AED 3701 Exam Prep for ASSIGN 01 And 02

AED 3701 Exam Prep for ASSIGN 01 And 02 AED 3701 Exam Prep for ASSIGNMENT 01 And 02 QUESTION 1 MULTIPLE- CHOICE QUESTIONS Select the CORRECT answer from the options given in each of the following questions. 1.1. This type of assessment takes place before learning commences. (1) A Formative assessment B Summative assessment C Baseline assessment D Diagnostic assessment 1.2. ……… gives recognition for experiential learning. (1) A Systematic assessment B Summative assessment C ISAT D RPL 1.3. This principle of assessment states that assessment be recent and related to what learners know or can do at the time of the assessment . (1) A Currency B Fairness C Appropriate D Valid 1.4. Driver fatigue in teaching and learning refers to: (1) A The teacher drives a long distance to the school and therefore arrives there tired for lessons B The teacher has too many classes to teach in a day and gets exhausted C The teacher is overwhelmed by too much marking and has less teaching time. D The teacher also drives learners to sporting activities and this is too tiring. 1.5 When instruction narrowly focuses on what is assessed and other curriculum goals and content is neglected ,this is referred to as: (1) A ‘Teach to pass’ B ‘Teach to the test’ C ‘Teach to progress’ D ‘Spot teaching’ No Column A Column B 1.1. 1 Diversity learning C of A The assessment must produce the same results when judged by more than one teacher or when the evidence is judged over a number of occasions. 1.1.2. Parental involvement E B These learners learn best when they see text and pictures of what they are studying 1.1.3. Reliability A C It is important for teachers to be able to assess learners according to their learning styles and multiple intelligences, so as to allow all learners equal opportunities to achieve the desired skills. 1.1.4. Visual learning style B D Teachers should assess the learners’ progress on a daily basis during learning activities 1.1.5 Informal assessment D E Teachers need to involve parents from the start of the school year by explaining the assessment that is going to take place during the year. 2.1. According to the South African schooling system ,Grade 7-9 is phase. (2) . SENIOR 2.2. is when a learner fails to meet all the promotional requirements for a pass, but is moved to the next grade. (2) PROGRESSION 2.3. In a school, matters pertaining to learners with learning difficulties are handled by the ------------------------- (structure). (2) SBST 2.4. The ---------------- is a compulsory component of formal assessment in FET and is weighted at 25% of the total marks for the academic year for the subject. (2) SCHOOL-BASED ASSESSMENT 2.5. The ------------------- is composed of all formal assessment of each subject done in a school and it must be made available to all learners and parents. (2) SCHOOL ANNUAL ASSESSMENT PLAN. QUESTION 3 Read the Curriculum and Assessment Policy Statement (CAPS) document and briefly describe with relevant examples the meaning of the below phrases: 3.1 Assessment for learning • It is an assessment applied in teaching and learning to determine learners’ progress in achieving the learning goals. • It is a daily assessment that monitors and enhances learners' learning through teacher observation and teacher-learner interaction and provides the learner with constructive feedback. • It is an ongoing process of gathering and interpreting evidence about student learning to determine where students are in their learning, where they need to go, and how best to get there. • It is also used to identify learners’ skills and knowledge gaps and to assist the teacher in planning lessons and assessments. It is a form of assessment that is used in teaching and learning to determine how learners are progressing towards achieving set learning goals or objectives. E.g. questioning. (2) 3.2 Assessment of learning (2) • It is a classroom or field-based assessment at the end of a lesson, cycle or year to determine the overall achievement of the learner. • It is a systematic way of evaluating learners’ progress in mastering the subject content taught in a specific grade. • Assessment of learning should cover all six levels of Bloom’s taxonomy and include the three learning styles to embrace the concept of diversity. • Learning assessment includes projects; oral presentations; performances; tests; examinations; practical demonstrations; and so forth. It is a classroom assessment that take place at the end of the classwork. 