AED3701 EXAM PREP 2024
2024
,Please use these notes as a
starting point for your study.
Do not copy and paste them
directly into your assignments or
exam responses, as this will result
in plagiarism and academic
penalties.
Instead, take the time to thoroughly
read, understand, and apply the
concepts in your own words.
Original thought and personal
engagement with the material are
essential for success.
1|P a g e
,TABLE OF CONTENTS
Abbreviations and Acronyms ................................................................................................................ 4
Key Definitions ...................................................................................................................................... 4
Important Policies ................................................................................................................................. 4
Assessment in Education ...................................................................................................................... 5
Types of Assessment ............................................................................................................................ 5
Diagnostic Assessment ..................................................................................................................... 5
Continuous Assessment .................................................................................................................... 5
Formative Assessment ...................................................................................................................... 5
Baseline Assessment ........................................................................................................................ 5
Summative Assessment .................................................................................................................... 5
Examples: ...................................................................................................................................... 5
Diagnostic Assessment: .................................................................................................................... 5
Continuous Assessment: ................................................................................................................... 5
Formative Assessment: ..................................................................................................................... 6
Baseline Assessment: ....................................................................................................................... 6
Summative Assessment: ................................................................................................................... 6
Assessment methods ............................................................................................................................ 6
Assessment Instruments ....................................................................................................................... 6
Examples: ...................................................................................................................................... 6
Principles of good assessment ............................................................................................................. 6
Fairness:............................................................................................................................................ 7
Validity: .............................................................................................................................................. 7
Reliability: .......................................................................................................................................... 7
Sufficiency: ........................................................................................................................................ 7
Credibility:.......................................................................................................................................... 7
Moderation: ....................................................................................................................................... 7
School-Based Assessments (SBAs) and their role in teaching and learning .................................... 7
Assessment Implementation in a school context .................................................................................. 7
Assessment moderation in a South African school context .................................................................. 8
Components of effective assessment planning strategies .................................................................... 9
The Use of NPA in Planning and Implementing Assessment................................................................ 9
The Use of NPPPPR in Planning and Implementing Assessment ........................................................ 9
The Use of Section 4 Assessment Policy.............................................................................................. 9
School Assessment Team (SAT) .......................................................................................................... 9
Theories and Methods: ....................................................................................................................... 10
Behaviorist Theory .......................................................................................................................... 10
Cognitive Theory ............................................................................................................................. 10
Social Constructivist Theory ............................................................................................................ 11
Social Justice Theory ...................................................................................................................... 11
Bloom's Taxonomy .......................................................................................................................... 12
TIMSS ............................................................................................................................................. 13
Important official documents that provide guidelines and policies for assessment in South African
schools. ............................................................................................................................................... 13
Learners have diverse learning styles and these differences impact how they best acquire knowledge.
Learners don't just learn in one way, but through a combination of styles. The three main styles are 13
Diverse Learning Needs...................................................................................................................... 13
information and communication technology (ICT) in the teaching and learning process .................... 14
Benefits of ICT: ................................................................................................................................... 15
