Assignment 03
Unique no.: 732625
Due date: 22 June 2024
Question 1
Discuss the factors you would consider when setting an assessment task for grade
5 life skills learners. [20]
Question 2
Draw up a 1-hour formal assessment task for your grade 5 life skills class on the
topic, “bullying”...
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Question 1
1. Discuss the factors you would consider when setting an assessment task for grade 5 life skills
learners.
Assessment is a way of collecting and interpreting information about learners’ performance
and progress in Life Skills.
Informal or daily assessment is used to monitor learners’ learning continuously and to
provide feedback and guidance. It is not recorded or used for promotion purposes.
Formal assessment is used to measure learners’ achievement of specific outcomes at the end
of a term or year. It is recorded and used for promotion purposes.
Programme of assessment is a plan that shows how many formal assessment tasks are
required for each subject and term, and what types of tasks they are. It also shows how the
tasks are weighted and combined to form the term mark and the promotion mark.
Some factors to consider when setting an assessment task for grade 5 life skills learners are:
Alignment with the curriculum: The assessment task should be based on the content, skills
and values prescribed in the Curriculum and Assessment Policy Statement (CAPS) for Life
Skills. The task should also reflect the specific aims, time allocation and weighting of the study
areas (Personal and Social Well-being, Physical Education and Creative Arts) as outlined in the
CAPS document.
Relevance and authenticity: The assessment task should be relevant to the learners’ lives,
interests and experiences, and should allow them to apply their knowledge and skills to real-life
situations and problems. The task should also be authentic, meaning that it should reflect the
actual practices and processes of the study area, and not be artificial or contrived.
Variety and balance: The assessment task should provide a variety of ways for learners to
demonstrate their learning, such as written, oral, practical, creative and performance-based
tasks. The task should also balance the assessment of knowledge, skills and values, and include
different levels of cognitive demand, such as recall, understanding, application, analysis,
synthesis and evaluation.
Clarity and fairness: The assessment task should be clear and understandable to the learners,
and should provide explicit instructions, criteria and rubrics for the expected performance. The
task should also be fair and equitable to all learners, and should not disadvantage or
discriminate any learner based on their background, language, ability or other factors4.
(NCS - CAPS Document for Life Skills - Section 4 - Page 51)
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