3.3 Continuous assessment (2) • Continuous assessment is a constant process of assessment that spans the entire learning process. The quality of a learner’s work is judged not by one final examination, but by various tasks performed during teaching and learning. • Continuous assessment is a form of educational examination that evaluates learners’ progress in a prescribed subject. It is often an alternative to the final-examination system if a learner fails to write an exam. It is the constant process of assessment that span the entire learning process in which the quality of learner’s work is judge on the various pieces of work during teaching and learning. e.g. test. 3.4 Authentic assessment • It provides all learners with a variety of opportunities to demonstrate their competencies. • It involves learners’ performance in a real-world situation. • It makes provision for learners with barriers and for their aptitudes, learning styles, and interests. • It elicits high-order thinking and is not limited to classroom activities. It refers to an assessment that required learners to apply what they’ve learned in a new circumstance or situation and perform real-world that demonstrate meaningful application of essential knowledge and skills. E.g. portfolio 3.5 Systematic assessment • It is used to evaluate the appropriateness of the education system. • It monitors the quality of learning and teaching at the critical transitional points of Grades 3, 6 and 9 in the school system. • Its purpose is to determine whether intentions and expectations are realised in practice. It is the assessment of the extent to which the education system achieved set social, economic and transformation goals. Refer to the CAPS document of your specific subject in order to answer the following questions: Compare the following assessment terms as they apply in the school context a. Assessment vs Evaluation (2x2=4) (2) Assessment - a continuous and planned process that assist a teacher to collect information about learner performance to make decisions about how teaching should unfold in the classroom. Evaluation - is judging the effectiveness of classroom teaching through analysing learners’ work b) Self-assessment vs Teacher assessment (2x2=4) Self – assessment - is when the learner is given an opportunity to judge their own performance/work, giving them an opportunity plan what needs to be done to improve their learning. Teacher assessment – is when the teacher passes judgment on learners work mostly for reporting purposes. c) Peer-assessment vs group-assessment (2x2=4) Peer assessment - is when learners make judgments about the work of another learner Group assessment - is when learners in a group pass judgment about their work or their contribution towards completion of the task d) Continuous assessment vs assessment as learning (2x2=4) Continuous assessment – It starts when the learning starts and going on throughout the learning process. Assessment as learning - It is a self-assessment done by the learner in they take responsibility for their own learning and determine steps they need to take to improve their learning. e) Assessment of learning vs assessment for learning (2x2=4) Assessment of learning - It is a classroom or field-based assessment that takes place at the end of the lesson, cycle or year that is used to determine the overall achievement of the learner. It provides the teacher with a systematic way of evaluating how well learners are progressing in a particular subject content taught in a specific grade. Assessment for learning - It is an assessment used in teaching and learning to determine how learners are progressing towards achieving the set learning goals / objectives. Is a daily assessment that is used to monitor and enhance learners learning through teacher’s observation, and teacher-learner interaction with the intention of providing the learner with constructive feedback. At the beginning of the lesson, which type of assessment do you use? Support your answer. Baseline assessment (5) • It is the assessment that takes place before learning takes place to indicate to the teacher what learners know and can do. It helps the teacher when planning his or her lesson, i.e., where to begin teaching. E.g. informal test, assignment, classroom discussions, etc. At the middle or during teaching and learning, which assessment form is applicable and recommended by the National Policy for Assessment? Give a reason Diagnostic assessment • It is the type of assessment that takes place during the teaching and learning process to assess the skills, abilities, interests, experiences or difficulties of a learner. It is the assessment that teachers use to determine the nature and cause of barriers to learning by identifying the learning gaps or barriers to learning that learners might have. E.g. questioning, test, discussion, observation, IQ/aptitude tests, etc. 2.1.3. After the presentation of the lesson, which assessment form is applicable and recommended by the National Policy for Assessment? Support your answer (5) Summative assessment • This is the type of assessment takes place at the end of the learning cycle (chapter, month, term, year) used to determine the overall performance that. It is a formal assessment that is formally recorded and is used for reporting purposes. E.g. cycle tests, examination, investigation, etc. 2.1.4. The value of alternative assessment cannot be overemphasised. What would you say the alternative assessment is? Indicate its value to both the teacher and learners in teaching and learning? • Alternative assessment is an assessment that provides a mechanism for learners with the most significant cognitive disabilities and learning barriers to be included in an educational accountability system. • Alternative assessments describe achievement based on the high expectation for these learners. • Alternative assessments produce equal opportunities for learners with disabilities or learning difficulties to demonstrate their attainment of content. QUESTION 4 Read the scenario below and answer the question that follow: You have just been appointed as a teacher in a nearby school. In your first week your Deapartmental Head gives you the following information “there are 40 learners in your class with diverse learning abilities. Tsharivhone is one of the progressed leaner who is not coping with school work. He always submit very late, and the work looks untidy. There is a wellspoken Thendo in the same class, who is an academically gifted girl, and always ahead of the rest of her class. Thendo submit on time and the work neat and tidy. And lastly, there's Dan, who is an average learner who's just doing enough to pass assessments”. 