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Fairness
The method of assessment should not present any barriers to learners' achievements. It must be free of bias and
sensitive to contextual factors. Assessment must be bias-free and sensitive to gender, race, cultural background,
abilities. Must be communicated clearly, accurately, meaningfully, timely.
Refer to the way learners are treated before, during and after the method is applied by you, the assessor.
Reliability
The assessment must produce the same results when judged by more than one teacher or when the evidence is
judged over a number of occasions. The results received from a test/assessment must be consistent. Reliable
assessment also means that when the assessment is developed, the input processes are well organised and are
based on sound theoretical and educational measurement principles.
Validity
The assessment is relevant to the standard set according to the CAPS for a specific assessment task. Method and
techniques - appropriate to the knowledge, skills, attributes to be assessed, to the learner's age and level of
development, suitable to the learner's specific context. The extent to which the assessment measures what it
purports to measure. The purpose of assessment made explicit and a criterion-referenced approach is used.
Validity can be improved by:
Carefully match the assessment with learning objectives, content and teaching methods.
Increase the sample of objectives and content areas included in any given assessment.
Use assessment methods that are appropriate for the objectives specified.
Employ a range of assessment methods.
Ensure adequate security and supervision to avoid cheating in examinations.
Improving the reliability of the assessment.
Sufficiency
Sufficient assessment in the context of IP/SP would mean that the types of questions asked and the spread of
content definition cover aspects of the work done during the term or year, as stipulated in the CAPS. There must
be enough evidence for the teacher to infer that the learner is either competent or not yet competent. Refers to
the amount of evidence learners have to generate to allow you to be able to make sound judgements and
evaluations of learner performances and achievements.
Currency
The assessment must be present and related to what the learner knows or can do at the time of assessment.
Refers to the time spent between gathering and evaluating the evidence in an assessment.
Authenticity
Evidence is attributable to the candidate being assessed. The assessment is realistic and relevant and involves
learner performance in real-world situations or simulations thereof.
Method/Activities:
Appropriate - Suitable to the outcome being assessed
Fair - Does not present barriers to achieve outcomes
Manageable - Easily arranged, cost effective, does not interfere with learning
Integrated into work for Learning - “Naturally occurring” evidence
Evidence:
Valid - Match evidence required of the outcome, under conditions that math actual performance
Current - Sufficient proof of the candidate's performance capability at the time
Authentic - Evidence attributable to the candidate being assessed
Sufficient - Evidence establish all the criteria have been met, can be repeated consistently
, Process:
Systematic - Assures the assessment is fair, effective, manageable, repeatable
Open - Transparent, candidates understand the process criteria and can contribute to it.
Consistent - The same assessment, under similar circumstances will produce the same judgement
Credibility
An assessment is credible when four conditions are met, namely:
The overall assessment process is reliable and would yield similar results time and again, even when used
by other assessors.
The assessment method of generating, gathering and evaluating assessment evidence is fair and treats all
learners the same before, during and after the assessment.
The assessment evidence generated, gathered and evaluated or judged, is valid, i.e. directly related to what
is prescribed in the curriculum and addressed in teaching and learning opportunities in the classroom.
The assessment was manageable, i.e. the resources and procedures were under the control of the school
management, assessors and other staff involved in the assessment throughout the entire assessment process.
Moderator
It also means that the moderator will assure the quality of your assessments by ensuring that at least the four
critical principles of assessment have been adhered to that is: reliability, fairness, validity and manageability.
You can avoid bias by doing the following:
Use neutral terms in the assessment.
Strive for a balanced representation of various groups in diverse roles.
Use standard, formal English. Also avoid obscure language or ambiguous acronyms unless they are
standard, recognized terms with regards to the subject matter of the assessment.
Be wary of using a condescending tone. For example, this could be a tone that implies that a person with
differing abilities is incapable of caring for himself or herself, or that a person of lower socio-economic
status is not as intelligent as someone from a higher status.
Avoid references to race, ethnicity, gender, age, etc. unless they specifically apply to the question.
Authentic assessment
Realistic and relevant and involves learner performance in real-world situations or simulations there-of. Provide
each learner with a variety of opportunities, to demonstrate competence in different ways and different contexts.
Importance of authentic assessment:
It requires learners to perform effectively using their acquired knowledge
It present the learners with tasks that simulate real-world 'tests' of ability to determine whether they can
present justifiable answers
It involves 'ill-structured' challenges and roles that help learners prepare for the real world
It requires learners to free-form effectively using their acquired knowledge
It provide parents and community members with directly observable products and understandable evidence
concerning learners performance.
It makes provision for learners with barriers to learning and reflects local values, standards and contexts.
It elicits higher order thinking, is holistic and is not limited to classroom activities
It allows learners to demonstrate their knowledge, skills in ways they find appropriate and give them
opportunity to be creative
Individual level:
Takes into account individual learning styles, aptitudes and interest.
Practical level:
Elicits higher order thinking
Holistic
Not limited to classroom activities
Samples of learner work are collected over an extended period of time
Learners demonstrate knowledge, skills and competencies
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