EDAHOD5 EXAM-PACK 2018
#MKHULU
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QUESTION ONE
Define the following concepts
1. Assessor: is a person authorised to gather, evaluate and interpret the performance of the
learners.
2. Assessment: is the process of gathering or discussing information from multiple and diverse
sources in order to develop a deep understanding of what students know understand and can
do with their knowledge as a result of their educational experience. The process culminates
when assessment results are used to improve subsequent learning. Or A continuous,
planned process of identifying, gathering and interpreting information about learners’
performance. Four steps of assessment: gathering evidence of achievement, evaluating this
evidence, recording findings, and using this information.
3. Analytic rubric: is an assessment tool that divides the assignment into parts and objectives,
and provides a detailed description of acceptable and unacceptable levels of performance for
each part.
4. Assessment planning: involves he teacher selecting which knowledge, skills and values will
be assessed; which assessment activities will be used, the assessment methods,
assessment instruments and how feedback will be given to learners.
5. Criterion-referenced assessment: is the practice of comparing a learner’s performance
with a well-defined standard (criterion). There are clear criteria described and defined to
indicate what level of achievement is attained.
6. Continuous assessment: Describe the constant process of assessment that spans the
entire learning process.
7. Moderation: Assessment is inherently exposed to human error. No assessment can ever be
perfect, that is why it must be moderated. The policy requirements regarding moderation are
clearly reflected in both the National Protocol for Assessment and in the CAPS, Chapter 4 for
every subject.
8. Norm-referenced assessment: When a teacher uses norm-referenced assessment, the
teacher compares the learner’s performance with that of other learners or the “norm” which
means comparing the learner’s performance with what is normally expected from people in
that group. The average performance of the class sets the standard.
9. Progression: *******************************
10. Reporting: Process of communicating learner performance to learners, parents, schools and
other stakeholders. Can take the form of report cards, parents’ meetings, parent teacher
conferences, phone calls, and letters.
11. The principles fairness in assessment: impartial and just treatment or behaviour without
favouritism or discrimination
12. The principle of reliability: This is the degree to which an assessment tool produces stable
and consistent results. An assessment is considered reliable when the same results occur
regardless of when the assessment occurs or who does the scoring.
, QUESTION TWO
Assessment principles
Openness: When the overall assessment process is transparent, ie. Learners understand the
assessment process and the criteria that apply, and can contribute to the planning and
accumulation of evidence.
E.G. including the criteria to be assessed in the instructions of an assignment allows learners to
understand what is expected of them.
Appropriateness: The method of assessment is suited to the outcome being assessed, ie. It is
capable of gathering evidence in relation to the intended outcomes and not something else.
E.G. practical investigations are made use of in Natural Science assessments in order to align with
the practical nature of the subject and its outcomes in practical experiments.
Currency: The evidence is sufficient proof that that the learner is able to perform the assessment
outcomes at the time the assessor declares the learner competent.
E.G. When the teacher compiles report cards at the end of the year, he or she must indicate (with
evidence of ongoing assessment compiled over the course of the year) whether or not
learners attained sufficient results (thereby declaring competence) to progress to the next
grade.
Reliability: Assessment should produce consistent results even if used by another assessor under
same conditions.
E.G. if the same subject test is given to learners of another school it should produce similar results
(learners performance)
Fairness: Assessment neither must nor present any barrier to the achievement be either
language, race or sexism in questioning. Should be sensitive to contextual factors.
E.G. test learners on what they have been taught. Resources, classroom environment, and
learner’s cultural background.
Authenticity: the evidence produced in assessment is attributed to the learner and no one else
E.G. written class work, homework, project, and or assignment
QUESTION THREE
Types of Assessment and relevant examples
Continuous Assessment- The constant process of assessment that spans the entire learning
process. Assessment starts when learning starts and is ongoing throughout the learning
process. Baseline, formative and summative assessments are included in CASS.
Baseline Assessment- Takes place at the beginning of a phase or learning cycle. It is used to
establish what the learners already know and enables the teacher with information regarding
the learner’s level of development and learning and where to improve before continuing with
a lesson. Teachers are able to plan new activities to help boost learners existing knowledge.
Diagnostic Assessment: Is assessment implied but not yet stated openly in all observations. The
teacher therefore focuses on identifying learning difficulties learners come across to be able
to provide strict guidance and active programmes which will be appropriate to help learners
where they are in need.
