AED3701
Assessment 3
Unique No: 817813
Due 21 July 2025
,AED3701
ASSESSMENT 3
Unique number: 817813
Due 21 July 2025
Question 1: Assessment Types and Learner Promotion in South African Schools
1.1 Differentiation and Importance of Assessment Types in Teaching and
Learning
1.1.1 Assessment as Learning
Assessment as learning focuses on learners monitoring and reflecting on their learning.
It builds metacognition, helping them identify strengths and weaknesses. For example,
reflective journals in mathematics allow learners to track their understanding and adjust
strategies (Earl, 2013). This approach assumes that learners can think critically about
their learning, fostering autonomy. However, younger learners may struggle with self-
reflection without guidance. The broader implication is that it builds lifelong learning
skills essential in knowledge-based societies.
1.1.2 Assessment of Learning
Assessment of learning is summative and measures achievement against standards at
the end of a learning cycle. Examples include final exams or national tests, which certify
competence and ensure accountability (Black & Wiliam, 1998). The underlying
assumption is that standardised measurement reflects true learning, but this may
neglect individual learning needs and promote surface learning. Overemphasis on
grades can demotivate learners, leading to long-term disengagement.
1.1.3 Assessment for Learning
Assessment for learning is formative and gives continuous feedback to improve
teaching and learning. Strategies like peer reviews or draft feedback help teachers
adjust lessons (Wiliam, 2011).
, This assumes teachers have skills to design timely, constructive feedback. Its broader
significance lies in personalising learning and addressing gaps immediately, such as
reteaching a topic after a diagnostic quiz. However, effective use depends on teacher
capacity, which remains a challenge in under-resourced contexts.
Critical Analysis
All three assessment types are essential, yet their effectiveness differs by context.
Assessment as learning builds autonomy but requires maturity and teacher scaffolding.
Assessment of learning promotes standardisation but often overlooks individual growth.
Assessment for learning bridges these, but teacher expertise is key. An integrated
approach ensures both accountability and individual development, aligning with Earl’s
(2013) call for balanced assessment practices.
1.2 Nature of Learner Promotion and Progression in South African Schools
Promotion in South Africa is guided by the NPPPPPR policy, ensuring learners meet
minimum standards before advancing. In Grades R-9, promotion is based on
performance in key subjects like Home Language and Mathematics, using continuous
assessment and remediation. Grades 10-12 require passing core subjects and
portfolios (DBE, 2015). Progression, however, allows learners who do not meet
promotion criteria to advance with support, promoting inclusivity.
Importance of Baseline and Diagnostic Assessments
• Baseline Assessments: Identify learners’ prior knowledge, such as a Grade 4
literacy test assessing reading skills for tailored instruction (DBE, 2015). The
assumption here is that knowing prior knowledge helps set realistic goals,
preventing learning gaps from widening.
• Diagnostic Assessments: Identify specific learning difficulties, such as a
learner’s misconception about fractions, prompting focused interventions. These
are vital in South Africa’s diverse classrooms where poverty and language
barriers affect learning (Spaull, 2013).
Assessment 3
Unique No: 817813
Due 21 July 2025
,AED3701
ASSESSMENT 3
Unique number: 817813
Due 21 July 2025
Question 1: Assessment Types and Learner Promotion in South African Schools
1.1 Differentiation and Importance of Assessment Types in Teaching and
Learning
1.1.1 Assessment as Learning
Assessment as learning focuses on learners monitoring and reflecting on their learning.
It builds metacognition, helping them identify strengths and weaknesses. For example,
reflective journals in mathematics allow learners to track their understanding and adjust
strategies (Earl, 2013). This approach assumes that learners can think critically about
their learning, fostering autonomy. However, younger learners may struggle with self-
reflection without guidance. The broader implication is that it builds lifelong learning
skills essential in knowledge-based societies.
1.1.2 Assessment of Learning
Assessment of learning is summative and measures achievement against standards at
the end of a learning cycle. Examples include final exams or national tests, which certify
competence and ensure accountability (Black & Wiliam, 1998). The underlying
assumption is that standardised measurement reflects true learning, but this may
neglect individual learning needs and promote surface learning. Overemphasis on
grades can demotivate learners, leading to long-term disengagement.
1.1.3 Assessment for Learning
Assessment for learning is formative and gives continuous feedback to improve
teaching and learning. Strategies like peer reviews or draft feedback help teachers
adjust lessons (Wiliam, 2011).
, This assumes teachers have skills to design timely, constructive feedback. Its broader
significance lies in personalising learning and addressing gaps immediately, such as
reteaching a topic after a diagnostic quiz. However, effective use depends on teacher
capacity, which remains a challenge in under-resourced contexts.
Critical Analysis
All three assessment types are essential, yet their effectiveness differs by context.
Assessment as learning builds autonomy but requires maturity and teacher scaffolding.
Assessment of learning promotes standardisation but often overlooks individual growth.
Assessment for learning bridges these, but teacher expertise is key. An integrated
approach ensures both accountability and individual development, aligning with Earl’s
(2013) call for balanced assessment practices.
1.2 Nature of Learner Promotion and Progression in South African Schools
Promotion in South Africa is guided by the NPPPPPR policy, ensuring learners meet
minimum standards before advancing. In Grades R-9, promotion is based on
performance in key subjects like Home Language and Mathematics, using continuous
assessment and remediation. Grades 10-12 require passing core subjects and
portfolios (DBE, 2015). Progression, however, allows learners who do not meet
promotion criteria to advance with support, promoting inclusivity.
Importance of Baseline and Diagnostic Assessments
• Baseline Assessments: Identify learners’ prior knowledge, such as a Grade 4
literacy test assessing reading skills for tailored instruction (DBE, 2015). The
assumption here is that knowing prior knowledge helps set realistic goals,
preventing learning gaps from widening.
• Diagnostic Assessments: Identify specific learning difficulties, such as a
learner’s misconception about fractions, prompting focused interventions. These
are vital in South Africa’s diverse classrooms where poverty and language
barriers affect learning (Spaull, 2013).
