AED3701 Assignment 3 2025
Unique Number:
Due date: 21 July 2025
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process by
encouraging them to reflect on their own learning and understand how they learn. In this
type of assessment, learners use feedback and self-monitoring strategies to assess their
progress and identify areas that need improvement. It builds metacognitive skills, where
learners think about their thinking, and develop responsibility for their learning journey.
Teachers support this process by modelling reflection and helping learners set achievable
goals. The importance of Assessment as Learning lies in the development of independent,
self-directed learners who are engaged and motivated. It is especially valuable in promoting
lifelong learning, as it equips learners with the tools to evaluate their own understanding and
adjust their learning strategies accordingly. This approach also enhances learner confidence
and encourages a growth mindset, which is essential for success in school and beyond.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process
by encouraging them to reflect on their own learning and understand how they learn.
In this type of assessment, learners use feedback and self-monitoring strategies to
assess their progress and identify areas that need improvement. It builds
metacognitive skills, where learners think about their thinking, and develop
responsibility for their learning journey. Teachers support this process by modelling
reflection and helping learners set achievable goals. The importance of Assessment
as Learning lies in the development of independent, self-directed learners who are
engaged and motivated. It is especially valuable in promoting lifelong learning, as it
equips learners with the tools to evaluate their own understanding and adjust their
learning strategies accordingly. This approach also enhances learner confidence and
encourages a growth mindset, which is essential for success in school and beyond.
1.1.2. Assessment of Learning
Assessment of Learning is used to measure and summarise what learners have
achieved at the end of an instructional period. It is commonly used for summative
purposes, such as assigning grades or determining whether learning goals have
been met. Examples include standardised tests, final examinations, and end-of-term
projects. The main goal is to provide evidence of achievement and inform decisions
related to promotion, certification, or accountability. This type of assessment is
essential for reporting to stakeholders such as parents, school leaders, or education
departments. It also allows teachers to evaluate the effectiveness of their teaching
methods and determine whether learning outcomes were successfully reached.
While it may not directly contribute to ongoing learning, Assessment of Learning
plays an important role in maintaining standards and setting clear benchmarks for
academic success. Its data can be used to inform future curriculum design and
teaching strategies, making it a valuable tool in education systems.
, For additional support +27 81 278 3372
1.1.3. Assessment for Learning
Assessment for Learning focuses on using assessment as a tool to guide and
improve both teaching and learning throughout the learning process. It is formative in
nature and is integrated into everyday classroom activities. Teachers gather
information through questioning, classroom discussions, learner responses, and
informal tasks to understand how learners are progressing. They then use this
information to adjust their instruction to better meet learners' needs. Feedback is
immediate, specific, and constructive, helping learners understand their strengths
and what they need to improve. The importance of Assessment for Learning lies in
its role in shaping instruction in real time, supporting differentiated learning, and
actively involving learners in their progress. It helps close learning gaps before they
widen and ensures that learners are on track toward achieving their goals. This type
of assessment fosters a supportive learning environment where mistakes are seen
as learning opportunities rather than failures.
1.2.
In the South African public school system, the promotion and progression of learners
are guided by the National Policy Pertaining to the Programme and Promotion
Requirements of the National Curriculum Statement Grades R–12 (NPPPPPR). This
policy ensures that learners are treated fairly and supported according to their
developmental needs.
Progression refers to learners moving from one grade to the next within the same
phase, even if they have not fully achieved all the learning outcomes, provided that
the learner has not repeated more than once in a phase and that support is in place.
Promotion, on the other hand, is when a learner has met the set minimum
performance requirements in each subject for a particular grade.
In the Foundation Phase (Grades R–3), progression is largely based on the learner’s
age and developmental readiness. However, learners must still show sufficient
achievement in Home Language and Mathematics. Retention is limited to once in
this phase to avoid learners being unfairly disadvantaged.
Unique Number:
Due date: 21 July 2025
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process by
encouraging them to reflect on their own learning and understand how they learn. In this
type of assessment, learners use feedback and self-monitoring strategies to assess their
progress and identify areas that need improvement. It builds metacognitive skills, where
learners think about their thinking, and develop responsibility for their learning journey.
Teachers support this process by modelling reflection and helping learners set achievable
goals. The importance of Assessment as Learning lies in the development of independent,
self-directed learners who are engaged and motivated. It is especially valuable in promoting
lifelong learning, as it equips learners with the tools to evaluate their own understanding and
adjust their learning strategies accordingly. This approach also enhances learner confidence
and encourages a growth mindset, which is essential for success in school and beyond.
