when we contempl ld not shy
ate Africanising educ ation in
assessment in particular. We also have Seneral, and
to bear in mind that the Depart
Education (2011: 3) argues that in term me nt of Basic
s of credibility, quality and ef
aims at providing an education that fi ci en cy , the CAPS
is comparable in quality . breadt an
of othe r countries. Africanising ass h d depth to thos:
essment should nev er result in lo
wering standards
2.2.6 Conclusion
The Department of Basic Education (2011: 4—5) describes
South African the general aims of the
Curriculum with reference
aspects in these five statements clea to five broad statements
rly resonate with the principles of intent. Bolt
and indigenous knowledge. of Africanisation
1. The National Curriculum Statement Grades R-12 giv
es expression to the
knowledge, skills and values worth learning in Sou
th African schools. It Oe
to ensure that children acquire and apply kno
wledge and skills m ways te
are meaningful to their own lives. In
regard, the curriculum this
knowledge in local contexts, while being sensit Lam
ive to global imperatives: as:
© '
canised assessment practices
in education will have to
local contexts within a bro focus particular
ader acknowledgement
The National Curriculum of global imperatives f
to
Statement Grades R-12 serves the purposes

equipping learners , race
Irrespective of their socioeconomic Bae ae, afl
gender, physical ability or intue ellectual Is
ability, with the knowleeBe
and values neces sary
‘
.
1 ation
inin
for self-fulfilment, and meaningful
‘ articips
Society as citizens of 4 free pa
country
providing access to higher :
ucation ed
ee “yis
he
facilitating the transition of ; learners : m
fro fonalal
education institulle
. J ‘ to
workplace
in
‘ 5 e5
providing employers with a sufficient profile of a learner's com! “sc compe
a>fent
Although all four of these purposes rely on credible assessment practices,

achieving meaningful participation in society scems particularly relevant to
Atricanised education and assessment.
3, The National Curriculum Statement Grades R-12 is based on social transfor-
mation: ensuring that the educational imbal ances of the past are redressed,
and that equal educational opportunities are provided for all sections
of the
population. Assessment plays a key role in applying all these principles in a
meaningful way.
|. The National Curriculum Statement Grades R-12 aims to produce learners
who are able to identify and solve problems and make decisions using critical
and creative thinking. These aims may be viewed as a description of the ideal
citizen in South Africa. The fact that these aims are not assessed directly and
formally in terms of NPA and CAPS policy is a concern that is addressed in
the next section of this chapter.
5. Inclusivity should become a central part of the organisation, planning and
teaching at each school. This can only happen if all teachers have a sound
understanding of how to recognise and address barriers to learning, and how
to plan for diversity. The key to managing inclusivity is ensuring that barri-
ers are identified and addressed by all the relevant stakeholders within the
school community, including teachers, district-based support teams, institu-
tional-level support teams, parents and special schools as resource centres.
To address barriers in the classroom, teachers should use various curriculum
differentiation strategies such as those included in the Department of Basic
Education’s Guidelines for Inclusive Teaching and Learning (2010). Inclusiv-
ity is a value according to which traditional communities live and needs to be
borne in mind by every teacher. From an assessment perspective, the princi-
ple of inclusivity presents serious practical challenges to both the teacher in
the classroom and to schoo] management. These challenges are not discussed
here. given that this is only an exploratory perspective.
The focus in the final part of this chapter is on practical ways in which the Africanisa-
Hon of education can be enhanced by means Of assessment practices
that incorporate
the lessons learned from the preceding reflections.
2.3 A ROADMAP - CURRICULUM AND ASSESSMENT POLICY

STATEMENT (CAPS) AND AFRICANISATION
In this final section, given our reflections on Africanisation and assessment policy
as contained in the Curriculum and Assessment Policy Statement currently in use
in
South Africa, the foeus is on drafting practical guidelines tor
Africanising education
‘nd assessment in the classroom
Dreyer (2014)
argues that the CAPS once again introduced significant changes to
leaching
4ppro
and assessment policy, and that there is a shift back towards a content-based
ach, as the curriculum is described in terms of extensive, detailed content rath-
th
AN Outcomes, Assessments are described in meticulous detail as well, regarding
the ¢
0 tome Weights and munmber of assessments to be done. The mbention seems to
NVIdE Precise Yuidelines for assessment rather than broad suggestions, which
May Jos sa
4d to different interpretations of policy and a lack of . clurityoo in terms of . what is.
“Spee ted
of teachers.
N
AND A AFR | cA NIS ATIO
ASSE SSSSMENT UN COUCATION
CHAAPTER
“np 2. o- Ass
rations on CAPS and Africanisation, we fo

1 > 1 « “sh ree isi 7 .
In this part
of our a Afri
some practical guideline s regardincanising aes SeReeNL in the CAPS Tone NOVI,
gesting possible See esse aameaemegitthe infollthe
owinCAP
g rath
S ercont
rhet oric
ext toal cont
quest ; Mh by Sig&
rib
: deco
evel loni sing
oori ng of eis mind as understood by " Pape a or Africanisation 9 the
.
2 How can teachers use masons De seven pillare of eee integrate indj
~ nous knowledge by means of using ;
in the on CAPS conte xt ™ y
to integ -
3. H How can teach us asses’ sment
tee ers s use ety $i @ iy
*
suggested 0 digg
‘ledge by means of using the five strategies
y | |
. re’s‘ positit]ive conce ptual lorce
mt ed
relat to curre
Know “ 7 Ne t ] fi re ? Tang,
4. How can teachers use assessment in the
; ow ici os . Sf
. to 9 Contribute to rep
ciling divergent views regarding the nature of knowledge’ 9
ao qu
= How can teachers use assessment in the CAPS contex Ad
5. i : t to integrate 7
.
expand the values underpinning an Ubuntu philosophy?
PRACTICAL GUIDELINES FOR APPLYING AFRICANISATION OF ASSESSMENT IN EDUC

ATlon
The practical guidelines proposed here are meant to eonanibule to the Africanisatio,
of education and assessment. It is important to note that many teach
much of what is suggested below. eT already (o
Guidelines of general nature

* How do we view ourselves as teachers — are we
Afrocentric Are or Eurocentric?
we perpetuating an inherited slave consciousness
in our learners or are we helping
them to break free from such a consciousness?
* Do our colleagues and learners perceive us to be proud
of being African and hav
we have moved beyond being a victim of colonisation?
* How do we celebrate the difference, diversity, pluralism, multiplicity and hetero-
geneity of knowledge in our classrooms, while refraining
from portraying only one
form of knowledge as the culture of reference?
* Do we embrace what is useful and constructive from both Afrocentric and Eure-
centric knowledge systems in our own lives and
in those of our learners?
* Do we emulate Ubuntu integrity in our relations with
colleagues and learners and
are we living examples of subject. matter experts in our field, with a renaissance
approach, i.e. willing and eager to Incorporate other
fields of knowledge into ou
own area of specialisation?
* Are we living the “/f takes a village Sacaes appr
to educate a child oach and philos Tosopl
o} t
by taking collective responsibility
successes with other teache
for the youth, and by sharing . our concems an.
- e r m s
es for concern? rs and working collectively to address particular ©
Do we work On assess
ment { asks collabor
atively with
seers or assessors, our learners, not as over
a db)
but is adult members
of the school community s
example? who leé
* How apply Ubuntu
do we
sharin § and
ly in informal ¢] assr
‘ONnterte
‘
cari
10 yn
ng in
.
the assessment acnte
xt,
context, © speci!
Ze ence as wis SSTOOM
if we are Sitting Cont ‘
exts, “nsuring that our learners -e our P it
res
2 || stand? ‘ righ
fright ne expe rien ce anclOU und:
© SBN , Next to them in their2 struggles to sayn
aS
ane
learn
| * How do we gratia ait
: Sera education » cla
leaching, learning and eceeneement
room tO create a Classroom environment and a learning envir

iaenniatti 8 replica of life itself? % environment thaty makes
akes
the .
How often do we integrate themes, subjects, and contexts with real life, moving
beyond artificial boundaries or barriers created by a Western knowledge system
that is subject aligned, as opposed to a traditional African knowledge system,
which is aligned to integrated community contexts?
Js the feedback we provide in cases of deviant conduct immediate, personal and
standard bound, as is the case in traditional African contexts, barring corporal
punishment as ameans of such feedback?
. Isthe feedback we provide in cases of expected conduct al so immediate, personal
and standard bound?
« Is the feedback we give learners always focused on consequences in reality, as is
the case in traditional African education?
» Are the assessment instruments and approaches we use focused on overall applied
competence rather than on an analytical approach?
+ Are required standards and adherence to such standards non-negotiable in our
approach, as is the case in traditional African education?
Specific practical guidelines, informed by the theoretical perspectives referred to in

this chapter, are presented below in a more detailed format and are related to the
notions of assessment contained in the CAPS.
Specific practical guidelines for Africanising assessment in the CAPS context

The guidelines presented here are related to assessment in CAPS contexts, taking
into consideration how these notions were practiced in traditional African education.
These guidelines imply that current policy and practice need to be adapted some-
what, so as to reflect the true spirit of Ubuntu in teaching and learning today.
I. Traditional assessment is ongoing, and completely integrated with education,
teaching and learning.
Practical guidelines:
1.1 As educators, we should select and use textbooks that are rich in content
that reflects a strong bias towards African culture, history and contexts.
Learners from all spheres and language groups should be taught about
our African culture and heritage.
We have already come a very long way in this regard. An overview of
randomly selected textbooks currently in use clearly indicates that text-
books have not only been stripped of all apartheid-related content, but
also include large volumes of content that 1s clearly taken from tradition-
al African contexts. The content of our school curricula has been African-
ised to a large extent, and publishers seem to be committed to continue
to produce text books that adhere to this guideline.
2 Traditionally. educators did not give detailed feedback to learners: rath-
ev. they lived lives of an exemplary nature. The guideline here is clear:
Whenever we as educators give examples, we must be the example, and
live examples that will inspire. This guideline may be more directly relat
ed to teaching and more indirectly to assessment.
CHAPTER 2 ASSESSMENT IN EDUCATION AND AFRI CANISATION
1.3 We should insist on standards: learners should necognise that the

ed standard of performance is all that ota: ee as Acca, Peet
There is a challenge here, a5 the standat sin t he CAPS with re Ptah.
promotion and progression seem relatively al acces This m ard to
ate the impression among learners thal ae © a needs to be ¥ erg,
In life, however, as in the villages of old. adkerense: tt high stand
yields positive rewards and disregard of such standards leads to s ands
ing.
2. Assessment is often informal in the t caditional context,
2.1 We should use observation as a supportive and augmenting infor,
assessment approach and method. The view held by Bentzen (2000)
Drever (2014) can be seen as a guiding principle — scientific observati,.
-
involves looking at something in a particular way, In @ particulay
ting. from a particular perspective and for a specific purpose. We should
observe our learners in an Ubuntu way, 1 schools and classrooms today
for the purpose of educe iting learners to become South Africans whe
embody the seven abilities described in the general aims of our educa.
tion svstem and current CAPS curriculum in every aspect of their lives
t on these in me
We should display these goals in our classrooms, reflec
engagements with learners every day and conduct ourselves as living
examples of these values. These seven alms represent the core values of
the post-modern South African society. These are presented here again,
We want to produce learners who
a identify and solve problems and make decisions using critical and cre-
ative thinking
work effectively as individuals and with others as members of a team
* organise and manage themselves and their activities responsibly and
effectively
* collect, analyse, organise and critically evaluate information
* communicate effectively using visual. symbolie and/or language skills
In various modes
* use science and technology effectively and demonstrate responsibility
for and awareness of the environment and the health of others
* demonstrate an understanding of the world as a set of related systems
by recognising that problem-solving contexts do not exist in isolation.
In Chapter 1 we hinted at the notion that not asse
ssin
a concern. ine fact that these aims are not directly and g these abilities !*
ta
formally assessed
erm of NPA and CAPS policy has arguably led to a lack of focus 0”
ese
ese aka] WesBG) as
ic core
pa valu
Age esws in our
j classrooms
: and in our schools.°
see @ ahate 2 The ' .
e
7
erm we nt
wav hé¢ the ewhether or not the “born frees” reflect these values a
or :
e niseBae
rica
NPriv loped
d pers PerhCons
pective. these aims should
aps ider be vie. wed from a me" .
_ thene revi
revicsed list below in| this regaardl
We want to produce youths who are rea : . .in our coun!”
_ ry.
and who Who are responsible citizens
CHAPTER 2. ASSESSMENT IN EDUCATION AND AFRICANISATION
. identify and solve problems and make decisions using critical and cre-
ative thinking, bearing in mind the tried and trusted ways of our fore-
bears
» work effectively with others as members of a group, organisation,
team or community in the first place, and only as individuals when
really required
. organise and manage themselves and their activities responsibly and
effectively, with due concern for others in their communities
» collect. analyse, organise and critically evaluate information irrespec-
tive of its traditional African, post-modern Western, or other origins
« communicate effectively using visual. symbolic and/or language skills
in various modes in a respectful spirit of sharing and caring, reflecting
tolerance with regard to language and cultural contexts other than
their own
* use science and technology effectively and critically, demonstrating
responsibility and respect for the environment as well as the health
and wellbeing of others
- demonstrate an understanding of the world as a set of related systems
by recognising that problem-solving contexts do not exist in isolation,
and that whatever we do will have consequences for which we must
account.
Learner progress towards these aims should be assessed more directly

in every subject, from Intermediate Phase through the Senior and FET
Phases of our curriculum. The unique nature of assessment in the Foun-
dation Phase learner would not allow for assessing learners against these
abilities and values directly. Making learners aware of these values and
assessing them against these values may start in the Intermediate Phase
be
already, albeit in elementary form only. Not only should educators
1n
living beacons in terms of example in this regard, learners’ progress
developing these abilities should be recorded and reported regularly. We
of
should provide learners with opportunities for self-reflection in terms
these values and norms, without which they may ultimately fail them-
selves and our society.
Assessing these aims in a school context will require that subject teach-
learners during the term and use evidence from informal,
ers observe
about, and
formative and summative assessments to render an opinion
Likert seale
record every learner’s progress In every aim. A five-point
The results of these assessments can then
should suffice in this regard.
or profile that should be
he used by the class teacher to compile a record
Is clearly in line
reflected on the report card for the term. This approach
with traditional African education, where the overall ability to respond to
rather than separate
hife’s challenges in real-life contexts was assessed,
abilities in “subjects”
Team (SMT) and School Apsessment Team
The School Management
The fact that
(SAT) in every school should take a stance } n 2this regard.Africanised per
. den ae viewed from an Alricanised
assess
issessment of the
suggest ed general
above) isaims
not (also
explicit stated las
aSlyie as pat + of CAPS
AFS assess :
as:
Spective
CHAPTER 2 ASSESSMENT IN EDUCATION AND
: AFRICAN
STCOANTS ATION
ment polic hicy

y s should not prevent scho
eu ols from
ts doing so, and re
every learner's progress in terms of the Se Porting on
ans regularly,
thhsat incl : udes ‘ feedback A »
to the learner, th “Port Can
ss in this regard will po ea -parents and the
regi:zard
ing progpBhretoe
long way to make the Muidenity
and gene ral aims of our curriculum al, |
reality
e ] Ives of oin th
as future citize
ns of the country. Also re ur learno
these abilities in Chap f e r to t h e eXample for ASSess
ter 3 in this vegurd. iny
We should design pee a
r nd group and self
ment opportun -assess nts (format
ities) in such wway that learne m| ee n ive ASSEge.
hand (maki rs j o y d o i n g the task ai
ng po
sters, in groups for ex
dance while they wor ample) Allow them
k on it. and dance and .si to sin & and
task is done, and the ac n g with them ' When the
tual assessmen by p eers is done, the
lesson should cha t tone of the
nge to be more seri
criteria: but the ass o a
us, nd focused on the
essment activity itsel| ‘sh assessmen|
as a tea ef
m fort, as would be the ca
ould be share d and enjoyed
se in traditio
2.3 We should tell st nal contexts,
ories as a means of
ing out harsh, crit giving leedba
ical judgement ck, rather than dish
texts. Bear in mi s . e s p e c i a l ly in informal asses
nd that in tradi sment con.
person would re tional Afiican educ
spond to challe a t i o n , an educated
the like, which wou nges by using stori
ld allow his audio e s a n d p r o v e rbs and
does not mean that nce to unravel his th
our feedback shou oughts. This
it in a format th ld be vague, but we
at is familiar to th s h ould package
1S vital in this re e culture of our learner
gard — our learne s. Feedforward
go forward and rs should be able to use ou
improve on what r feedback to
they hay e done
3. What about formal ass to date.
e ssment in the
Practical guideline traditional context?
s:
3.1 We should design forma] ass essmen|
ment tasks. Activities
to be authen
As Indicated jy tic assess:
required to do shou Chapter 1. the activitire
ld es lear;nersro atare
* be meaningful,
real world tasks
* be part of (a to solve op allevia
s °pposed to ate real-lif“pe prob
5
len vs
taken from) ©
* contribute to th veryday contex
e Wellbeing of th
community of e learner, the gr ts
which they ar oup, the team, the
* require high
e Me mb ers
er order thinking
x focus on the ap
plication And inte
and attitudes In Savion
holistic Performances of knowledge, es
skills, valu
This is arguably
the MOSt valuablo
African education
Tasks comple .
lesson
an learn fr sq “4+ nal
Wee
fic and have
direct value for led hyom ae ditiona
leary
these tas the ‘ers are inhere
ks contribute Nd
ividual ntly au ause
apply this to you lo Coma an d the commun
r classroo IMIty life ity, | Se If nyou
learners and as m n t constructive
se: ssed by
ASSE8
smen| way. ead by
meaning fo l oachere to da y, every task comp
r thy Tr live: Ss le
We shou the y live And/or theip peers, must hav ave direct!
ld draft 'PPr I today
oprinty
include agsu
s smen A Sessme
Ing/alleviatin t Buide lines nt
‘nstruments
g rey al-lif and a SSUSS thatat spec ificall
spe
.
on = )
munities yw ere e | Toblonys INE —-
Nt criteria focused seq
leny Nepe Md chally
hing "ses in the immedi ‘ate com
siate
we eee
| What about actual learning in the traditional context?

practical guidelines:
41 Although not directly related to assessment, and more directly related

to teaching and learning, we should not shy away from renutitive en
ment tasks — learners learned by means of repetition in traditional cai
munities. Some assessment tasks require that more than one repetition
of the task is needed to convince you that the learners have mastered the
task at hand, Repetition guards against “once-off” performances that cre-
ate the impression of competence, although the learner fails to perform
at the required level at a later stage.
12 We should bear in mind that learners need to learn in groups and make
use of group assessment tasks coupled with group presentations that are
peer-assessed in class. Refer to the examples in Chapter 3 in this regard.
What about summative assessment and the traditional context?

Other than using typical real-life African and South African contexts in case
studies, themes, topics, examples, and the like, when designing summative
assessment tasks such as tests and examinations, no specific guidelines are
provided here, as sufficient guidelines and examples are provided in the
CAPS and in textbooks 1n this regard. Also bear in mind that no real summa-
tive assessments (as understood in the CAPS) took place in traditional educa-
tional contexts.
. Assessment points of reference should be varied.

