RFP2601
ASSIGNMENT 3
DUE DATE: 19 SEPT 2025
,RFP2601 ASSIGNMENT 3 PORTFOLIO 2025
DUE SEPTEMBER 2025
DUE 19 SEPTEMBER 2025
1.1 Explain the purpose of conducting reading assessments (3 marks)
The purpose of reading assessments is to help the teacher identify a learner’s reading
level, strengths, and challenges during the reading process (Study Unit 6, p. 94). This
information enables the teacher to plan and adjust teaching strategies to improve
reading skills and support learners’ progress (Joubert et al., 2015, in Study Unit 6, p.
94). Reading assessments also ensure that learners achieve future reading success
and are not only done for school accountability (DBE, 2011b, in Study Unit 6, p. 94).
1.2 Important factors to consider before conducting a reading assessment (5
marks)
Before conducting a reading assessment, a teacher should take the following into
account:
Learner’s reading level - the text chosen should match the learner’s ability, whether at
the independent, instructional, frustration, or listening level (Study Unit 6, p. 96).
Purpose of the assessment - whether the assessment is diagnostic (to identify
challenges), for monitoring progress, or for planning future support (Study Unit 6, p.
94).
, Type of assessment activity - decide if it will be oral, practical, or written, depending on
the learner’s grade and stage of development (Study Unit 6, p. 94).
Assessment environment - the process should not be competitive but supportive,
ensuring learners build confidence in their reading (Study Unit 6, p. 96).
Policy guidelines - teachers must follow the DBE’s National Protocol for Assessment,
which requires 100% school-based assessment in the foundation phase (Study Unit 6,
p. 94).
1.3.1 Substantiate whether the reading score Annah received was fair.
The reading score Annah received was not entirely fair because she faced visible
challenges during the assessment. She rubbed and blinked her eyes, which could
indicate a vision difficulty that interfered with her reading (Study Unit 6, p. 94). These
challenges affected her ability to pronounce and recognise words correctly, which
lowered her score. Reading assessments should reflect a learner’s true reading ability,
but in Annah’s case, external difficulties influenced her performance. Therefore, the
score did not fully represent her actual reading potential.
ASSIGNMENT 3
DUE DATE: 19 SEPT 2025
,RFP2601 ASSIGNMENT 3 PORTFOLIO 2025
DUE SEPTEMBER 2025
DUE 19 SEPTEMBER 2025
1.1 Explain the purpose of conducting reading assessments (3 marks)
The purpose of reading assessments is to help the teacher identify a learner’s reading
level, strengths, and challenges during the reading process (Study Unit 6, p. 94). This
information enables the teacher to plan and adjust teaching strategies to improve
reading skills and support learners’ progress (Joubert et al., 2015, in Study Unit 6, p.
94). Reading assessments also ensure that learners achieve future reading success
and are not only done for school accountability (DBE, 2011b, in Study Unit 6, p. 94).
1.2 Important factors to consider before conducting a reading assessment (5
marks)
Before conducting a reading assessment, a teacher should take the following into
account:
Learner’s reading level - the text chosen should match the learner’s ability, whether at
the independent, instructional, frustration, or listening level (Study Unit 6, p. 96).
Purpose of the assessment - whether the assessment is diagnostic (to identify
challenges), for monitoring progress, or for planning future support (Study Unit 6, p.
94).
, Type of assessment activity - decide if it will be oral, practical, or written, depending on
the learner’s grade and stage of development (Study Unit 6, p. 94).
Assessment environment - the process should not be competitive but supportive,
ensuring learners build confidence in their reading (Study Unit 6, p. 96).
Policy guidelines - teachers must follow the DBE’s National Protocol for Assessment,
which requires 100% school-based assessment in the foundation phase (Study Unit 6,
p. 94).
1.3.1 Substantiate whether the reading score Annah received was fair.
The reading score Annah received was not entirely fair because she faced visible
challenges during the assessment. She rubbed and blinked her eyes, which could
indicate a vision difficulty that interfered with her reading (Study Unit 6, p. 94). These
challenges affected her ability to pronounce and recognise words correctly, which
lowered her score. Reading assessments should reflect a learner’s true reading ability,
but in Annah’s case, external difficulties influenced her performance. Therefore, the
score did not fully represent her actual reading potential.