4.1. Give a brief explanation of the term “diversity” in learning. your explanation should be based in the context of the scenario above. (2) • A classroom of learners with different learning styles and academic abilities. Diversity means understanding that each learner is unique and different from each other. Some learners are slow learners while are fast learners. 4.2. Which measures will you employ to cater to Tsharivhone’ s educational needs in terms of Assessment? (2) • He must be given oral assessment activities, extra time to complete assessments (apply for concessions), smaller sections of work at a time (for research and projects), and expanded opportunities. Plan carefully and arranged classroom according to learners needs. Use different methods and strategies to accommodate all learners when teaching. 4.3. As a new teacher of Tsharivhone, which type of assessment will you give to him and why? • Oral presentation (speech), dramatization and role-play. His writing is illegible, but he can speak. The teaching and work he receives must include the work done in the previous grade to bridge the gap. Formative assessment. Because it determines the progress of the learner towards achieving the outcomes. it helps day-to-day teaching and learning and may suggest way in which learning activities can be changed to suit diverse learners needs. 4.4. Gifted learners like Thendo are mostly left out in our classes. As part of expanded opportunity, what will you prepare for Thendo when giving assessment to the rest of learners? • Give assessment (informal) with higher-order questions. Give her a leading role in group assessment tasks. Give them more challenging activities so that she/he would not disturb other learners. 4.5. If you were to give a pair-work/assessment, will you consider paring Thendo and Tsharivhone? Give reasons (4) • Yes, they can be paired. Thendo might motivate Tsharivhone to work harder and improve his writing. Some learners learn better from each other than from their teacher. Because she is well- spoken, Thendo might encourage Tsharivhone to come out of his shell and to be more active and participative in class. Tsharivhone’ s vocabulary is likely to improve by being paired with Thendo. Yes, Because Thendo would help Tshirivhone. Leaners got chance to work and learn from each other (their peers). Struggling learners can learn from more capable learners. 4.6. According to the theory of Multiple Intelligence (MI) Gardner (1983,1999) ,which categoryof learner is Thendo ? (1) • Verbal-linguistic or mathematical logical 1.2. The purpose of assessment in terms of the type, form, and activities varies from grades and phases. With this statement in mind, do the following: 1.2.1. Name two ultimate purposes of assessment as outlined in your specific CAPS Subject (2) • To collect academic information about a learner. • To analyse information about the learner and plan for meeting the needs of the learner. • To interpret learner information and report to the relevant stakeholders. • To provide reliable, valid, and fair measurement of the achievement of a learner. 1.2.2. Indicate the four ultimate purpose of assessment as indicated by Maree and Fraser (2003); Van der Horst and Mc Donald (2003) (4) • To improve teaching • To provide information about learners, teachers, and schools • To drive the curriculum and teaching • To act as a selection and certifying device • To identify areas where students need further guidance/support • To promote or select learners to the next level. 1.2.3. Mention two documents that provide the framework for planning assessments in the School context • Curriculum Assessment Policy Statement document (CAPS) • National policy Pertaining to the programme and promotion requirements • National policy for Assessment (NPA) • School-Based Assessment Policy (SBA) • Subject textbook • Assessment guidelines for inclusion or white paper 6 • National Protocol for Assessment Grades R – 12 The purpose of assessment is to provide reliable, valid and fair measurements of the achievements of a leaner in a specific subject (Dreyer & Mawela, 2020). 