6.1 Traditional African contexts suggest that holistic assessment of the applied
competence is preferred over analytical, criterion-referenced assessments.
Applied to our assessment contexts, the use of holistic rubrics rather
than analytical rubrics is proposed. The guideline here is that we design
or source holistic rubrics rather than analytical rubrics when designing
assessment tasks. Alternatively, when we use analytical rubrics, the over-
all applied competence should be weighted appropriately. The challenge
here is that holistic rubrics are neither easy to design nor to use. The uni-
versal seven-level assessment scoring framework prescribed in the CAPS
may be used as a template to design holistic rubrics — these may make
recording and reporting easter as well.
on assessment into typical proverbs used in indig-
So
Translating comments
to
enous languages may go a long way to familiarising other language users

vith such African content and contexts.
a
Bd Engage with learners with particular focus on the assessment criteri
when peer and self-assessments are done. Never use peer and self-as-
“essments without properly designe d assessment checklists or grids with
clear explanatory assessment criteria. Spe lling out in detail what exactly
not written
'S expected. Bear in mind that the required standards were
~~1
and assess
down in assessment tools in traditional African education
bishers J|
{evan Schark :)
ment — the standards were lived by the adults un Shei OWT comlnel fat
of perfor-
Performances, which served as an example and as a standard
\s By
mance that was then followed by the lear
ners - Also beay
peer and self-assessments are always done
und er the guid IN Min, h
teachers . Assist learners in making sen ance of tis ay
se of the assessment ¢ wi
assessment criteria that are cle ur,
tS
descriptive, observable Mterig
thy M
able. Always include criteri a focuse and

d on the usefulness m
Casyy
community — who benefits and how? of the ¢
Imag ine that you ar
in traditional African times and you e an ASK to the
hay e to describe a task step“og Let
by
‘
and in great detail, so that the learners
‘an see how you do the tie
at the same time hear your explan
ations and descriptions.
account you give can be written
d own and every step can be
The ve.
into a proper assessment criterion ANScribed
tr
Assessment should consid

er qualities and character
objectively stated aims or outcom rather than formally ¢
es.
Practical guidelines: een
Refer to the discussion of
stand ards and the universal seve n-le
framework used in the CAPS ve] Codes
an d the NPA in this re gard. The
for Africanising ass essment im plications
are three- fold.
v.1 We should apply and incor porate
mmunity co
into norm- and criterion value system refere
-referencing pr actices. Th AcIng
to describe any assessme is means that we
nt task in ter ms of th have
community in which the lea e norms and values of
rners are members or in the
bers. In current contexts tend to become mem.
these communities ma
such as employer org anisat y include Institutions
ions and pr ofessional
particular careers. bodies associated with
(2 We should focus on and
include assessment gui
criteria that translate delines and assessment
the standards required
and measurable statement in reality into observable
s of the expected performa
7.3 When allocating marks/ nce standards.
eodes or bercentages
for assessment tasks we as achievement standards
should apply standards
minimum standards that are relevant to the
required in real life, as oppose
in terms of minimum requireme d to what is expected
nts in the CAPS and promotion
ments. This means that learners require:
should be aware that the required
dards in reality are higher stan:
than the minimu
tion requirements. Agai m
n, the Impact of our exam standards of the Pal
be emphasised — learners ple as educators shou
S should follow our example, which should reflec!
standards much higher th
an the Minimu
m.
As indicated in Chapter 1, Dreyer (2014) desc

ribes ass . . wms of il
series of questions essment planning in tert isseS"
that can be used to indicate
sor has in mind, and
What assessment strategieiess anal dst
ay
why such st rategies are used when planning and co nductite
ip 8
assessments in school contexts. Such a list of questions focuses
assessment, on key aspec
presented here in edited form at:
1. What purpose do you have in mind ' (Formal!
{Ve
or summative? for
this assessment task
What should le armers
be able to demonstrate — x owl edge
skills. values?) With what eurriculum content kn ten
sping
and objectives/learnm:
1 1"
_some
tions contained In curriculum documents fo
aligned?
;
r your subject is the > 4asst
eo
CHAPTER 2 ASSESSMENT
IN EDUCATION AND AFRICANISATION
Who is going to assess the product or performance (teacher

-elf-assessment, peer-assessment)
and why? ~
|
Where, when and how will the evide nce be ga
thered: ; re
how will it be assessed (during the
why: 9
lesson, after the le ane) and
gea,at home)
lesson, eed
How will you ensure that your assessment is infused with relevant local
values, indigenous knowledge and authentic practices that make it con
text-sensitive and context-related for learners (Africanised, decolonised and
,
underpinned by Ubuntu values)?
How would ! you take into account different individual le arning styles, apti-
tudes and interests that the learners may have?
3 How would you use feedback to ensure that assessment is an integral ongo-
ing part of the learning process? (Where does it fit into your assessment
plan [CAPS] and type of assessment — informal, formal or practical assess-
at a © .
ment task such as test, research project, ete.?)

7 Which assessment products and/or performances are required from the
learners (written work, oral presentation, etc.)?
s How did you make sure that assessments are credible (accurate, objective,
valid, fair, manageable and time-efficient)?
a How did you make sure that assessments are suitable/appropriate for the
developmental level of the learners (specified percentages according to the
cognitive levels on Bloom's taxonomy as indicated in curriculum documents)?
10. How would you make sure that assessments are bias free and sensitive to
gender, race, cultural background and economic circumstances of learners?
Not only can these questions help us as assessors in planning and conducting assess-
ments that will ultimately be credible; these questions can and should be used to
reflect on our practice so that our assessments become more and more credible in
terms of Africanised education and assessment.
We should also bear in mind that in schools today many of these questions are
addressed in the regulated practice of assessment, particularly with regard to School-
Based Assessments (SBA) in the CAPS context. This means that, to an extent, these
(uestioned are “answered” by the curriculum planners and by implementing the
“sessment policy of the particular school. Assessment should never be business as
sual, and every time learners are assessed, particularly in planned formative assess-
ments, but also in formal and summative SBAS as prescribed in the CAPS, the teacher
Should contemplate these aspects of the assessment to be conducted.
The list of questions referred to here is used in Chapter 3 as a basis for describing
““atiples of assessment tasks that are designed according to the guidelines presented
“athier, and which incorporate the notions related to Africanised, indigenous and
Lb . relate to how local
and assessment. The responses to the question related "2
‘WIN education
Valles Pisa . . : ee 6 icate r Se
°S including Africanisation-related issues in every example indicate how these
Vamps - ies
Ples try to apply most of the guidelines provided earlier
~~
2 TEA
HAPTER 2 $s ss : N
ASSESSMENT IN / )
EDUCATION ANO
AN AFRICANISATIO
s ION
2.4 CONCLUSION
The perspectives related to Africanisation of
education and assessment ies
this chapter should be understood within the theoretica 1 context
Presented inSe ; Meg iy
this
chapter of this book
book. ae - the fin
Chapter 3 is focused on applying the theoretical
ft aleworks tives : and Derspe
sented in Chapters 1 and 2 to show how assessment may and
should take Dlace i, r
Senior Phase and FET within the CAPS context.
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TER 2 ASSESSMENT IN EDUCATION
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al l Protoc ol for Assessment G Pye
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r.
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safe yt
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Mosana, M.S. 2002. Effectivity and Productivity In Education: An Ubuntu Perspective.
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Odora-Hoppers, C. & Richards, H. 2011. Rethinking thinking: Modernity’s ‘other’ and the
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Riffel, A.D. 2015. An Insight into a School's Readiness to Implement a CAPS Related
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_ Educational Research, 3(11): 906-916.
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c hione'on of Fethe social in African
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ar 0, tureNeug London J Currey
lera
;
Niverajty tan
2017 THE EDL ICATOR AS
Tutorial Letter 101/3/
of South Africa. 2017, iculum and 5]
hoes
HOD 5 Semesters 1 and 2. Pretoria: Department o f Curr
SES
1 'tru SOR
ctio nal EDA
Studies, UNISA.
Wry a -
.marnL. ;2004 Curriculum Studies from theory to impl ementation. Pretoria:
I Wthuko inveskn ents.
CTION in 1994, a number
of
3.1 INTRODU emocracy in So ut h Af ri ca cu rr ies
l d th ro ug h a national
dvent of a
poli ti ca arning wm
Since the a d u c a t i o n . Life long le
st at em en t in a democratic
ine riculum satin,
ges have ta
ken place fi rs l major Cur Ne w ed ucation dispen
th e ou s
in 1996 wa
s 1998, vari Curriculum oa
framework 20 07 ; 24 1). Since ri ca n sc ho ol s.
S & Dicker , South Af t (RNCS) O05
Africa (GOUW en introdu
ced into
ul um St at em en
ically be Curric Ass ue
have systemat th e Re vi sed National Cu rr ic ulum and
with the tf me
by th e
followe d and in 2012
by
if ts
(C2005) was n t (N cS ),
paradigm sh
n Stateme
National Curriculuw) (C AP S ) . O n e of the greatest
in So ut h African aimee
th e CAPS
education and
Statements hoolBasey
ment Policy d inclusion of Sc
ou teomes-base po in t, to th e
duction of bo
th based exit
om a pu re ly examination
hasb een fr 2013). rriculumt 0
Assessments (G
ouWS & Russell,
e al so € ff or ts to Africanise the cu
ere ar It is th ere-
documents th n school context. g
In the CAPS r th e So ut h Af ri ca
vant and suitable fo at hap
ke sure that to whAeanioriae,
make it more rele teacher ed uc at or s to ma
dviews
teachers and lly valuable
worl
fore incumbent on en t but eq ua
esents differ im on
in classrooms repr he rs mu st be en ab led to understand the
culTi culum. Teac usion, to ensure that he
.
Western-dominated r incl
know ledge systems and thei
ant role of indigenous their communities. There
ition is relevant
and useful to learners and
ledge acquis values (Letseka, 2013) to hel
usiion
incllus
inc of Ubuntu
auld
sho iti on and
e also be; recogniti education in =n
a ue cae cul tur all y sen sitive and context-sensitive
= ur
Tric
ica a’s a framework not
educational policy
(201
9 0 1 2 : 47
2: ee
): “ Sou th Afr
ee sts it
ae wc
tim e on© ubu ntu : whi ch it cel ves as human dignity, but
concei
con
ot y ee
place s ¢ ee pre miu m di
-oriented attributes
all 1 hooling system to promote ubuntu
rates ang ges
itions among the lea rne rs. ” but rather at
ant to not e that the CAP S do not e ntail a new curriculum,
It is import 2. The CAPS
ent to the Nat ion al Cur ric ulu m Stateme nl (NCS) Grades R-1
amendm we teach (teaching
meentto what we teach (curri ‘ culum) and
are an dju
adj stm
ust
stitill f a > requ e f the same pro
Me hods OBE). The CAPS, , therefore ep,
met
caciener chers
ced ure as the NCS ‘Pi nno ck MO B Se
cess and pro
ching , - learning the ess
But ass
i ). and new system requis ws
ment
to fol new
THElowGAP vaseroaches to tea
S app ng and achi
Senior
many challenges to Senio
pose r Phase teachers, in their te
rise themselv es wi eg d to an interact’ ive
ccaiwsment
asses ant.
visan.ed Teach
D ers ari
arise
¢ milia
ers need to famili selves with regar
eaching and a continuous : reflective > asse
iethod of teachi 1 ; ent proces ~
ssme
i . t activities are indel
The Senior Phase teache
r wi
req uir ed to en su re that teaching Hors! and
taken in a manner
ver i be
pr oc es s of se SEEETIET Vaii der
the
175) are r enhance policy when — \
specilyA thal
McDonald (1997; fe vconanee wit h sta ted
i
;
don e oull
taking inte acc
should be .
assess s ve
nn er ,
« ma
‘a a ,
conan aire
» cog
l a psychomotor \e leamer. e™
fous pollen
ant
ocum en ts hav e provi .
ov id ed br oa d gu id el in es 0M ass essacm ort
pr
licies | lave omnes
iese poOI xiity of assessment
t} i
how ever
C st im at ed the comppl leex
<ring to Beets (201 2
asse
un de re
ssssment r em aij ns + a contentious issue despit e th e Gove™
6), ), as se
~
|
CHAPTER 3° ASSESSMENT IN THE SENIOR PHASE
men’s efforts to transform the education system especially since national and
rrernational benchmark tests (ANA ~ Annual National Assessment, PIRLS, TIMMS
indicate continued poor achievement in numeracy and literaz
values (refer to on \ rear
tt Afri
heb 5 Sc we ‘
jearmer’s. Even when accommodating Ubuntu
education from an Ubuntu perspective) it is clear that the orodiucts ‘ f the scant exh
cational policies in South Africa fall short of what was expected ican
b y Sc soulst ‘AL Alia
parents and learners. —
The focus in this chapter is on assessment in the Senior Phase and includes an
example for planning assessment in CAPS, taking into account the South Afcican
school contexts and an African worldview that is underpinned by Ubuntu, which wal.
yes indigenous knowledge systems and welcomes learners’ unique backgrounds and
experiences.
3.2 PURPOSE OF ASSESSMENT

The purpose of assessment in the Senior Phase is to provide reliable, valid and fair
measurements of the achievements of a learner in a specific subject. Assessment is
therefore a process of collecting, analysing and interpreting information to assist
teachers, parents and other stakeholders in making decisions about the progress of
learners (Department of Basic Education, 2012b). In terms of the perspectives given
in Chapters 1 and 2 regarding the theoretical and philosophical underpinnings of
assessment in the CAPS context, the purpose of assessment should include the Afri-
canisation of assessment.
3.3 ASSESSMENT ISSUES IN THE SENIOR PHASE

3.3.1 Curriculum Assessment Policy Statements (CAPS)
ment to the National
The CAPS are not a new curriculum, but constitute an amend
Curriculum Statement (NCS) Grades R-12.
remain unchanged, and the curriculum is
The aims and values of the curriculum
p
based on the acquisition of knowledge, skills and values. The aim is still to develo
atic South Africa. The Gen-
the full potential of each learner as a citizen of a democr
rs (and citizens)
eral Aims of the curriculum provide an apt description of the learne
other phases of the curriculum. As indicated
We want to produce in the Senior and all truly South
learners (who will ultimately become
a Chapter 2, we want to produce
Attican citizens) who will using critical and creative
‘ identify and solve problems and make de cisions
s of our forebears
thinking, bearing in mind the tried and trust at Way or com
with others as membe rs of @ group, organisation, team
Work effectively
the first place and only as indivi duals when re ally required
MMuanity in isibly and effectively
erganise and manage themselves and their activities espa?
for others in our comnennities
ett
: "h due concern organi se and critically cuales aed rmation

info irrespective af US
adr
Westen °" oe . hat
ng
wage skills
i ° S oleramnce
vi for
var
Va
opens
symbolic ait hal
COM May : - wae mage
Hoa effectively using visual, g .

Outs and caring as we
respectful spiril of sharing
home ina
: Suy hori
effect ively and critically, showing respons
_ eelenee and fechnoloqy of offers
envir onmen t as well as the health and well-being
PEI towards the
SENIOR pHASE
ve SESSMENT IN THE
s }
a se l of re lated system
rld as
un de rs ta n ling of the wo is
"eeu,
olation and that tH ale
an is t in
od
© demonstrate ntents rts do no l ex Mm

ng Ur al pr ob lent-solving co we mu st account.
ni si Jor which
consequences
we do will have
e are
ap pl ic ab le to the senior Phas
The main changes scale.
us e a se ven-poll t rating moved.
andards were re
All grades wi ll
1. se ss me nt St
es and As e Curriey)
> Learning Outcom 4 si ng le , co mp re hensive and concis
ch grade has
Every subject in ea s on whby at ”,,
4
nt li cy St at em en t (C AP S), which providraesde deantadil subj ec t- .s
and Assess me Po
sess on 4 grade-by -g
to teach and as :
tent teachers ought
ject basis. bject.
rl y de li ne at ed topics for each su term for ec
4 There are clea an d ty pe of assessments per
on the numb er
5 A recommendation
d in the CAPS.
subject is describe
Standards
Le ar ni ng Ou tc om es and Assessment
d away from the content and more spe
cific
The CAPS have move ), wh ic h gi ve mo re
ns (called topics
to theme-based sectio ne ed to te ach and how they shou
ld assess
te ac he rs
guidance with regard to
wh at
ss ib le to te ac he rs . Th e CAPS purportedly also
ulum more acce
thus making the curric on tea che rs, eiving them more
time for teaching
ve wo rk lo ad
lessen the administrati
.
learning and assessment plannin g in the CAPS, nam
ely overview, annual
ee ma in lev els of
There are thr ment.
programme of assess shows
teaching plan, and the of the top ics covered 10 the subject and
ov er vi ew
The overview refers to the The ann ual teaching plan (previ
ously “work
t is cov ere d.
in which grade the conten kdown of the topics int
o teaching terms
ic and gives the brea
schedule’) 1s grade-specif
year.
and weeks of the school ts of all the for mal assessment tasks (Schoo
l-
me nt con sis
The Programme of Assess ons ) for each grade. The Pr
ogramme of
-of -ye ar exa min ati
Based Assessment and end of the school assessment pla
n in each
jec t for ms the bas is
Assessment for each sub mit the Programme of
Assessment to the
the ref ore nee ds to sub
grade. The teacher rs and parents receive
ge me nt tea m (SM T) in time to ensure that learne
school mana r.
first week of the new school yea
the school assessment plan in the a pos iti ve learning environmen t tha
t pre
sib le for cre ati ng
Teachers are respon and skills the’
wit h suf fic ien t opp ort uni ties to use the knowledge
vides learners a variety of methods of
ned . In oth er wor ds, tea chers will be required to use
have gai y prepare
tru cti on to hel p lea rne rs lea rn, and to ensure that they are adequatel t) is a
ins d, reviewing (baseline assess
men
rs to succee
to succeed. In assisting learne eac h lesson; this revise
d ydditional oppor
al the beg inn ing of
essential prerequisite 1996: 6). ON
need it (Toddunt 2000: 20: ‘allen
tunities to assist those learners who ; ne ve sxpal et
chers are able to assist le: , ae -
of the ways in which tea 1s ad oan
eP.
rs is by prov iding an d Uh
ur
approach IKS
opportunities for learni
ng. This
roac his in line with Africanisation,
itiional BU
e in tratraddit S ican app
Afr contex ts no chi ld was left |
who is ne!
aususe
ta bececa a ; t behind. -
the Dep art men t of Basic Educati
According to ort fr"
level should | oe 20112), a leamet
ready to perform at the expected the necessary supp" if jes
postulate n ceive
the teacher. This approach to learning succes wil
t fike s med ee (hat all learners cas all Jean’ s
the tin e and sup por 2004: 49) . Not
ure given equally sulesaie
ean
or will
ence”
ally well from the same experi
af the same rate
learn
a |
CHAPTER : 3 ASS< ESSMENT IN THE SENIOR PHASE
Wm ¥ =
arhers are re
rnative Ways ve .
fore, teachers “un nee Lo cons
“ade
ider alte
. ays ofOF | helpi a
‘ogress to the ne
ed opportun itieinsS _
ping lear nersd toia
deve lope
are deve to, ensu ve
chiere
PROBT
and (0 same d extacc grade. . Expand iple
rs needs are acc ommodated thro ugh mult
(hatlearnet nal Structio
; strzTategiesi ,S, e.ge.g.
group work, etc., and Multiple as
yroblent-based leaning,
s, 16h e.g. pres-
tools, Stes
enfations, practice a self-assessment, ete~ dition
Tron 99g:
imp at eac ay
oppo! tunities aalso
+unities lso ; imply that each learner should be Ovid -d othe eae patted
with enough :
time and
real ise thei r pot ent ial .
assist ance to
Teachers are fac ed w ith a new approach to assessment cand thLWne .
to gain
mt
as comprehensive a picture ¢ shite use what-
ever matt rials are
are available
i .
possible of how the
arernlals
sas
earner approaches new learning situations and assessment
* [ OG.
. Ae
to o doamthe ‘len
2oOrd) q
Kotze ased
according toScho 59-60),
(2004: Asse teachers will be challenged
or Phase:: following
ol-B ssme nt in the Seni
10 aecomplish
must communicate to learners what will be covered i
» Teachers
ee
allow learners to practise on items similar to those that willof | e assessed,
,
ss teach‘
S a , WeSRRS and express positive expectations
them assessment skills, M4 leamers’ perform-
ance,
« Teachers vedmust integrate questioning
8
and independent practice : with small
small-g
cceesiaitiny te abtog .
discussions, peer teaching and learning, cooperative learning and the e useus of m4
tech-
nology.
in the assessment process
+ Learners must always be challenged and stimulated
The CAPS assessment must be transparent and objective and learners shoul
assessed holistically on what they know and what they can do with wlval they ‘ ve
learned. This is also in line with assessment in traditional South Adkican com tun.
ities - refer to Mosana in Chapter 2, in this regard — holistic assessments focu nd on
applied competence was the general approach “—
The Department of Basic Education (2011b) also gives clear guidelines on progres-
“en in Grades R-9. Progression is used to prevent a learner from being retained _—
i aie xen 4 years However, the underperformance of the learner
somone ee e should be addressed in the grade to which the learner has been
there vane - ners must be accommodated in terms of multilevel assessment, and
s evidence of intervention and support (SAOU, 2006: 8).
3.3.2 Continuous assessment

a of
fue or CASS may be described simply as.a continuous updating
more
tests. but ogee (Nakabugo & Sieborger, 1999: 288). This does not mean
monitor learners progress through-
Ont the year Th aitierant assessment methods to the
Jearners more than one opportunity to demonstrate
ability I aoe us also pies
assessinent fulfils five main purposes of
sessment aa sku ( ontinuous/classroom
I nESE teacher in the following ways:
* Baseline a- ‘ an be used by the mene among learners, the
teacher Neen To cater for a wide range of abilities
to find
at the beginning of a new set of learning activities
Out What oo . _ .
‘ _—— Y already know and can demonsinat®:
gathering ol infoxmatan over a period
of time sil ASSCHS IEE: This is an ongoing assessment canlearning. Formative
an infor; s designed to monitor and support oral
foriauye assessment Can include
MPstions a ar a formal process. Informal i ¢ learners OF having a
cas:
exercise books, obser
Val Cotitionss . teacher marking | cal include work
Formal formative asse ssm
ent
Sheets, oral alion with a learner.
assessment ol research
I resentations, posters and
rari
Pthhok Pala
bib , VSE
© PPirapgutanrat he be NNN Continuous

