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aed3701_study_pack_memo.

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Course
AED3701

Institution
University Of South Africa

EDAHOD5 The Educator as Assessor NAME AND BRIEFLY DESCRIBE ANY FIVE (5) PURPOSES OF ASSESSMENT. Assessment in order to: Grade or sort Teachers read learners work and assign a grade mark to indicate the value of the work. Forming a judgment whether learners deserve A, B or C – if the learne...

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Uploaded on May 29, 2023
Number of pages 69
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aed3701studypackmemo

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Aed3701 Study Pack Memo

Assessment as an educator (University of South Africa)

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EDAHOD5
The Educator as
Assessor

NAME AND BRIEFLY DESCRIBE ANY FIVE (5) PURPOSES OF ASSESSMENT.

Assessment in order to:

Grade or sort
Teachers read learners work and assign a grade mark to indicate the value of the work.
Forming a judgment whether learners deserve A, B or C – if the learner passes or fails that subject.

Promote or select
Main reason is to select and keep the group more or less at the same level.
To be promoted to a higher level learners should prove their competence by passing exams.

Evaluate
Society uses results to evaluate the quality of education (eg schools with 100% pass = good).
Teachers evaluate their own teaching on performance of learners (learners pass = good T).

Predict
Existing assessment tools are used for prediction.
If learners do well in a particular assessment they will do well in something else as well.
Career guidance leans on prediction for future career options.

Control
Teacher will use assessment as a stick – if a learner underachieved the teacher will mark him/her
down in an attempt to make her work harder and achieve according to her ability.
Well behaved kids = better marks, ill-behaved kids = bad marks (strict marking applied).
In OBA this is an unfair practice and should never be used.

BRIEFLY DESCRIBE FIVE(5) PRACTICAL GUIDELINES FOR PLANNING AN ASSESSMENT. DO NOT USE
MORE THAN TWO SENTENCES PER GUIDELINE DO NOT REFER TO THE STEPS IN PLANNING TO
INTEGRATE ASSESSMENT WITH LEARNING.

Design tasks that are fair to all learners
A good assessment task reveals what learners know and can do.
A fair task provides equal opportunity for all learners, regardless of ability, learning style and interest.

Use a variety of tasks
Eg open and closed questions and tasks, relating to different contexts, requiring different modes of
thinking and communication – shows what learners can do.
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Keep outcomes in min all the time
When designing a task select a small number of outcomes as so called <focus outcomes=.

Design tasks that are authentic
Tasks ought to be appropriate to the learners experience and the particular learning areas.

Ensure learners know what they are to do
Which parts of the process is their responsibility, what are the timelines for the process and how they
will be assessed.

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