2.1.1. At the begging of the lesson, which type of assessment should a teacher use? Support your answer. (4) Baseline Assessment • The assessment takes place before learning starts and indicates what learners know and can do. It includes informal tests, assignments, classroom discussions, and so on. It helps the teacher to plan their lesson and to know where to begin teaching. • To establish what learners already know, what they can do, or what they value. It informs the teachers and learners about where to begin the teaching and learning process. to determine what learners know before teaching a topic and or activities 2.1.2. At the middle or during teaching and learning, which assessment form is applicable and recommended by the National Policy for Assessment? Give a reason. (4) Classwork, homework, questionnaires, discussions, and so forth. • This assessment occurs during the teaching and learning process to assess learners’ skills, abilities, interests, experiences, or difficulties. Teachers use it to determine the nature and cause of barriers to learning by identifying the learning gaps or barriers to learning that learners might have. 2.1.3. After the presentation of the lesson, which assessment form is applicable and recommended by the National Policy for Assessment?Support your answer. (4) Cycle tests, examination, assignments, projects, and so on. • This assessment is at the end of the learning cycle (chapter, month, term, or year) to determine overall performance. Because it is a formal assessment, it is recorded for reporting purposes. 2.1.4. The value of alternative assessment cannot be overemphasised. What would Do you say the alternative assessment is? Indicate its value to both the teacher and learners in teaching and learning? (6) • An alternative assessment is a mechanism that includes learners with the most significant cognitive disabilities and learning barriers in an educational accountability system. • Alternative assessments describe achievement based on the high expectations of these learners. • Alternative assessments create equal opportunities for learners with disabilities or learning difficulties to demonstrate their mastery of content. • Alternative assessment is the assessment that provides each learner with variety of opportunities to demonstrate his/her competence in different ways and different context. This is a method of evaluation that measures a student’s level of proficiency in a subject as opposed to the student’s level of knowledge. 2.1.5. Memorandum is commonly used when marking learners' work. What are the other Two assessment instruments that are recommended by the CAPS document? (2) • rubric • checklist • assessment grid • marking guideline • Grid 3.1 Planning assessment with the aim of improving the learners’ cognitive levels is highly recommended in Bloom’s Taxonomy. 3.1.1 Give two reasons why you should plan an assessment for your specific subject. (4) • To inform and guide teaching and learning • To gather relevant information about learners’ performance or progress • To determine learners’ interests to make judgments about their learning process • To provide continuous day-to-day feedback about the learning and teaching process a. It informs the teacher on what type and form of assessment is to be given to learners and It acts as a scope of assessment to learners b. It gives the opportunity to teachers to plan on how remedial teaching and expanded opportunity should be given to learners and it cater for all learners. 3.1.2 Name and briefly describe the six cognitive levels of Bloom’s Revised Taxonomy (6) Remembering • When learners are assessed, the focus is on questions or activities requiring them to recall the basic facts and concepts taught and learned. • Learners should remember, identify, retrieve, recall, and recognise previously taught or learned materials. Understanding • When assessment activities are designed, the teacher should set questions that require learners to interpret, classify, summarise, compare, and explain the concepts taught and learned. Applying • The designed assessment activities should require learners to differentiate, organise, and attribute to solve problems related to real-life settings. Analysing • The assessment activity should require learners to analyse the information or the given scenario to find solutions. Evaluating • The assessment activity should engage learners in monitoring the process, evaluating the effectiveness of a procedure, and judging the appropriateness of a procedure for a given problem. • Making judgment about something. Creating • The assessment activity should aim to challenge learners to develop alternative hypotheses based on the criteria and design, plan, and come up with new approaches to accomplish a task. Learners should be able to invent a new way of doing something. • Construct new information. 4.1.4. Is parental involvement important in learners’ assessment? State two strategies that you will use to promote parental involvement in learner assessment? (4) • Send a school/subject annual assessment plan to parents. • Invite parents to subject meetings to discuss the assessment plan and their child's learning, challenges, and progress. • Organise teacher-learner-parent meetings and interviews to discuss learners’ learning and progress (SNA: School Need Assessment) 3.1.3 Teachers should pay special attention to learning styles when planning an assessment activity. Name three learning styles, and briefly summarise them. (6) Learning style Definition Forms of Assessment Haptic The assessment should incorporate activities that allow the learners to use movement, space, touch, imitation, and practice. Presentation Dramatisation Visual Assessment