urapen ,a * formfoaln ; s
Froth
prrayper CRPECHOETE
a g
.
nostiti
c p dime » =" ~
oi
mal MOniIto;
ee 4 Leed
Uae
. .
s, and ache vhy 3
he Ips
sine VEL la clive
.
the teac €
| nian
We renredbetion
* Summative ‘NAMMeME. Summative
“a learning ASSCssment
jidhremient on ui or prog unit
verbal or demonstr ramme, and is oft €N
fost, tre al ‘uu
. the end
ated. In (he oF based ¢
of Gr ‘nior P hase
ment iy erie oa en
ade
S 7 ~ wh
then again at the
learne OVE
the end of Gr Moves assog.
ge ade Q — from
other mu wordsi. \ is used to dete
rm
the end
of
P)rima
: in e wh et her learners th e Gr
one ple le "Tttothe next, or whethe a parr
é
| ticu! av quatlificari
© Sy: ste siy"ndeie m.evalmation ThThisis isis
(The Annu . sea to ;ev aluate (h
al i_ eee . e a PPropr
ee a ssment ( iateness
;, namely ANA ) is w of
st fi
on ttye aliftvexra
l phases hameny
Gr ad es 3 , 6 and 9 in|
r i t t e n in the
“ANZua xit Erade
cues) ge ( HL/FA s
L) a
Peaehors SO|HO normally only in
. volved in the first four| ‘ y yr j
a
frame work (hei of the CAPS. ‘AS, testeachers are com YPes of
r classroo pelled to asse ssmen
m: practice I N t. Within
rit triboy Cle much more C O r p o r a te Classro the
“ explicitly a om assess.
iid Hey the pranss nd con Sci
l | Alrican co ously than
they
In ntexts. as in
ee life in th d icated Carlio
ous: part al “ e village, h r » &Sses s
ment was
rie betwee olistic and also continy.
n different ty focused Oo
pes of ass "l Cveryday
us essment ta sks. No dis-
WUS PAPEcd asan f anid Fully m “Ppproaches
a itegrate
d in a
everyday life nd educat — as sessment
ion ,
3.3.3 ScSe hool-Based Assessment (SBA)
ASSOSSTHOUE he Nehioval
TEP As Curriculimn
GL:se/ss Statemen
sehoolk TheHN’ ment and
practical ASSESS Grades R-]2
APS). SBA, practica -
Sst
E|
a?
MW lasks (cer
Of 2011 comprises
l assessment
Reena
edn i to .
t ain subjects as
address the { ASKS and indicat:
osigier \ ay content comp
e tencies. @ Nd-of-
yea r €Xa min ati ons are
ners, Skills, y alues
ject amd fo py ovide learners , papa
r rents and teache and altitudes of the
sub-
rs w ith result
Tey Heations of what learners know, unde sta s that are meanin
nd and © an gful
mrent do at the time of the
assess
SUA allows S TOOHEIIOGES to be assessed
“ assessment on 4 regular
; o vs for ‘
Of skilF ls that basis‘ duri.ng ; aa
alse ab the its: CANNOl be the sc hool yerear and
oye fe ‘Sh OP ONT aon ‘S se ss i
ed in a wrriitt ten foformat,
; Wito sl pre [ty
| miner , chara
ae cteri stic
| leve| of
devi a"lope | hy for hie rs at se hoo
{ i SBA in the
Senior Phase is that it h
458essme
ryt
eb tikes ten' chers and
1 hy by:
moderated int emal Is administered
AModeru Hon
ly (Dep
atment by the rT
1b) Me t ie s, hould ensure that of Basic
the expecte
ces te he the ARPS. Dave been on | d qu al ity and standards of theren
oi
SA Is Iya NNpAt soP ry ' compon
7 CO
SB:
all the differ eneet for Progression
wd ent se (¢ rades
(Orr ‘ hoo} ph
ases. The : 1-8) and pron “omolle fl
,
{diss Hitbereil
¢ SBA Component is as in
sa icv phases
is as | follows
CHAPTER 3 ASSESSMENT IN THE SENIOR PHASE
school-Based Assessmente
e
rable 3.1
‘phase = eee Assessment End-of-year examination |
—gaton POSSE co |
79 _ 55
[senior Phase
ert —__
gg |
ng — | 25
‘further Education and Traini - |
Po
phase
courte’ Department of Basic Education (2011b)
source:
(lassroom assessment,
according to the Department of Basic Education (201 1b)
should be both informal and formal. In both cases, it is important that learners naw
whal knowledge and skills are being assessed. Feedback should be provided to learn-
ers after assessment fo enhance the learning experience.
Informal (assessment for learning) or daily assessment is the monitoring and
and te each-
enhancing of learners’ progress. This is done through teacher observation
ey-learner interactions, which may be initiated by either teachers or learners.
Informal or daily assessment may be as simple as stopping during the lesson to
It should be
observe learners or to discuss with the learners how learning is progressing.
used to provide feedback to the learners and teachers, close the gaps in learners’ know
ledge and skills, and improve teaching. Informal assessment need not be recorded.
Formal assessment (assessment of learning) comprises School-Based Assessment
a system
and end-of-year examinations, Formal assessment provides teachers with
atic way of evaluating how well learners are progressing in a particular subject ina
grade. Teachers must ensure that assessment criteria are made very clear to the learn-
which
ers before the assessment process. This involves explaining to the learners
For-
knowledge and skills are being assessed and the required length of responses.
to achieve
mal assessment is done by using each assessment task as a stepping stone
and reflect
higher levels of success. The result is that learners take responsibility for
sub-
on their own learning. A Programme of Assessment must be designed for each
Tasks in all subjects in a school throughout a
ject to spread all Formal Assessment
term (Department of Basic Education, 201 1a).
Examples of formal assessments include oral presentations, projects, assignments,
investigations, demonstrations, performances, tests, examinations, etc. The forms of
assessment used should be appropriate to the age and the developmental level of the
designed to cover the
leamers in the phase. The assessment tasks should be carefully
that a var
“ontent of the subject. The design of these iasks should therefore ensure
lely of skills are assessed, as contemplated in the various CAPS subjects. Each sub-
requirements.
Re the Senior Phase has its own CAPS document with its own
ae an Se we
ts : uk should be provided to the learners after
ther ewiedioe ascuseie or ae —_ aoest assesstuent i the School
LE ce l oar This will be used to
: ‘agement po unalt he avonual form )
"AW Up a scl oan OM) belore me ee ae ‘sc oaisssensitt plan should
uasaseigat phan grade. ‘ ae " first Department of
tal (Dey
echt term
5“asicProvided “ eC arers and parents in the first wee k of the
“AMcation,
Edueat; 2012b).
IN THE SENIOR PHASE
CHAPTER 3. ASSESSMENT
3.3.4 Recording and reporting

The success of a continuous assessment model rests on sound and me ticy
evements over a period of Pe:
, 1
methods of recording and reporting learners’ achi separate activities, e
but are still
Recording and reporting are closely linked, Recory.
sment. The
ing involves the capturing of data collected during asses
most Commo
recording instruments are rating scales, checklists, grids and rubrics.

Progression (Grades 1-8) and promotion (Grades 9-12) of learners to the ne
tasks. This Mean
grade should be based on recorded evidence in formal assessment
that those tasks that are used for formal assessment are recorded, and should be Used
Ay
to decide whether a learner should progress or be promoted to the next Brade,
informal assessment task need not be reported; however, in some cases it Might he
s.
recorded to support the teaching and learning proces
Recording is therefore a process in which the teacher documents the level] of a
learner's performance. In South African schools, this should indicate the progress
towards achievement as stipulated in the CAPS of all subjects listed in the Nationa
Curriculum Statement Grades R-12. Records of learner performance should also he
used to verify the progress made by teachers and learners in the teaching and learning
process. Records should be used to monitor learning and in planning ahead.
Reporting is a process of communicating learner performance to learners, parents,
schools and other stakeholders such as employers, tertiary institutions, etc. Leam-
er performance can be reported in a number of ways, for instance via report cards,
parents’ meetings, school visitation days, parent-teacher conferences, phone calls, let-
ters, class or school newsletters, etc.
According to the Department of Basic Education (2012a), the main purpose of
reporting is to
* provide learners with regular feedback, which should be developmental
* inform parents/guardians on the progress of the individual learner
* give information to schools and districts or regional offices on the current level of
performance of learners.
The reporting of learners’ recorded performance is essential and should not be lim
ited to the learners’ quarterly report card. In reporting, any underperformances
should be addressed promptly and appropriate measures of intervention should be
implemented collaboratively by teachers and parents.
Formal reporting is done in the Senior Phase, as in all other phases, on the univer
sal seven-point rating scale.
Table 3.2 Scale of achievement
_ Achievement description
eae
mm.
a
[mas 6 4
Rating code
ding
!Outstanious
achievement. 7 SOS [30- 1007
2 ____ Meritor achievement - ae
6
Substantial achevement
:3 Adequatee achieve
__ _ Moderat ment
achievement a ——
a 50-59
t a :
a + iLanieee
2 | Elementary achievement
Not achieved / = a a Lo 39
| ;
—- a | 0-29
urce: Department of Basic Education (201 ta) a : : 7 a i
CH APTER 3. ;
ASSESSMENT IN THE SENIOR PHASE
which g record ing ¢ no

ge ain teamin
The janguaage and te a reporting is done should be in accordance with
* 8 eaching (LOLT), as informed by the La ‘a I
ihe Language OF
fiom policy of 1997. In the case of dual medium schools. , the on h SO
f the eee
ges use
atilised for report; while one oflangua gelangua
es i ee
cil«< LOLT should be . utilis ed for report ing purpos es,
ould be any of the languages used for learning and teaching =_

assessment tasks
recording and reporting of learner performance in the formal
should bein accordance with the subjects prescribed in the policy dseumany, Nuvian:
il policy pertarning to the programme and promotion requirements of the National
curricula Statement . Grade s R-12 (Department of Basic Education,
o 5 201 1a)
dj).
ae z f -
are the
The princ iples unde rpinning the approach to both recording and reporting
os
201 1b: 12):

following (Department of Basic Iducation,
» Recording of learners performanc e is as per the assessment tasks and reporting
is of the total mark obtained in all tasks completed in a term. The promotion of a
ed in all four terms.
learner 1s based on the composite marks obtain
covered all the formal tasks set.
Teachers should show in their files that they have
ratin g on a report card should be indicated by a combination of
« Achievement
ges and comments.
national codes, percenta per-
ld indicate a learner's overall level of
© The schedule and the report card shou
formance.
record-
lan gua ges , eac h lan gua ge that the learner takes should be
nthe case of the separately, according to the different
levels on which they are
ed and reported on
English; First Additional Language — IsiX
offered, for example: Home Language —
kaans.
hosa: Second Additional Language — Afri ssment.
ld reflect a variety of forms of asse
The recorded pieces of evidence shou progress.
learners and parents on the learners’
Teachers must report regularly to assess-
to parents on the programme of
.
are requ ired to prov ide feed back

Schools to the report
such as a report card. In addition
ment using a formal reporting tool ol visitation
such as parents’ meetings, scho
cards, other reporting mechanisms or scho ol newsletters,
phone calls, letters, class
days, parent-teacher conferences, these reporting strat-
will determine the format of
etc. may be used. The school
egies,
ognised that
ment are intertwined, it should be rec
While teaching, learning and assess ng that 1s
ng that is taug ht nee ds to be assessed formally, and not everythi
hot everythi .
formally assessed needs to be recorded. rec ord ing and repo rtin g of informa-
Education views the
The Department of Basic CIC jelines on the requirements
for
llo ai 4
inte gral part of the assessment process.ce Guc |
Mas an CAPS document.
are outlined in each subject's
ormally recorded assessment c rding‘| aroe
oe of af the the s¢ hool on hte w reco
Sc
Tearhor e « : assessment poli cy
a fachers are guided by the Sen ior Phas e, recording and reporting must
DS
porting will be deal t with . In the :
e in the Semor Phas e

inall the school subjects; nin
(doy 2 .
/
:3, 4.5 Assessment records (CAPS)
hool, according to
rT) ;
deve loped an¢ {} kept at .sc Pro-
that should be 1 es und learner
ASSeGe A
re co rd s s, te acher
teac
ihe: Cipe sh ee ts , sc he du les, repor! 4 cacarrdds,
hles are record
ee ress and
:
evidence
of learners’ prog
Ree 7
records and/ or Fi Names,
1 . sheets. These refer to learners)
ate T
grade, class,
or¢
Shor,
matio n: subje ct,
“include the following infor
dates of assessment, names of the formal assessment tasks, results Of fo Thal

assessment tasks, and comments for support purposes when and where
. ADPropyi.
ate. The record sheets should be used to compile a schedule, which w
compile report cards.
Schedules. This is a quarterly record which provides a summary about the Dro
ress of all learners in the grade in a school. The end-of-year schedule js a iy
pilation of learner performance across all four school terms and should indicate
whether a learner is ready to progress (Grades R-8) or be promoted (Grades
9-11) to the next grade or not. The end-of-year schedule should be archived by the
school for at least 5 years. Schools must use the schedule forms developed by the
Department of Basic Education. Schedules should be used by the teacher to draw
up report cards and for reporting purposes. The end-of-year schedule should als
indicate whether a learner is ready to progress to the next grade. This is indicated
as follows: for Grades R-8 “RP” for ready to progress and “NRP” for not ready to
progress, and for Grades 9-11 “P” is used for promoted and “NP” for not promoted,
Report cards. A report card is an official document that is used to give feedback
to parents on learners’ achievement. Achievement rating on the report card should
be indicated by a combination of national codes, percentages and comments. The
following essential components should be included in the report: personal details,
official school details, performance details and constructive feedback.
Teacher file. This is a compilation of recording and planning documents used by
the teacher for every subject taught. The teacher file includes the following: formal
programme of assessment, evidence of learner assessment, all formal assessment
tasks and marking guidelines, annual teaching plan, textbooks used, and all other
resources.
Learner profiles. The learner profile is a continuous record of information thal
gives an all-round impression of a learner's progress, including the holistic develop
ment of values, attitudes and social development. This means that the profile does
not only include academic achievements but also non-academic achievements: As
an assessment tool, the learner profile monitors, as well as records, the progress°
learners throughout their school careers (Maree & Fraser, 2004: 151). It also assists
the teacher in the next grade or school to understand the learner better. The le@™
er profile should be viewed as a tool for support and should assist the grade teat
er in the planning of the teaching, learning and assessment process. Rement
that a learner profile gives a holistic view of the learner, and the informatio? B
not limited to learner performance and achievement. The learner profile shot
include the following: personal information, medical history, schools attendet a
record of attendance, participation and achievements in extra-curricular act
areas needing additional support, and learner performance. A critical omnis
here is the fact that progress in terms of the seven General Aims of the cure al
is not even included in terms of policy. This is regarded as an inherent weakne™
CAPS policy
|
estg al!
The management, ect
maintenance and safekeeping of the le: arner profiles, sched
report cards are the responsibility of : arord 2
the school management, while the re‘ ot
= and the teacher files are the responsibility of every teacher
CHAPTER 3° ASSESSMENT IN THE SENIOR PHASE
3.3.6 systemic evaluation ANA (Annual National Assessment)

gystemic evaluation is used to evaluate the appropriateness of the education system.
its purpose is to determine whether the intentions and expectations of policy are
neing realised in practice. The systemic evaluation survey is one means of monitoring
3 6 val 6
the quality of learning and teaching at the key transitional points of Grades
in the school system. The ANA is a standardised test that verifies that every child wi
des
writes the test is developing the language and mathematical skills appropriate for
grade they are 1m.
* Teachers will use the results to inform their lesson plans, and to improve their
reaching, learning and assessment.
The ANA was conducted in 2012, with over 7 million learners writing the Language
and Literacy tests. Grades 1-6 and Grade 9 participated in the survey. TpRSWERIEES
in both languages and literacy were recorded for Grades 1-6; however, in Grade 9
\athematics, the average performance was 13%. According to the Minister of Basic
Education, Ms Angie Motshekga, these results explain why there is such a high failure
rate and dropout rate in Grades 10 and 11 (http://www. info.gov.za). The ANA survey
gives an accurate reflection of schooling conditions in South Africa.
cause
The purpose of systenuc evaluation is not to point out how specific factors
government
jearners to learn better or worse, but the results are analysed to inform
bearing on how well learners
and the public about the factors that have the strongest
learn.
to
ANA is expected to have four key effects on schools, namely
* expose teachers to better assessment practices
need of assistance
» make it easier for districts to identify schools most in
* encourage schools to celebrate outstanding performance
with importanl| information about their children’s performance
* empower parents
(Department of Basic Education, 2010)
The aim is for education governing bodies, school management

authoritic 5. school
what is wrong with
ieams, teachers and parents to understand better how to pul right
of real value.
schools, so that all learners can get a basic education appropri
The Department of Education does a systemic evaluation to evaluate the
and expect-
of the educati on system and to determine whether the intentions
ateness points out that
practice. The ANA Report of 2011
ations of policy are being realised in namely learner par-
are three in-school factors that affect learner performance
there
'cipation, school resources and teaching resources (Department of Basic Education,
and communication requires
participation requires communication
Learner
ed better when they
012e),
It is not surprisi ng therefore that learners perform
ranguage. ph 3.6.2 on language
and were assesse d in their home language (see paragra
learned shows clearly that
The overall evidenc e in this systemic evaluation report
sues). the
the richer
.
(in terms of school and teaching resources),
enviro nm en t 7
lack
bett ‘ener the learning
—
tas ks. Lar g e numbers of rural schools

.
as se ss me nt
. 7
the
@
; learners pe.rform in
JP]
ae
eve ; schools are unable to
“YEN Dasic + and toilet: s, and many
water
such as fresh struggle
provy VideASIC tageamenities
aid the
| ir . wo rk CeIn th ese schools, learners
h resources to has
: teachers wit
loy serfoy Ed uc at io n, 2OL Ic) . The Departinent of Education
t of
omb: orm well (Departmen quality, equity and
a comprehensive strategy aimed at achievil yg access
enhance
on in which they can
CHf icin ene
ici
ik Ne le: - Y in school
s. However, teachers need to find ways . — .
and per
learner be abl to learn
Gr
ny 8
“Ning environment. Only by doing this will
UCcaccs a.
Sstully during assessment.
- ey
CHAPTER 3. ASSESSMENT IN THE SENIOR PHA ASE
iad shanter
Refer to Chapter 2 2 for an overview
sogsment of considered
recording and
’ Tas, ., + 1 it < “f } + my
reporting and
the qualities in African
char. Conlex
including the principle that assessmen s : laractoy rath,’
metas fe | 1 objectively
than formally and objectively sstated
t aims, outcomes, or intentions. the;
3.3.7 General Education and Training Certificate (GETC)

Grade 9 marks the end of the General Education and Training (GET) band, ald iy
South Africa, the end of compulsory schooling. The chills of the GET band ig ty
provide learners with a broad foundation of knowledg
enable them to carry on with the e, . Sy values and attitudes |,
Further a and Training (FET) Programmes
ot r kee sc
leave Semen up a career successfully.
‘o takeian | .
Grade 9 if they have studied
nine subjects and have cor
plied with the promotion requirements in eight of the subjects, provided the Se
hoo}.
Based Assessment component of the ninth subject has been completed,
3.4 ASSESSMENT IN THE SENIOR PHASE

3.4.1 Planning for assessment
The aim of planning for assessment is to make sure that the teacher covers
the
content and skills for each subject in each grade. Remember that every subject in
each grade has a single, comprehensive and concise policy document that Provides
details on what to teach and assess, on a grade-by-grade and subject-by-subject basis,
Each school must develop its own assessment plan, and the functions and roles of
each member of the school assessment team (SAT) should be clearly defined for a
well-managed school environment. In planning for assessment, the following docu-
ments should provide the framework for planning: . |
* National Policy pertaining to the Programme and Promotion requirements of
the National Curriculum Statement Grades R-12
* National Protoc for Assessm
ol ent Grades R-12
The CAPS for all subjects listed in the National Curriculum Statement Grades
R-12
Assessment guidelines for inclusion/White Paper 6
Both the components of School-Based Assessment and practical assessment lis

