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    AED3701 Memo Ass 2

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    portiacodie
    Memorandum for assignment 2 AED due 18/06/2024

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    AED3701 Memo Ass 2

    Uploaded by

    portiacodie
    93 views5 pages
    Memorandum for assignment 2 AED due 18/06/2024

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    AED3701 memo ass 2

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    Memorandum for assignment 2 AED due 18/06/2024

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    93 views5 pages

    AED3701 Memo Ass 2

    Uploaded by

    portiacodie
    Memorandum for assignment 2 AED due 18/06/2024

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    AED3701 memo ass 2

    Question 1: Multiple Choice and True/False

    1.1 Multiple Choice

    1.1.1 What is a crucial consideration when planning assessment in South African schools,
    especially for diverse classrooms?

     Answer: b. Heterogeneity of the classroom

    1.1.2 Which assessment involves learners actively monitoring their learning and taking
    responsibility for improvement?

     Answer: b. Assessment as learning

    1.1.3 What is the purpose of pre-moderation in the South African school context?

     Answer: b. To quality assure assessments before learners write them

    1.1.4 According to White Paper 6, what should the new South African curriculum and
    assessment initiatives aim to include?

     Answer: c. The full range of diverse learning needs

    1.1.5 What is the primary purpose of school-based assessments (SBA) in the South African
    context?

     Answer: b. To improve the quality of teaching and assessment

    1.1.6 What is the primary purpose of the principles of assessment, as outlined in the CAPS
    document?

     Answer: b. To guide the setting and moderation of assessments

    1.1.7 What is the primary responsibility of the "School Assessment Team" (SAT), according
    to CAPS?

     Answer: b. Planning whole school assessment and communicating the plan

    1.1.8 What role does Umalusi play in the South African education system?

     Answer: c. Conducts external moderation to strengthen internal moderation

    1.1.9 How does the use of ICT in assessment benefit diverse learners?

     Answer: c. By providing relevant and diverse assessment activities

    1.1.10 According to CAPS, who is responsible for conducting moderation in a school


    context?
     Answer: c. Departmental head (Dh)

    1.2 True/False

    For each statement, indicate if it is true or false. If false, provide the correct statement.

    1.2.1 According to the guidelines for applying Africanisation of assessment, only Afrocentric
    knowledge systems should be embraced when planning and implementing assessments.

     Answer: False. The guidelines suggest that Afrocentric knowledge systems should be
    included but not exclusively embraced.

    1.2.2 Fairness of assessment suggests that learners are treated equally irrespective of the
    dynamic nature of the classroom.

     Answer: False. Fairness in assessment means considering the diverse needs of


    learners, not treating everyone the same.

    1.2.3 Learning intentions indicate the scope of content to be taught and assessed during the
    teaching and learning process.

     Answer: True.

    1.2.4 Teachers do not need to monitor learners' progress throughout the assessment process;
    only the final results matter.

     Answer: False. Teachers need to monitor progress throughout the process.

    1.2.5 In inclusive education, the use of applications on mobile phones and laptops that
    transcribe spoken words can help learners overcome barriers to learning.

     Answer: True.

    1.3 Matching

    Match terms in Column A with statements in Column B.

    1.3.1 National Assessment Policy

     Answer: E. The standardised recording and reporting processes provide the


    procedures to be followed when assessing learners.

    1.3.2 National protocol pertaining to the programme and promotion requirements

     Answer: D. The policy that regulates the promotion and progression of learners from
    Grade R to Grade 12.

    1.3.3 Education White Paper 6


     Answer: F. The policy that ensures assessment should meet all the needs of all
    diverse learners.

    1.3.4 Section 4 of the CAPS

     Answer: A. The policy provides guidelines regarding the number of formal and
    informal assessments for a particular phase per subject and the assessment types to be
    used.

    1.3.5 Curriculum Assessment Policy Statement

     Answer: B. A document that guides the teaching, learning, and assessment process in
    South African schools from Grade R to Grade 12.

    Question 2: Policy Documents

    2.1 Name two national curricula statements replaced by The National Curriculum Statement
    Grades R – 12 (January 2012).

     Answer: Revised National Curriculum Statement (RNCS) and the National


    Curriculum Statement (NCS).

    2.2 List any four abilities that the National Curriculum Statement Grade R – 12 aims to
    produce.

     Answer: Critical thinking, problem-solving skills, ability to work collaboratively,


    effective communication.

    2.3 Outline the steps involved in assessment according to the CAPS.

     Answer:
    o Planning
    o Collecting evidence
    o Recording
    o Reporting

    2.4.1 Evaluate your understanding of the principle of active and critical learning.

     Answer: This principle encourages learners to engage with content actively,


    questioning and critically analyzing information rather than passively receiving it.

    2.4.2 Critically explain how you can apply this principle in assessing learners.

     Answer: Apply this principle by designing assessments that require learners to


    demonstrate understanding through projects, presentations, and open-ended questions
    that promote critical thinking.

    2.5 Differentiate between informal and formal assessment.

     Answer:
    o Informal assessment: Ongoing checks of understanding, like classroom
    observations and discussions.
    o Formal assessment: Structured and systematic evaluations, like tests and
    exams.

    Question 3: Continuous Assessment

    3.1 List and describe the four types of continuous assessment.

     Formative assessment: Regular, informal assessments to monitor student progress.


     Diagnostic assessment: Pre-assessment to determine students' prior knowledge and
    skills.
     Summative assessment: Evaluation at the end of a unit to measure student learning.
     Benchmark assessment: Periodic assessments throughout the year to compare
    against standards.

    3.2 Importance of moderating assessments before and after they are written.

     Ensures fairness and consistency.


     Verifies alignment with learning objectives.
     Provides feedback for improvement.

    3.3 Action plan to demonstrate applying theories of social justice and social constructivism in
    assessments.

     Social justice: Create equitable assessment opportunities considering diverse


    backgrounds.
     Social constructivism: Design collaborative assessment tasks that encourage peer
    interaction and knowledge construction.

    3.4 Concepts assisting teachers in meeting learners’ needs.

     Zone of Proximal Development (ZPD): Tailor assessments to challenge learners just


    beyond their current abilities.
     Scaffolding: Provide support structures to help learners reach higher levels of
    understanding.

    Question 4: Inclusive Education

    4.1 Role of White Paper 6 in promoting inclusive education.

     Answer: White Paper 6 outlines strategies to accommodate diverse learning needs,


    ensuring all learners have access to quality education and assessment practices.

    4.2 Guidelines for responding to learner diversity through CAPS. 4.2.1 Differentiated
    assessment.

     Answer: Adjusting assessment methods to cater to different learning styles and needs.

    4.2.2 Environmental issues to address in assessment.


     Answer: Physical accessibility, availability of resources, and cultural relevance.

    4.2.3 Assessing learner characteristics.

     Answer: Teachers should use a variety of assessment methods to understand learners'


    strengths, weaknesses, and learning preferences.

    By following these guidelines and referring to the relevant CAPS and policy documents, you
    can effectively complete your assignment.

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