activities should allow learners to be hands-on, plan in advance, and reading materials. Experiment Project Auditory Assessment activities should give these learners space and time to read aloud the information presented in the assessment. Debate Dialogue Brainstorming Auditory learning style These learners learn well through hearing sounds, music and listening to people. Activities like choral verse, rhythm, audio/video tapes, storytelling are good for them. Oral/ visual learning style Learners learn best when they see the text and pictures of what they learning. These learners need visual orientated activities like posters, flash-cards, graphics written materials. Hyptic learning style-- Learners learn by doing, they need hands-on activities. In order to develop an assessment activity, you as an assessor need to know how to use the National Protocol for Assessment (NPA) and the Curriculum and Assessment Policy Statement (CAPS) document of the subject of your choice. Design a diagnostic assessment activity for your learners using the following guidelines: What will be the purpose of the assessment activity according to the CAPS document? • Diagnostic assessment – plan the intervention strategy to help learners who might have challenges solving problems in two-dimensional diagrams. (1) Who is going to complete the assessment? • Learners (2) Who is going to be the assessor? Give a reason for your answer • Teacher • After the learners have answered the questions in the class test, the teacher marks the books or answer sheets and identifies learners with challenges so that intervention may be planned. (2) Which assessment instrument will be used to assess the activity? Justify your choice of the assessment instrument. (4) • marking guideline or memorandum, • the activity will be a written test. (NB: Any suitable instrument according to the activity given is accepted.) Where will this assessment take place? Justify your choice of venue (2) • classroom • reason: The test will be written under the supervision of a teacher (NB: The venue should be according to the activity, for example, an experiment will be conducted in a laboratory.) How will the principles of fairness and reliability of assessment be employed in this assessment? (2) Fairness: • Learners are given an assessment activity which is at their cognitive level according to the CAPS document. • The teacher uses the same assessment marking guideline for all learners. Reliability • The teacher uses the CAPS document to plan an assessment activity that matches the cognitive level of Grade-11 Mathematics learners in Analytical Geometry. • The teacher uses a detailed marking guideline with alternative answers to properly measure learners' abilities regarding the topic. Name one measure that you will put in place to address learners barriers to learning in your assessment. (2) • provide a glossary related to the topic • give guidance on the tense to be used • providing learners with the criteria to be met Name one learning style that the assessment will focus on, and then explain why you will focus on this learning style. (2) • The Visual learning style Reason: • The assessment activity is a test in which learners need to read and analyse the diagrams, and use the correct formulae and mathematical procedures. Briefly describe five purposes of assessment and give a descriptive example of each indicating how the particular purpose is served in your example (10) i. To provide a reliable, valid and fair assessment of achievement of a learner in a specific subject. • Summative assessment: (Test and or Examination) ii. To help the teacher plan according to learners’ needs to improve teaching methods • Formative assessment (Project, Assignment, classwork activity) iii. To provide information about learners, teachers, and schools • Continuous assessment (all types of assessments) iv. To drive curriculum and teaching • Continuous assessment (all forms of assessment) v. For promotional purposes • Summative assessment (final examination) With special reference to foundation phase, the purpose of assessment mainly focus on: 1. finding out and recording how learners feel, behave and think, • Formative assessment (observation) 2. what learners know and can do, • Formative assessment (classwork activities) 3. what their physical wellbeing is, and • formative assessment (classwork activities on “who am I”, reading picture) 4. what their interests, attitudes, and dispositions are, • formative assessment (storytelling about their interests, and attitude; teachers’ observation: dispositions (identifying learner’s qualities and characters that qualifies them for certain roles and responsibilities in and outside the classroom) Mention four types of assessment and also state the purpose of each. (8) i. Baseline assessment: (2) • to determine what learners know before teaching a topic and or activities • to provide the teacher with information regarding the learners’ level of development and learning • to help the teacher to determine the level of understanding • in the foundation phase, it forms the basis of the teacher’s planning of new activities ii. Formative assessment: (2) • to collect learners information that will help the teacher plan properly • to support