(for certain subjects) must include a mark awarded for each assessment task and ‘
consolidated mark. This must be guided by assessment coniponents as specified i
each subject and be available for monitoring and moderation (Department
+ .
of Basi
Education, 2012b). It is. also inporta
;
nt to note that these assessment tasks
j " iust be
; 0
evaluated, checked and authenticate d by the leacher ‘ ‘ ‘esented a s er
dence of the Jearner’s performa
before being presented é
nce. Formal assessment is transparent and objpjective,
and learners need to understand what and
is being assessed. why il is being
how it will be assessed. assessed i"
A good way for a teacher to start ayering
his or her assessment planning is by answ™
the following three key questions
* What exactly do I want My learners
to be able to do? (skill)
(ee * How can J get them skills
to show :
wi tether they can do it? —
(KSVA . jedge
— knowledé
S| values and attitudes) .
2) * How will T assess them? (assessment tools, techniques and methods)
CHAPTER TER -
3 ASSESSMENT
IN THE § ENIOR PHASE
qin g for assessment is an integr al, part of . .
needs nat Subjec ent, ses

! devejs lopmnian: sment a ‘ona
but ‘al be planned : for WhenPN one
plan
- happen, j ‘Ss
not Just nm f scment
ning, Assessment is not the
©
fin;
final point of teaching Is planning for teachine and
jearning and learnj Ing, but Be
mide and direct teaching 8 and
; learning, | : shou l d be
ysed 10ted § >in othe
eaching, g, learning
as Ze and assessment
assessment into
; classroo T words
ords, teachers need to inte-
grate
™ practices. This involves*S f four
steps: 8 shown in Figure 3.1.
aaa a
a
| Teaching .
and Assessment
iearning |
LV —~-
cael ——
ee
—————
i —
>
Generating _
|
and collecting rvaltating
evidence
| ang oording
reporting .
Using
| evidence ; L information information
Figure 3.1 Integration of teaching, learning and assessment

‘ote thal in teachers African societies, education, teaching, learning and assess-
ment were integrated completely in everyday interactions between adults and othe
somewhat older children with of the ages we find in the Senior Phase tony: _
In CAPS, today, the first step is generating and collecting evidence of achievement;
ihe second step is evaluating this evidence against the knowledge and skills to be
achieved: the third step 1s recording the findings of this assessment; and the last step
isusing this information to assist the learners’ development and improve the process
of learning and teaching. These four steps are closely linked and each one must be
included in the assessment process to itegrate teaching, learning and assessment.
Formal assessment must always adhere to the principles of assessment as outlined
in Figure 3.2.
is relevant to the standards set according to the
* Validity The assessment
CAPS for a specific assessment task.
method of assessment should not present any barriers to learn-
* Fairness The
con-
ers’ achievements. It must also be free of bias and sensitive to
textual factors.
related to what the learner
must be recent and
‘ Currency The assessment
assessment.
knows or can do at the time of by mor e
men t mus t pro duc e the same resulis when judged uber 0
of
Reliability The ass ess e ev id en ce i ove r a num ber
te ac he r or wh en th is judged
than on e . .
s received from a test/assessment must io
occasions. The result t when ssssessam
the » | as e
ment ‘I
ssment also means thaat w
sistent. | Reliable asse e ay as
th e in pu t esses are well ne
pr oc a
developed, ement princely a] 6
7eur
meas
“yr
at io] nal
1nre
ca l an d ed uc
sound theoreti Phase wou (
mei
th e SeSenior
at e
) o
ext of
Sufficient assessment in the ontent definition
conl
Sufficiency " oe
asked ed and the spreae
Wan Schaik
ed
Publishers
the types of questions as rstip'oulat

che it r
that
done during the | or o the tea
cover aspects of the work evidence + com petent ( apted
ve
oO
There must be enough ad
in the CAPS. y¥
pele nt or not ete
that the learner is either com
Education, 2012b)
from Department of Basic
“HAPTER 3. ASSESSMENT IN THE SENIOR PHASE
THE stat)
EESTI ITT ID
| must be — — ee I
valid N\ ‘
\
Sufficient
—————————__—— —_______
| must be | must be
fair -—— — | reliable
TREE | must be Letesigiges
current
Figure 3.2 The principles of assessment
A tinal decision on the competence of a learner should be based on a number of SBA

tasks as well as the final end-of-year mark. This will enable valid, consist
ent and fair
assessment judgements to be made. Although these five principles are
particular
ly important here, these are not the only principles relevant to assessm
ent. Refer to
Chapter | for an account of all principles identified by SAQA in the CAPS context.
It is also important that teachers from the different subjects make sure that the dif
ferent forms of assessment (e.g. investigations, projects, assignments,
role-play) are
covered across the phase.
The example provided at the end of this chapter is based on the planning questions
proposed by Dreyer in Chapter | of this book. These questions clearly provide a struc
ture for integrating assessment planning with lesson
planning.
3.4.2 Lesson planning and assessment

When designing a lesson plan it is important actly
to plan assessment as part ol the that
ities being developed. One should keep in mind that with assess ¥ a
ment, it is qual ai
counts and not quantity. Fewer, well-prepared tasks that challenge the learners*
far better than many, badly planned tasks.
, meas
Assessment is a fundamental component of the CAPS,
because it 1s only by "iti
uring the demonstrated output of the learner that it can be determined
whethel
required knowledge and skills have been successfully
attained. acti.
The lesson plan describes coneretely and in detail, each
specific aa 0
ity (teaching, learning and assessment) that will take place in a particulal “
achieve the identified skill.
When developing assessments it is crucial to make ris 2 en
sure that every learn” wl
a fair and just chance in achie . ‘ 1e1
ving the desired results, according tO ul the _di
ability. There are various theories on how lo feach and assess to addres © vous
cognitive abilities of a learner However, the theory that is more comme” gives”
the revised taxonomy of Bloom published in 200] ‘A theory, this faxono” see
two-dimensional framework into which one
can classify learning tars oerprepa’ re be nil
ment targets (Brookhart & Nitko.
2008). This then helps educators
Of ter objectives and, from there derive appropriate - ) ebbpits"
measures of learned cal
<r) attainment of knowledge and skills atl’
| Blooms revised taxonomy ia

classifie S cogmlive . fag into six | najer
performmces
en Ings, as described in Figure 3.3
~—-
Creating Judge the value of material

Wo eee
Evaluating Formulate new structures from existing know

ledge and skills
ssaiaiem
nd iiiiidaaa
eiii umiaeiaim
iel iedl
Analysing Understand both the content and

structure of material
Use learning in new and concrete situ

ations
f Understanding Grasp the meaning of material
BUH EALSINT OLA TI Remember previously learned material
Figure 3.3 Bloom's revised taxonomy

Source: Reworked from Bloom (1956), Brookhart & Nitko (2008), Department of Basic Education (2012b)
Brookhart and Nitko (2008: 57) point out that teachers need to remember that cogni-
uve level and level of difficulty are not the same thing. For example, one can find
both
easy and difficult questions on each cognitive level of Bloom’s taxonomy. Incorpor-
ating Various assessment questions is educationally sound, as learners differ in their
abilities, and many learners are compromised in formal tests and examinations due to
language barriers, learning difficulties and other factors.
Table 3.3 can be used to assist teachers in formulating the assessment questions to
include all the cognitive levels of the different learners.
Table 3.3 Bloom's categories and applicable verbs in question design
(egos Remem- Under- Applying | Analysing | Evaluating | Creating

| _ bering standing
Associated Telling Classifying | Imple- Justifying Evaluating | Criticising
verbs Listing Summaris- | menting Organising | Checking | Defending
Describing | ing Carrying Decon Hypoth- Improving
Defining Inferring | out | structing esising Planning
Identifying | Paraphras- Using | Attributing | Judging Producing
Retrieving ing | Executing Outlining Testing Inventing
Naming | Comparing | Problem Finding Detecting | Devising
Locating Explaining | solving Structuring | Monitoring | Making |
Finding Exemplify- | Developing | Integrating | Critiquing | Designing
| ing | Applying | Comparing | Experi- Construct-
| Interpreting | Construct | menting ing
Ste oegg
NOmy(2613) ©m Bloom (1956), Brookha
Ling | |_| __
& Nitko rt
(2008) Department of Basic Education (2012b), Bloom's Tax
All a8seg ‘
Sie fy mae Westions need to adhere to the following criteria (Department ol
aon, 2011):
THE SEN!OR PHASE
3 ASSESSMENT IN
CHAPTER
the test plan?

Does the item match the learning objective in
e Content:
l according to the tesy Spec fic,,
© Difficulty: Is the item at the right cognitive leve Deci
tions?
ms of use of language, graphics
* Relevance: Is it relevant to learners in ter 8, NCg,
CAPS req uir eme nts , etc. ”
nslated, versione
¢ Translation (versioning) possibility: Can this item be tra e
rie rs and for other lan gua ges ? dd Or
adapte d for lea rne rs wit h bar
ms of culture, gender _
* Bias: Would this item disadvantage any group in ter ge preference? * 80010.
rural versus urban dwellers or lan gua
economic status,
not meet the above criteria, it should be rewritten o,

If an assessment item does
Assessment and practical assessment tasks include a ey
adapted. School-Based
of assessment methods, as contemplated in the CAPS of the different subjects, The
will depend on the
actual structure and the combination of the forms of assessment
content of the subject as well as the subject-specific requirements.
3.4.3 Assessment feedback

One of the main purposes of reporting, according to the Department of Basic Edu-
cation (2011b), is to provide learners with regular feedback. Feedback should also
be given to parents, other teachers and stakeholders during the assessment process.
Assessment is about identifying what students should learn/know, and then determin-
ing how well a student has learned. Feedback is grading students’ work and giving
students the reason behind the grading.
According to Hall and Burke (2004: 52-53), feedback would appear to be the key
to a positive culture, and to promoting learning goals rather than performance goals
It explains what is wrong and what is good about learners’ work, and suggests ways
forward and ways of correcting problems that make sense to the learners.
The function of feedback should always be to cause thinking to take place. It
learners do not receive feedback, they may not know whether they have learned and
understood the tested material. Taylor and Nolen (2008) point out that learners May
do poorly in an assessment task, test or examination, because they truly do not under:
or it was not a valid measure of their knowledge: in other
stand the tested material
words, there might be a mismatch between content taught and content tested.
Learners need to reflect on their own learning, and teachers need to reflect o" thei!
teaching and assessment. In giving feedback, teachers should emphasise the learners
strengths and suggest ways lo improve; criticise the learners’ work where necessal
but be positive and never personal, and be sincere when giving praise and unambis
ous when criticising. There should always be a balance between positive and nes
tive/constructive feedback, Use the Hamburger rule.
an
Learners can cope with feedback on a negative result if it is clear. ¢° ncis¢ ant
objective Feedback that is prompt, honest, positive and fair will encourare
mot : : et : an an toes mn a ni emewement Always give constructive Feet
co that ae asin sdeugrs hen aan aseese ment tasks are reported ie aa
of School-Based Assessment cade ae is and weaknesses, is a critic ae!
of a process that needs all the ecm’

nts in earning,
order to assessing aie feedbacs’
work effectively « ((
In African contexts, we must be ar in mind that adults who assessed eam q ne!
dren) in everyday behaviours
and contributions to daily chores and (> Ks
Cc
CHAPT ER "
3 7
ASSES+SMENT
p
IN THE SENIOR PHASE
In ae struc
ionsrmanc way,s or
turedchore did give
but tasks formati veve f feed-
Of Se
makekc toUsechild eeetheirquest
ren should perfo in said t ormati
pac of an unaccept-
able stand ard or quality. 7 a
Refer to Mosana’s views of4 Afrirican traditional education in
Chapter 2 in this regard.
3.4.4 Integrated learning
Teaching across the curricula is important, and teachers need to have a clear under-
standing of the role of integration within their own subject. Integration must support
conceptual development rather than being introduced for the sake of it. ,
There are nine subjects in the Senior Phase, eac h with its own
knowledge domains.
However, knowledge does not exist in
isolation. There are natural connections
between and across subjects, and knowledge in one subject may be relevant to and
can be used to achieve outcomes in another subject.
When planning a lesson, it is useful to consider using the skills attained in one sub-
ject to enrich another subject. The integration should reflect a natural connectedness.
and should not be a forced association merely for the sake of linking with another
subject.
It is important to acknowledge in this regard the completely integrated nature of
teaching, learning and assessment in traditional educational contexts. Everything
children learned was integrated with their personal, family, clan and community life.
3.5 PLANNING ASSESSMENT TO CATER FOR ALL LEARNERS

There are many diverse needs of learners that teachers must take into consideration
when planning for teaching, learning and assessment. (See DBE 2005: Guidelines for
inclusive leaming. Available at www.education.gov.za). The ten planning questions
proposed by Dreyer in Chapter 1, which are used in presenting an example of plan-
ning assessment in practical terms later in this chapter, also address this.
3.6 ASSESSMENT CHALLENGES IN THE SENIOR PHASE AND

POSSIBLE SOLUTIONS
There are various challenges or problems facing the Senior Phase teacher. The most
obvious of these will be discussed briefly in the next sections.
3.6.1 Paradigm shift

A Significant paradigm shift has taken place in South African schools since 1998, witht
the implementation of the curricula based on outcomes-based education, and in 2012
“= CAPS, with the challenges associated with implementing assessment to deter
required
i learner progress in assessment standards throughout the year. This has
an Style of classroom management. In addition, such a ee tustiee
‘ need to the philosophy of Africanisation, which requires teachers Os
as underpinning principles as indicated in Chapter 2 ;
Mun focus with the CAPS has shifted to a learner-centred approach that is eng
| tinge Oe and text-based. Expectations are made awe pr
point for all mae
assessme
of skills is the starting
Welyas
ic
'8: From 2013, the assessment : ; abe ‘ ypers ; : anaes
ling examinations. This means that teachers will need to set examination paf
CHAPTER
ASSESSMENT IN THE SENIOR PHASE
that may be very different from what they used to set. SBA needs to be
reported on differently than before (see section 3.3.3 in this chapter). COrdg,
It is extremely critical that the curriculum must be covered in full jn :

The pacing of work to be covered according to the school t¢
SYM SS isIs SPCCifieg
s TY Clas
in s
relevant CAPS documents.
: the
The CAPS demand from teachers a whole new approach, which liff
previous curriculum. This new system requires teachers to adopt fiewers from |
(6
es to teaching, learning and assessment in the classroom,
and they hav i Droge
e g t
vast amount of new jargon. They need to learn new terminology — ter li bhan
m k a s e, y.
line assessment, continuous assessment, School-Based Assessment, formative si
ment, summative assessment, recor
ding and reporting. Learning
assessment standards are replaced with “content” and “skills Outcomes
”. Teachers
to familiarise themselves with an interactive goal-oriented method of te also Nee
aching and 4
continuous reflective assessment process.
3.6.2 Language issues

Learners come from diverse language backgrounds and therefore teaching, lea
and assessment will have to be differentiated to bridge the ¢g ap rning
between those who
can communicate and those who struggle to communic ate in
the Language of Lean.
ing and Teaching (LoLT) of the school.
The language levels in South African schools are:
* Home Language (HL) — provides for language proficiency
that refle cts the basie
interpersonal communication skills required in social situation
s, and the cognitive
academic skills essential for learning across the curr iculum
.
* First Additional Language — refers to a language which
is not a mother tongue
but which is used for certain communicative functions in a society, that
is, as the
medium of learning and teaching in education. In South Africa, many children
stat
using their additional language, which is often English, as the Language of Lean-
ing and Teaching (LoLT) in Grade 4. This means that these learners have to reach
a high level of competence in English by the end of Grade 3 (Department of Basi
Education, 201 1a)
reg: arding a specific skillo, that isve not ‘senicrelat|

When assessing learners in the Senior Phase
ed to language competence (for . ys arnare should 20
example, in Social Scie nces), lear
be over-penalised for poor performance in language (Gillespie, 2004: ners 2) shoul
5 108). Teaches
Peach
must :
therefore focus more on the relevant skills, and ascertain. whether the the learme!
has understood the concepts and information
og . v
and can apply these, ratherve than on the
tha
learner's fluency in a specific language
3.6.3 Parent involvement

The home environment . une!
plays a crucial role in the academic. : at
development ¢ of lee rp al
An essential factor in the
home is the involvement of
cots Cor other caregive rs) and support provided ae M
in the education of learners. Parental
teaching, leaming ane involvement crite
assessment of learners has been
al factors leadin 8 identified as one of ali
lo a successful schooling experience
2005¢: 55). However, (Department ol SF of pe
one of the problems experienced
ental involvement during by teachers is the jae “auipl |
and after assessment. Parents
fee] that they are a
CHAPTER
94 ‘ SESSME
AS NT IN THE SENIOR PHASE
sand the new way of assessment.

;
eaande
s rstand allo cate seat
d to a: test pays
or1p exa
. i
mination,
Mt and pref er the old syste
jo wil’ “
is ener Where a percent-
- jehers need to mvolve parents fron the Star QP, i
ci t of the h a
af 1i¢ on)
assessment that Is going to take plac
.
ae vol ex pl ai
ainini ng
tht ul newsletters, having parent-te e during the year Thi
“ar
heddone by send-
ach er nee atlings or individu:enint
e erview
i fF
rag
ed to be min1 dful of the fact that there are
(
stil l s. Teach-
ne ma
mennydeparale
er “a ing al all. The teacher needs to fi; a
formal schooling wher needs to find INNOVative NS Who
ways of j have receive
iialineane
"ons jn the assessment process, ea
36.4 Barriers to learning and
fair assessment
spe policy on inclusion (see White Paper 6 on the DBE W ebsite www.education.gov.
2) allows more learners with barriers to learning (i.e. learners with special educa-
tion needs) Into ineuasircam education. Teachers need t 0 know how to handle, teach
dd assess these learners. Phe different barriers to learning can be classified as soci-
pecolOnue barriers, systemic barriers, medical disability barriers and education-re-
areal barriers. Barriers to learning are situation-specific and may vary
school from
‘school and from subject to subject. Although
there are many barriers to reourling
reachers need to identify and build on learners’
strengths in order to affirm their
gniqueness. It is, however, important for teachers to note
that the underlying prin-
ciple of inclusive assessment is that, as far as possible, all learners must be assessed
within the same curriculum and assessment framework (SAOU, 2006: 9).
The CAPS is striving to ensure that the entire education system is more respon-
sive to the needs of different learners. Equal treatment is the constitutional right of
all learners; learners therefore need support from teachers, both in general terms
and in relation to assessment. This poses a great challenge to teachers. They need
1o recognise and celebrate the diversity in society, and show respect and tolerance
for the diverse cultures, especially in relation to, for example, integrated assessment
iasks and examinations. For fair assessment to take place, care should be taken to
use varying contexts and examples in order to familiarise learners with, for example,
Christian and Hindu beliefs, isiZulu and Sepedi songs, Islamic and Venda art, and
urban as well as rural situations (Gillespie, 2004: 109). According to Van der Vyver
(1998: 152), proficiency has to be considered within a particular context or situation.
For example, baking a cake can be accomplished in an electrical oven, a microwave
oven, or over an open fire. Fach context requires different qualities of performance.
The more complex a skill, the more likely learners will display different degrees of
competence. In such cases, teachers should be able to conceptualise the skill in terms
of specific and discrete perfor
mance levels
Por teachers to address barrie rs to learning effectively and ensure fair assessment,
there are several important questions that they need to ask themselves concerning
their assessment practice (adapted from Department of Education, 2005a: 22)
* What concepts, skills or knowledge
are to be assessed?
* What should the learners kno
w?
* Al what levels should learners
be performing?
What type of knowledge is being assessed: “os
reasoning, Memory or processing
we all the learners treated fair ly, including those ho experience barriers 10 Jearn-
Ing?
\re the assessment practices non-discrimnatory .
SENIOR PHASE
JT IN THE
CHAPTER 3 ASSESSMER
omoted?
* Is gender equily pr and girls?
paid to both boys
* Is equal attention
ronment safe?
« Is the learning envi perience success?
ie s for all learners to ex
- Are there opportunit increasing learning and
participat;
me nt pr ac ti ce s ai me d at On, aid
- Are the assess
n?
minimising exclusio
an attempt to minimise categorisation of learne
approach " rs?
* Isthe assessment : ;
s being used to ensure that all learners will be able
+ Are various instrument HE lO den t
onstrate their skills? and muy
as se ss me nt ta ke int o acc ount the different learning styles 'Dle
* Does the
intelligences of learners?
y of complex tasks?
* Are learners exposed to a variet
text-related?
- Are the assessment activities con
assessments provides a mechanism for learners

