RFP2601
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 2025
, RFP2601 ASSIGNMENT 3 (2025)
QUESTION 1 (30)
1.1 Purpose of conducting reading assessments (3)
The main purpose of conducting reading assessments is to determine learners’
strengths and weaknesses in reading. Assessments allow teachers to monitor progress,
plan targeted interventions, and ensure that learners develop fluency and
comprehension skills (DBE, 2011).
1.2 Factors to consider before conducting a reading assessment (5)
Teachers must consider:
1. The learner’s background and prior reading knowledge (Tompkins, 2014).
2. Appropriateness of the text level, vocabulary, and length (DBE, 2011).
3. Learners’ motivation and emotional readiness to engage.
4. Environmental factors such as classroom lighting and noise levels.
5. Possible barriers to learning, e.g., vision or hearing problems (Joubert et al.,
2019).
1.3.1 Was Annah’s reading score fair? (5)
Annah’s score was not entirely fair because she demonstrated possible visual
difficulties (frequent blinking and rubbing her eyes) that interfered with her reading.
Such external challenges affected the accuracy of her performance, meaning the
assessment did not fully reflect her true reading ability (Pretorius & Klapwijk, 2016).
ASSIGNMENT 3 2025
UNIQUE NO.
DUE DATE: 2025
, RFP2601 ASSIGNMENT 3 (2025)
QUESTION 1 (30)
1.1 Purpose of conducting reading assessments (3)
The main purpose of conducting reading assessments is to determine learners’
strengths and weaknesses in reading. Assessments allow teachers to monitor progress,
plan targeted interventions, and ensure that learners develop fluency and
comprehension skills (DBE, 2011).
1.2 Factors to consider before conducting a reading assessment (5)
Teachers must consider:
1. The learner’s background and prior reading knowledge (Tompkins, 2014).
2. Appropriateness of the text level, vocabulary, and length (DBE, 2011).
3. Learners’ motivation and emotional readiness to engage.
4. Environmental factors such as classroom lighting and noise levels.
5. Possible barriers to learning, e.g., vision or hearing problems (Joubert et al.,
2019).
1.3.1 Was Annah’s reading score fair? (5)
Annah’s score was not entirely fair because she demonstrated possible visual
difficulties (frequent blinking and rubbing her eyes) that interfered with her reading.
Such external challenges affected the accuracy of her performance, meaning the
assessment did not fully reflect her true reading ability (Pretorius & Klapwijk, 2016).