and enhance the learning process • gives an opportunity for the teacher to observe learners work and or at play • to keep teachers and the programme sensitive and responsive to the needs of learners iii. Diagnostic assessment: (2) • used to identify barriers to learning • the focusing on giving learners expanded opportunity to learn • it gives the teacher the opportunity to improve his or her ways of assessing and teaching learners • it provides learners with opportunity explore a variety of ways to learn iv. Summative assessment: (2) • A series of assessment activities resulting in an overall report on the learner performance • In the foundation phase, the nature of activities should be informal and should fit into a daily routine. • Results of summative assessment should give feedback into planning the programme What is the purpose of using the following approaches in assessment? Self-assessment (2) • Self-assessment implies that learners make judgments about their own work • Self-assessment is formative in nature and helps learners to gain more insight into their activities, shortcomings and strong points • learners should justify why and how marks were allocated and moderate each other’s assessment • The teacher should give feedback to the learners after their self-assessment activity Group assessment (2) • it involves the assessment of the process as well as the product of the group work • to involve the elements of both peer assessment and self-assessment • to improve learners social skills, time management and confidence to individual learners • learners learn to assist each other and to cooperatively work together to achieve a common goal Teacher assessment (2) • the teacher uses a variety of assessment types and forms to assess learners • each assessment activity is accompanied by the assessment instrument • after assessing learners work, the teacher gives feedback to learners • in order to keep records of the learner's assessment, the teacher should record the assessment outcomes • use the assessment to improve planning of teaching (remedial) and designing future assessment activities List six purposes of using observation as an assessment tool. (12) • to document learners ‟skills, their knowledge, and accomplishments (participation in classroom activities and routines, interaction with peers, and works with educational materials). • Observation is used as the best tool to enhance the understanding of teachers about how learners are learning • observation is used to take careful note of everything said or done by a learner over a defined period of time in a particular setting or context • to gather information about learner’s capability/strengths, weakness, personality traits, and interests. • to encourage learners to do their work • to collect evidence of current competence and record outcome • to assess learner participation • to measure important behaviours that may otherwise be unmeasurable or ignored • to minimize the anxiety of assessment in learners during Explain the purposes of recording and reporting in assessment. (4) Recording: • to record the level of a learner’s performance • to provide evidence of the learner’s conceptual progression within a grade and his or her readiness to progress/promotion to the next grade. • to verify the progress made by teachers and learners in the teaching and learning process • to collect evidence of assessment tasks to make a judgment on the learning process Reporting: • provide learners with regular feedback, this feedback should be developmental • to communicate learner performance to learners, parents, schools and the other stakeholders such as the employers, tertiary institutions. • give information to schools and districts or regional offices on the current level of performance of learners Why is planning for assessment in any grade/phase important? (2) • It informs the teacher on what type and form of assessment is to be given to learners • It acts as a scope of assessment to learners • It informs parents, schools and other stakeholders about the programme of assessment • It gives the opportunity to teachers to plan on how remedial teaching and expanded opportunity should be given to learners Mention four documents that provide the framework for planning assessments in the school context (8) • Curriculum and Assessment Policy Statement, • National Protocol for Assessment Grades R – 12 • National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement grades r – 12, • School-based subject policy • Subject Textbook, and • White paper six of July 2001 “supporting barriers to learning” With relevant examples taken from teaching and assessing practice in the phase and/or the subject of your choice briefly illustrates your understanding of the assessment principles listed below. Your responses must refer to the assessment process, the assessment method or assessment evidence in every case: • Reliability- Assessment should produce consistent results even if used by another assessor under same conditions. E.G. if the same subject test is given to learners of another school it should produce similar results (learners performance) E.G. Annual national assessment (ANA) (2) • Fairness- Assessment must nor present any barrier to the achievement