Assignment 3
Module code: MFP2601
Unique number: 605154
PLEASE USE YOUR OWN WORDS TO AVOID
PLAGIARISM
QUESTION 1
Define the following concepts:
You can Google the definitions
1.1 Leadership- Leadership is the ability and the potential to influence any group of
employees towards the achievement of identified goals (Department of Education
2004b)
1.2 Diversity – The fact of many different types of things or people included in
something, a range of different things or people
1.3 School Governing Body- is a statutory body of parents, educators, non-teaching
staff and learners (from Grade 8 or higher) who seek to work together to promote the
well-being and effectiveness of the school community and thereby enhance learning
and teaching.
1.4 Reflective teaching- Is a process where teachers think over their teaching
practices, analysing how something was taught and how the practice might be
improved or changed for better learning outcomes.
1.5 Multi-grade teaching-refers to the teaching of children of different grade levels at
the same time in the same setting.
QUESTION 2
Page 36-37
The assessment of learners is an integral part of teaching and learning in the
Foundation Phase. Discuss this statement under the following sub-headings:
, 2.1 Definition of assessment- process of gathering information about learners from
several forms of evidence, then organising and interpreting the information.
2.2 The purpose of assessment – Reporting progress to parents and collecting
evidence about the child from different sources.
2.3 Types of assessment and examples (6)
Formative assessment- assessment where evidence about learners’ achievement is
elicited, interpreted, and used by teachers, learners, or their peers, to make decisions
about the next steps in instruction that are likely to be better, or better founded, than
the decisions they would have taken in the absence of the evidence that was elicited.
(William 2011:45). E.g. classwork, homework, project.
Summative assessment- process by which teachers gather evidence in a planned and
systematic way in order to draw inferences about their learners’ learning, based on
their professional judgment, and to report at a particular time on their learners’
achievements (Assessment Reform Group [ARG] 2003:4). E.g. test, exam.
2.4 Guidelines to consider when selecting appropriate assessment methods.
Use multiple methods to assess each learners’ learning outcomes.
Include both indirect and direct assessment methods.
Include both qualitative and quantitative methods.
Choose methods that allow the assessment of both strengths and weaknesses.
Use established accreditation criteria or standards when developing the
assessment plan.
2.5 Observation as an assessment tool in the Foundation Phase.
Observation is one of the most common and effective ways to gather evidence
of learning in both formal and informal assessments. The teacher can observe
learners in individual or group activities, during discussions, whilst working on
practical activities or more formal written tasks. Observation focuses upon the
learner’s action and interactions. Observations used in formal assessment are
extremely useful in assessing skills and product-related outcomes, for example,
such as demonstrations which includes playing a musical instrument. Examples
of product outcomes are artwork, woodwork, construction activities, modelling
and posters. Observing learners draw, write, discuss, present, sing, dance,
Module code: MFP2601
Unique number: 605154
PLEASE USE YOUR OWN WORDS TO AVOID
PLAGIARISM
QUESTION 1
Define the following concepts:
You can Google the definitions
1.1 Leadership- Leadership is the ability and the potential to influence any group of
employees towards the achievement of identified goals (Department of Education
2004b)
1.2 Diversity – The fact of many different types of things or people included in
something, a range of different things or people
1.3 School Governing Body- is a statutory body of parents, educators, non-teaching
staff and learners (from Grade 8 or higher) who seek to work together to promote the
well-being and effectiveness of the school community and thereby enhance learning
and teaching.
1.4 Reflective teaching- Is a process where teachers think over their teaching
practices, analysing how something was taught and how the practice might be
improved or changed for better learning outcomes.
1.5 Multi-grade teaching-refers to the teaching of children of different grade levels at
the same time in the same setting.
QUESTION 2
Page 36-37
The assessment of learners is an integral part of teaching and learning in the
Foundation Phase. Discuss this statement under the following sub-headings:
, 2.1 Definition of assessment- process of gathering information about learners from
several forms of evidence, then organising and interpreting the information.
2.2 The purpose of assessment – Reporting progress to parents and collecting
evidence about the child from different sources.
2.3 Types of assessment and examples (6)
Formative assessment- assessment where evidence about learners’ achievement is
elicited, interpreted, and used by teachers, learners, or their peers, to make decisions
about the next steps in instruction that are likely to be better, or better founded, than
the decisions they would have taken in the absence of the evidence that was elicited.
(William 2011:45). E.g. classwork, homework, project.
Summative assessment- process by which teachers gather evidence in a planned and
systematic way in order to draw inferences about their learners’ learning, based on
their professional judgment, and to report at a particular time on their learners’
achievements (Assessment Reform Group [ARG] 2003:4). E.g. test, exam.
2.4 Guidelines to consider when selecting appropriate assessment methods.
Use multiple methods to assess each learners’ learning outcomes.
Include both indirect and direct assessment methods.
Include both qualitative and quantitative methods.
Choose methods that allow the assessment of both strengths and weaknesses.
Use established accreditation criteria or standards when developing the
assessment plan.
2.5 Observation as an assessment tool in the Foundation Phase.
Observation is one of the most common and effective ways to gather evidence
of learning in both formal and informal assessments. The teacher can observe
learners in individual or group activities, during discussions, whilst working on
practical activities or more formal written tasks. Observation focuses upon the
learner’s action and interactions. Observations used in formal assessment are
extremely useful in assessing skills and product-related outcomes, for example,
such as demonstrations which includes playing a musical instrument. Examples
of product outcomes are artwork, woodwork, construction activities, modelling
and posters. Observing learners draw, write, discuss, present, sing, dance,
