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AED3701 Assignment 2
- Course
- AED3701 (AED3701)
- Institution
- University Of South Africa (Unisa)
Assignment 2 for AED3701
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Vanessa Carles – Student number: 64948722 AED3701 – Unique number: 857969ASSESSMENT IN EDUCATION
AED3701
Vanessa Carles
Student number: 64948722
Assignment 2
Unique number:857969
Due date: 29 July 2022
1
,Vanessa Carles – Student number: 64948722 AED3701 – Unique number: 857969
Table of contents
Addendum A: Student declaration form Page 3
Question 1 Pages 4 to 5
Question 2 Pages 6 to 8
Question 3 Pages 8 to 10
Addendum A: Student declaration form Page 11
2
,Vanessa Carles – Student number: 64948722 AED3701 – Unique number: 857969
3
, Vanessa Carles – Student number: 64948722 AED3701 – Unique number: 857969
Question 1
1.1) With relevant form of assessment, briefly describe the following types of
assessment:
1.1.1) Baseline assessment: Is essentially a means of collecting information or
determining what learners already know or what they can do at the point at which
they enter a new setting, phase or grade or before learning commences. This
assessment also helps to inform teachers on how to structure lessons as well as
how to cater for any gaps that might be present in the learning process of a learner,
therefore meeting learning demands. Baseline assessments can also be done for
learners with disabilities in consultation with the institution-level support team.
Examples of baseline assessments can include, informal tests, classroom
discussions and assignments, etc.
1.1.2) Formative assessment: Also known as assessment for learning involves both the
learners and the teacher in the process of sustained reflection and self-assessment.
It is a method of ongoing assessment and a process of evaluating the learners’
knowledge and progress towards achieving the outcomes as they learn, as well as
the appropriateness of the learning required. It also serves as a method to provide
feedback to the learners regarding their learning and without formative assessments,
it will be impossible for the teacher to recognise when a learner is struggling as well
as to provide the right support and to plan the correct learning activities for the
future. Examples of formative assessments can include, classwork, homework,
assignments, investigations and case studies, etc.
1.1.3) Summative assessment: Also known as assessment of learning involves any
method of evaluation performed at the end of a learning cycle, programme or phase
to determine the learners’ overall learning success and achievements. The purpose
of a summative assessment is to determine a learners’ comprehension of material
presented at the end of a particular unit of work and is often measured with a grade
or percentage depending on the subject and learner grade, it also provides the
learner with constructive feedback. Unlike formative assessments, summative
assessments are formal and involve clear instructions, expectations and timelines to
be set to give learners the best opportunity to succeed. Rubrics or other assessment
criteria are used by teachers to ensure learners understand what is expected in such
a test/assessment. The results are normally significant and is usually used for
promotional purposes, however teachers can also use them as guidelines towards
improving future planning, teaching and assessment strategies. Examples of
summative assessments can include, tests and examinations, etc.
1.1.4) Diagnostic assessment: It is a type of pre-evaluation that happens at the beginning
of a learning experience to find out how much knowledge learners already have as
well as to intentionally discover any learning gaps, barriers to learning or learning
difficulties that should be addressed by the teacher. It can be informal and/or formal
and multiple measures and reports are used in order to identify learner strengths and
needs in specific skill-areas so that teachers can provide the relevant instruction to
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