AED3701
Assignment 3 2025
Unique number:
Due Date: 21 July 2025
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process by
encouraging them to reflect on their own learning and understand how they learn. In this
type of assessment, learners use feedback and self-monitoring strategies to assess their
progress and identify areas that need improvement. It builds metacognitive skills, where
learners think about their thinking, and develop responsibility for their learning journey.
Teachers support this process by modelling reflection and helping learners set
achievable goals. The importance of Assessment as Learning lies in the development of
independent, self-directed learners who are engaged and motivated. It is especially
valuable in promoting lifelong learning, as it equips learners with the tools to evaluate
their own understanding and adjust their learning strategies accordingly. This approach
also enhances learner confidence and encourages a growth mindset, which is essential
for success in school and beyond. Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process
by encouraging them to reflect on their own learning and understand how they learn.
In this type of assessment, learners use feedback and self-monitoring strategies to
assess their progress and identify areas that need improvement. It builds
metacognitive skills, where learners think about their thinking, and develop
responsibility for their learning journey. Teachers support this process by modelling
reflection and helping learners set achievable goals. The importance of Assessment
as Learning lies in the development of independent, self-directed learners who are
engaged and motivated. It is especially valuable in promoting lifelong learning, as it
equips learners with the tools to evaluate their own understanding and adjust their
learning strategies accordingly. This approach also enhances learner confidence and
encourages a growth mindset, which is essential for success in school and beyond.
1.1.2. Assessment of Learning
Assessment of Learning is used to measure and summarise what learners have
achieved at the end of an instructional period. It is commonly used for summative
purposes, such as assigning grades or determining whether learning goals have
been met. Examples include standardised tests, final examinations, and end-of-term
projects. The main goal is to provide evidence of achievement and inform decisions
related to promotion, certification, or accountability. This type of assessment is
essential for reporting to stakeholders such as parents, school leaders, or education
departments. It also allows teachers to evaluate the effectiveness of their teaching
methods and determine whether learning outcomes were successfully reached.
While it may not directly contribute to ongoing learning, Assessment of Learning
plays an important role in maintaining standards and setting clear benchmarks for
academic success. Its data can be used to inform future curriculum design and
teaching strategies, making it a valuable tool in education systems.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
1.1.3. Assessment for Learning
Assessment for Learning focuses on using assessment as a tool to guide and
improve both teaching and learning throughout the learning process. It is formative in
nature and is integrated into everyday classroom activities. Teachers gather
information through questioning, classroom discussions, learner responses, and
informal tasks to understand how learners are progressing. They then use this
information to adjust their instruction to better meet learners' needs. Feedback is
immediate, specific, and constructive, helping learners understand their strengths
and what they need to improve. The importance of Assessment for Learning lies in
its role in shaping instruction in real time, supporting differentiated learning, and
actively involving learners in their progress. It helps close learning gaps before they
widen and ensures that learners are on track toward achieving their goals. This type
of assessment fosters a supportive learning environment where mistakes are seen
as learning opportunities rather than failures.
1.2.
In the South African public school system, the promotion and progression of learners
are guided by the National Policy Pertaining to the Programme and Promotion
Requirements of the National Curriculum Statement Grades R–12 (NPPPPPR). This
policy ensures that learners are treated fairly and supported according to their
developmental needs.
Progression refers to learners moving from one grade to the next within the same
phase, even if they have not fully achieved all the learning outcomes, provided that
the learner has not repeated more than once in a phase and that support is in place.
Promotion, on the other hand, is when a learner has met the set minimum
performance requirements in each subject for a particular grade.
In the Foundation Phase (Grades R–3), progression is largely based on the learner’s
age and developmental readiness. However, learners must still show sufficient
achievement in Home Language and Mathematics. Retention is limited to once in
this phase to avoid learners being unfairly disadvantaged.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 3 2025
Unique number:
Due Date: 21 July 2025
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process by
encouraging them to reflect on their own learning and understand how they learn. In this
type of assessment, learners use feedback and self-monitoring strategies to assess their
progress and identify areas that need improvement. It builds metacognitive skills, where
learners think about their thinking, and develop responsibility for their learning journey.
