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Edahod5 May_June 2018 Memos
- Institution
- University Of South Africa (Unisa)
The document contains May/June 2018 question and answers and page numbers for the answers as well as assessment activities
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EDAHOD5The Educator as Assessor
May/June 2018
Duration 2 Marks 100
Section A
Question 1 [10]
Define the following terms
1.1 Assessor – different staff member (teachers), parents, learners, are responsible for
assessing learners. Everyone involved in the assessment process is called assessor. There are
registered/trained assessors - those who have undergone specific standardize training and non-
registered assessors – those who did not go to training may have learned how to assess
through experiential learning. Assessors need to know whether learners are learning, at what
level they are learning; whether they understand what they are learning and what they still need
to learn. (Textbook, page 7, 10) (2)
1.2 Assessment - It’s a continuous, planned processed of gathering, identifying and interpreting
information about the performance of learners. It involves generating and collecting evidence of
achievement, evaluating this evidenced gathering, recording finding and using this information.
The information is used to too understand and assist learners development in other to improve
teaching and learning. (Textbook, page 6) (2)
1.3 Assessment planning – it start at the beginning when planning teaching and learning.
Assessment is continuous; it must be planned at all levels and steps in teaching and learning
process. An assessment strategy must be determined, specify level of assessment required for
different levels or grades chose and develop assessment activities. (Textbook, page 9) (2)
1.4 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) (2)
1.5 Progression – 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. (2)
Question 2 [20]
Develop an assessment activity that you would want your learners to do in your chosen
subject. Also design a rubric as an assessment tool with relevant criteria to assess that
assessment activity.
1
, 2.1 Indicate the relevant subject, grade and topic. (3)
Grade: 8
Subject: Technology
Topic: Design
2.2 Describe the assessment activity that learners must do (5)
Draw a 3D isometric project of the model for total mark 30
Show an isometric drawing of an L shape or a cube.
All pictorial drawing show a 3D view of an object.
The lines must be drawn at an angle of 30 degrees to the horizontal base.
2.3 Design the rubric as an assessment tool, showing the assessment criteria, rating scale,
levels of description and the mark allocation. (12)
Rating Scale
Assessment Criteria 0 3 5
Descriptors
1. Use labels to indicate the Labels not used Not all labels were Labels used correctly
design features and materials used.
2. Include a heading and scale Heading and scale Some included Heading and scale for the
for the model for the model not model included
included
3. Use South African convention South African Use South African South African convention
models convention models convention models models used correctly
not used
4. Make sure that you use Incorrect Not all correct All correct
correct line types for the
outlines, construction lines
5. The arrowheads of the The arrowheads of Some arrowheads of The arrowheads of the
dimension lines must be small, the dimension lines the dimension lines dimension lines all small,
neat and accurate. not small, neat and small, neat and neat and accurate.
accurate. accurate.
6. Notes of any special features Not listed Some listed All listed correctly
or materials that you use must
be listed.
Question 3 [18]
Bloom’s taxonomy provides a useful structure to categories questions to assess
learning. Use your subject, grade and topic to develop test questions that reflect the six
of learning according to Bloom. Use the following categories
Subject: Technology
1
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