Planning ICT-Enhanced Assessment: ................................................................................................ 15
Curriculum and Assessment Policy Statement (CAPS) ...................................................................... 15
National Protocol for Assessment (NPA) ............................................................................................ 15
2|P a g e
,The policy (NPA) identifies the following three types of alternate assessments:................................. 15
Alternate Assessments Based on Alternate Attainment of Knowledge ........................................ 15
Alternate Assessment Based on Modified Attainment of Knowledge ........................................... 16
Alternate Assessments Based on Grade-Level Attainment of Knowledge ................................... 16
National Policy Pertaining to the Programme and Promotion Requirements (NPPPPR) .................... 16
White Paper 6 on Inclusive Education ................................................................................................ 16
Assessment Planning, Implementation, and Moderation Processes ................................................... 16
Roles in Assessment .......................................................................................................................... 17
Planning for Teaching and Learning ................................................................................................... 17
Planning for Assessment .................................................................................................................... 17
Key Differences and Connections ....................................................................................................... 17
The Documents That Provide the Framework for Planning Assessments in the School Context ....... 17
Curriculum and Assessment Policy Statement (CAPS) ...................................................................... 18
National Policy Pertaining to the Programme and Promotion Requirements (NPPPPR) .................... 18
National Protocol for Assessment (NPA) ............................................................................................ 18
Assessment Guidelines for Inclusion/White Paper 6 ........................................................................... 18
Guidelines for Applying Africanisation of Assessment in Education .................................................... 18
Key Considerations When Designing Assessment Tasks ................................................................... 19
example of a designed assessment activity for a multigrade class (Grades 10 and 11) in English First
Additional Language. .......................................................................................................................... 20
strategies to promote positive learner engagement, as suggested by Skinner and Pitzer (2012). ...... 20
Purpose of Using ICT in Assessment: ................................................................................................ 21
1. Economic Aspect: .................................................................................................................... 21
2. Social Aspect: .......................................................................................................................... 21
3. Pedagogical Aspect: ................................................................................................................ 21
Examples of Assessments That Can Be Conducted Using ICT: ......................................................... 21
Impact of ICT on Assessment: ............................................................................................................ 22
3|P a g e
,ABBREVIATIONS AND ACRONYMS
• AED - Assessment in Education
• CAPS - Curriculum and Assessment Policy Statements
• DBE - Department of Basic Education
• DHET - Department of Higher Education and Training
• FET - Further Education and Training
• CASS - Internal Continuous Assessment
• ISAT - Integrated Summative Assessment Task
• NCS - National Curriculum Statement
• NQF - National Qualification Framework
• OER - Open Education Resources
• PAT - Practical Assessment Task
• PCAQGFETQF - Policy and Criteria for Assessment of Qualification on the General and
Further Education and Training Qualification Framework
• GDE - Post Graduate Diploma in Education
• SAQA - South African Qualification Authority
• SBA - School Based Assessment
• TVET - Technical and Vocational Education and Training
• GET - General Education and Training
KEY DEFINITIONS
• Policy: Specific meanings given by the Department of Basic Education and Higher Education
and Training.
• Assessment: The process of gathering information about a learner's achievement to inform
and assist in their development and evaluate their competence.
• Curriculum: Includes intended, enacted, and assessed components, guiding what is taught
and how it is assessed. CAPS provides detailed plans for pacing, content, and assessment
requirements.
• Internal Assessment: Assessments conducted by teachers within a school and shared with
learners and stakeholders.
• External Assessment: Assessments set and moderated at a higher level (district, provincial,
or national).
• Moderation: The process of ensuring assessment outcomes is fair, valid, and reliable, and is
conducted at various educational levels.
• Reliability: The consistency of measurement in assessing learners across different contexts.
• Validity: Ensures assessments measure the intended knowledge and skills.
IMPORTANT POLICIES
• Curriculum and Assessment Policy Statement (CAPS, 2011): Provides guidelines for
teachers on what to teach and assess across Grades R-12.
• National Policy Pertaining to the Programme and Promotion Requirements (NPPPPR)
(2012): National policy on programme and promotion requirements for Grades R-12.
• National Protocol for Assessment Grades R-12 (2012): Provides guidelines for
assessment practices and procedures.
• Policy and Criteria for the Quality Assurance of Independent Schools and Private
Assessment Bodies: Ensure independent schools and assessments meet required
standards (2015).
• National Policy and Criteria for Designing and Implementing Assessment for NQF
Qualifications: Provides guidelines for assessment in the National Qualifications Framework.
• Education White Paper 5 - Early Childhood Development (2001).
4|P a g e
, • Education White Paper 6 - Special Needs in Education: Building an Inclusive Education
and Training system (2001).
• National Policy on Assessment and Qualification for Schools in the General Education
and Training GET Band (2007): Provides guidelines for assessment in GET.
• Mathematics Grade 12 Examination Guideline (2014): Provides guidelines for the Grade
12 mathematics examination.
ASSESSMENT IN EDUCATION
• Definition: The process of gathering and interpreting information about students' learning to
determine where they are in their learning, where they need to go, and how best to get there.
