, PLEASE USE THIS DOCUMENT AS A GUIDE TO ANSWER YOUR ASSIGNMENT
QUESTION 1
1. Carefully read the following scenario and answer the questions that follow:
You are a newly appointed Grade R teacher. The principal has asked you to explain your approach to
assessment during a staff development workshop. You must present how you plan to assess learners
using both formal and informal methods, and how you will ensure the quality of assessment
1.1. Define the concept of assessment in your own words.
Assessment refers to the process of collecting, interpreting, and recording information to evaluate
learners' progress, understanding, and development in various areas of learning. It helps teachers
make informed decisions regarding instructional strategies and learner support (Naude & Davin,
2017: 13).
1.2. Explain the difference between formal and informal assessment in Grade R.
Formal assessment is structured and planned, often used to measure learners' knowledge or skills at
specific times, like at the end of a term. It includes tests, exams, and structured activities, and results
are usually recorded and used for progression decisions (DBE, 2011: 3). On the other hand, informal
assessment is unstructured and occurs continuously during everyday activities, such as observations
and discussions, without the need for formal records. It helps teachers assess learners' progress in
real-time and provide immediate feedback (Naude & Davin, 2017: 13).
1.3. Demonstrate how you would apply the assessment cycle in a Grade R classroom.
To apply the assessment cycle in a Grade R classroom, the following steps should be followed:
Planning: The first step in the assessment cycle involves setting clear goals and deciding what
learning outcomes to assess. In the Grade R context, this could involve identifying key
developmental milestones such as fine motor skills, social skills, or basic literacy (Naude &
Davin, 2017: 55). The teacher plans the activities or tasks aligned with these outcomes,
ensuring that assessment methods (e.g., observation, self-assessment) match the goals.
Collecting Information: This step involves gathering data on learners' performance using a
variety of methods. In Grade R, this might involve observing children during play, group
activities, or when completing specific tasks like drawing or building with blocks. Collecting
information could be done through direct observation or through documentation like checklists
or anecdotal records (Naude & Davin, 2017: 57).
Interpreting Information: After collecting data, the teacher interprets the information by
comparing the learner's performance with the expected learning outcomes or previous
performances. In the case of Grade R, the teacher might compare a child’s social interactions or
motor skills against developmental benchmarks (Naude & Davin, 2017: 57). For example, if a
child struggles with sharing or participating in group activities, the teacher might identify areas
for improvement and adjust teaching strategies accordingly.
QUESTION 1
1. Carefully read the following scenario and answer the questions that follow:
You are a newly appointed Grade R teacher. The principal has asked you to explain your approach to
assessment during a staff development workshop. You must present how you plan to assess learners
using both formal and informal methods, and how you will ensure the quality of assessment
1.1. Define the concept of assessment in your own words.
Assessment refers to the process of collecting, interpreting, and recording information to evaluate
learners' progress, understanding, and development in various areas of learning. It helps teachers
make informed decisions regarding instructional strategies and learner support (Naude & Davin,
2017: 13).
1.2. Explain the difference between formal and informal assessment in Grade R.
Formal assessment is structured and planned, often used to measure learners' knowledge or skills at
specific times, like at the end of a term. It includes tests, exams, and structured activities, and results
are usually recorded and used for progression decisions (DBE, 2011: 3). On the other hand, informal
assessment is unstructured and occurs continuously during everyday activities, such as observations
and discussions, without the need for formal records. It helps teachers assess learners' progress in
real-time and provide immediate feedback (Naude & Davin, 2017: 13).
1.3. Demonstrate how you would apply the assessment cycle in a Grade R classroom.
To apply the assessment cycle in a Grade R classroom, the following steps should be followed:
Planning: The first step in the assessment cycle involves setting clear goals and deciding what
learning outcomes to assess. In the Grade R context, this could involve identifying key
developmental milestones such as fine motor skills, social skills, or basic literacy (Naude &
Davin, 2017: 55). The teacher plans the activities or tasks aligned with these outcomes,
ensuring that assessment methods (e.g., observation, self-assessment) match the goals.
Collecting Information: This step involves gathering data on learners' performance using a
variety of methods. In Grade R, this might involve observing children during play, group
activities, or when completing specific tasks like drawing or building with blocks. Collecting
information could be done through direct observation or through documentation like checklists
or anecdotal records (Naude & Davin, 2017: 57).
Interpreting Information: After collecting data, the teacher interprets the information by
comparing the learner's performance with the expected learning outcomes or previous
performances. In the case of Grade R, the teacher might compare a child’s social interactions or
motor skills against developmental benchmarks (Naude & Davin, 2017: 57). For example, if a
child struggles with sharing or participating in group activities, the teacher might identify areas
for improvement and adjust teaching strategies accordingly.
