AED3701 Assignment 3 2024| Due 20 Aug 2024

AED3701 Assignment 3 2024| Due 20 Aug 2024 AED3701 ASSIGNMENT 3 (738471) DUE 20 AUGUST AED3701 Assignment 3 2024 (738471) - DUE 20 August 2024 QUESTION 1 1.1 Read each question carefully and select the most appropriate answer from the options provided. Indicate your choice by writing the correct letter next to the question number (e.g., 1.11 a). 1.1.1 A teacher is planning a lesson on assessment practices for a professional development workshop. Which option best reflects the significance of curriculum theory in shaping assessment approaches as outlined in the provided information? a.Curriculum theory has no bearing on how assessments are conducted inschools. b.Curriculum theory informs teachers about subject content but not assessmentmethods. c.Curriculum theory guides teachers in aligning teaching, learning andassessment practices. d.Curriculum theory solely focuses on designing summative assessments. 1.1.2 One learner whose first language is not English struggles with written assessments. How can the teacher ensure fair assessment for this learner while considering cultural diversity? a.Provide a written test with multiple-choice questions. b.Allow the learner extra time to complete a written assessment. c.Offer an oral assessment option in addition to written tasks. d.Implement group assessments to encourage collaboration. 1.1.3 A teacher wants to promote positive learner engagement in the classroom by designing challenging and authentic assessment tasks. However, some learners need to be more energised and motivated due to personal challenges at home. Which strategy would most effectively promote positive learner engagement in this scenario? a.Providing rewards for completing assessments. b.Offering additional support and encouragement to struggling learners. c.Ignoring personal challenges and focusing solely on academic tasks. d.Implementing standardised assessments to maintain fairness. 1.1.4 A teacher wants to utilise ICT-based assessments to effectively evaluate learners' learning and performance. However, some learners need access to technological devices at home. Which approach would be most appropriate for ensuring equitable assessment using ICT? a.Providing technological devices for all learners. b.Alternative assessment options are offered for learners who need access totechnology. c.Implementing peer assessment to supplement ICT-based assessments. d.Ignoring technological limitations and proceeding with ICT-basedassessments. 1.1.5 A Grade 10 teacher is planning an assessment for an upcoming unit on mathematics. Which assessment approach would align best with the constructivist learning theory, as discussed in the provided information? a.Administering a final exam at the end of the unit. b.Providing feedback throughout the learning process. c.Assigning homework only after covering all topics. d.Conducting a group project without individual feedback. (5x2=10) 1.2 Match the terms in Column A with the statements in Column B. Write down the numbers in Column A and then give the correct matching letter in Column B. For example: 2.1.1 F. Column A Column B 1.2.1 Considers the cognitive levels of learning when designing assessment questions. A.Reliability 1.2.2 Applies principles such as validity, reliability and fairness to assessment design. B.Ubuntu philosophy 1.2.3 Considers the availability of resources and feasibility of assessment tasks. C.Assessment planning 1.2.4 Addresses equity, inequality and fairness in assessment. D.Practicability 1.2.5 Ensures that assessment tasks are consistent and reproducible. E.Assessment practice F.Validity G.Social justice theory H.Bloom's Taxonomy (5x2=10) [20] QUESTION 2 2.1 Define Africanisation in the context of education and explain its significance in assessment planning and practice. (1+4=5) 2.2 Determine the roleyou think ICT can play in assessment to attend to the needs of learners? (5x1=5) 2.3 Indicate two technological devices that can be used to conduct ICT-based assessments. (2x1=2) AED3701 ASSESSMENT 03 (738471) 2024 7 2.4 There are three types of alternate assessments. For each alternate assessment type, answer the following questions in table format. (i)Alternate assessment type (3x1=3) (ii)Description of the concept (3x1=3) (iii)Indicate the target learner (3x1=3) Alternate assessment type Description Target learner 2.5 Evaluate TWO challenges teachers face in multigrade classrooms when designing assessment tasks. (2x2=4) 2.6 The Ubuntu philosophy improves teaching, learning and assessment (Beets & Le Grange, 2005). Defend the value of Ubuntu within the context of the peer assessment process? (5x1=5) [30] QUESTION 3 3.1 You are a teacher in a South African school and planning your curriculum for the upcoming academic year. Explain how you would ensure that your assessment planning aligns with the national framework outlined in documents such as the National Protocol for Assessment (NPA) and the Curriculum and Assessment Policy Statement (CAPS). (15) 3.2 Your school has recently adopted an ICT-based assessment approach to enhance teaching and learning experiences. Analyse the advantages and challenges of integrating ICT into assessment practices, considering the South African context and educational landscape. (15) [30] QUESTION 4 A teacher in your school is in the process of developing a formal assessment activity for the Grade 9 EMS class where she aims to assess the factors of production. Use the 203/2024 ATP for EMS to help correct errors in the guidelines below. Redraw the table and provide the necessary corrections.