• Purpose: To support and drive focused, effective teaching, and to improve learner
performance.
TYPES OF ASSESSMENT
DIAGNOSTIC ASSESSMENT
Definition: Identifies learners' existing knowledge and skills before teaching begins.
Purpose: To find learning gaps or barriers that need to be addressed.
Example: A teacher gives a diagnostic test at the start of the year to gauge learners' understanding
of basic mathematics.
CONTINUOUS ASSESSMENT
Definition: Ongoing evaluations of learners' performance throughout the school year.
Purpose: To monitor learners' progress continuously, identifying areas of strength and weakness.
Example: A teacher uses a variety of assessment methods, such as tests, assignments, and
projects, to assess learners' understanding of a topic in Geography.
FORMATIVE ASSESSMENT
Definition: Assessment that takes place during the learning process to inform future teaching.
Purpose: To help both the teacher and learners adjust learning strategies for better outcomes.
Example: A teacher provides feedback on learners' drafts of a creative writing assignment in
English.
BASELINE ASSESSMENT
Definition: Measures what learners already know before beginning new content.
Purpose: To establish a starting point for teaching and learning.
Example: A Grade 1 teacher assesses learners' reading abilities before starting a new phonics
program.
SUMMATIVE ASSESSMENT
Definition: An assessment conducted at the end of a learning period to evaluate overall
achievement.
Purpose: To determine learners' mastery of content and promote learners to the next grade.
Example: An end-of-year exam to evaluate a learner's overall progress in Grade 12 Mathematics.
EXAMPLES:
DIAGNOSTIC ASSESSMENT:
• A teacher giving a pre-test before starting a new unit to assess learners' prior knowledge.
• A teacher observing learners during a group activity to identify any learners who are
struggling.
• A teacher reviewing learners' previous work to identify any areas of weakness.
CONTINUOUS ASSESSMENT:
• A teacher regularly giving homework assignments and quizzes throughout the term.
• A teacher using a variety of assessment methods, such as tests, projects, and presentations,
to assess learners' learning.
• A teacher providing learners with regular feedback on their progress.
5|P a g e
2024
,Please use these notes as a
starting point for your study.
Do not copy and paste them
directly into your assignments or
exam responses, as this will result
in plagiarism and academic
penalties.
Instead, take the time to thoroughly
read, understand, and apply the
concepts in your own words.
Original thought and personal
engagement with the material are
essential for success.
1|P a g e
,TABLE OF CONTENTS
Abbreviations and Acronyms ................................................................................................................ 4
Key Definitions ...................................................................................................................................... 4
Important Policies ................................................................................................................................. 4
Assessment in Education ...................................................................................................................... 5
Types of Assessment ............................................................................................................................ 5
Diagnostic Assessment ..................................................................................................................... 5
Continuous Assessment .................................................................................................................... 5
Formative Assessment ...................................................................................................................... 5
Baseline Assessment ........................................................................................................................ 5
Summative Assessment .................................................................................................................... 5
Examples: ...................................................................................................................................... 5
Diagnostic Assessment: .................................................................................................................... 5
Continuous Assessment: ................................................................................................................... 5
Formative Assessment: ..................................................................................................................... 6
Baseline Assessment: ....................................................................................................................... 6
Summative Assessment: ................................................................................................................... 6
Assessment methods ............................................................................................................................ 6
Assessment Instruments ....................................................................................................................... 6
Examples: ...................................................................................................................................... 6
Principles of good assessment ............................................................................................................. 6
Fairness:............................................................................................................................................ 7
Validity: .............................................................................................................................................. 7
Reliability: .......................................................................................................................................... 7
Sufficiency: ........................................................................................................................................ 7
Credibility:.......................................................................................................................................... 7
Moderation: ....................................................................................................................................... 7
School-Based Assessments (SBAs) and their role in teaching and learning .................................... 7
Assessment Implementation in a school context .................................................................................. 7
Assessment moderation in a South African school context .................................................................. 8
Components of effective assessment planning strategies .................................................................... 9
The Use of NPA in Planning and Implementing Assessment................................................................ 9
The Use of NPPPPR in Planning and Implementing Assessment ........................................................ 9
The Use of Section 4 Assessment Policy.............................................................................................. 9
School Assessment Team (SAT) .......................................................................................................... 9
Theories and Methods: ....................................................................................................................... 10
Behaviorist Theory .......................................................................................................................... 10
Cognitive Theory ............................................................................................................................. 10
Social Constructivist Theory ............................................................................................................ 11
Social Justice Theory ...................................................................................................................... 11
Bloom's Taxonomy .......................................................................................................................... 12
TIMSS ............................................................................................................................................. 13
Important official documents that provide guidelines and policies for assessment in South African
schools. ............................................................................................................................................... 13
Learners have diverse learning styles and these differences impact how they best acquire knowledge.
