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Summary Edahoh5 Oct/Nov 2018 Memo
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This document contains questions and answers from Oct/Nov 2018 as well as assessment activities.
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EDAHOD5The Educator as Assessor
Oct/Nov 2018
Duration 2 2 Hours
Marks 100
Section A
Question 1 [5]
Match the term in Column A with the appropriate description in Column B. Write only the
number in Column A and the correct option from Column B, for example 1.1 k.
NO. Column A Column B
1.1 National Protocol for C Standardize the recording and reporting
Assessment Grade R- 12 processes for Grade R–12 within the frame
work of National Curriculum Statement Grade
R-12
1.2 Curriculum and Assessment D A policy document stipulating the aim, scope,
Policy Statement (CAPS) content and assessment for each subject
listed in the National Curriculum statement
Grade R – 12.
1.3 Evidence of learner A The concept means the collection of the
performance learner’s work that is used to compile his/her
internal assessment mark.
1.4 School based assessment F Should include all formal assessment,
plan conducted by the school throughout the year
on continuous basis, the end of year
examination is excluded.
1.5 Progression B The advancement of a learner from one
grade to the next despite the learner not
having completed with all the promotion
requirements, Grade R is excluded.
Question 2 [20]
Describe the concepts listed below a outlined in the CAPS document.
2.1 The concept “assessment”- (Textbook, page 6) (2 x1 =2)
is a process of gathering and collecting information from multiple and diverse sources in
order to develop an understanding what learners know and cannot do with their
knowledge as a result of educational experience.
Assessment is a continuous, planned process of identify, gathering and interpreting of
information about performance of learners.
1
, 2.2 Classification of assessment (assessment for, of and as learning) (3 x2 =6)
Assessment for learning (Textbook, page 12)
It is seen as Formative assessment – it determines the progress of the learners.
Occurs continuously during the learning process and is used to support the instruction.
Assessment is used to advance student learning (i.e. to improve and inform learning)
The teacher use classroom assessment and the continuous flow of information about
learner achievement in which it provide in order to advance, merely check on, student
learning.
Assessment of learning (Textbook: page 23)
It is seen as Summative assessment – It determines the overall achievement and
learning success of learners.
It occurs at the end of a learning event, period, cycle, or phase
The assessment results are tested against a set of criteria that sets out the minimum
standard required to continue to the next phase or grade.
Feedback is usually provided in the form of marks, scored or grades.
Assessment as learning (Textbook: page V)
Assessment determine whether learning has taken place
What learning took place and what learning still need to take place.
2.3 Types of assessment (continuous assessment and diagnostic assessment) (2 x 2 = 4)
Continuous assessment, learners are assessed during the entire learning process.
Assessment begins when learning start and carries on during the entire teaching and
learning process. The purpose is to guide teaching and encourage learner’s creative
thinking. Continuous assessment includes all types of assessment; therefore it is not a
type but an approach how to assess. (Textbook, page 16)
Diagnostic assessment, it takes place anytime during the teaching and learning process.
The purpose of diagnostic assessment is to identify barriers to learning, learning
difficulties and learning gaps that must be attended to by a teacher. Example the teacher
may ask learners questions during the lesson to see if they understand. (Textbook,
page 17)
2.4 Assessment that is authentic (Textbook, page 13) (3 x1 = 3)
Is a realistic and relevant and involve learner performance in a real-world situation or
stimulus. Learner performs actively using their acquired knowledge. It involves ill
structured challenges and roles that help learners prepare for real world.
2.5 Principles of observation (Textbook: page 45) (5 x1 = 5)
1
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