(20) Item Description Correction Term 3 Grade, subject and topic Grade: 9 Subject: EMS Topic: Factors of production Type: Baseline Assessment Scope of the assessment Work done in Week 2 of the second term. The purpose of doing the assessment activity This assessment activity aims to gauge learners' understanding of creative thinking and problem solving in a real-world business context and assess their ability to apply this knowledge. Describe the assessment task or activity. Learners will complete an examination that aims to assess the factors of production. Assessment of product or performance The evidence will be presented in the form of a multimedia presentation, which will demonstrate the learners' understanding of how each factor of production is utilised within the chosen industry. AED3701 ASSESSMENT 03 (738471) 2024 9 Role of the teacher during the assessment activity Provides learners with websites from which to get the information. I will facilitate the marking session by giving learners the correct answers to the scenarios while they mark. The type of assessment and the reason for choosing it This assessment is a performance-based task. It allows learners to demonstrate their understanding creatively and practically, fostering critical thinking and application skills. The assessment instrument used when marking the activity A red pen and calculator Who will mark the activity? Give a reason why. The learners will mark each other's work because it is an informal activity. They can use this as an opportunity to learn from each other. Differentiate between recording and reporting processes according to CAPS. Recording: During the activity, the teacher will take notes on individual and group performance, strengths and areas for improvement. Reporting: Feedback will be provided to learners individually and collectively after the presentation. Strengths and areas for AED3701 ASSESSMENT 03 (738471) 2024 10 improvement will be discussed and suggestions for further learning will be given. Which instrument is used for formal reporting to the learner and parent/guardian? For formal reporting to learners and parents/guardians, a written summary of individual and group performance based on the assessment criteria and rubric will be provided, along with suggestions for improvement and further study. Who is responsible for the moderation of the assessment? Principal of the school. [20] Question 1 1.1 Multiple Choice Questions 1. Curriculum theory in shaping assessment approaches: o a. Curriculum theory has no bearing on how assessments are conducted in schools. o b. Curriculum theory informs teachers about subject content but not assessment methods. o c. Curriculum theory guides teachers in aligning teaching, learning, and assessment practices. o d. Curriculum theory solely focuses on designing summative assessments. Answer: c. Curriculum theory guides teachers in aligning teaching, learning, and assessment practices. 2. Fair assessment for a non-native English learner: o a. Provide a written test with multiple-choice questions. o b. Allow the learner extra time to complete a written assessment. o c. Offer an oral assessment option in addition to written tasks. o d. Implement group assessments to encourage collaboration. Answer: c. Offer an oral assessment option in addition to written tasks. 3. Promoting positive learner engagement: o a. Providing rewards for completing assessments. o b. Offering additional support and encouragement to struggling learners. o c. Ignoring personal challenges and focusing solely on academic tasks. o d. Implementing standardized assessments to maintain fairness. Answer: b. Offering additional support and encouragement to struggling learners. 4. Equitable assessment using ICT: o a. Providing technological devices for all learners. o b. Alternative assessment options offered for learners who need access to technology. o c. Implementing peer assessment to supplement ICT-based assessments. o d. Ignoring technological limitations and proceeding with ICT-based assessments. Answer: b. Alternative assessment options offered for learners who need access to technology. 5. Constructivist learning theory in mathematics assessment: o a. Administering a final exam at the end of the unit. o b. Providing feedback throughout the learning process. o c. Assigning homework only after covering all topics. o d. Conducting a group project without individual feedback. Answer: b. Providing feedback throughout the learning process. 