,1.1 Define the term ‘assessment’ as it applies to the Teaching and
Learning of Social Sciences
Assessment in the teaching and learning of Social Sciences refers to the
systematic process of collecting, analysing, and interpreting information to
determine the extent to which learners have achieved the intended learning
outcomes within History and Geography (Department of Basic Education,
2011). It involves the use of various methods such as tests, projects,
observations, and discussions to evaluate learners’ knowledge, skills,
attitudes, and values within the Social Sciences classroom (Killen, 2015).
Assessment provides valuable feedback to learners, allowing them to
reflect on their progress and identify areas for improvement, while also
assisting teachers in modifying their instructional strategies to address the
diverse learning needs of learners (Jacobs et al., 2016).
In the Social Sciences context, assessment is both formative and
summative. Formative assessment occurs during the learning process and
aims to monitor learner progress, while summative assessment occurs at
the end of a learning period to evaluate overall achievement (Van der Horst
& McDonald, 2008). Assessment in Social Sciences should align with the
principles of inclusive education, ensuring that all learners, regardless of
, their backgrounds, are provided with equitable opportunities to demonstrate
their learning (DBE, 2011). It should encourage critical thinking, enquiry,
and the application of knowledge to real-life situations, thus fostering the
development of active and responsible citizens (Du Plessis, 2020). In
essence, assessment in Social Sciences serves as a tool to enhance
teaching, learning, and accountability within the education system.
1.2
1.2.1 Applying Ubuntu-based pedagogy
Ubuntu-based pedagogy is an approach to teaching Social Sciences that
emphasises interconnectedness, compassion, and community, reflecting
the African philosophy of “I am because we are” (Letseka, 2012). In the
context of Social Sciences, applying Ubuntu-based pedagogy involves
fostering a learning environment where learners respect one another,
collaborate, and actively contribute to shared learning experiences
(Chikoko, Gilmour & Harber, 2015). This pedagogy encourages learners to
engage with their histories, environments, and social contexts through
values of respect, empathy, and collective responsibility, which are
essential in developing informed and responsible citizens.
Learning of Social Sciences
Assessment in the teaching and learning of Social Sciences refers to the
systematic process of collecting, analysing, and interpreting information to
determine the extent to which learners have achieved the intended learning
outcomes within History and Geography (Department of Basic Education,
2011). It involves the use of various methods such as tests, projects,
observations, and discussions to evaluate learners’ knowledge, skills,
attitudes, and values within the Social Sciences classroom (Killen, 2015).
Assessment provides valuable feedback to learners, allowing them to
reflect on their progress and identify areas for improvement, while also
assisting teachers in modifying their instructional strategies to address the
diverse learning needs of learners (Jacobs et al., 2016).
In the Social Sciences context, assessment is both formative and
summative. Formative assessment occurs during the learning process and
aims to monitor learner progress, while summative assessment occurs at
the end of a learning period to evaluate overall achievement (Van der Horst
& McDonald, 2008). Assessment in Social Sciences should align with the
principles of inclusive education, ensuring that all learners, regardless of
, their backgrounds, are provided with equitable opportunities to demonstrate
their learning (DBE, 2011). It should encourage critical thinking, enquiry,
and the application of knowledge to real-life situations, thus fostering the
development of active and responsible citizens (Du Plessis, 2020). In
essence, assessment in Social Sciences serves as a tool to enhance
teaching, learning, and accountability within the education system.
1.2
1.2.1 Applying Ubuntu-based pedagogy
Ubuntu-based pedagogy is an approach to teaching Social Sciences that
emphasises interconnectedness, compassion, and community, reflecting
the African philosophy of “I am because we are” (Letseka, 2012). In the
context of Social Sciences, applying Ubuntu-based pedagogy involves
fostering a learning environment where learners respect one another,
collaborate, and actively contribute to shared learning experiences
(Chikoko, Gilmour & Harber, 2015). This pedagogy encourages learners to
engage with their histories, environments, and social contexts through
values of respect, empathy, and collective responsibility, which are
essential in developing informed and responsible citizens.