The following range of alternative
, also for other learnersch who Ihe,
with the most significant cognitive disabilities neeand
d alt ern ati ve way s in whi to dem
ngand who may
experience barriers to learni
It also provides
onstrate whether they have attained knowledge, concepts and skills. tiona
are incl uded in an educa “OE.t
l accoun
a mechanism that ensures that these learners
ability system.
three types of alternative assessments are as follows (Department of Basic
The ‘
Education, 201 1a):
a) Alternative assessments based on alternative attainment of knowl-
edge (content. concepts and skills) for learners with a significant cognitive
disability. These assessments are based on the grade-level content covered
by the general assessment, but at reduced depth, breadth, and complexity
These assessments describe achievement based on what is determined ag
a high expectation for these learners. Target learners can include learners
with intellectual disability who are currently enrolled Sh special and ait
nary schools.
b
) fen - native
7
assessment
= ~
based on modified1
attainment of knowledge
content, concepts ‘ and ‘skills)¢ for leararners 1 wit iti re WOTKING
Se eee c i n dicate
on grade-level content that at is covered in with disabilities whe are However
the general assessment. er
pee:7 se
s ( F
eilr . disability,
. they may require
1 5 more time to master the con-
jent " Th se assessments
se assess 3 2
measure
BQea apy
a learner's’ mastery of grade-level. Target
oF who
| f can include learners with moderate intellectual disability,
an
are deaf, or some learners on skills programmes, etc .
c) aAlternative
mative assessments based on grade-level — attainment of knowh
oe e te, " conce
(content, eee and
: skills)
ski for
‘ learners with disabilities oF Jearmns
fife i o need testing formats or procedures that provide them mu
their content which !§ vl
attainment of learners
i"ye se
jhe ésame
soos ide een
agrade-level to
“
as demonstrate
the the general assessment. Target can includ
. -arners who are blind, or who have we communication
eee icati ical didisabilit ne
or physical
o suffer from dyslexia or hearing loss
CHAPTER 3. ASSESSMENT IN THE SENIOR PHASE
gy three types of assessment should, where possible, be available in ordinary and

a . |
special schools. _
tt traditional African or Ubuntu contexts, there were no alternative assessment
models. The children who struggled to master skills and who did not achieve the
desired standards were treated with patience and compassion, but achieving the stan-
dards required was never under discussion. had to learn to achieve those Children
standards through repetition (additional and extended opportunities) and persever-
ance.
3.7 EXAMPLE FOR AFRICANISATION OF ASSESSMENTS IN

CAPS CONTEXT IN THE SENIOR PHASE
As indicated in Chapter 1, planning a comprehensive and effective formal assessment
task needs to be approached with great care. Chapters | and 2 of this book have made
it abundantly clear that a wide variety of crucial factors need to be taken into account
when assessment is planned. Should all such factors be listed, there is the obvious
danger that it may become overwhelming and that a teacher trying to keep all these
factors in mind may become bogged down in detail. In Chapter 1 of this book, Dreyer
presents a list of ten factors, presented in the form of questions that teachers may
(and should) bear in mind when planning any formal assessment in the CAPS context.
Dreyer includes the need to do justice to Africanisation of education and assessment.
This list of questions is used in this part of this chapter to illustrate, by means of an
example, how assessments may be planned for assessment of learners in the Senior
Phase. The erample is of assessment in Creative Art Grade 8: Create in 3D and tell a
Story
Creative Att Grade 8 Make a drum and use it in storytelling

1. What subject, lesson topic and grade is being taught and assessed in this context?
The subject is Creative Art
Lesson topic: Creating in 3D and indigenous storytelling
* Grade &
What purpose for assessment do you have in mind for this assessment task?
iw
The assessment task is both formative and summative. Learners will learn to create
in 3D and they will demonstrate their storytelling abilities practically as a formal
issessment task
What learning aims as contained in the CAPS are being assessed in this task?
Genexail ‘4 ‘ ‘ -
“acray aims: Solve problems. Work in teams. Communicate effectively, (Department
{Basic Education, 2011)
Sperify .
pecific aims for Creative Art
“Mough all the speeifie aims listed in the CAPS are relevant, the assessment is
locused
Particularly on the intention to
LlOp creative, expressis and innovative individuals and teams
with exposure to and experiences in drama and visual art

What
— assessment activity will be used to gather evidence of the learners’ ability?
|\ © Publishers /
pyvan Schaik)
‘The
i
me regytraditional
a 1 Afrienn village of old, drums were used for various purposes, You
Wired to do some research in this regard and make an authentic traditional
African drum to demonstrate your abilit
y in ere: uing 38D
us an indigenous
i story related to drums . and use the al drum art. You also } uve
you created in ‘ety tal
story. You have to complete both tasks in
groups. Your teacher will div; telling 4,
groups
i =
of five learners each. You are expected to assist . ha] . &
one another de You int
these two tasks. ne
“OMpLeti, r
As an individual group member
, think about the use
communities. Maybe you have such a drum at home. of drums in traditioy .
or maybe you have sa Mftican
bers in rural areas who have such a drum. Maybe you
have a grandfathe, em
who has such a drum or who knows how to make such
a drum. If you eatin Uncle
know anything about traditional African drums. you will
have to do Sine y He not
later. Think of what these drums are made of. Think
of the major steps in "esearch
drum. Think of how long every step in the process may have
taken. Making a
* Who made these drums? What tools did they
use? How did they decorate their drums?
When were these drums played? Who played these drums?
* Please do not talk to one another
while we all think about this.
Thinking about this IN class yi)
take no More than two minutes.
In your groups share your thinking with one another. Ask one member to
wr Ite
everything that the others share. Make a list of all the down
contributions — ever ¥
must add something, even if you indicate that you will find some Me mber
informa tion abou
traditional African drums later. Show your list to the teacher when she t
asks for it
This should take your group no more than five minutes Rem
ember — although you
will share by talking, one person speaks at a time and wh at is shared
down immediately — do not talk must be written
for a long time and then start
writing down the idea.
Your teacher will show the whole class an example or a few e xamples
of an authentic
traditional African drum. She will point out the following:
* The structure and shape
* Components’parts
* Functions of the parts
Techniques used to decorate the drum
* Effect of beating the drum — the sound of the drum
Your teacher will indicate the following regarding the drum you have to create:
* The dimensions of your drum should be as follows
— Height: minimum 400 mm and maximum 600 mm
~ Width: minimum 200 mm and maximum 300 mm
* You should use hand tools only — no power tools may be used
°
Your drum must be as close as possible to an orginal drum made in olden days, Do not use
store-bought components: use exactly what was used traditionally
.
In your groups. consider everything in the
:
instructions thus
‘ .
far, the contribution s at
group members and the teacher's input. and then do the following:
* erwate and
Make a list of the materials and resources (such as hand tools) that you would need to ¢redls
decorate the drum
Identify possible places to obtain every item in the list
* Make a list of things
you
to do that reflects all the steps in the process of < creating the . drut
drum once
:
have all the resources
Share your task list with your teacher to make sure it covers
Na
everything
~“
Mlocate tasks to members in the group in such a way that everyone does what¢ he » of sh amis gout
Van Scha ik
.
Publishers
at, and that everyone does more or less the same amount
.
of work
Also make x ayi list
83 . 5
of issues problems/challenges for which you need to do moreas rescar
epgearcl
m
ws ager.
CHAPT ER 3° S SSMENT
ASSE IN THE SENIOR PHASE
ne
ude ssear ch regarding a traditional African indigenous story
rests ia ry
th al
may include the use of
drum>-
of the above by completing the planning document Refe sy

po all to the document:
yg toer vate an authentic traditional African drum
plait!
y ‘our planning to the group. They will assess your planning using th e
present , art and you will assess
3D a th € Ir planning‘sessment check-
E er assessment ‘ of ~~the creationsd 8: using the saame
jist for P
rac { with the other group memb ers in a spirit of sharing and caring so that we II
tool. Inte r. Do not be overly critical of their work — Just be fair
e a n o t h e Se
jrom on
s er de tirionng thne e enna
rs nd thengc,omimnecnltudingyouthr e tewaocrhk dimsatribu du ‘mo
Use thaend fereedvbiasce k anfdromimpyrouorve peyeour a planni
ment .
This should not take more than five minutes.
e [mplement your planning ~ every member of the group will know exactly whata to do to co m-
plete the drum during the next Creative Art class/period. Bear in mind that all members of the
eroup have homework to do. Obviously, every member must do his or her part for the group t
be able to complete the drum during the next Creative Art class, oe
» Dt inng the next two Creative Art lessons, work on finalising all aspects of the drum including
dec
orating the drum. Your peers will assess your work using the Assessment checklist for peer
ass essment of the creation 3D art. During the second lesson you will complete the drum and
nt.
submit it for summative assessme
Study all the assessment instruments and ask your group members and teacher for help if any
exactly
assessment criterion is not clear to you. These instruments are given so that you know
what is expected.
Which assessment products and/or performances are required from the learners?
~t
© They will submit an authentic African drum to be assessed in terms of the criteria for creating
3D art,
+ They will do a group presentation tn hich an indigenous story (real or fictitious) is dramatised
and in which an African drum is used
5. Who is going to assess the product or performance, and why is/are these assessors
used?
the component
* The making of the drum will be peer assessed through the stages of creating
for learning and take
parts and the final product. Pees assessments are used to attain assessment
place under direct guidance of the teacher
of the indige-
* The final product will be summatively assessed by the teacher. The presentation
these will
nous story will be peer assessed for the sake of learning from the presentations, but
summatively assessed by the teacher as well
’, What assessment instrument is used, and what assessment criteria are applic-
able?
Note that what follows are the instructions as given to the learners W hen this assessment task 1s
sake of
Conducted ina school context. The instruments are presented here in another font for the
Clarity
Planning to creat ; as as
ate an authentic traditional African drum
Rege
“SOUrCRS
~ nirces and work distribution _ se as <<
Mater rT i. = _
—~SraliResource Possible source | Group member/s |
|
|
[|
|
|
|
|
|
Schaik
Publishers
(ovn
IN THE SENIOR PHASE
Planning to create an authentic traditional African drum
Steps in creating a drum and work distribution
Step Clear description of what mustbedone | Group menpo-—~

“1. Doresearch and draft a Every member in the group sources infor- Pal
basic design for the drum mation fam family, books or the internet
about traditional African drums. We share
such information in our group and decide
on the kind of drum we want to create and
draft a design by making a drawing of our
drum.
| 2. Hollow out the inner cen- | We start with a solid stump of wood. The Siphiwe I
ter and shape the body of |_| inner part of the stump needs to be hol- &
Seecdivuri lowed out to form the body of the drum. John
| This has to be done with hammer and
chisel. If we use dry hard wood, this will
be hard work. If we use softer wood, it will
be easier. Depending on the shape and
intended decorations/carvings the outer
shape must be formed in rough.
3. Drill holes for pegs At least 8 holes have to be drilled into the ‘aid ~~
wall of the drum, into which the pegs will &
go to stretch the skin over the top end of Sibongile
the body of the drum.
4. Stretch & fasten the skin ? Palesa
| over the top end of the &
| drum | Olivia
rs rT
| |
| |
L ae —— {
The table may be extended as is required by the group.
Assessment checklist for peer assessment of 3D art

An authentic traditional African drum: Design of the drum
Group assessed: Name of the group that was assessed
a _ —————_—__ 1 1]
Assessment Criteria {ne

1 The design of the drum is similar to traditional African drums used in giden days - the
|
| |
shape aand features reflect typical African art. | J
b —}—___—_ $$$ ae ——, |
| 2. | The members of the group could explain what materials and
nd tools they intend to use in | |
| | creating the drum
} ———— ————______ a sin :
3. | The members of the group could explain where they would obtain the resources
and
|t— tools to be used in creating the drum.
_ 3 — |
|} 4. | They could explain the main steps in -the process
= —_
of creating a drum | —_——j
- Ee ee
They could explain how they would decorate the drum and oo
: |
5.
|
why they want to decorate |
jel | itinee
that particular
eee
way ee so
ea
Assessed by: Name of the group

that did the assessment
CHAP ER 3 AS SESS M
EN IN TH ESE
SEN 10 R PHA S E
ment checklist for peer assessment of the cre ation 3D art

gase®
: : authentici
. i;
tra ditional African drum: , Creating a drm
~ from Planning to just
jore final assembly
:are yup assessed: Name of the group that was assessed
.
| The design of the drum is similar to traditional African drums used olden |}
nolden
| days - the shape and features reflect typical African art,
+ ata ceo
| The outer surface tth
of the body of thedrum
of §is sulasi
the drumebo dy
suitable foretn
either ———}
carvi
| colouring as ways to decorate the drum. ngor
+ eT is hollowed outta qt
the stump used to create the drum
I | The inner part of
| ate an appropriate space for effective sound. &
ee
Pe|e
| the drum is shaped to allow for easy beating by hand or with a stick
to -———++—__—___]
The leather to be used as the membrane of the drum is large enough
cover the top opening and to allow for proper fastening to the body of the
drum
Everything needed for fastening and stretching of the membrane is avail-

able
“> Some members of the group could clearly demonstrate and explain how
the membrane would be fastened and stretched.
issessed by: Name of the group that did the assessment
qesessment grid for formative teacher assessment of the creation of 3D art

‘reating an authentic traditional African drum in groups
Group
Assessment Criteria
Mark
olden” 1
| | The design of the drum is similar to traditional African drums used in
days - the shape and features reflect typical African art.
or 1
2 | The outer surface of the body of the drum is suitable for either carving
colouring as ways to decorate the drum.
hollowed out to cre- 3
3 The inner part of the stump used to create the drum is
__#e an appropriate space for effective sound, |
= __Thedrumis shaped to allow for easy beating by handorwithastick, |}
h to cover the 2
The leather used as the membrane of the drum is large enoug
and
| tp opening and to allow for proper fastening to the body of the drum
—— fT
—__lightening of the membrane
is _ The drum is decorated similarly to traditional African drums. — ___| 4.)
onal contexts. je 1
| The drum produces sound effectively for use In traditi
om ae
[|
zLp
e2
oo
ws
ca
aa
pa
©
_ / ; - _ : toa wioa\
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| “suunIp JeUOly OT
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“Wp Ju) ajesorap 0} Shem “WMP dy UNIP au) | |
se Burnojod 10 Buried Jaya aleiodap 01 shem se Bulinojod Jo Bul 3}e102ap 0} sAeM Se Bulunojo> JO Bul ‘WNP ayy ajeiodap oO} sAem se Bul
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jeuonipes) O1 seis Aaya
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-WO? S$} unMp ayy yo UBIsap ay | a
|— oo ot
MENT}
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Buipueisino £ snonoyew g jeueysqns s ayenbapy p ae1apoy | € Auequewayy |
|
0 paraiyry ION |
yew i ee
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ASSES
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IE de Jo UOLPWOT DIP} JO JUOUSSISSE LOYIBO) DALPBUUWINS JOJ OGM JUOUISSOSSY
3
3
c HAPTER
CHAPTE Ra oas$6 SESSj ME
NT IN THE SENIOR
SEP p HASE
a] you make sure that assessme nts are ‘

a PPropriate to the de
“me rs?
the Jearne velopmenta|
to topics taken f
cks are directly related rom CAPS
level and we use
ich Is clearly pitched at Grade 8
4 Sultable tex
t.
asse .
t
1 make sure tha
will yO sess me nt is fair, » ie,he. th that all| ‘earners S are
flow 'same> way before, as
during and after evidence ey; y
treated
te exa ct y the ‘e jis produced, performed
collecte5 d eemeeant 3 Sx Beith
yd/or in
athi assessment 18 challenging
s aspect of the “ » aS bo % .
are completed
= ai the by
. . i icate aho w fairness is
instructions clearly¥ indind
rners in grouenpsts. do
jeahe ain,by the
Agne the teacher enhanced
m
Because the peer assessments are part of formative a

. rs a € » > }
jearning,a one
|
the fact
ery
CONC that peers might

Mice. PARAL not
eT
make objective and neurite judgements
not @ serious concern, The teacher will lead these =
assessn ‘ is eat
idle vee th
3 ages Dax — saeacs 2 ;
pequired t0 justify their assessments of their peers’ work, and i i work, ands
7 cn em ver |
from et ach group § weaknesses and strengths. | mene
The addin gor subtracting of marks for individual contributions J
and i
‘ inteended to
nay not be beyond criticism apply
8 fe to apply the
gr ou p w o r k I in this regard, but is
p in a fair manner. the
~onc ep t © f g r o u assess ment
ess 5 of practi
that your ass
ssessment task iss ‘actical use to | earners
- havehave ¥ yo um ade sure
How
3
communities ?
and their
know ledge is used. shared and celebrated with other learners and
é th e
Indigenous
teacher.
tudes san and
u ta ke in to a c c o u n t di ff erent individual learning styles, ’ apti
4. How will yo ners may have?
sts that the lear
intere ic, visual and
d ilities assessed on both tasks, hapt
Because of the diverse skills an ab ssed in these two activities.
lised and asse
auditory learning 1s uti
integral ongoing part
ensure that assessment is an
o. How will you use feedback to
of the learning process? us
the drum and developing the indigeno
\s indicated in the instructions creating rath-
dra mat isa tio n ther eof w ill be assessed formatively along the way,
story and the Learners will learn
process in one final assessment.
er than merely at the end of t he er than by
teac her' s and othe r lear ners’ examples: by doing. rath
by following the
being told what to do
sensitive to gender,
ts are bias free and
0 How will you make sure that assessmen
of | earners?
nomic circumstances
race, cultural background and eco h activ1-
a tra dit ion al Afr ica n indigenous context. Bot
Both activities are embedded
in tur-
res pec tive of gender, race. cul
in all respects ,
ners to be equal activities clearly
tes regard all lear circumstances structions for both
il background or economic The in
will assess these tasks summatively.
indicate how the teacher
ted?
limited or nega
of asse gsor bias is rences and
ow will you ensure that the effect
H +
all pr on e to our own prefe
The tearhor should acknowledge
T
that we are summative
: eacher
ly an d wil lfu lly when the
aside conscious r individual
.
ective notions. and set these subtracted fo
Ubleet ve
added or
nent takes place, especially when marks are
7
ISSesemap ; 77
(ze
:
rT
ant?
mal nie rs
cenprtetl in lee
:
results of the assessment
4 i]
Now Will y oa
\ you record and report the nsferrable and can
be reporte 82
. silv traalts
| irk
KS reeop are e& ASU
“rms of prdes using the instruments
.
Ms of the he 7 7-point scale prescribed the CAPS.
we
9. How will you use the results of the yn nt?

nt? hive assum, |
- S805
Results from the peer assessments anst he
ormative eae
assessments wil] 1 be }, its
‘ d learning Results from the
summative ASSeSsment, ‘
enhance teaching and learning. i) ty
used for promotion purposes, and will

i l cont
¢ ‘ ibute Dfto the yea
‘year irk
mark, Whe
3.8 CONCLUSION
From the discussion in this chapter it is clear that ee ite Senior Phase
is no easy task, and that teachers are sonliontee " De vem Approach ty
teaching, learning and assessment. For assessment 0 be . z “ mn ee SUCCE ssf)
ly in South African schools requires more than em HOGING a ree towards
assessment. The new curriculum and assessment policy Alcachi ‘ S . t from regard.
ing learning as the transmission of knowledge, to ete Gen ms _ Interactiy,
activity in which both teacher and learner participate. th Wine © Supported
and provided with the necessary training and resources to mE ve ine € ectivenes
of teaching and learning in schools. Teachers are also ene Hs ee e thexam.
e
ples given in this chapter as a starting point or reference 0 adapt as oe given
in textbooks to incorporate notions of Africanisation in their aa .
If implemented correctly in South African schools, the ek um in ‘oe
policy can contribute to the aim of the Department of Education, namely to eVelop
the full potential of each learner as a citizen of a democratic South Africa.
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CHAPTER 4 Asse
SSMENT FOR FET IN SCHOOLS
assessment for FET in schools

