Assignment 01 [COMPULSORY]
Closing date: 26 May 2023
This assignment is compulsory and contributes 10% to your year mark. Any request for
extending the due date for Assignment 01 will only be considered if solid reasons are provided
beforehand with related documentary proof, for example a doctor’s certificate.
Question 1
Read the following scenario and answer questions below:
Changes in assessment theory and practice have become commonplace in many education systems
across the globe. Many changes are evident in state education polices, which have implications for the
ways in which teachers/lecturers perform their duties. Calls have been made for more authentic ways
of assessing learning, and for assessment to become an integral part of the teaching and learning
processes. However, shifts in assessment theory and practice remain framed in a Western paradigm,
and increasing globalization might lead to greater homogenization of assessment practices. In this
scenario we need to examine whether current shifts in assessment theory and practice provide space
for accommodating the socio-cultural backgrounds of African learners. We further invoke the notion of
ubuntu to explore its potential to provide a more nuanced understanding of authentic/alternative forms
of assessment and examine ways in which the spirit of ubuntu might contribute to disrupting the
hegemony of contemporary assessment theory and practice, given its strong Western base.
We will specifically look at implications that the Africanization of assessment might have for teacher
education practices in South Africa. Understanding how assessment was practiced in traditional African
contexts within Ubuntu philosophy could assist educators in doing assessment more effectively in their
diverse classrooms such as informal and formal assessment completely integrated with education,
learning and life; the content of traditional education in communities included a variety of knowledge,
skills and values.
Assessment judgements were made directly by observing conduct; and feedback was immediate,
specific and contextualized and given verbally; assessment was predominantly done by educators, yet
peer-and self-assessment were also common; and assessment points of reference were varied; the
assessment of learner conduct was done with specific focus on the community and not the individual
learner; assessment was predominantly formative, holistic and collaborative, yet also summative and
individualized in specific contexts; and the standards used in assessment focused on human qualities
and character rather than formally and objectively stated aims or outcomes.
Question 1
1.1. Give eight roles of Ubuntu in assessment that were practiced in traditional African contexts
within the Ubuntu philosophy to assist educators in diverse classrooms based on Beets and Le
Grange 2005:1197). (S.A. Coetzee and E.J Van Niekerk, 87) (16)
1) Assessment was both informal, formal and completely integrated with education, learning and life.
2) The content of traditional education in communities included a variety of knowledge, skills, and
values.
3) Assessment judgment were made directly by observing conduct and feedback was immediate,
specific and contextualized and given verbally.
4) Assessment was predominantly done by educators, yet peer-and-self-assessment were common
also.
5) Assessment point of reference were varied.
6) Assessment of a learner conduct was done with particular focus on the community and not the
individual learner.
7) Assessment was predominantly formative, holistic and collaborative, yet also summative and
individualized in particular contexts.
8) Standards used in assessment focused on human qualities and character rather than formally and
objectively stated aims or outcomes.
1|Page
, 1.2. Name different ways in which the educator can create an educator-learner relationship. (S.A.
Coetzee, el tera, 42) (4)
Creating open, professionally appropriate dialogue with learners,
Systematically building better relationships with learners,
Maintaining a high ratio of positive to negative statements,
Communicating high expectations and
Creating opportunities for personal discussion.
1.3. Give two main functions for senior managers based on Pretorius and Lemmer (1998:71). (S.A.
Coetzee, el tera, 42) (4)
“The functions of a managers are that the manager decides what has to be done and how it should be
done, gives instructions that it should be done and determines whether it has been done. In managerial
language this relates to the terms planning, organizing, leadership and control”.
Total (24)
Question 2
2.1 Describe the requirements for general control and control mechanisms of the management function
in the classroom. (S.A. Coetzee, el tera, 46-47) (5)
Control mechanisms need to be suited to the specific character of the learning subject, learning
content, learning environment and class group.
Those subject to control, namely the learners, need to know what will be assessed and how it will
be assessed.
All control tasks and assessment activities are aimed at correcting behavior or improving ability –
not finding fault
Control needs to be exercised in a timely fashion to allow for adjustments or expanded opportunities
to learn.
The ultimate responsibility for control lies with the person in charge: the educator.
Control should lead to changed or improved performance by the learners and the educator.
Pretorius and Lemmer (1998: 57) add the following guidelines to the requirements
given above:
Control should not be seen as a negative function which regiments, disciplines and punishes.
Measures of control before and during instruction are better than control applied at the conclusion of
the instructional activity.
Self-control and self-discipline are much more effective than control and punishment imposed by
the educator.
Control requires good motivation, effective communication, a healthy educator-learner relationship
and democratic leadership.
2.2 Discuss and give your own practical examples of how to build the stages of a positive classroom
climate. (S.A. Coetzee, el tera, 46-47) (9)
It can be achieved by understanding the different consequential stages in building a positive climate in
the classroom.
1. The establishment Phase
During the establishment phase, the focus is preventative. The educator aims at minimizing
unnecessary disruptions by having a thoughtful balance of rights, responsibilities, rules and routines
(Hook & Vass 2000: 29). The agendas that you set at this stage wholly determine your success in
implementing a classroom management plan. It will set the daily climate for the academic and social
growth of your learners. At this stage, learners are psychologically and developmentally
ready for the educator to clarify how the class is supposed to work.
2. The Consolidation Phase
Learners naturally, and normally, test boundaries, routines and rules. It is important that the educator
continue to teach, encourage and maintain what was established. One cannot expect all to be fine just
because there is a set of published rules.