Teachers support this process by modelling reflection and helping learners set
achievable goals. The importance of Assessment as Learning lies in the development of
independent, self-directed learners who are engaged and motivated. It is especially
valuable in promoting lifelong learning, as it equips learners with the tools to evaluate
their own understanding and adjust their learning strategies accordingly. This approach
also enhances learner confidence and encourages a growth mindset, which is essential
for success in school and beyond. Terms of use
By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
QUESTION 1
1.1.
1.1.1. Assessment as Learning
Assessment as Learning places the learner at the centre of the evaluation process
by encouraging them to reflect on their own learning and understand how they learn.
In this type of assessment, learners use feedback and self-monitoring strategies to
assess their progress and identify areas that need improvement. It builds
metacognitive skills, where learners think about their thinking, and develop
responsibility for their learning journey. Teachers support this process by modelling
reflection and helping learners set achievable goals. The importance of Assessment
as Learning lies in the development of independent, self-directed learners who are
engaged and motivated. It is especially valuable in promoting lifelong learning, as it
equips learners with the tools to evaluate their own understanding and adjust their
learning strategies accordingly. This approach also enhances learner confidence and
encourages a growth mindset, which is essential for success in school and beyond.
1.1.2. Assessment of Learning
Assessment of Learning is used to measure and summarise what learners have
achieved at the end of an instructional period. It is commonly used for summative
purposes, such as assigning grades or determining whether learning goals have
been met. Examples include standardised tests, final examinations, and end-of-term
projects. The main goal is to provide evidence of achievement and inform decisions
related to promotion, certification, or accountability. This type of assessment is
essential for reporting to stakeholders such as parents, school leaders, or education
departments. It also allows teachers to evaluate the effectiveness of their teaching
methods and determine whether learning outcomes were successfully reached.
While it may not directly contribute to ongoing learning, Assessment of Learning
plays an important role in maintaining standards and setting clear benchmarks for
academic success. Its data can be used to inform future curriculum design and
teaching strategies, making it a valuable tool in education systems.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
1.1.3. Assessment for Learning
Assessment for Learning focuses on using assessment as a tool to guide and
improve both teaching and learning throughout the learning process. It is formative in
nature and is integrated into everyday classroom activities. Teachers gather
information through questioning, classroom discussions, learner responses, and
informal tasks to understand how learners are progressing. They then use this
information to adjust their instruction to better meet learners' needs. Feedback is
immediate, specific, and constructive, helping learners understand their strengths
and what they need to improve. The importance of Assessment for Learning lies in
its role in shaping instruction in real time, supporting differentiated learning, and
actively involving learners in their progress. It helps close learning gaps before they
widen and ensures that learners are on track toward achieving their goals. This type
of assessment fosters a supportive learning environment where mistakes are seen
as learning opportunities rather than failures.
1.2.
In the South African public school system, the promotion and progression of learners
are guided by the National Policy Pertaining to the Programme and Promotion
Requirements of the National Curriculum Statement Grades R–12 (NPPPPPR). This
policy ensures that learners are treated fairly and supported according to their
developmental needs.
Progression refers to learners moving from one grade to the next within the same
phase, even if they have not fully achieved all the learning outcomes, provided that
the learner has not repeated more than once in a phase and that support is in place.
Promotion, on the other hand, is when a learner has met the set minimum
performance requirements in each subject for a particular grade.
In the Foundation Phase (Grades R–3), progression is largely based on the learner’s
age and developmental readiness. However, learners must still show sufficient
achievement in Home Language and Mathematics. Retention is limited to once in
this phase to avoid learners being unfairly disadvantaged.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