Ni an & J.M. Dreyer
M.M. Ni em
4,1 INTRODUCTION our learners. it j
ho w much effort we put into the teaching of
think they sre aot is assessments
tter matter to them. They will learn what they
”g maveal
on The ® ay in which they are assessed will therefore determineIf weeile er learneiers
or a deeper approach.
al adopt 2 surface approach to learning
ngage in 2 deeper approach to learning, we have to assess in such ve wat then @
agpeaicat Wal
yer this type of learnmg. ed
the value of assessment for learning, as oppos
foste
In good assessment practice,
recognised. Put differently, learning:for assessin a
nerel \ assessment Of ‘learning, is
ly important. As such, assessment eas
and jearning from assessment are equal n experience at the end of
part of the learning process and is not just seen as an add-o or not
need to know whether they are making progress
Learners
a learning process. work. They will be abie
ed to know what they need to do to improve their
and they ne basis and if assessment and feed-
to realise this if they are assessed on a continuous
of the learning process.
back are considered to be part as
we should assess the process of learning
If we want to assess holistic learning,
es that learners have to be assessed while
well as the products of learning. This impli programme. We also
are engaged in tasks, and
they not just at the end of a learning
have. We there-
and use the knowledge that they
evidence that learners Can apply
need n. Assess-
es for learners to demonstrate applicatio
have to provide opportuniti
fore of content.
at ass ess ing act ual com pet encies, not merely knowledge
is aimed
ment ts in the FET
alig ns wel l wit h the imp era tive to Africanise our assessmen
This t is learned and
icanised education is that wha
Phase. One of the principles of Afr s the prob-
to com mun iti es and should be useful to addres
assessed should be ise 1 ful pter on Ubuntu,
they face We the ref ore spend some time in the cha
lems or challenges should be included
systems and how these
Africanisation and indigenous knowle dge
inour lessons and assessments.
PU RP OS E AN D PR IN CI PL ES OF ASSESSMENT FOR FET

4.2 THE
IN SCHOOLS
Pass essment in FET is manl-
lust lik the purpose of ass
f : like ‘ in sany other assessment Process
hy an schools Nit and thetir
OM
aims are to
1. The primary for all South Afric
alised
e
a assessments that are contextu
famers
Prove te:teaching and learning

Mprove
srformance |
- y cur ren t sh or tc om in gs in th e learners perfor
fy; and/or rectif
identiify ning
: ar
ident; oo s ctifptiy
ify Ya; ndWorsecurere barriers to le learn
about
sl akeholders
guardi ins and other
+:
Bive
edback to learners, parents,
fee avis
a orpre Sesa vr perfor vance
; Press
ing (hen perform
Vel)
bleJoaamers to use the feedback to set targets [Or improv
CHAPTER 4° ASSESSMENT FOR FET IN SCHOOLS
As such, the aim of assessment is forniative in nature. Because format IVE agg
practices continuously feed information back to learners to enable them, Sten,
better, this type of assessment is often described as assessment for learning.
“ty
CAPS, this type of assessment is called classroom assessment and a disti ne :
made between informal and formal classroom assessments. In the FET clas 100jg
Sstoon,
assessment forms an integral part of teaching and learning. If informal and fj
classroom assessment reveals that no progress is taking place, there js Still tj ma
adapt the teaching and learning activities to rectify the situation before the finale
of-year assessment takes place.
Assessment that is done with the purpose of checking achievement of Competency
at the end of a single learning activity, unit, cycle, term, semester or year of a
ing, is known as summative assessment. Summative assessment can be rn
as assessment of learning. In the CAPS for FET, there is a big focus on end-of.
examinations (which count 75% of the total mark for each grade). The Grad
examination is in the form of an external examination that is assessed and moderate
externally.
In Grades 10 and 11, assessment is done with the purpose of promoting learners
to the next grade and giving feedback to parents. In Grade 12, it is done with the pur.
pose of awarding a National Senior Certificate (NSC). Marks obtained at the end of
Grade 11 and for the NSC are used for the purpose of awarding bursaries, Selecting
candidates for particular courses and providing feedback to parents and higher edu.
cation institutions about learners’ performance. It is clear that assessment in Grade
12 has far-reaching consequences for a learner's future.
The division of marks between FET assessments done during the year and the end-
of-year assessment is indicated in Table 4.1 (the example is from Geography):
Table 4.1 Summary of formal assessments expected in Grades 10-12 (Geography)
| Grade Formal assessments Cass (25%) | Final exam (75%) Total
| 10 - 3 Assessment tasks 3x 20 = 60 | | 400

« 2 tests 2x 10=20
| Mid-year examination
ee
1x 20=20
100
— | _ |
|
1
OT
|. End-of- year examintion
ee 7
| Paper 1= 225 (3xx75).
Paper2=75
+
11 » 3 Assessment tasks 3x 20== 60
| |. 2tests 2x 10=20
° |
|
Mid-year examination 1x 20=20 |
| 100 _
| + End-of-year examination | Paper 1 = 225 (3 x 75)
| | Paper 2=75
| _ ae — | 300 —
12 |. 3 Assessment tasks iz x 20= 60 | 400
» 2 tests 2x 10= °
|» Mid-year examination |1x10= | |
|» Trial examination 1x 10= is |
eee
End-of-year examination _| | Paper 1= 2251 3> x 75)
| | Paper 2=75 |
| oe (300
source: Department of Basic Education (2011<)
CHAPTeEp 4 ag
OCUMENTS
SESSMENT
FOR
GUIDING ass FET IN SCHOOL
ESSMENT
on
FOR FET IN
: number of docume
nts that ne ed to
a
ants for assessme be ConsulteItd
nt in the FET. ed wi wi rega
These are the Nati th rd to atut
irene Programm onal Policy St or
Pertain y
ing (0 on Grades R-12 e and P. romotion
, the Nati al prot Requ trements of the
e i curric? ulum Statemmaenne t: on€Cu oco} SOY assessment Na
é
Grti
adon
e alS Clienieniien oe
yan Educat
ion and Tr.ai /
rr i¢ w um and AS R-12 and th
e
ning Gradwa . sessment
e
es 10-12G for “eea Po li cy Slatements
ach -
fur ch FET suoo
Fe r
bjp:ect.
Nat
ional
4.°-" 1 requiremePol icy Pertaining to the Pro g
nts of the National Curr ramme and Pr
ic ulum Statement omotion
Grades R-12
; ‘onal Policyf Pertaining to the Programme
The and Promotion
Requirements
of fheve ! vational Curriculum Statement Grades R- 12
(Department Of
11a) describes the Basic Educa
requirements and ru
tion, 201 Certif
Le “
icate (NSC). This document
les for the conferme
nt of the National
Senior ; and subject gives info rmation on
entrance requirements
combinations, as well as ,
promotion requirements. Sub
subjects AN“ articular take note of the jec t tea ch-
promotion requirements whi
ers should ny woudl be offered and that ch state that
seven candidates must achieve 40%
ali ee must be a Home in three of
them (of W Langua ge), 30% in another three, and
at le ast the
School-|-Based Assessment component in the seventh subject.
4.3.2 National protocol for assessment Grades

R-12
jational Protocol for Assessment Grades K-12 (Department
of Basic neue.
ge oecag res to regulate recording and reporting in all schools. This socuine n
Se eecaem ‘k for the management of school assessment and school assess:
site ie ives direction on the learner profiles, teacher files, report oa
ee Adhenant xe h dules. According to the protocol, teachers have to enstlr e oe
nen profiles
learner mail ,staneh: er files, ’ report cards, record sheets and schedules are correctly
created and maintained.
j i m Statement: Currici
ulum a ndhel Assessment
“8 Polley Slafeneis - Further Education and Training Grades 10-12
The National Curriculumms Statemen ut: Curriculum
. oe ein at Policy
issess
eS
and Assessmer caee State-
‘urri urriculum
S— Further Education and Trainir ( iroaimue fe ee
inthe ver. What tak this
| extremely
| Sanneuseful is that the cunt i seai ese tacled
ssessment
:
in one : document. In the e semaine
assess aeeae
section, indet the
for each subject
: ,are combined:
Subject, theohfre auency ofoleesbard

assessment and the a
' akeot each
eae aassessment.
hre Each sub-
see
| : diay _-
thator they |knowenthis. ctocaan
doc ume eeu 5 are detailed
ntjs teacher
Het ” nak: maice xsure
Suidelines and requirements
to asses ‘ a are
regarding every ich must
€ compe ‘es Co be achieved (ar a therefore
eartent,skill
dese be es
| ane wine - skills and value: to
e attained, The content should should include Ubun
thee ar | also beLe Africal * sediuors: aie supposed
|te asThediscussed
'Values conan in aieChapter joo2. Bes icanised and values shou to to :study
| yethis
In addition een esament for theit SUD
“cumen; to prepare
an annual programme sess
| | of orm im . school
pid Stade. tg be submitted to ont
the school management team (SMT) be sfore the sc
Year Starts, tean
ASSESSMENT FOR FET IN SCHOOLS
CHAPTER 4
4.4 MONITORING, ASSESSMENT, RECORDING, REPORT

ING
AND ACCOUNTABILITY (MARRA)
a
An analysis of all the above documents reveals that assessment entails
activities, such as monitoring progress by means of informal and formal me EF uf
reporting assessment. This sie ome

conducting assessment, and recording and
the acronym MARRA, which was developed in England and which Stands for - Wath
Looking at the ele ne
ing, assessment, recording, reporting and accountability,
ent Nets yy
MARRA gives one a good idea of the different components of assessm (Bamps ¢
Hunt, 2003: 9):
M.~ Monitoring should be done to ensure that learners are making
ously Progress ang
that your teaching 1s effective. Monitoring is done continu
and income,
ates planning, teaching and assessment. It is done by means of fo Tnal as wel 6
informal assessment.
performance of —
\ Assessment entails the collection of evidence on the ts
formal year-long programme of ass¢
This should be done according to the “SSMeny
(see section 4 5.2).
progress. Apart from dean
Rk Recording creates a picture of each learner's
plans, your sche »
about learners, YOU should also keep records of your lesson Mes
of work and your own reflections on assessments.
R Reporting assessment results to the learners themselves, parents, other teach.
ers, the Department of Basic Education and the school and wider community js
Important.
A Accountability of you, as an educator — this means that you are accountable {0
learners, parents, potential employers and the public to provide clear records of
the academic progress and achievement of learners, who are, after all, potential
employees.
4.5 MONITORING PROGRESS THROUGH INFORMAL AND

FORMAL ASSESSMENT
Classroom or School-Based Assessments Consist of informal and formal assessments.
4.5.1 Informal assessment and how to do it

g acti
Teachers should assess the learners’ progress on a daily basis during learnin
that learners
ities. By merely observing learners informally, teachers often realise that
need to explai n the topic again, a particu:
are on the wrong track and that they
lar learner is not following what is explained, or that learners are confused. Informal
assessinent on a daily basis will also tell a teacher which learners are unwilling l
participate, or need to be prompted, or need extra support, or are not interested anidI
the work at all. Although this informal type of assessment is mostly unstructured
done spontaneously, it plays a vital role in the classroom. Informal assessment mig!
also be a bil more structired, for instance in the form of worksheets or homework
exercises,
Informal classroom assessment refers to all th matio. n that teache

.
rs = gal
GE hel
e |infor
p
— es ide assessment procedures. The monito

el ee!
; . - , gutine and everyday learning actives

tnport ant form of informal assessment. It is done by marking
seleia homework & xerc ise
CHAPTER 4° ASSESSMENT FOR FET IN SCHOOLS
asking questions or giving learners short assessment tasks to comple te individually or

“& ° <—o Te] +
in groups. Informal assessment need not necessarily be done by the teacher only. By
ee
Jetting learners do self-assessment: or letting them mark each othe r's work, the teach-
eras well as the learners can learn a lot about their progress. This type of assessment
aligns well with the principle of community (caring for each other, helping each other
and working together as a team) which is a core Ubuntu value. The teacher does not
have to record informal classroom assessments,
Informal assessment is often done to monitor learners while they are doing tasks
in the classroom. The value of informal assessments lies in their proactive nature as
they enable a teacher to identify possible learning difficulties or problems with nek
done in the classroom, This enables the teacher to provide additional support to indi-
vidual learners or to explain some sections of the work again. It also allows learners
to share their indigenous knowledge when answering questions (indigenous know-
ledge forms part of their individual backgrounds and contexts).
The fact that daily assessment of learners is done in an informal way, does not
mean that the teacher does not need to give feedback. Feedback to learners should
indicate to them what they can do to improve. It can be given to a whole class or to an
individual learner. The learner’s performance in informal assessment tasks is a valu-
able source for providing feedback to parents and other role-players. This should be
done especially if the teacher notices that a learner has a barrier to learning, is unwill-
ing to participate in classroom activilies, or is not showing any progress at all.
Example of an informal assessment (this assessment usually takes place during
and/or just after the lesson to determine if Jearners understood the lesson):
Use an outline of a waterfall and ask learners to identify the features such as the
step, notch, undercutting by hydraulic action, plunge pool.
Or
Ask individual learners to describe how fluvial processes form each of the features.
Or
Ask learners why we should look after ow water sources (traditional values -
living in harmony with nature)
Or
Ask learners how traditional communities conserved their water sources (indigen-
ous knowledge systems)
4.5.2 Formal assessment and how to do it

Apart from informal assessment that should form part of every lesson, the Depart-
ment of Basic Education (2011c) also requires that a formal year-long programme of
assessment should be developed, in order to monitor learners’ progress formally and
continuously throughout the year.
All assessments in Grades 10 and 11 are School-Based Assessments and are done
internally. Assessment undertaken throughout the year counts 25% of the final pro-
motion mark. and the summative examination at the end of the year makes up the
12, only 25% of the formal programme of School-Based
remaining 75%. In Grade
Assessment is done internally. The remaining 75% of the formal assessment and the
moderation of the 25% internal assessment are done externally. The only exception as
where learners are only required to do a number of assignments
is Life Orientation,
no examination is written. The
(School Based Assessments) throughout the year and
School-Based Assessments are externally moderated
4 ASSESSMENT FOR FET IN SCHOOLS
THAPTER
ise only 250

Although classroom assessments in the FET band compr
mark, they are important as this is where teachers can include assess eo He
comply with the requirements of tertiary education and the working a s Sth
Russel, 2013). Orld (Gouys.
Planning formal assessment should form part of the annual assess |
include
MEN pyr,
reference to assessment tasks, ? act;ULV]tic
Lesson plans should 7
Br anne.
cs, rating scales and checklists
S n
4,
ods and forms of assessment as well as rubri
= eth.
that wip
ssment in lesson plans will be intiotina!
be used to assess learners. Asse a topi a forma
are pres crib ed and are usually done after completion of
assessme nts kee, .
the prog ramm e of assessment, teachers should
When developing ou we
methods are available for assessing differ,
that a wide variety of assessment y us nds
. In the next secti on, a numb er of meth ods that are mostl
s t l y
of competencies . : Sed to
; aii ssed.
assess in FET are discu
(this assessment is usually done as home
Example of a formal as sessment
ine if learn ers can apply their knowledge and/or skills me
and is used to det erm
sment, the fase,
ired durin g the lesso n). In order to plan a formal asses
values acqu
sment: ™
should be able to answer the following questions when planning the asses in what
taught and asses sed and
I. What subject, lesson topic and grade is being
context?
12, fluvial processes, waterfalls.
Geography Grade
l with limited resources.
Context is a rural school in KwaZulu-Nata
u aterfall in the region is the Howick waterfall (known as
Example of a
the town of Howick. Indige-
‘Noggaza’ meaning ‘The tall one’ in isiZulu), in
Sangomas viewed it
nous know ledge pertinent to this waterfall is as follows:
ed that there was a giant serpent god
as a saci ‘ed site. In folklore it was believ
e from the myt h is that we should look after the
at the waterfall. The messag
available for our use.
w ater so that there is always enough
t do you have in mind for this assessment task?
What purpose for asses. smen
ke to determine whether learners can identify
tw
Formal assessment as homewo?r

landfor ms and whether they can identify
and describe waterfalls as fluvial
maps.
waterfalls on topographical
in the CAPS document are being assessed in
What learning aims as contained
this task?
do they form?
Knowledge: What are waterfalls and how waterfalls.
fluvial landforms, namely 2
Skill: Identification and description of
ute it.
Value: Conserve water and do not poll
activity will be used to gather evidence of the learners
4, What assessment
abilities?
from papier mache, clay or pol :
Learners must build a model of a waterfall mud to present their watersa
I
They may also use a sand tray and
styrene. to show what contour lines al "
s on the model
They will indicate contour line he is very ched
rfal l woul d look like on a topographical map. Papier mac
wate that ts needed. ;
a little flour and water is all
to make, as old newspaper and
nces are required from the learner
Which assessment products and/or performa
wl
A model of a waterfall.
CHAPTER 4 ASSESSMENT FOR FET IN SCHOOLS
Who is going lo assess the product or pe

rformance, and why is/are these asses-
sors used?
The teacher will do the assessment as this is a formal assess
ment.
What assessment instrument is use d, and what assessment criteria
are applic-
able?
The assessment instrument is a sim ple marking grid that is given
ers ahead of time so that they to learn-
know what the criteria are. It consists of the
features of a waterfall, such
a by hydraulic
the
action, plunge pool. Contours onS model must show
step, notch, undercutting
where two contours come
together at the notch. It could look like this:
pa
Criterion Descriptor and mark 1-2
Descriptor and mark 3
| Step Wrong shape and or placement | Shape and placement
are cor-
po rect
Notch Wrong shape and or placement Shape and placement are cor-
|
rect
-—_ a es Pe
Undercutting Wrong shape and or placement Shape and placement are cor-
ee rect
_ Plunge pool Wrong shape and or placement Shape and placement are cor-
rect
Contours Contours do not meet at water- | Contours do meet at waterfall
fall
Total mark out of 15
8. Where, when and how will the evidence be gathered and where, when and how
will it be assessed, in terms of logistical arrangements?
This will be started in class and finished at home. It will be handled within
fwo days (to allow the model to dry).
How did you make sure that assessments are appropriate to the developmental
level of the learners?
Learners have already learned to make models in earlier grades and are
familiar with contours on a map.
10. How would you make sure that assessment is fair, i.e. that all learners are treat-
ed exactly the same way before, during and after evidence is produced, per-
formed and/or collected?
All learners who do not have newspapers and/or flour will be provided with
these items.
How would you take into account different individual learning styles, aptitudes
and interests that the learners may have?
This activi ty makes provision for a number of learning styles, such as artis-
Ne, verbal, etc. Learners may give their presentations verbally or by writing
their report down on an accompanying piece
of paper.
How would you use feedback to ensure that assessment is an integral ongoing
Part of the learning process?
Feedback on models and presentations will clarify misunderstandings. oe
ac
Learners will be able to answer questions in later assessments
Bo
correctly, os
ra
aS
ca
because they understand how waterfalls form and what features they have. 6
>a
©
sure thal assessinents are bias free and SENSitive

13. How would you make
CIFCUMSLANCES Of learners»
lo
gender, race, cultural background and economic

is used and by making suye
By making sure no derogatory language every.
one has the materials needed to complete the task.

e bias.
Using clear criteria thal are the sammie for everyone helps to negat
14. How would you record and re port the results of the assessment?
The mark for the activity is recorde yas part of ongoing assessment,
15. How would you use the results of the ass essment?
One can build on this knowledge when doing mapwork.
4.6 METHODS OF COLLECTING ASSESSMENT EVIDENCE IN

