AED3701
Assessment 3
Unique No: 817813
Due 21 July 2025
,AED3701
ASSESSMENT 3
Unique number: 817813
Due 21 July 2025
Question 1
1.1 Differentiate Between the Assessment Types by Evaluating Their Importance
in Teaching and Learning
1.1.1 Assessment as Learning
Assessment as Learning (AaL) centres on the learner’s role in self-monitoring and
reflecting on their learning progress. It is grounded in metacognitive theory, which
values awareness and control over cognitive processes (Earl, 2013). This type of
assessment assumes that learners are capable of evaluating their own thinking and
performance if given the right tools and guidance.
Importance:
AaL holds transformative potential in South African classrooms, where learner diversity
requires adaptive, learner-centred strategies. By involving learners in self-assessment,
teachers encourage deeper engagement and responsibility. For example, when Grade
9 learners use reflective journals to assess their oral presentations, they develop critical
thinking and motivation. However, this approach assumes a level of learner maturity
and metacognitive skill that may not always be present—highlighting the need for
teacher scaffolding. In resource-constrained environments, the practicality of
implementing AaL consistently also presents a challenge, particularly when large class
sizes limit individual guidance.
1.1.2 Assessment of Learning
Assessment of Learning (AoL) refers to summative assessments used to judge learner
achievement at the end of a learning cycle. This approach assumes that learning can be
measured against uniform standards and that such measurements reflect learner ability.
, Importance:
AoL is vital in the South African education system, particularly for promotion and
certification decisions. National assessments and final examinations serve to
standardise learning outcomes. However, this method can disadvantage learners from
under-resourced schools, whose performance may reflect contextual challenges more
than actual potential. The high-stakes nature of AoL may also narrow curriculum
delivery, as teachers focus on test preparation rather than holistic development. Hence,
while AoL plays a necessary role in accountability, its limitations must be balanced with
formative strategies.
1.1.3 Assessment for Learning
Assessment for Learning (AfL) is a formative process aimed at supporting learning
through ongoing feedback, guided questioning, and observation. It is premised on the
belief that learning is dynamic and responsive to feedback.
Importance:
AfL enhances teaching responsiveness by providing real-time insights into learner
progress. In the Foundation and Intermediate Phases, this approach is particularly
effective, as it aligns with developmental learning theories that support continuous
feedback. In diverse South African classrooms, AfL can reduce learning gaps by
allowing teachers to adjust lessons based on learner needs. However, its success
depends on the teacher’s skill in interpreting assessment data and using it to adapt
instruction—an area where many educators require further professional development.
Assessment 3
Unique No: 817813
Due 21 July 2025
,AED3701
ASSESSMENT 3
Unique number: 817813
Due 21 July 2025
Question 1
1.1 Differentiate Between the Assessment Types by Evaluating Their Importance
in Teaching and Learning
1.1.1 Assessment as Learning
Assessment as Learning (AaL) centres on the learner’s role in self-monitoring and
reflecting on their learning progress. It is grounded in metacognitive theory, which
values awareness and control over cognitive processes (Earl, 2013). This type of
assessment assumes that learners are capable of evaluating their own thinking and
performance if given the right tools and guidance.
Importance:
AaL holds transformative potential in South African classrooms, where learner diversity
requires adaptive, learner-centred strategies. By involving learners in self-assessment,
teachers encourage deeper engagement and responsibility. For example, when Grade
9 learners use reflective journals to assess their oral presentations, they develop critical
thinking and motivation. However, this approach assumes a level of learner maturity
and metacognitive skill that may not always be present—highlighting the need for
teacher scaffolding. In resource-constrained environments, the practicality of
implementing AaL consistently also presents a challenge, particularly when large class
sizes limit individual guidance.
1.1.2 Assessment of Learning
Assessment of Learning (AoL) refers to summative assessments used to judge learner
achievement at the end of a learning cycle. This approach assumes that learning can be
measured against uniform standards and that such measurements reflect learner ability.
, Importance:
AoL is vital in the South African education system, particularly for promotion and
certification decisions. National assessments and final examinations serve to
standardise learning outcomes. However, this method can disadvantage learners from
under-resourced schools, whose performance may reflect contextual challenges more
than actual potential. The high-stakes nature of AoL may also narrow curriculum
delivery, as teachers focus on test preparation rather than holistic development. Hence,
while AoL plays a necessary role in accountability, its limitations must be balanced with
formative strategies.
1.1.3 Assessment for Learning
Assessment for Learning (AfL) is a formative process aimed at supporting learning
through ongoing feedback, guided questioning, and observation. It is premised on the
belief that learning is dynamic and responsive to feedback.
Importance:
AfL enhances teaching responsiveness by providing real-time insights into learner
progress. In the Foundation and Intermediate Phases, this approach is particularly
effective, as it aligns with developmental learning theories that support continuous
feedback. In diverse South African classrooms, AfL can reduce learning gaps by
allowing teachers to adjust lessons based on learner needs. However, its success
depends on the teacher’s skill in interpreting assessment data and using it to adapt
instruction—an area where many educators require further professional development.