Learners don't just learn in one way, but through a combination of styles. The three main styles are 13
Diverse Learning Needs...................................................................................................................... 13
information and communication technology (ICT) in the teaching and learning process .................... 14
Benefits of ICT: ................................................................................................................................... 15
Planning ICT-Enhanced Assessment: ................................................................................................ 15
Curriculum and Assessment Policy Statement (CAPS) ...................................................................... 15
National Protocol for Assessment (NPA) ............................................................................................ 15
2|P a g e
,The policy (NPA) identifies the following three types of alternate assessments:................................. 15
Alternate Assessments Based on Alternate Attainment of Knowledge ........................................ 15
Alternate Assessment Based on Modified Attainment of Knowledge ........................................... 16
Alternate Assessments Based on Grade-Level Attainment of Knowledge ................................... 16
National Policy Pertaining to the Programme and Promotion Requirements (NPPPPR) .................... 16
White Paper 6 on Inclusive Education ................................................................................................ 16
Assessment Planning, Implementation, and Moderation Processes ................................................... 16
Roles in Assessment .......................................................................................................................... 17
Planning for Teaching and Learning ................................................................................................... 17
Planning for Assessment .................................................................................................................... 17
Key Differences and Connections ....................................................................................................... 17
The Documents That Provide the Framework for Planning Assessments in the School Context ....... 17
Curriculum and Assessment Policy Statement (CAPS) ...................................................................... 18
National Policy Pertaining to the Programme and Promotion Requirements (NPPPPR) .................... 18
National Protocol for Assessment (NPA) ............................................................................................ 18
Assessment Guidelines for Inclusion/White Paper 6 ........................................................................... 18
Guidelines for Applying Africanisation of Assessment in Education .................................................... 18
Key Considerations When Designing Assessment Tasks ................................................................... 19
example of a designed assessment activity for a multigrade class (Grades 10 and 11) in English First
Additional Language. .......................................................................................................................... 20
strategies to promote positive learner engagement, as suggested by Skinner and Pitzer (2012). ...... 20
Purpose of Using ICT in Assessment: ................................................................................................ 21
1. Economic Aspect: .................................................................................................................... 21
2. Social Aspect: .......................................................................................................................... 21
3. Pedagogical Aspect: ................................................................................................................ 21
Examples of Assessments That Can Be Conducted Using ICT: ......................................................... 21
Impact of ICT on Assessment: ............................................................................................................ 22
3|P a g e
,ABBREVIATIONS AND ACRONYMS
• AED - Assessment in Education
• CAPS - Curriculum and Assessment Policy Statements
• DBE - Department of Basic Education
• DHET - Department of Higher Education and Training
• FET - Further Education and Training
• CASS - Internal Continuous Assessment
• ISAT - Integrated Summative Assessment Task
• NCS - National Curriculum Statement
• NQF - National Qualification Framework
• OER - Open Education Resources
• PAT - Practical Assessment Task
• PCAQGFETQF - Policy and Criteria for Assessment of Qualification on the General and
Further Education and Training Qualification Framework
• GDE - Post Graduate Diploma in Education
• SAQA - South African Qualification Authority
• SBA - School Based Assessment
• TVET - Technical and Vocational Education and Training
• GET - General Education and Training
KEY DEFINITIONS
• Policy: Specific meanings given by the Department of Basic Education and Higher Education
and Training.
