PREVIEW
QUESTION 1: (5)
Assessment, as outlined in the CAPS
(Curriculum and Assessment Policy
Statement) document and study guides,
refers to the ongoing process of
gathering information about students'
progress, understanding, and abilities. It
involves systematically collecting,
analyzing, and interpreting evidence to
make informed decisions about teaching
and learning. Assessment
encompasses various methods,
including formal tests, informal
observations, discussions, projects, and
tasks, to evaluate students' knowledge,
skills, and attitudes across different
subject areas and developmental
FMT3701
stages.
NATALIE FOXX
ASSIGNMENT 2 2024
, QUESTION 1: (5)
Assessment, as outlined in the CAPS (Curriculum and Assessment Policy
Statement) document and study guides, refers to the ongoing process of
gathering information about students' progress, understanding, and abilities. It
involves systematically collecting, analyzing, and interpreting evidence to make
informed decisions about teaching and learning. Assessment encompasses
various methods, including formal tests, informal observations, discussions,
projects, and tasks, to evaluate students' knowledge, skills, and attitudes
across different subject areas and developmental stages.
QUESTION 2: (8)
2.1 Classwork observation:
Example: In a mathematics class, the teacher observes students as they work
in pairs to solve addition problems on the board. The teacher notes how each
student contributes to the task, their problem-solving strategies, and their level
of understanding of the concepts being taught.
2.2 Orals/discussions:
Example: During a group discussion, students are asked to explain their
reasoning behind selecting a particular geometric shape for a given problem.
Each student takes turns presenting their arguments and justifications,
promoting communication skills and conceptual understanding.
2.3 Practical demonstrations:
Example: Students use blocks or counters to explore basic multiplication
concepts. They create arrays to represent different multiplication facts and
demonstrate their understanding of the relationship between multiplication and
repeated addition through hands-on activities.
2.4 Written work:
Example: Students complete a worksheet where they are required to solve
word problems involving addition and subtraction. They demonstrate their
ability to apply mathematical concepts, interpret information, and communicate
their solutions in writing.
QUESTION 3: (10)
Teacher-centred Learner-centred
Knowledge construction Teacher imparts Students actively
knowledge to students construct their own
based on curriculum knowledge through
and instruction.
QUESTION 1: (5)
Assessment, as outlined in the CAPS
(Curriculum and Assessment Policy
Statement) document and study guides,
refers to the ongoing process of
gathering information about students'
progress, understanding, and abilities. It
involves systematically collecting,
analyzing, and interpreting evidence to
make informed decisions about teaching
and learning. Assessment
encompasses various methods,
including formal tests, informal
observations, discussions, projects, and
tasks, to evaluate students' knowledge,
skills, and attitudes across different
subject areas and developmental
FMT3701
stages.
NATALIE FOXX
ASSIGNMENT 2 2024
, QUESTION 1: (5)
Assessment, as outlined in the CAPS (Curriculum and Assessment Policy
Statement) document and study guides, refers to the ongoing process of
gathering information about students' progress, understanding, and abilities. It
involves systematically collecting, analyzing, and interpreting evidence to make
informed decisions about teaching and learning. Assessment encompasses
various methods, including formal tests, informal observations, discussions,
projects, and tasks, to evaluate students' knowledge, skills, and attitudes
across different subject areas and developmental stages.
QUESTION 2: (8)
2.1 Classwork observation:
Example: In a mathematics class, the teacher observes students as they work
in pairs to solve addition problems on the board. The teacher notes how each
student contributes to the task, their problem-solving strategies, and their level
of understanding of the concepts being taught.
2.2 Orals/discussions:
Example: During a group discussion, students are asked to explain their
reasoning behind selecting a particular geometric shape for a given problem.
Each student takes turns presenting their arguments and justifications,
promoting communication skills and conceptual understanding.
2.3 Practical demonstrations:
Example: Students use blocks or counters to explore basic multiplication
concepts. They create arrays to represent different multiplication facts and
demonstrate their understanding of the relationship between multiplication and
repeated addition through hands-on activities.
2.4 Written work:
Example: Students complete a worksheet where they are required to solve
word problems involving addition and subtraction. They demonstrate their
ability to apply mathematical concepts, interpret information, and communicate
their solutions in writing.
QUESTION 3: (10)
Teacher-centred Learner-centred
Knowledge construction Teacher imparts Students actively
knowledge to students construct their own
based on curriculum knowledge through
and instruction.