1.2 Matching Terms 1. Considers cognitive levels in assessment design: o H. Bloom's Taxonomy 2. Applies principles like validity, reliability, and fairness: o E. Assessment practice 3. Considers availability of resources and feasibility: o D. Practicability 4. Addresses equity, inequality, and fairness: o G. Social justice theory 5. Ensures consistent and reproducible tasks: o A. Reliability Question 2 2.1 Define Africanisation in Education Definition: Africanisation refers to the process of incorporating African values, cultures, languages, and perspectives into the education system to make it more relevant and reflective of the African context. Significance: • Enhances relevance and cultural resonance of educational content. • Promotes inclusivity and diversity in learning environments. • Encourages respect for African heritage and knowledge systems. • Helps bridge the gap between traditional and modern educational practices. • Fosters a sense of identity and pride among learners. 2.2 Role of ICT in Assessment ICT can: • Provide diverse and flexible assessment formats. • Enhance accessibility for students with disabilities. • Enable real-time feedback and performance tracking. • Support collaborative and interactive assessment activities. • Facilitate the use of multimedia in demonstrating knowledge and skills. 2.3 Technological Devices for ICT-based Assessments 1. Tablets 2. Laptops 2.4 Alternate Assessment Types Alternate Assessment Type Description Target Learner Portfolio Collection of student's work over time. Learners who excel in continuous improvement and reflective learning. Performance Task Real-world tasks demonstrating skills. Learners who learn best through practical application. Self-assessment Learners assess their own work. Learners who benefit from self-reflection and independent evaluation. 2.5 Challenges in Multigrade Classrooms 1. Resource Limitations: Insufficient resources to cater to different grade levels simultaneously. 2. Time Management: Difficulty in managing time effectively to address the needs of multiple grades. 2.6 Value of Ubuntu in Peer Assessment • Promotes a sense of community and mutual respect. • Encourages collaborative learning and support. • Fosters empathy and understanding among learners. • Enhances the quality of feedback through shared perspectives. • Builds a supportive and inclusive classroom environment. Question 3 3.1 Aligning Assessment Planning with National Frameworks • Compliance with Policies: Ensure all assessments adhere to NPA and CAPS guidelines. • Integration of Learning Outcomes: Align assessments with the specified learning outcomes and competencies. • Continuous Assessment: Implement ongoing formative assessments as recommended. • Inclusivity and Fairness: Design assessments that cater to diverse learner needs. • Documentation and Reporting: Maintain proper records and provide detailed feedback in line with CAPS requirements. • Professional Development: Stay updated with training on assessment practices and policy changes. 3.2 Advantages and Challenges of ICT-based Assessments Advantages: • Enhances engagement through interactive and multimedia assessments. • Provides immediate feedback and detailed performance analytics. • Facilitates differentiated and personalized learning experiences. • Enables remote and flexible assessment opportunities. • Reduces administrative burden and streamlines grading processes. Challenges: • Digital Divide: Unequal access to technology and internet connectivity. • Technical Issues: Potential for software glitches and hardware failures. • Training Needs: Requires teachers to be proficient in using ICT tools. • Cybersecurity Concerns: Risk of data breaches and misuse of student information. • Assessment Integrity: Ensuring the authenticity and originality of student work. Question 4 Corrections for the Formal Assessment Activity Item Description Correction Term 3 Correct Grade, subject and topic Grade: 9 Subject: EMS Topic: Factors of production Correct Type Baseline Assessment Formative Assessment Scope of the assessment Work done in Week 2 of the second term. Work done in Week 2 of the third term. Item Description Correction Purpose of the assessment Assess understanding and application of factors of production. Correct Describe the assessment task Learners will complete an examination. Learners will create a project demonstrating the factors of production in a chosen industry. Assessment of product or performance Multimedia presentation demonstrating understanding. Correct Role of the teacher Provides websites and facilitates marking. Guides research process and provides constructive feedback. Type of assessment Performance-based task. Correct Assessment instrument Red pen and calculator Rubric with clear criteria Who will mark the activity? Learners will mark each other’s work. Teacher will mark the activity to ensure fairness and accuracy. Recording and reporting processes Recording: Teacher notes individual/group performance. Reporting: Feedback provided. Correct Formal reporting instrument Written summary with rubric and suggestions for improvement. Correct Item Description Correction Responsible for moderation Principal of the school. Department head or designated senior teacher for quality assurance. This structured approach ensures each section of the assignment is clearly addressed, enhancing clarity and completeness in your answers.