• Assessment: The process of gathering information about a learner's achievement to inform
and assist in their development and evaluate their competence.
• Curriculum: Includes intended, enacted, and assessed components, guiding what is taught
and how it is assessed. CAPS provides detailed plans for pacing, content, and assessment
requirements.
• Internal Assessment: Assessments conducted by teachers within a school and shared with
learners and stakeholders.
• External Assessment: Assessments set and moderated at a higher level (district, provincial,
or national).
• Moderation: The process of ensuring assessment outcomes is fair, valid, and reliable, and is
conducted at various educational levels.
• Reliability: The consistency of measurement in assessing learners across different contexts.
• Validity: Ensures assessments measure the intended knowledge and skills.
IMPORTANT POLICIES
• Curriculum and Assessment Policy Statement (CAPS, 2011): Provides guidelines for
teachers on what to teach and assess across Grades R-12.
• National Policy Pertaining to the Programme and Promotion Requirements (NPPPPR)
(2012): National policy on programme and promotion requirements for Grades R-12.
• National Protocol for Assessment Grades R-12 (2012): Provides guidelines for
assessment practices and procedures.
• Policy and Criteria for the Quality Assurance of Independent Schools and Private
Assessment Bodies: Ensure independent schools and assessments meet required
standards (2015).
• National Policy and Criteria for Designing and Implementing Assessment for NQF
Qualifications: Provides guidelines for assessment in the National Qualifications Framework.
• Education White Paper 5 - Early Childhood Development (2001).
4|P a g e
, • Education White Paper 6 - Special Needs in Education: Building an Inclusive Education
and Training system (2001).
• National Policy on Assessment and Qualification for Schools in the General Education
and Training GET Band (2007): Provides guidelines for assessment in GET.
• Mathematics Grade 12 Examination Guideline (2014): Provides guidelines for the Grade
12 mathematics examination.
ASSESSMENT IN EDUCATION
• Definition: The process of gathering and interpreting information about students' learning to
determine where they are in their learning, where they need to go, and how best to get there.
• Purpose: To support and drive focused, effective teaching, and to improve learner
performance.
TYPES OF ASSESSMENT
DIAGNOSTIC ASSESSMENT
Definition: Identifies learners' existing knowledge and skills before teaching begins.
Purpose: To find learning gaps or barriers that need to be addressed.
Example: A teacher gives a diagnostic test at the start of the year to gauge learners' understanding
of basic mathematics.
CONTINUOUS ASSESSMENT
Definition: Ongoing evaluations of learners' performance throughout the school year.
Purpose: To monitor learners' progress continuously, identifying areas of strength and weakness.
Example: A teacher uses a variety of assessment methods, such as tests, assignments, and
projects, to assess learners' understanding of a topic in Geography.
FORMATIVE ASSESSMENT
Definition: Assessment that takes place during the learning process to inform future teaching.
Purpose: To help both the teacher and learners adjust learning strategies for better outcomes.
Example: A teacher provides feedback on learners' drafts of a creative writing assignment in
English.
BASELINE ASSESSMENT
Definition: Measures what learners already know before beginning new content.
Purpose: To establish a starting point for teaching and learning.
Example: A Grade 1 teacher assesses learners' reading abilities before starting a new phonics
program.
SUMMATIVE ASSESSMENT
Definition: An assessment conducted at the end of a learning period to evaluate overall
achievement.
Purpose: To determine learners' mastery of content and promote learners to the next grade.
Example: An end-of-year exam to evaluate a learner's overall progress in Grade 12 Mathematics.
EXAMPLES:
DIAGNOSTIC ASSESSMENT:
• A teacher giving a pre-test before starting a new unit to assess learners' prior knowledge.
• A teacher observing learners during a group activity to identify any learners who are
struggling.
• A teacher reviewing learners' previous work to identify any areas of weakness.
CONTINUOUS ASSESSMENT:
• A teacher regularly giving homework assignments and quizzes throughout the term.
• A teacher using a variety of assessment methods, such as tests, projects, and presentations,
to assess learners' learning.
• A teacher providing learners with regular feedback on their progress.
5|P a g e