#MKHULU
******************
QUESTION ONE
Define the following concepts
1. Assessor: is a person authorised to gather, evaluate and interpret the performance of the
learners.
2. Assessment: is the process of gathering or discussing information from multiple and diverse
sources in order to develop a deep understanding of what students know understand and can
do with their knowledge as a result of their educational experience. The process culminates
when assessment results are used to improve subsequent learning. Or A continuous,
planned process of identifying, gathering and interpreting information about learners’
performance. Four steps of assessment: gathering evidence of achievement, evaluating this
evidence, recording findings, and using this information.
3. Analytic rubric: is an assessment tool that divides the assignment into parts and objectives,
and provides a detailed description of acceptable and unacceptable levels of performance for
each part.
4. Assessment planning: involves he teacher selecting which knowledge, skills and values will
be assessed; which assessment activities will be used, the assessment methods,
assessment instruments and how feedback will be given to learners.
5. Criterion-referenced assessment: is the practice of comparing a learner’s performance
with a well-defined standard (criterion). There are clear criteria described and defined to
indicate what level of achievement is attained.
6. Continuous assessment: Describe the constant process of assessment that spans the
entire learning process.
7. Moderation: Assessment is inherently exposed to human error. No assessment can ever be
perfect, that is why it must be moderated. The policy requirements regarding moderation are
clearly reflected in both the National Protocol for Assessment and in the CAPS, Chapter 4 for
every subject.
8. Norm-referenced assessment: When a teacher uses norm-referenced assessment, the
teacher compares the learner’s performance with that of other learners or the “norm” which
means comparing the learner’s performance with what is normally expected from people in
that group. The average performance of the class sets the standard.
9. Progression: *******************************
10. Reporting: Process of communicating learner performance to learners, parents, schools and
other stakeholders. Can take the form of report cards, parents’ meetings, parent teacher
conferences, phone calls, and letters.
11. The principles fairness in assessment: impartial and just treatment or behaviour without
favouritism or discrimination
12. The principle of reliability: This is the degree to which an assessment tool produces stable
and consistent results. An assessment is considered reliable when the same results occur
regardless of when the assessment occurs or who does the scoring.
, QUESTION TWO
Assessment principles
Openness: When the overall assessment process is transparent, ie. Learners understand the
assessment process and the criteria that apply, and can contribute to the planning and
accumulation of evidence.
E.G. including the criteria to be assessed in the instructions of an assignment allows learners to
understand what is expected of them.
Appropriateness: The method of assessment is suited to the outcome being assessed, ie. It is
capable of gathering evidence in relation to the intended outcomes and not something else.
E.G. practical investigations are made use of in Natural Science assessments in order to align with
the practical nature of the subject and its outcomes in practical experiments.
Currency: The evidence is sufficient proof that that the learner is able to perform the assessment
outcomes at the time the assessor declares the learner competent.
E.G. When the teacher compiles report cards at the end of the year, he or she must indicate (with
evidence of ongoing assessment compiled over the course of the year) whether or not
learners attained sufficient results (thereby declaring competence) to progress to the next
grade.
Reliability: Assessment should produce consistent results even if used by another assessor under
same conditions.
E.G. if the same subject test is given to learners of another school it should produce similar results
(learners performance)
Fairness: Assessment neither must nor present any barrier to the achievement be either
language, race or sexism in questioning. Should be sensitive to contextual factors.
E.G. test learners on what they have been taught. Resources, classroom environment, and
learner’s cultural background.
Authenticity: the evidence produced in assessment is attributed to the learner and no one else
E.G. written class work, homework, project, and or assignment
QUESTION THREE
Types of Assessment and relevant examples
Continuous Assessment- The constant process of assessment that spans the entire learning
process. Assessment starts when learning starts and is ongoing throughout the learning
process. Baseline, formative and summative assessments are included in CASS.
Baseline Assessment- Takes place at the beginning of a phase or learning cycle. It is used to
establish what the learners already know and enables the teacher with information regarding
the learner’s level of development and learning and where to improve before continuing with
a lesson. Teachers are able to plan new activities to help boost learners existing knowledge.
Diagnostic Assessment: Is assessment implied but not yet stated openly in all observations. The
teacher therefore focuses on identifying learning difficulties learners come across to be able
to provide strict guidance and active programmes which will be appropriate to help learners
where they are in need.
