AED3701
ASSESSMENT 3 2025
ASSESSMENT IN EDUCATION
Year module
Question 1
1.1 Differentiate between the assessment types below by evaluating
their importance in teaching and learning
1.1.1 Learning as an assessment
Assessment as learning gives attention to the role of the learner
when it comes to self-assessment. Learners take the initiative to
watch the learning process they are engaged in, self assess,
make changes. It encourages self-regulation, ownership of
learning and metacognition. Such assessment is crucial in
developing an ability to think critically and learn individually.
, 1.1.2 Learning Conclusions
This is the culminating evaluation applied upon learning period,
which is used to assess what is mastered by the learners. It is
applied in assessment of success and its usage to assign
grades and communicate with stakeholders including parents
and departments. They can be term tests or the final exams. It
gives a hand in accountability and certification.
1.1.3 Assessment for Learning
The assessment on learning is formative and continuous. It
assists educators in realizing the level of the students, their
achievement and shortcoming to make changes in the teaching.
It contains feedback, questioning and informal tasks. It is an
essential type of helping to enhance learning results, diverse
instructions, and sustainable growth.
1.2 Learner Promotion and Progression in SA Public Schools
According to the National Policy Pertaining to the Programme and Promotion
Requirements (NPPPPPR), promoting and advancing of learners have the
intention of advancing a non discriminatory and inclusive learning pathway to
the learners:
Promotion is made decisionally with some mixture of formal exam scores
and teacher opinion, with grade-specific criteria.
In the Foundation Phase (Grades R3):, there is a focus on first additional
language, first additional language and mathematics.
Grade 4 and above are promoted when a given percentage is achieved
(ex. 40 percent in Home Language and 30 percent in the rest).
Progression also enables development of learners with time even in cases
where they do not fully meet the promotion criteria especially in the
Intermediate and Senior Phases, as long as sufficient support is availed.
Baseline and Diagnostic Tests:
At the start of the year baselines are made to assess the prior knowledge and
to serve as a guide to planning.
Diagnostic tests define learner requirements or learning obstacles. They
matter in the planning of efficient interventions and support strategies.
These are the evaluations to make the teaching learner-centred, inclusive,
and responsive.
Question 2
2.1.1 How can teachers use assessment to empower learners to
participate fully in learning? (4 strategies)
ASSESSMENT 3 2025
ASSESSMENT IN EDUCATION
Year module
Question 1
1.1 Differentiate between the assessment types below by evaluating
their importance in teaching and learning
1.1.1 Learning as an assessment
Assessment as learning gives attention to the role of the learner
when it comes to self-assessment. Learners take the initiative to
watch the learning process they are engaged in, self assess,
make changes. It encourages self-regulation, ownership of
learning and metacognition. Such assessment is crucial in
developing an ability to think critically and learn individually.
, 1.1.2 Learning Conclusions
This is the culminating evaluation applied upon learning period,
which is used to assess what is mastered by the learners. It is
applied in assessment of success and its usage to assign
grades and communicate with stakeholders including parents
and departments. They can be term tests or the final exams. It
gives a hand in accountability and certification.
1.1.3 Assessment for Learning
The assessment on learning is formative and continuous. It
assists educators in realizing the level of the students, their
achievement and shortcoming to make changes in the teaching.
It contains feedback, questioning and informal tasks. It is an
essential type of helping to enhance learning results, diverse
instructions, and sustainable growth.
1.2 Learner Promotion and Progression in SA Public Schools
According to the National Policy Pertaining to the Programme and Promotion
Requirements (NPPPPPR), promoting and advancing of learners have the
intention of advancing a non discriminatory and inclusive learning pathway to
the learners:
Promotion is made decisionally with some mixture of formal exam scores
and teacher opinion, with grade-specific criteria.
In the Foundation Phase (Grades R3):, there is a focus on first additional
language, first additional language and mathematics.
Grade 4 and above are promoted when a given percentage is achieved
(ex. 40 percent in Home Language and 30 percent in the rest).
Progression also enables development of learners with time even in cases
where they do not fully meet the promotion criteria especially in the
Intermediate and Senior Phases, as long as sufficient support is availed.
Baseline and Diagnostic Tests:
At the start of the year baselines are made to assess the prior knowledge and
to serve as a guide to planning.
Diagnostic tests define learner requirements or learning obstacles. They
matter in the planning of efficient interventions and support strategies.
These are the evaluations to make the teaching learner-centred, inclusive,
and responsive.
Question 2
2.1.1 How can teachers use assessment to empower learners to
participate fully in learning? (4 strategies)