DISCLAIMER & TERMS OF USE
Educational Aid: These study notes are intended to be used as educational resources and should not be seen as a
replacement for individual research, critical analysis, or professional consultation. Students are encouraged to perform
their own research and seek advice from their instructors or academic advisors for specific assignment guidelines.
Personal Responsibility: While every effort has been made to ensure the accuracy and reliability of the information in
these study notes, the seller does not guarantee the completeness or correctness of all content. The buyer is
responsible for verifying the accuracy of the information and exercising their own judgment when applying it to their
assignments.
Academic Integrity: It is essential for students to maintain academic integrity and follow their institution's policies
regarding plagiarism, citation, and referencing. These study notes should be used as learning tools and sources of
inspiration. Any direct reproduction of the content without proper citation and acknowledgment may be considered
academic misconduct.
Limited Liability: The seller shall not be liable for any direct or indirect damages, losses, or consequences arising from
the use of these notes. This includes, but is not limited to, poor academic performance, penalties, or any other negative
consequences resulting from the application or misuse of the information provided.
, For additional support +27 81 278 3372
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process
by encouraging them to reflect on their own learning and understand how they learn.
In this type of assessment, learners use feedback and self-monitoring strategies to
assess their progress and identify areas that need improvement. It builds
metacognitive skills, where learners think about their thinking, and develop
responsibility for their learning journey. Teachers support this process by modelling
reflection and helping learners set achievable goals. The importance of Assessment
as Learning lies in the development of independent, self-directed learners who are
engaged and motivated. It is especially valuable in promoting lifelong learning, as it
equips learners with the tools to evaluate their own understanding and adjust their
learning strategies accordingly. This approach also enhances learner confidence and
encourages a growth mindset, which is essential for success in school and beyond.
1.1.2. Assessment of Learning
Assessment of Learning is used to measure and summarise what learners have
achieved at the end of an instructional period. It is commonly used for summative
purposes, such as assigning grades or determining whether learning goals have
been met. Examples include standardised tests, final examinations, and end-of-term
projects. The main goal is to provide evidence of achievement and inform decisions
related to promotion, certification, or accountability. This type of assessment is
essential for reporting to stakeholders such as parents, school leaders, or education
departments. It also allows teachers to evaluate the effectiveness of their teaching
methods and determine whether learning outcomes were successfully reached.
While it may not directly contribute to ongoing learning, Assessment of Learning
plays an important role in maintaining standards and setting clear benchmarks for
academic success. Its data can be used to inform future curriculum design and
teaching strategies, making it a valuable tool in education systems.
, For additional support +27 81 278 3372
1.1.3. Assessment for Learning
Assessment for Learning focuses on using assessment as a tool to guide and
improve both teaching and learning throughout the learning process. It is formative in
nature and is integrated into everyday classroom activities. Teachers gather
information through questioning, classroom discussions, learner responses, and
informal tasks to understand how learners are progressing. They then use this
information to adjust their instruction to better meet learners' needs. Feedback is
immediate, specific, and constructive, helping learners understand their strengths
and what they need to improve. The importance of Assessment for Learning lies in
its role in shaping instruction in real time, supporting differentiated learning, and
actively involving learners in their progress. It helps close learning gaps before they
widen and ensures that learners are on track toward achieving their goals. This type
of assessment fosters a supportive learning environment where mistakes are seen
as learning opportunities rather than failures.
1.2.
In the South African public school system, the promotion and progression of learners
are guided by the National Policy Pertaining to the Programme and Promotion
Requirements of the National Curriculum Statement Grades R–12 (NPPPPPR). This
policy ensures that learners are treated fairly and supported according to their
developmental needs.
Progression refers to learners moving from one grade to the next within the same
phase, even if they have not fully achieved all the learning outcomes, provided that
the learner has not repeated more than once in a phase and that support is in place.
Promotion, on the other hand, is when a learner has met the set minimum
performance requirements in each subject for a particular grade.
In the Foundation Phase (Grades R–3), progression is largely based on the learner’s
age and developmental readiness. However, learners must still show sufficient
achievement in Home Language and Mathematics. Retention is limited to once in
this phase to avoid learners being unfairly disadvantaged.
