AED3701
ASSIGNMENT 2 YEAR 2022
1.1.1 Baseline assessment
This type of assessment takes place before learning commences and is used to
determine what learners know and can do. It informs one about where to begin the
teaching and learning process. According to the National Curriculum Statement
Assessment Guidelines, a baseline assessment is usually used at the beginning of a
phase, grade or learning experience to establish what learners already know, what
they can do, or what they value. For learners with disabilities, a baseline assessment
can be done in consultation with the institution-level support team.
1.1.2 Formative assessment
According to CAPS (2011), formative assessments determine the progress of the
learners towards achieving the outcomes, and the appropriateness of learning
acquired. It takes place during the learning process and it informs the planning of future
learning activities. Teachers use formative assessments to identify and to provide
information necessary to fill the knowledge gap between the learners’ current state of
understanding and specific subject content knowledge to be achieved, and to
anticipate future steps (Bennett & Gitomer, 2009). According to the National
Curriculum Statement Assessment Guidelines, a formative assessment is
developmental. It is used by teachers to provide feedback to the learner and track
whether the learner has progressed. It helps day-to-day teaching and learning and
may suggest ways in which learning activities can be changed to suit diverse learners’
needs. This type of assessment is also known as an assessment for learning since it
involves both the teacher and the learners in the process of sustained reflection and
self-assessment.
ASSIGNMENT 2 YEAR 2022
1.1.1 Baseline assessment
This type of assessment takes place before learning commences and is used to
determine what learners know and can do. It informs one about where to begin the
teaching and learning process. According to the National Curriculum Statement
Assessment Guidelines, a baseline assessment is usually used at the beginning of a
phase, grade or learning experience to establish what learners already know, what
they can do, or what they value. For learners with disabilities, a baseline assessment
can be done in consultation with the institution-level support team.
1.1.2 Formative assessment
According to CAPS (2011), formative assessments determine the progress of the
learners towards achieving the outcomes, and the appropriateness of learning
acquired. It takes place during the learning process and it informs the planning of future
learning activities. Teachers use formative assessments to identify and to provide
information necessary to fill the knowledge gap between the learners’ current state of
understanding and specific subject content knowledge to be achieved, and to
anticipate future steps (Bennett & Gitomer, 2009). According to the National
Curriculum Statement Assessment Guidelines, a formative assessment is
developmental. It is used by teachers to provide feedback to the learner and track
whether the learner has progressed. It helps day-to-day teaching and learning and
may suggest ways in which learning activities can be changed to suit diverse learners’
needs. This type of assessment is also known as an assessment for learning since it
involves both the teacher and the learners in the process of sustained reflection and
self-assessment.