GRADES 10-12
Teachers are expected to use a variety of assessme nt methods,
activities and instry-
prefer
ments. In doing so, they will provide for different le arning styles and learner
ences, and make assessments more fair and authentic.
Assessment methods relate to what you (as an assessor) do to gather and evalu-
ate evidence of learners’ ¢ ompetence. The assessment method will, to a large extent,
be determined by the purpose of the assessment. If the purpose is to assess learn-
ers’ ability to do something, a practical demonstration, role-play or assessment of a
final product should be in order. If the purpose is to assess theoretical knowledge,
ask for an essay, a report or journal, or an oral examination. Assessments can be
administered practically, orally or in writing. They can take the form of pen and paper
assessments, oral questioning, observation of learners, products, peer assessment
and self-assessment. The method that you select will determine how the learners will
be required to provide their responses or produce evidence The assessment can, for
example, include designing something, repairing something, reporting on something,
answering questions orally or in writing, solving problems, demonstrating techniques,
doing presentations, observation etc
In a typical FET lesson plan, assessment will feature in the highlighted areas:
Localising details (subject, grade, time, number of learners)
Aim(s) of the subject (as in the CAPS)
Curriculum content topic (as in the CAPS)
Lesson theme (a curriculum content sub-topic, as in the CAPS, and skills and values
to be achieved in the lesson)
Methods (direct instruction, experiment, demonstration, etc.)
Media/teaching and learning aids (used as support materials)
Assessment strategies (what?, when?, where?, how much?, informal methods,

assessment task/practical assessment task — motivate choices)
Reduction of the curriculum content (where does it fit in, what are the main points,
what content must be included?)
Lesson objectives: instructional objectives (what the teacher will do) and learning
objectives (what the learners should be able
to do)
2attern of the lesson
\ctual isatiorpn / of jle

exicVa
sticti
ngvitkn
y owle
Stedg
s eand introduce tion (re call que
pyD /pi
. a
ctu res vob jec W/a cti vit y, set ting thy scene/preparing the consti
a
ons interesting . ,
text), , stating the

ae
roblenvissue/challenge/topi
c
pxplanati onexploration of new subje ct Matter
Actualising (monitoring) the New subjec

learners’ understanding U matter (e.g.
of new ¢ ontent ask questions to test
during lesson
ment) ~ use informal assess-
Assessment/functionalisatio
n (indicate which i nfor
tical assessmeut task lea mal assessmer it
rners must Conipl task/prac-
actual assessment in detail ete for home work
) and describe the
Assessment instrument (me mMorandum,

rubric, assessment
above) grid, ete. for the
Extension tasks (alternative

activities for learners with
al activities for fast learners if applicable) barriers to learning; addition-
4.6.1 Selecting the most suitab

le method
The method of assessment will
depend on the competencies
skills and values) to be assess (including knowledge,
ed. You should weigh method
and decide which method will be s up against each other
the most valid and reliable method
od will best assess what you real (i.e. which meth-
ly want to assess).
Keep the following in mind whe
n deciding on the method and
ities to include in the assessment accompanying activ-
(Van Rooy, 2004):
* Compare a variety of assessmen
t methods in terms of strength
applications. Cover situations for s, weaknesses and
gathering evidence of
~ knowledge and understandin
g
~ problem-solving ability
~ practical and technical skil
ls
~ Personal and attitudinal skills
and values
Learners should be given opportunitie
s to develop the skills of demonstrating
competence by means of their
a v aricty of activities, for example:
Writing answers, a repor
t, adescription of a process, a proposed solution to a
problem, book re views,
articles, or a case study analysis
Answering questions during a practi
cal situation
Practical demonstrations of a skill
(c.g. dancing, acting)
Displaying an end-prod t,
cing a piece of art or a uc for exam e, buil
document (an plad ding an electrical
Giving an oral pr
vertisemen t, brochure or cimarcnu
uial
t, , a
etc.)
Performin £ a esentation
role-play
Presentation with visualor ai
simulation
ds (graphs, drawings, plan
s, designs, maps, Power-
Point posters. charts, tabl
Explaining, report es,
ing, arguing,etc.de
) sc
ribing, debating, criticis
Vo
ing, etc.
rking ina
group
——
FOR FET IN §CHOOLS
p eer assessment and group assessmen;

4.6.2 Self-assessment,
is best done w? th learn ers rathe
r than just fo or by them (Barnes
Assessment pe wy,
that learners S hould be allowed to assess their OWT
2003; 83). This means €rform.
ance or achievement, other learners’ achievements, others’notabil
their own andshould see to
produce d by the group. Teachers
work in a group and the product or their see Pi
know how to assess themselves
that learners will automatically hey
and objectively. They have
to assess accurately, fairly ih be
need to be taught how be objective and give
process. Remind them to
guided through the assessment
a set of criteria against which they can assess. The teacher should discuss theirie
and peer assessments with them, moderate their assessments and make Suggestio , :
these are informal assessme nts and are hs
where necessary. In term s of the CAPS,
recorded.
4.6.2.1 Self-assessment
.
ners make judgements about their own work. Learn
Self-assessment implies th at lear projects,
ers can assess their own essays, reports, presentations, performances or
more valuable when the evidence to be assessed
Self-assessment is, however, even and so
as reflective logs, diaries, action plans,
is intrinsically personal in nature, such
really knows how well the evidence
on, where it can be argued that only the learner
ned to specify (Race, 2001).
meets the purposes or criteria it is desig
learners to gain more insight into
Self-assessment is formative in nature and helps
g points. The more involved they are in
their own activities, shortcomings and stron
nce, the more they will know how and
assessing and recording their own performa
them to become responsible and independ-
what to improve. This will, in tun, help
According to Sieborger and Macintosch
ent learners (Cajkler & Addelman, 2000: 149).
learners understand exactly what the
(2004: 61), teachers should make sure that
they should be asked to explain their
self-assessment activity entails. [f necessary,
d give feedback to the learners after
understanding to the teacher. The teacher shoul
ss options for improvement.
their self-assessment activity. They should discu
for the first time, often tend to give them-
Learners who have to assess themselves
. This will be rectified over time as self-as-
selves either very high or very low marks
a clear set of criteria for self-assessmenl
sessment skills take time to develop. Using
y why and
helps to make this type of assessment more realistic. Ask learners to justif
how marks were allocated; let them moderate each other’s assessments and adjust
understand the proc ess. Sometimes the te ach-
assessments until they thoroughly
er has to moderate the learners ’ self -assessment and make adjustments if necessary
(IEB, 2005).
by the assessor, to do s
elf-as-
It is advisable to supply learners with a tool designed
sessment (see section 4.7.2). Questions that could be included in this tool are, for
example:
* What were the best points of your demonstration?
* Did anything not happen according to plan? How did this affect what you did?
¢ What did you learn from the demonstration?
What would you do differently next time?
«
always informal assessments and are!ame

2
In terms‘ of the CAPS Oo are

}
5S, self-assessments
: “Aeanece ar, + D He
Scha ik
‘ublisher ¥
recorded.
(o
f
sJ, an
FOR FE TIN SCHOOLS
CHAPTER 4° ASSESSMENT
essme nt ent eci

d
peer ass a cin up of learners) making assessm
4 p22 em ee rt
eomarner (or
re r a g r o
nt t eennttails one l dividual
per
yssessme
rk of an ot he r le ar ne r (or ror group of learners). It can be an in
the wo , or it
sions abou t ch as al re po rt ,
'
pr ac ti ca l work or presentatieon
task , su an es sa y,
e-play or a group proj
c t (IEB,
f o r m a nce or m a n c e a s k , s u c h a s a r o l
je r e pe for or t
can peac
oop erativ per pee rs’ feedback than from the tea
ch "s
lea rn mor e fro m thei r
rs often imidating than vom
9005): Learme co mm en ts fro m their peers as much less int
eiv e ee of asi
They tend to perc Tea che rs sho uld , however, stress the ‘riportan
tea che r. aim of peer
ts from their , and mak e it clear to learners that the
comm en ts
and constructive ise each other.
is to su pport and not to critic lly more reli-
assessm
e n t t
in vo lv e on e or mo re th an one leamer. It is usua
ss. ment can ner’s work
Peer asse
re th an on e le ar ne r assesses a fellow lear
able and consistent wh
en mo friendship fac-
as se ss or s ar e ch os en randomly so that in
proved if nt should be grounded
Reliability is also im is ty pe of as se ss me
jectivity. Th
ors are less likely to cloud ob y to av oid bias or unfair asse
ssment.
{ d co mm un it cation.
ues of fairness an ar ily involve mark allo
Ubuntu val do es no t ne ce ss
ent is informal and to help them with revi
sion. In the
Peer assessm
ss each ot he r' s wo rk
be as ked to asse rm such as
Learners can r e x a m p le, be as ked to complete a fo
oom, learners can,
fo 1999: 4445). In
language classr t a pe er ’ s wr it ten work (Sove n,
abou
the box below informal assessment
s an d are not
the one given In ment s ar e al w ays
, peer assess
terms of the CAPS
recorded.
tool
am pl e of ap ee r assessment
“An ex
15! +
hi nk th e be st pa rt of your essay
it
-...
ange the following:
| [think you could ch -
-.-
add the following:
think you should
|do not understand: ....
“You are good at: ...
| Was Very effective.
ssment product of
46.2.3 Group asse th e pr oc es s 4s well as the
oup as 4 whole
lv es th e as sessmen t of or by th e gr
nt invo dividuals the
Group assessme
ud e se lf -a ss essment by in co nt ri bu ti ons towards
can incl ecti ve
group work, It d/or their resp both peer ass es
sment and
they have generated, an elements of
of the product assessment therefore involves
product. Group oup
a n a g e ment and gr
‘elfassessment (Race, 2001). me m
lo soci ql]
skills, ti operate with
the
wo rk rev el
fe rs ch ot he r, co
wen ees ot group abilities to
ass ist ea
co ntributions
into a
tha t lea rne rs di vi du al
rest of - his implies ombi ne in
div ide W ork and c
mbers, a quali-
single com group me pr od uc t, m ay be asse
ssed.
c o n t r i butions in
eee, assess ab le b e r <’ the
foot
an j o t h e r grouP mem r u b r i c s such as
ess their own smen t
may ass . use asses
le arners
we©
lative > way. ¢

This letting
wy. This can be done by")
Publishers )
folloye;
© Van Schaik
LOW ing:
ey
\.
a
Table 4.2 Cooperative learning group skills observation sheet

DATE: ot GROUP WORK Group A
ACTIVITY: ; rs
NAME: Myself _| Allen
TASK SKILLS —[Bokwe
a
Bokwe | Chetty [>>
_| chettya Ting
Gives ideas e = 4 2 3
Asks appropriate questions _ [3 jf {3 | 3 7
Stays focused 7 [7 4 13 3
| Follows instructions 3? 33 3
Checks understanding of 3 7 3 |? 3
| others ee - |
ar
Gets group to stay Ervin
focused 7
[47 1?3 |7 2
SOCIAL SKILLS eee e
Encourages others jz - a { E |?
Explains ideas __| 3 7 |3 | .
Discusses competence = 3 ; 3 | 3 3
Listens well [3 ‘|7 | 3 |3 | 3
| Praises others ee ae _|3 |3 ? :
Source. Adapted from Department of Education (2005: 19)
In terms of the CAPS, group assessments are always informal assessments and ar
not recorded
4.6.3 Observation-based assessment

Observation-based assessments assess not only skills but also the tunderpinning
knowledge and essential attitudes that are necessary to perform at a required stati
dard. This type of assessment allows the teacher to collect different kinds ot evident
for different learners at different times. ft can be informal, in which case it is often
less structured, or it can be formal and very structured in nature. Whether itis am
or informal, it usually aims at assessing learners while they are performinga practical
activity or interacting with one another (Van Rooy, 2004)
4.6.3.1 Observation of classroom and group-work interaction

< c ea lit
Assessing class participation by means of observation is a good way ol eueni
learners for their contribution in an active and cooperative classroom. It enet
ages learners to do homework, take part in classroom activities, show en thusiast!
ci
contiibute to group work and to take responsibility for their own learning nit
room participation is assessed. the teacher should set very clear guidelines : ul
way In which learners are expected to paruicipate, what the marking eiierle
how learners will be assessed. [f learner participation is assessed it is ol the con
Mportance that all the learners get equal Opportunities to participate (I sete
Wollongong, nid ). [fan assessment rubric is used to observe classroom yal ice
parle
learners must see the rubrie beforehand
CHAPTER 4. ASSESSMENT FOR FET IN SCHOOLS
4.6.3.2 Observation of a practical de monstration of a task or

performance
d
1 here : a wide range of MILOMAECRE, skills and attitudes that can only be evaluate < "
effectively by physically observing the learner carrying out the task, for example
ion or preps “me
ing, dancing, conducting an experiment, delivering an oral resentat
aueeent compete re emai
food. Observation allows teachers to collect evidence of
very reliable, because the learner is seen performing the task You shoul ire 1 nb ‘
they are being sesesserd "
that it puts extra pressure on learners if they know that
T irpOLeS
pifferent techniques can be used to record information for aSseESITIE
i panpows
during the observation, for example
omitted, done
+ compiling a written description of what the learner did, what was
correctly or incorrectly; for example , observin g a learner conducti ng an expel
ment or preparing food
and rating scales to evalu-
using assessment tools such as checklists, score sheets
ate the observed behaviour.
formance
4.6.3.3 Observation of simulated per
s are imitat-
the actual situation, procedures and circumstance
Simulation me ans that ation as if they were in
d
ssed when w orking in the simulate situ
ed, Learners are asse ners’ performance
teacher wil 1 observe and assess the lear
the real situation. Here the lems or situ-
in a situation where conditions, prob
according to predetermined criteria
g as possible. If learners
a tions are reproduced so
that they are as close to the real thin
y that they will
ctly in the simulated situation, it is very likel
can perform a task ¢ orre n.
f task correctly in a real-life or job situatio
also be able to perform he requ ired for the dur-
idea of what resources are
The assessor needs to have a clear
afion of the activities simulated,
to replicate a real-life situation.
ssment instrument, but rather a specific con-
4 simulation itself is not really an asse A good example of a
nt instruments can be used.
iext under which different assessme of pilots.
cour se, the fligh t simu lato r that is used during the training
simulation is, of expected to
, a “res taur ant even ing” where Hospitality Jearners are
In the FET band simulation that is often
nt guests, IS an example of a
prepare and serve food to restaura simu lated to assess learners in
, workshops are often
used in schools. In FET colleges lated office can be
truc tion mate rial s. In Office Practice, a simu
aspects such as cons enqu iries in an office setting.
to asses s lear ners ’ abili ty to answer customer
used nt:
simulation in assessme
We distinguish between two ly pes of
REPLICAS on
the leamer 1S assessed
instrument
In this form of simulation as al 1 assessment of the actual facilities, equipm
ent
led -do wn OF enl arg ed mod els
exact repl icas , or sca
for example, be used in
on the job. Rep lic as of human organs Can,
ot material s used eone's hair,
ass ess men t. Usi ng a wig to assess learners’ ability to set som
this type of @ broken
to give a kiss of life or to bandage
ora dummy to assess learners’ ability
am, 1, are
are ; also examples of ; replicas
ROLE-PLays exercises. Ina

\ . .
ro le -p la ys , also ¢ alled skills
of -life situations.
“Stmualar
fo rm
lation exercise can take the that resemble real
behaviours
hlay, learners aet out situatio ns and
"Oley €
It is an instrument for assessing practical skills, but may also be used to asse
SS Dehay.
iour and attitudes, in connection with communication, conflict management
per ANd
suasion. An example of role-play in simulation exercises is a teacher lettin
8 leamer
conduct a meeting in their second additional language, in order to asse SS their oral
language skills.
4.6.3.4 Guidelines for effective observations

The effectiveness of the observation can be improved by adhering to the follow;
guidelines: ng
* The observation should be systematic. The entire process must be planned. Yo
should establish exactly what needs to be assessed. Determine what behaviour 7a
be observed, how it will be done, and how the learner’s behaviour will be noted
scored and graded. Prepare the assessment tools beforehand, e.g. checklists ise
rubrics that you are going to use for the scoring and grading (see section 4.7.2),
* Observation has to be intentional and should be done with clear outcomes for
learning in mind,
* Establish beforehand the criteria that will be used for the assessment, and discuss
these with the learners before you begin.
* Observe with caution. Position yourself in a place where you can observe and hear
without distracting the learner.
* If possible, observations should be used diagnostically to assess the learning
experience and indicate to learners where and how they can improve. This implies
that constructive feedback should be given after the observation.
« If this demonstration forms part of portfolio building, photographs should be taken
or you should write complete notes.
* Take care not to be subjective while observing. You should not allow personal
preferences and dislikes to influence your objectivity.
4.6.3.5 Assessment of final products

Performance assessments often involve assessing the final product against relevant
criteria. It is very important that learners should know what these criteria are before
they start with their product. Examples of final products are a final piece of art, an
item produced on a workbench, a letter that was typed, or a website that was created.
4.6.4 Paper-based assessment

Pen and paper assessments can be in the form of tests and examinations, case stud-
ies, assignments, reports or portfolios.
4.6.4.1 Tests and examinations

Tests and examinations are very structured and allow teachers to assess all learners
in the same way and at the same time.
This traditional method of assessment is used widely. The question paper should
contain instructions for answering the questions, the marks assigned to each answe?
the time limit, if any, of the assessment session, and any tables diagrams and answer
sheets that the learner may need or is allowed to use during this assessment. Learnels
_ sia —_ aS TRENT po Ba ENE
should know exactly what criteria will be used to assess their written work
~ Before deciding to make use of this assessme nt method, you
should ask yourself
whether if will test what you intend to test, Tests and examinations are useful if the
content area Is ofa theoretical hature and you want evidence of the learners’ factual
,nowledge or comprehension or recall skills. Written tests, however, have limited
jotential to assess higher level skills.
Written tests and examinations May take the form of an open-book assessment or
4 closed-book assessment. Closed-book assessments
require the learner to rely on
memory. Although the application of skills can be tested, recall plays the biggest role.
An open-book assessment can
be implemented to determine the learners’ ability to
use, compare, criticise and evaluate information contained in sources. :
GUIDELINES FOR DEVELOPING WRITTEN TESTS AND EXAMINATIONS

\ few general guidelines are applicable when developing questions for written assess-
ments:
Before setting the questions, ask yourself what you really want to test: deci-
sss
sionmaking, problem solving, reasoning skills, critical thinking skills, data pro-
cessing, strategic planning or just plain memory?
Instructions in written assessment question papers must be clear, unambiguous
and complete. Questions must also be formulated clearly because the learner will
7S si
not have the opportunity to ask for clarification of the questions asked.
Culture, gender and religious issues should be handled sensitively in your assess-
ment instruments.
+ Criteria for a written assessment should be communicated to learners, and marks
and codes for levels of performance should be allocated to each of the criteria.
* A logical layout of questions is important. Make use of bullets and sub-questions,
instead of bombarding learners with a number of questions in a single, but very
long sentence.
Questions should be stated in language appropriate to the subject matter and the
learners. A written assessment should be fair and unbiased for learners of all lan-
guage abilities.
Give an indication of the mark allocation and time limit. The mark allocation and
ume limit must be realistic in terms of the amount of information that must be sup-
plied in the answers.
4.6.4.2 Case studie

s
In an assessment case study, the learner is confronted with a scenario that depicts
“l assignment, a task or a problematic event that the learner then has to complet
e,
Perform or solve. based on the case study. The learner is required to give
a solution to
the Problem, to submit a convincing handling strategy for the situation or to answer
Westions based on the case study. Real or simulated problems, involving people, situ-
Mons or events, may be presented. The problem or event can be portrayed in a single
mragraphy, a few paragraphs, or can consist of hand-outs, entire files, reports, letters,
din receipts, memoranda and numerical data. Case studies can for example be
tte “counting and Business Studies. A case study in which the income, expendi
learners oe problems of a small retail business are dleseribed om be given to
“Nation in = Can then be asked to prepare financial statements and to pre pare a pres-
uch solutions for the small business owner's problems are suggested
CHAPTER 4d. ASSESSMENT FOR FET IN SCHOOLS
4.6.4.3 Assignments and research projects

Assignments and research projects entail a structured written response to a Proposa}
or question. Learners are usually given a specific period of time in which to finish
the assignment or research project. Clear guidelines for completing the documents
including the length, technical requirements, layout and format as well as the Criteria
that will be used to assess the assignment should accompany the assignment propos.
al or question. Assignments are uscful in assessing competence in abstract thinking
and analysis, but they can also be used if you want to assess knowledge and under-
standing, or the ability to interpret and evaluate ideas or to synthesise information,
Research projects allow learners to identify and solve problems, conduct research
and write a research report.
4.6.5 Oral assessment

This method of assessment involves stating questions verbally. Oral questioning is
a skill that can be acquired and practised like any other skill. Keep the following in
mind when asking questions:
* Good listening skills are essential. The golden rule is to listen more, and to speak
less.
* Use silence to give the learner time to think about a question.
* Think carefully before making remarks and comments. Be careful not to get into
debates with the learner. Do not give your own views; get information from the
learner. Do not pass judgement on what the learner has said.
* Know when to interrupt. You should only interrupt if the learner has obviously mis-
understood the question or is rambling on in a confusing and irrelevant way.
4.6.6 Practical assessment tasks

In some subjects, there are compulsory practical assessment tasks that must be com-
pleted. Examples are oral assessments in languages, performances in Dance Studies
and in Music, and various other practical performances in subjects such as Agricultur-
al Management Practices, Technology, Computer Applications Technology, Consum-
er Studies, Hospitality Studies, Tourism, Life Orientation, Information Technology,
Design and Dramatic Arts.
Because of their importance in more practically oriented subjects, practical assess-
ment tasks will count 25% of the end-of-year examinations. In Grade 12, these tasks
have to be moderated by experts and assured for quality by Umalusi.
4.7 RECORDING AND REPORTING LEARNER PERFORMANCE