be either language, race or sexism in questioning. Should be sensitive to contextual factors. E.G. test learners on what they have been taught. Resources, classroom environment, and learner’s cultural background. (2) • Authenticity- the evidence produced in assessment is attributed to the learner and no one else E.G. written class work, homework, project, and or assignment (2) • Validity- Assessment should measure what it supposed to measure and nothing else E.G. Test (2) • Sufficiency- The evidence collected in assessment establishes that criteria have been met. E.G. Rubric Can any assessment be completely devoid of any bias? Refer to assessor objectivity to support your answer. (2) You can avoid bias by doing the following: • Use neutral terms in the assessment. • Strive for a balanced representation of various groups in diverse roles. • Use standard, formal English. Also avoid obscure language or ambiguous acronyms unless they are standard, recognized terms with regards to the subject matter of the assessment. • Be wary of using a condescending tone. For example, this could be a tone that implies that a person with differing abilities is incapable of caring for himself or herself, or that a person of lower socio-economic status is not as intelligent as someone from a higher status. • Avoid references to race, ethnicity, gender, age, etc. unless they specifically apply to the question. Indicate two ways in which integrated summative assessment tasks (ISAT) can be done. (4) • Learners have to complete an assessment task which they work on progressively throughout a whole year, and the task should be assessed at the end of the year. • Learners are assessed on their achievement of all the competencies in a single assessment at the end of the year. List the three types of alternative assessments that can be used for learners with disabilities, or for learners who experience barriers to learning. Indicate in every case for which common or ‘’normal’’ alternative assessment is used. (3) 1. Alternate Assessments Based on Alternate Attainment of Knowledge (content, concepts and skills) for learners with a significant cognitive disability. These assessments are based on the grade-level content covered by the general assessment, but at reduced depth, breadth, and complexity. These assessments describe achievement based on what is determined as a high expectation for these learners. Target learners can include learners with an intellectual disability some of who are currently enrolled in special schools or schools of skill. • Assessment should be flexible learner-based and learner-paced approach to the curriculum. • Portfolios, project work, and Practical demonstration (assessment activities requiring some type of rubric and or observation checklist as assessment instrument) • Inclusive assessment practice should be adhered to. 2. Alternate Assessment Based on Modified Attainment of Knowledge (content, concepts and skills) for learners with disabilities who are working on grade-level content that is covered in the general assessment. However, because of their disability, they may require more time to master the content. These assessments measure a learner's mastery of grade-level content with reduced load or at a more functional level. Target learners can include learners with a moderate intellectual disability, who are deaf, some learners on skills programmes, etc. Alternative assessments based on grade-level attainment of knowledge- these assessments require special formatting or procedures that provide learners with equal opportunities to demonstrate their attainment of content which is at the same grade-level as the general assessment. (Learners who are blind, have communication or physical disabilities or suffering from dyslexia or hearing loss). • Assessment should be flexible learner-based and learner-paced approach to the curriculum. Practical demonstration (observation checklist as assessment instrument) • Portfolios, project work, and Practical demonstration (assessment activities requiring some type of rubric and or observation checklist as assessment instrument) • Inclusive assessment practice should be adhered to 3. Alternate Assessments Based on Grade-level Attainment of Knowledge (content, concepts and skills) for learners with disabilities or learning difficulties who need testing formats or procedures that provide them with equal opportunities to demonstrate their attainment of content which is at the same grade-level as the general assessment. Target learners can include learners who are blind, have communication, physical disabilities, dyslexia or hearing loss and who need additional time, alternate formats, readers, amanuensis, electronic equipment, etc. as outlined in the policy document, National policy on the conduct, administration and management of the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF). • Assessment should be flexible learner-based and learner-paced approach to the curriculum. Practical demonstration (observation checklist as assessment instrument) • Portfolios, project work, and Practical demonstration (assessment activities requiring some type of rubric and or observation checklist as assessment instrument) • Inclusive assessment practice should be adhered to