Learning Unit 1: assessment in a South
African Context
1.1 Introduction
• Planning for Assessment: It is essential to allow adequate time for assessment planning, which
begins during lesson planning as indicated in the CAPS (2011) document. A poorly planned lesson
will not cater to learners' cognitive levels, as specified by Bloom’s Taxonomy. Teachers must plan
with a focus on the needs of all learners in their classroom.
• Subject Mastery: Teachers must have a thorough knowledge of the subject content to plan
assessments effectively. This involves engaging with, listening to, and observing learners during
lessons to understand their progress and adapt teaching strategies accordingly.
• Formative Assessment: Teachers should assess learners' prior knowledge before conducting
formal assessments to gauge their understanding and adapt instruction to meet learning needs.
Black (2002) emphasizes the role of formative assessments in improving teaching and ensuring
that learning outcomes are met.
1.2 Assessment in Education in the South African Context
• CAPS Framework: The CAPS (2011) document replaces the National Curriculum Statement
(NCS, 2005). For the Foundation Phase (Grades 1-3), assessments are conducted in learners'
home languages, while in the Intermediate Phase to FET (Grades 4-12), assessments are in
English or Afrikaans, except for the home language subject.
• Purpose of Assessment: Assessment helps to gather information on learners' progress, diagnose
their strengths and weaknesses, provide constructive feedback, grade or promote learners, and
guide future teaching strategies. According to Airasian (1997), Harlan (1994), and Lii & Miller
(2005), assessments should serve multiple functions, including feedback and planning.
• Forms of Assessment:
o External Assessments: These include national-level assessments like the Annual National
Assessment (ANA) for Grades 3, 6, and 9, as well as Grade 12’s final exams for the
National Senior Certificate.
o Internal Assessments: Internal assessments include both formal and informal methods.
Informal assessments are conducted daily through activities like observations, written
exercises, and oral presentations. Formal assessments contribute to grading and promotion,
and they follow a structured program.
1.3 Assessment Planning
• Alignment with Teaching: Assessment planning must be aligned with lesson objectives and the
intended learning outcomes. Teachers should evaluate their instructional methods and learners'
progress to ensure that assessments effectively reflect what has been taught.
, • Types of Assessments: Teachers utilize different types of assessments, such as formative and
summative assessments, to monitor learners' progress and provide feedback. These assessments
must cater to the diverse needs of learners, offering opportunities for improvement and adjusting
teaching strategies as necessary.
1.4 Assessment Practice and Moderation
Assessment practice involves the application of various types, forms, and methods aimed at enhancing
teaching and learning. These include diagnostic, continuous, formative, baseline, and summative
assessments:
1.4.1 Diagnostic Assessment
• Purpose: Diagnostic assessment is used to identify learners' strengths, weaknesses, and barriers
to learning. It helps teachers understand what learners already know, so they can tailor their
teaching strategies accordingly.
• Application: Diagnostic assessments can be formal or informal and are typically administered at
the start of a year, chapter, or lesson to determine learners' prior knowledge. This informs teachers’
lesson planning and helps them target specific gaps in learners' understanding.
• Outcome: Diagnostic assessments often lead to interventions or remedial actions to ensure that
learning gaps are addressed before moving forward with new content.
1.4.2 Continuous Assessment
• Definition: Continuous assessment is an ongoing process where learners' progress is evaluated
throughout the year using various methods like tests, projects, assignments, and case studies. It
allows for regular feedback and provides multiple opportunities for learners to demonstrate their
understanding.
• Key Features: Continuous assessment provides teachers with valuable information to help adjust
their teaching methods. It supports both formative and summative approaches, emphasizing
ongoing learner development.
1.4.3 Formative Assessment
• Purpose: Formative assessment is conducted during the learning process to monitor and improve
learners' progress. It allows teachers to gather real-time evidence of learners' understanding and
adjust their teaching accordingly.
• Role: Teachers use formative assessments to inform their planning and adapt lessons to meet
learners' needs. Feedback from these assessments is crucial for improving both teaching and
learning quality.
1.4.4 Baseline Assessment
• Purpose: A baseline assessment takes place before teaching begins, helping teachers determine
what learners already know and can do. It serves as a starting point for instruction and ensures that
lessons are tailored to the learners' current abilities.
• Use: This type of assessment is typically used at the beginning of a new grade, phase, or learning
experience to establish learners' entry-level skills and knowledge.
1.4.5 Summative Assessment
, • Purpose: Summative assessments are conducted at the end of a learning period (such as the end
of a term or year) to measure learners' overall achievement. They are used for promotional
purposes and provide a comprehensive evaluation of what learners have achieved.
• Examples: Summative assessments include formal exams, final projects, and research papers that
give an overarching picture of a learner’s performance.
1.5 Principles of Assessment
Effective assessment requires adherence to several key principles that ensure fairness, consistency, and
validity. These principles guide how assessments are planned, implemented, and evaluated.
• Fairness: Assessment should be equitable, meaning it must reflect what learners have been taught
and avoid presenting unnecessary barriers. Dreyer (2014) emphasizes that fairness in assessment
ensures that it accommodates learners’ different contexts and cognitive levels.
• Validity: Valid assessments accurately measure what they are intended to assess. This means that
assessment tasks should align with the learning outcomes and content covered in the curriculum.
• Reliability: Reliability refers to the consistency of an assessment. An assessment is reliable if it
yields similar results when administered in different contexts or evaluated by different teachers.
• Sufficiency: Assessment must comprehensively cover the material that was taught. It should reflect
a balanced range of questioning, including low, middle, and high-order cognitive skills as outlined in
Bloom’s Taxonomy.
• Credibility: Assessments must be credible, meaning that the processes and outcomes are
trustworthy and respected. This requires that assessments adhere to the principles of fairness,
validity, reliability, and sufficiency.
• Moderation: Moderation ensures that assessments are fair, valid, reliable, and sufficient. In
schools, moderation is typically conducted by departmental heads, school leadership, or district
officials to ensure that assessments meet the required standards. Moderation helps maintain
consistency across classrooms and schools.