According to the Department of Basic Education
(201 1b), the marks obtained in
assessment task in the formal programme of assessment must be recorded and cabe
reflected in formal reports to parents and school management teams. Promotion of
Grades 10 and 11 learners depends on these marks. In Grade 12, these marks form
part of the internal school-based continuous assessment
mark.
Evidence of the learner's conceptual progression must be recorded,
cords
while rece
of assessments should indicate if a learner
is ready forprogression OF pee
The assessment records may be used for the
monitoring of learning and for plannins
future learning
eS
CHAPTER 4, ASSESSMENT FOR FET IN SCHOOL
ar Teacher portfolio
the De partment of Basic Education specifies the number of formal assessments that
should be recorded for each grade in each subject. Each teacher should have a port-
folio in W shich all the assessment tasks (plus me moranda) and the annual programme
at assessment are included. Teacher portfolios must also contain record sheets with
Jearners ’ marks for all formal assessment tasks. It might also contain informal notes
on learner per formance and plans to change or improve teaching and/or assessment
4.7.2 Recording by means of assessment tools

When assessing learners, the data or evidence that you gather from the learners need
to be captured so (hat it can be presented in an orderly, accurate and understandable
way. For this purpose, one can make use of assessment tools or recording/assess-
ment instruments. An assessment tool/instrument is the measuring device accord-
ing to W hich information regarding the abilities and performance of a candidate is
gathered and recorded, in order to judge the information against specific assessment
criteria. It can be a checklist, observation sheet, a workshect, self-assessment sheet,
memorandum, assessment rubric or an assessment grid.
An assessment tool must suit the assessment task and it must be linked to specific
criteria. Learners must be aware of the criteria that will be used to assess them, there-
fore the assessment tool must be given to them before the assessment. It should form
part of the instructions of the assessment task, assignment or project.
Assessment tools can be classified as rating scales, rubrics, checklists or observa-
tion sheets.
4.7.2.1 Rating scales

on a rating seale. The mark or symbol is described in
Symbols or marks are used
symbol. The fol
terms of the competencies that are required to achieve that mark or
of Basic Education, 201 1b):
lowing seven-point scale is used in FET (Department
Table 4.3 Scale of achievement used in FET
ce+ Percentage 7 |
Ratingcode | Description of competen
_ 80-100 |
vo Outstanding achievement _
| 70-79 |
Le Meritorious achievement”
| 60-69 |
| Substantial achievement
2
|
4
— —
| 50-59
——-—— —_——$_—
| Adequate achievement
Ee
A |
| 40- 49
Moderate achievement
n | 30- 39 ||
2 | Elemen
gte taryy ach
mentar ieveme
achiev ement
a
: ‘o- 29 |
Sn | | Not.
Not achieved _ _
vais Department of Basic Education (2011b: 6)

results must be
as 4 guide, but learners’
the FET band
Ivlr "orded , the rating scale is used y sort
as marks and reported as perc enti - Ss
c c
the ¢ rl « and then making use of a rat

scales can also be used by listing
Yage
Ne
"ating
eax
Sale as shown in Table 4.4
FET IN SCHOOLS
FOR
g aloud
asses sment of readin
(Pr oa
r.r] Poo
e
ve
th
00d [Aive
e for
el- [Goo
sc al
Table 4.4 Rating
Criteriai
aa geelenExck
t (7-8) age (3-4)
le=
Very
(5-6) Poor
(9-10) (0-2)
al
ee
|
COC
eee
|
ee
interpretative reading a 7
arly
Reads audibly and cle
-
reading tempo
| Effective variation of
SE
Po
what is being read
Shows understanding of Date:
| Assessed by:
—
r
ments;
“ComBeeld
oO
(2003: 3)
Source: Adapted from
observation sheets
4.7.2.2 Checklists and ly and can, for
ng that learners are assessed systematical
These are useful for ensuri s, for dem-
d for che cki ng sys tem ati c approaches to mechanical task
example, be use performed a particu-
or for ass ess ing wri tte n work. When the learner has
onstrations, ly, the activity is ticked
) on the checklist satisfactori
lar activity (statement or criteria ific task are
s che ck, for exa mpl e, whe ther all components of a spec
off. Checklist uirements. The activities
or whe the r the lea rne r has adhered to technical req
inc lud ed formed. Obser-
n tic ked off are an ind ica tio n of how the learner has per
that have bee space for comments. It is
list of criteria, providing
vation sheets usually comprise a
sii
a
ervation sheets in advance.

important to plan and to prepare checklists and obs and 46.
es of an obs erv ati on shee t and a checklist are Shown in tables 4.5
Exampl
cogent:
Table 4.5 Observation sheet for observing an experiment

ed
_]
——_——_
Yes No Comme
- co mmnts ents
riteria
Cc it .
;
Makes detailed observations cl | __ |
oe
| Looks for attributes -

[| —_ _—
| Distinguishes inferences versus observations |
eee
: a a ee
| Measures accurately
hie
ee -
feb aa ai
_Uses correct measurement units Se
_Identifies manipueslated/responding variable

Identi : Acs, a 7] —P +
—_—
- sanen Geen eel
| Controls variabl
table 4.6 Checklist for assessing adherence to technical requirements of a

research report or assignment
em cere
——
irement
“Technical requ Y orx
ents
is Table of cont
b Correct numbering of headings and subheadings
ovided
I page numbers pr
hnique used
Correct referencing tec —_———_
ed -
, pibliography includ oe
|
es
47.2.3 Rubrics or assessment grids/matric
When performance-based assessment is done, rubrics are usually used to indicate
whether learners have surpassed, achieved, partially achieved or not achieved the
expected learning intentions and/or criteria. A rubric can be regarded as a scoring
tool “that divides an assignment into its component parts and objectives, and pro-
vides a detailed description of what constitutes acceptable and unacceptable levels
of performance for each part” (Stevens & Levi, 2004: 3). Rubrics can be used to grade
any assignment or task: research papers, book reviews, participation in discussions,
laboratory work, portfolios, oral presentations, group work, and many more.
A wide variety of existing rubrics are available on the internet. It is, however,
usually necessary to adapt existing checklists and rubrics or to develop new ones.
This is necessary because rubrics are usually task-specific, and the criteria for each
assessment task will differ. Learners should have insight into the assessment rubric
that will be used to score their tasks and assignments. They should even be encour-
aged to score their own work by means of the rubric, before the teacher scores the
work.
Although it takes some time to develop scoring rubrics, the time spent can be justi-
fied in terms of the following:
* When using rubrics, learners have a better idea of what is expected of them,
because they see the rubric before the assessment.
* Using rubrics saves time, because you do not need to repeat the same comments
over and over on most learners’ papers.
Rubrics ensure fair and consistent marking.
Rubrics ensure consistency between different n iarkers.
It is easier to diagnose learners’ strengths and shortcomings when making use of
rubrics,
Rubrics can be seen as a way of giving const ructive feedback to learners.
47.2.4 Guidelines for developing rubrics that are made fo fit a specific
Purpose
‘Ithongh there is a wide variety of rubrics available (from the Department of Basic
“cation or elsewhere on the internet) the nature of a task might require you to
“velop your own assignment-specific rubrics. Allen (2003) provides the following
“Nidelines for developing scoring rubrics that are made to fit a specific
purpose:
Determine what you — assessing (c.g. critical thinking)
FOR FET IN SCHOOLS
ASSESSMENT
you are assessing ( ‘

° spermine the characteristics of what
Dotermis of logica l fal lac ies ). (e.g. 4PPropriate u Se of
evidence, recognition characte
you could expect using these
+ Deseribe the best work Tistics, This
ry.
describes the top catego
able product using these characteristics . This-4
This de
« Describe the worst accept sen bes
egory.
the lowest acceptable cat product. This deseri,
pletely unacceptable
Describe what would be a com . . Jas the
lowest calegory. to ittetude

e now dev elo ped thr ee lev els of assessment. If you want
You hav ate;
«
pro cee d by dev elo pin g descriptions of intermedi
levels in between tho se,
products and assign them to intermediate categories. You might develop a Seah
that runs from 1 to 5 (unacceptable, marginal, acceptable, good, outstingfier
from | to 3 (novice, competent, exemplary; or not achieved, achieved, outstandi,ig
that is meaningful.
achievement), or any other set ly jt to
ed in the rubric’s development to app
Ask colleagues who were not involv
ities,
some products or behaviours, and revise as needed to eliminate ambigu
work to see whether you need to make
Test the rubric first on some of the learners’
adjustments.
specifically for the
of a rubric that was developed
Table 4.7 shows an example of part
project on heritage sites.
purpose of assessing a Geography
heritage sites
Table 4.7. Example ofa rubric for assessing a research project on
(Geography)
Out- Meritor- | Substan- | Adequate | Moderate | Elemen- | Not

Criteria
tial Level 4 | Level 3 tary achieved
standing | ious
Level 6 Level 5 | Level 2 Level 1
Level 7
| Independ- | Able to do | Defines | Needs Needs Unable to
Under | Excellent
assistance | assistance | use dic |
standing | formu- ently for- independ- | the con
| mulates ent dic- cepts | to do in diction- | tionary.
‘the con- | lationof Not able |
cepts ‘owndef- | owndef- | tionary | “heritage” | dictionary | ary search
initions. search and “herit- | search. and copy- | to find
| “heritage” | initions.
and age sites’. | Ableto | ing of def- | and copy |
| and | rewrite copy def- | initions. | defin- |
| “heritage |
| the defin | initions. | itions.
sites” | |
itions | _|
-—_——__+——_— —— ——— ee
Able to Under- | Needs Needs | Unable to
| Exploring | Independ- | Explore
and evalu | identify stands the | assistance | assistance identify
| different | ently
| ates herit- | and heritage to iden to identify | or classify
| categories | explores
| age sites, | classify sites cat- | tifyand | heritage | heritage
| of herit and
heritage egories. | classify | sites. | sites.
|agesites evaluates | using |
heritage | Unable to
| heritage | different | sites from
|sites from | resources, | different | sites | do classifi |
/a wide | | resources, | | cation
variety of |
|
| resources. | |
|
Source. Department of Education (2007: 22)
a
SHARP PTER
CHA SSptESS
ece MENT
4 ASS FOR FET IN SCHOOLS
413 record keeping

“very important for teachers to keep a meticwous record
of al] relevant assess-
it 8 rocesses and of each learner's progress. All records of assessment shoul Ib ,
ent v tically maintained in accordance with the subject assessment guidelines Ree
syste
‘ oon Be kept electronically, on class lists, in books or in any other way accepted
Ore eed upon by the school. The records of learners’ performance serve toc
and am reports, and also to justify the final promotion mark a learner receives atthe
yile
ondofthe year
Those who are fortunate enough to use an electronic system of record keeping
gould try to make the most of it by capturing as much information about the learner
js possible. However, if a mark book is still used, it should be organised by dividing
+ into different categoriesot fextrorMasicH, depending on the purpose and how often
each is required (Barnes & Hunt, 2003: 40). Reporting in mark books or on recording
sheets shtould clearly indicate the subject, grade and class, learners’ names, assess-
ment dates, the title and a brief description of the assessment activity, the assessment
results, and comments for improvement if necessary.
Apart from background information on the learner, Barnes and Hunt (2003: 40-41)
advise that a mark book should also make provision for information to be entered for
every lesson, and other information to be entered regularly. Information to be entered
jor every lesson includes aspects such as punctuality, remembered/forgotten equip-
ment, homework not done, and merits/demerits. This type of information should be
entered quickly and concisely. Making use of symbols, such as “L” for late or “!” for
homework not done, can ease the process. This section of the mark book could also
make provision for recording informal assessments of learners, and personal notes
about learners’ progress written by the subject teacher.
Other information to be entered regularly includes results of all formal assess-
ments such as tests and examinations, marks for homework exercises that were
assessed, projects, oral presentations, etc. In each case it should be clear
* what exactly the mark was for
* what the maximum mark for the assessment was
* what mark the learner achieved
* what the task was
what assessment tool or recording instrument was used in the assessment.
The following information must be included in record sheets: subject, grade and
| class, learners’ names, dates of assessment, names of the formal assessment tasks,
the results of formal assessment tasks, and comments for support purposes when and
Where appropriate. It is important that records are accurate and up to date, as this
information will be used to compile a schedule and also to compile reports.
4.7.4 Schedules
| chedule is a manual or electronic consolidation of information with regard to the
and should be completed
7 bres of all learners in a particular grade in a school
peers
a year (Department of Basic Education, 201 la). Schedules
=
lela
ye
and surnames of each learner seach

itission ne school. date, list of names
© Van Schaik
“Publishers
age and number at years in ees “i

leaner " huntber, date of birth, gender, .
0! be
Dring e formance of each leamer in each subject, and signatures
bal and, for the end-of-year schedule, also of the depart mental official.
FOR FET IN SCHOOLS
CHAPTER 4 AS SESSMENT
ting
4.7.5 Reports and report wri
Reports differ from school to school,
reflecting different contexts (Barnes ¢ H
a number of requirements that any repor, st oul a
2003; 118). There are, however,
?
(d
adhere to:
* Reports should alwa, ys be presente
d ina professional way.
rstand reports. This requires an explanat lo
¢ Various readers should be able to unde n
used on the report.
of the codes and symbols that are
ise.
« A report should be reasonably conc
Report cards should have no errors, erasures or

corrections. Table 4.8 shows what
s & Hunt, 2003: 118), ‘
should be included in a rep ort card (adapted from Barne
card
Table 4.8 Information to be included on a report
Grades/marks/ figures Comments
Standard details
Name of learner Percentage/code obtained Written comments should be given
for each subject on
Name of school and school
An indication of how the - how the learner is progressing in
stamp
Grade and class final promotion marks were relation to previous performance
Date of birth calculated and the requirements of the
Date/term/year An explanatory key for the subject
| Schoo! attendance profile codes of the national cod- how the learner is participating in
Names of registration ing system class
| teacher and subject teach- - what the learner needs to do in
| ers order to improve (specific
| Dates of closing and open- targets to be set)
| ing of school « the learner's attitude and involve-
ment (e.g. a particularly impressive
piece of work or extra involvement
in activities).
Source: Adapted from Barnes & Hunt (2003:118)
Report cards for FET must contain percentages and should also include the follow
ing, as specified by the Department of Basic Education (201 La):
¢ Personal details: learner's name, grade and class, date of birth, school attend-
ance profile
* Official school details: year and term, name of the school, date, signature and
comment of parent or guardian, teacher and principal, dates of closing and open-
ml
ing of school, school stamp, explanation of the codes of the national coding syste
* Performance details: a national code and/or a percentage indicating the lev el of
performance per subject, and a description of the strengths and developmental
needs of the learner
°
Constructi
1
ve
ot]
feedback:
2 . the feedback should contain] comments about the learn
‘ “
ers performance in relation to his or her previous performance

Publish | No
eaceawatek
ener)
an Schaik
S
cCHO OLS
N SCH
F OR 2 FE
ESSM EN
E [2 4 AS<
<
SS
CHAP
4.8 CONCLUSION SS ment P? rac-: !

sess
er s re vi ew th ei ri asse
that teac ch smn at !¢
The introduction of the CAPS demands
tegral part of learning.
es and assess in such a way that assessment forms ™ itjt I more
tic
lis e as se ssment to make
js also important to look for opportunities to Africat a always be based
on the
aseful and more contextually .
ld
relevant SSSesSmen Ss ses d. A wide variety of meth-
learning intentions and the competencies to be acquire ee the best should
ads should be considered and the method that will asse SS le sment instruments to
be selected. Great care should be taken when developing assessme ‘
ensure that questions and tasks are clearly formulated and unambiguous. a will be
Learners should know exactly what is expected of them and what criteria ies Ve
used to tassess them. Meticulous recording and reporting of assessment rest ton
importan to ensure that learners, parents and other stakeholders get a true reflect i.
of the learners’ knowledge and skills. Teachers should keep in mind that assessme
results in FET play a significant role in learners’ futures. All assessment activities
should therefore be conducted with great care.
REFERENCES
Allen, M. 2003. Using scoring rubrics. Available at http://www.c
alstate.edu/Acadaff/
SLO links/using_rubrics.shtml (accessed on 28 November 2006).
Barnes. A. & Hunt, M. 20038. Effective assessment in MFL. London: CiLT.
Beeld. 2003. Leer en presteer addendwm. 18 March: 3. fo
Cajkler. W. & Addelman, R. 2000. The practice of foreign language teaching. 1
2nd ed. Lon-
don: Davis Fulton.
Chatter). M. (Ed.). 2013. Validity and Test Use, An International Dialogue
on Educational
Assessment, Accountability and Equity. Bingley:
Emerald Books.
Department of Basic Education. 20lla. National Policy Pertaini
ng to the Programme and
Promotion Requirements of the National Curriculum Statement Grades R-12.
Available
at http://www.education.gov.za (accessed on 1 May 2018).
Department of Basic Education. 2011b. National Protocol for Assessment of
Grades R-12.
Available at http://www.education.gov.za (accessed on 1 May 2013).
Department of Basic Education. 2011c. National Curriculum Statement:
Curriculum and
Assessment Policy Statements Further Education and Trainin
g Grades 10-12. Geogra-
phy. Available at http://www.education.gov.za (accessed on 1
May 2013).
Department of Education. 2005. National Protocol on Assessment for Schools (Grades R-9)
Pretoria: Department of Education.
Department of Education. 2006. National Certificates
(Vocational). Subject guidelines.
Construction materials. Pretoria: Department of Education.
Department of Education. 2007, National Curriculum
Statement Grades 10-12 (General):
Subject Assessment Guidelines Geography. Pretoria: Depar
tment of Education
Geyser, H. 2004. Learning from assessment. In Gravett. S. & Geyser,
and learning
H. (Eds) Teaching
in higher education. Pretoria: Van Schaik.
vouws, E. & Russel. Y. 2013. Ass
essment for learning: a case stu
hess studies. Journal for New Genera dy in the subject busi.
iF >
tio n Scie nces , 11(1 ): 74-88.
B. : 2005. ¢ ourse for
INN- a ‘
assessors. Availa
.
ble at http://www ieb co.za/Tra
S.php (accessed ining/ assessorcours
on 12 July 2013)

The Educator As Assessor in The Senior Phase and FET

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ee

Senior Pha ONG Fel

JM Dreyer & AS Mawela

YAMYIOYOS UDA 'H

134 PUD esoUg

19. Mile posts 19

Chapter 2: Assessment in education and Africanisation -

Chapter 3: Assessment in the Senior Phase 52

Eventually it was realised that changes had

ies and asse ssment

tools, ete.) continuously.

NATIONAL CURRICULUM STATEMENTS (NCS)

The OBE curriculum was revised National Curriculum Statements

CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS)

they differ in many ways from th e original NCS. Although

ment Policy Statements and their purpose is described as He

Assessment is deseubed in terms

There was furthermore a conscious effort by the Department of Basic

1.2.4 Assessment versus evaluation

How good? How well? Has it been achieved?

Figure 1.1 The difference between evaluation and assessment

1.2.5 What is assessment?

. and discussing info :

1.2.5.2 Why assess?

1.2.5.3 Who assesses?

cific standardised training

that teachers with better content

players who assess learners’ work.

1.2.5.4 What is assessed?

Learning achievement or progress of The learning process or how learners

1.3 STARTING AT THE END

BO ct assessment and the types of assessment to be used in South African schools.

1.3.2 Starting with the curriculum or subject aims

1.4 ROAD MAP

If you fail to plan you plan

1.4.1 Planning assessment

Table 1.1 The importance of planning

‘planning for teaching and learning Planning for assessment }

Develop a lesson plan Simultaneously develop an assessment plan

Choose/develop learning activities (e.g.doan | Choose/develop assessment activities (e.g.

Planning ofassessment will be different in different contexts and at different levels of

1.4.2 Assessment criteria

In SAQA (South African Qualifications Authority) documentation (e.g. SAQA unit

This is illustrated in Figure 1.3.

| _Tearh:to pulde Learn to achieve | Assess against

1.5 TAKING EVERYONE ALO NG

1.5.2 Learners (and their famili

1.5.3 Teaching and learni

1.5.4 DBE and Umalusi

1.5.6 south African Qualifications Authority (SAQA)

1.5.7 ET@QAs in the form of SETAs

1.5.8 Employers and professional bodies

1.5.9 South African Council for Educators (SACE)

Teaching involves monitoring and assessing learning.

1.6 MOVING ALONG

1.6.2 Assessment for learning

When they assess for learning, teachers use the classroom

Figure 1.4 Assessment for learning

CHAPTER 1. THE ASSESSMENT JOURNEY

1.6.3 Authentic assessment

1.7 ROAD SIGNS

1.7.1.1 Methods or activities of assessment |

cceccment is suite d to the outcome being Asse Sn