2|Page
Closing date: 26 May 2023
This assignment is compulsory and contributes 10% to your year mark. Any request for
extending the due date for Assignment 01 will only be considered if solid reasons are provided
beforehand with related documentary proof, for example a doctor’s certificate.
Question 1
Read the following scenario and answer questions below:
Changes in assessment theory and practice have become commonplace in many education systems
across the globe. Many changes are evident in state education polices, which have implications for the
ways in which teachers/lecturers perform their duties. Calls have been made for more authentic ways
of assessing learning, and for assessment to become an integral part of the teaching and learning
processes. However, shifts in assessment theory and practice remain framed in a Western paradigm,
and increasing globalization might lead to greater homogenization of assessment practices. In this
scenario we need to examine whether current shifts in assessment theory and practice provide space
for accommodating the socio-cultural backgrounds of African learners. We further invoke the notion of
ubuntu to explore its potential to provide a more nuanced understanding of authentic/alternative forms
of assessment and examine ways in which the spirit of ubuntu might contribute to disrupting the
hegemony of contemporary assessment theory and practice, given its strong Western base.
We will specifically look at implications that the Africanization of assessment might have for teacher
education practices in South Africa. Understanding how assessment was practiced in traditional African
contexts within Ubuntu philosophy could assist educators in doing assessment more effectively in their
diverse classrooms such as informal and formal assessment completely integrated with education,
learning and life; the content of traditional education in communities included a variety of knowledge,
skills and values.
Assessment judgements were made directly by observing conduct; and feedback was immediate,
specific and contextualized and given verbally; assessment was predominantly done by educators, yet
peer-and self-assessment were also common; and assessment points of reference were varied; the
assessment of learner conduct was done with specific focus on the community and not the individual
learner; assessment was predominantly formative, holistic and collaborative, yet also summative and
individualized in specific contexts; and the standards used in assessment focused on human qualities
and character rather than formally and objectively stated aims or outcomes.
Question 1
1.1. Give eight roles of Ubuntu in assessment that were practiced in traditional African contexts
within the Ubuntu philosophy to assist educators in diverse classrooms based on Beets and Le
Grange 2005:1197). (S.A. Coetzee and E.J Van Niekerk, 87) (16)
1) Assessment was both informal, formal and completely integrated with education, learning and life.
2) The content of traditional education in communities included a variety of knowledge, skills, and
values.
3) Assessment judgment were made directly by observing conduct and feedback was immediate,
specific and contextualized and given verbally.
4) Assessment was predominantly done by educators, yet peer-and-self-assessment were common
also.
5) Assessment point of reference were varied.
6) Assessment of a learner conduct was done with particular focus on the community and not the
individual learner.
7) Assessment was predominantly formative, holistic and collaborative, yet also summative and
individualized in particular contexts.
8) Standards used in assessment focused on human qualities and character rather than formally and
objectively stated aims or outcomes.
1|Page
, 1.2. Name different ways in which the educator can create an educator-learner relationship. (S.A.
Coetzee, el tera, 42) (4)
Creating open, professionally appropriate dialogue with learners,
Systematically building better relationships with learners,
Maintaining a high ratio of positive to negative statements,
Communicating high expectations and
Creating opportunities for personal discussion.
1.3. Give two main functions for senior managers based on Pretorius and Lemmer (1998:71). (S.A.
Coetzee, el tera, 42) (4)
“The functions of a managers are that the manager decides what has to be done and how it should be
done, gives instructions that it should be done and determines whether it has been done. In managerial
language this relates to the terms planning, organizing, leadership and control”.
Total (24)
Question 2
2.1 Describe the requirements for general control and control mechanisms of the management function
in the classroom. (S.A. Coetzee, el tera, 46-47) (5)
Control mechanisms need to be suited to the specific character of the learning subject, learning
content, learning environment and class group.
Those subject to control, namely the learners, need to know what will be assessed and how it will
be assessed.
All control tasks and assessment activities are aimed at correcting behavior or improving ability –
not finding fault
Control needs to be exercised in a timely fashion to allow for adjustments or expanded opportunities
to learn.
The ultimate responsibility for control lies with the person in charge: the educator.
Control should lead to changed or improved performance by the learners and the educator.
Pretorius and Lemmer (1998: 57) add the following guidelines to the requirements
given above:
Control should not be seen as a negative function which regiments, disciplines and punishes.
Measures of control before and during instruction are better than control applied at the conclusion of
the instructional activity.
Self-control and self-discipline are much more effective than control and punishment imposed by
the educator.
Control requires good motivation, effective communication, a healthy educator-learner relationship
and democratic leadership.
2.2 Discuss and give your own practical examples of how to build the stages of a positive classroom
climate. (S.A. Coetzee, el tera, 46-47) (9)
It can be achieved by understanding the different consequential stages in building a positive climate in
the classroom.
1. The establishment Phase
During the establishment phase, the focus is preventative. The educator aims at minimizing
unnecessary disruptions by having a thoughtful balance of rights, responsibilities, rules and routines
(Hook & Vass 2000: 29). The agendas that you set at this stage wholly determine your success in
implementing a classroom management plan. It will set the daily climate for the academic and social
growth of your learners. At this stage, learners are psychologically and developmentally
ready for the educator to clarify how the class is supposed to work.
2. The Consolidation Phase
Learners naturally, and normally, test boundaries, routines and rules. It is important that the educator
continue to teach, encourage and maintain what was established. One cannot expect all to be fine just
because there is a set of published rules.
2|Page
