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Name : Sonwabiso Beja
Student number : 4281041
Module code : FES211
Due Date : 10 October 2024
Major Assignment: Assessment Literacy and Feedback
INTRODUCTION
Assessment literacy refers to the capacity to successfully develop, select, evaluate, and use
assessment outcomes. Assessment literacy is a learner's understanding of the core assessment
concepts and procedures that are thought to have an impact on educational decision making.
It is an essential component of a teacher's classroom practice, and its proper application has
the potential to greatly improve learning and learner performance. Feedback has a huge
impact on learning and evaluation since it offers information about a learner's progress,
allows them to evaluate their performance, and instructs learners on how to improve. During
my teaching practice I have experienced and understand how and why assessment and
feedback is very important and can also enhance my student’s knowledge and mine too,
where I can identify and acknowledge each student’s abilities and skills.
Assessment literacy refers to the continuing practice of acquiring information regarding a

student's learning. This covers a number of methods for capturing what students know,
understand, and can do with their knowledge and abilities. When young children arrive to
school, they bring with them their inherent curiosity about their surroundings, as well as a
variety of hobbies, capabilities, abilities, and cultural backgrounds. Teachers must organize
and deliver learning experiences that take into account each child's individual developmental
stage and promote independent learning. Teachers must ensure that assessment data is
collected from realistic settings and scenarios that represent the student's actual
performance.Teachers must relate exams to clear goals, establish performance and
expectations, use appropriate assessment methods, provide quality assessment exercises, and
effectively communicate about student achievement.Assessment literacy entails
administering many high quality exams that are associated with precisely specified
achievement objectives.
• Feedback is important in evaluation since it informs the teacher about what the
students already know and can do. This serves as the beginning point for developing your
reading program. Not all learners will be at the same point of their reading development;
evaluation allows you to categorize learners based on ability so that they can learn at an
appropriate degree of difficulty. Ongoing assessment allows you to evaluate the effectiveness
of your instruction and prepare to utilize the same approaches again or attempt new ones,
depending on whether your approach was successful or not. Assessment allows you to change
your plans as you go, ensuring that all of your students are making progress. Feedback tells
learners what they're doing properly and where and how they might improve. It allows the
learner to set goals for improvement. Feedback is a two-way communication process in
which students get useful insights and identify areas for growth. It can also assist students
chart a course, focusing their attention to areas for development and progress while also
connecting them to future learning possibilities. When providing feedback teachers also need
to consider these factors:
• Be specific instead of generic and vague comments and focus on the behavior or
action you are expecting from the student.
• Give timely feedback to avoid further confusion.
• While giving feedback, start by acknowledging what the student did well to show that
you value their efforts so the learners can feel encouraged to learn and grow.
Feedback enhances learning and instills accountability and responsibility in learners,

allowing them to take ownership of their progress. Feedback allows for the correction of
errors and the implementation of a modification in the educational framework. This involves
giving teachers opportunities to learn more about their students.
Assessment literacy plays a unique role in our diverse and dynamic South African
classrooms. Our national assessment and curriculum policies promote a learner-centered
approach in which assessment is used to meet all of a learner's learning needs. Teachers using
this method must be well knowledgeable about formative and summative assessments and
capable of implementing them in the classroom.
Formative assessments are administered during instruction. They are used throughout the
learning process and allow teachers to make changes to lessons and activities as needed.
Teachers can experiment with novel approaches and evaluate their efficacy. Students can
experiment with various learning activities without fear of being punished for failure.
Formative assessment also refers to teaching approaches that provide information on students'
progress toward learning outcomes.
The purpose of summative assessments is to evaluate student learning at the conclusion of a

lesson. Teachers and students can clearly see how much progress they've made by comparing
results from summative and diagnostic examinations. Essays, projects, and presentations are
examples of summative evaluations in addition to tests and exams. In order to locate the
correct answers to any questions they initially missed, you should urge students to review
their tests and exams.
Formal assessments are those that give teachers a structured method of assessing how well
students are doing in a grade and ought to be documented. Before beginning the assessment
process, teachers need to make sure that the learners understand the assessment criteria. This
entails outlining for the students the specific knowledge and abilities that are being evaluated
as well as the length of the responses that are needed.
Informal assessment is the same as daily evaluations used to track students' development
through informal talks, conferences between students and teachers, observations, and
conversations.
During my teaching practice I have experienced and understood how and why assessment
and feedback is very important and can also enhance the student’s knowledge and mine too,
where I can identify and acknowledge each student’s abilities and skills. After teaching a
lesson I would make sure that I assess my learners by giving them tasks to evaluate if they
understand and what they can do with their knowledge and skills. There is this day I was
teaching measurements and capacity where we used cups and different colors of water to
measure and see the difference. Where they will know which has less water and which one
has more. After teaching them all the methods of ways to determine which has more/less
capacity. I gave them individual tasks where they would tick the cups that had more water.
This is where I realized there are some who didn’t understand I first thanked them for trying
then rectified their mistakes. This way they felt encouraged to ask questions and learn more. I
also ensured that my students understood why they were being assessed and which skills they
should be focusing on. I also kept evaluating them to get accurate information about their
learning progress.
I have experienced and learned a lot through the school and the type of teachers and learners I
met. The school I practiced at lacked a lot of resources but the teacher made sure that didn't
affect any of the lessons. The learners could not do many hands-on activities but the teacher
tried to make the classroom more colorful and interesting but the learners also needed to use
their hands, like playing with blocks or paint brushing. I have learned that as a teacher you're
not only there to teach what is on the curriculum and be done with your job, you need to
critically think about each of the student's background, where they come from and how they
appear. You also need to be there as a parent and look out for them. My mentor teacher made
sure that every student had proper uniform and even created a group where people donate
what they have to help the learners including teachers at the school and parents. In the
classroom there was a mat where learners sit in when the teacher reads them a book, have
discussions and watch YouTube videos using a phone. When she is teaching something she
made sure all leaners understand by Using body language and interacting with them
separately to make sure they all understand.The leaners were also comfortable to
communicate anything with her. This is the environment I want to set in my classroom. In
my opinion that is how you become an assessment literate teacher by also evaluating the
learners needs.
Earl, L. (2013). Assessment as learning: Using classroom assessment to maximize student
learning (2nd ed.). Thousand Oaks, CA: SAGE.
Earl, L. (1995). Assessment and accountability in education in Ontario. Canadian Journal of

Education, 20(1), 45–55.
Kanjee, A. 2009. Enhancing teacher assessment practices in South African schools:
DeLuca, C., LaPointe-McEwan, D., & Luhanga, U.(2016). Teacher assessment literacy: What
is it and how do we measure it? Educational Assessment, Evaluation, and Accountability, 28,
251–272

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Name : Sonwabiso Beja

Student number : 4281041

Module code : FES211

Due Date : 10 October 2024

Major Assignment: Assessment Literacy and Feedback

Assessment literacy refers to the continuing practice of acquiring information regarding a

• Give timely feedback to avoid further confusion.

Feedback enhances learning and instills accountability and responsibility in learners,

The purpose of summative assessments is to evaluate student learning at the conclusion of a

Earl, L. (1995). Assessment and accountability in education in Ontario. Canadian Journal of

Kanjee, A. 2009. Enhancing teacher assessment practices in South African schools:

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