AED3701 ASSESSMENT NO.

2 (607829) 2024
STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

The Department of Curriculum and Instructional Studies emphasises integrity and

ethical behaviour concerning preparing all written work submitted for academic
assessment. Although your lecturers can provide you with information about reference
techniques and guidelines to avoid plagiarism, you also have the responsibility to fulfil
in this regard. Should you feel unsure about the requirements, you must consult your
lecturers before submitting any assignment. You are guilty of plagiarism when you
extract information from a book, article, web page, or fellow student without
acknowledging the source and submitting it as your work. In truth, you are stealing
someone else's property. You may not use another student's work.

You may not allow anyone to copy or use your work to submit it as their own. Students
guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism severely
violates the University's regulations and may lead to expulsion. The under-mentioned
Declaration must accompany written assignments. Your assignment will be cancelled
and returned unmarked if you do not include a fully completed and signed declaration
form.

I (full names): Tebogo Makwela

Student number: 11929685
Declare that…

1. I understand what plagiarism entails and have carefully studied the University's
policy in this regard.

2. I declare that this assignment is my original work. Where I use someone else's work,
whether a printed source, the Internet, or any other source, I give the proper
acknowledgment and include a complete reference list.

3. I did not use another current or previous student's work, submitting it as my own.

4. I did not allow and will not allow anyone to copy my work to submit it as their work.

Signature: T. Makwela Date: 04 – 06 – 2024

Question 1
1.1
1.1.1 b.

1.1.2 b.

1.1.3 b.

1.1.4 c.

1.1.5 b.

1.1.6 b.

1.1.7 b.

1.1.8 c.

1.1.9 c.

1.1.10 c.

1.2
1.2.1 FALSE
The guidelines for using Africanization of assessment state that a balanced and inclusive approach
should be adopted to provide a comprehensive and culturally appropriate assessment framework, using
Afrocentric knowledge systems with other knowledge systems that relate. This is contrary to the
recommendation to solely embrace Afrocentric knowledge systems (Department of Basic Education,
2011).

1.2.2 FALSE
When you reasonably assess learners, think about it it as more than just equal treatment, no matter how
dynamic the classroom is. Rather, it involves acknowledging and addressing students' various histories,
capacities, and requirements to ensure that every learner gets a fair opportunity to display their learning
(Republic of South Africa, 2001).

1.2.3 TRUE

1.2.4 FALSE
Teachers have to focus on their students' development throughout the evaluation process. Continuous
assessment assists educators in identifying areas in which students need to be assisted, giving
immediate feedback, and modifying their methods to improve student learning outcomes (Republic of
South Africa, 2001).

1.2.5 TRUE

1.3
No Column A Column B
1.3.1 National Assessment Policy 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.

1.3.2 National protocol about the D. The policy that regulates the promotion and
programme and promotion progression of learners from Grade R to Grade 12.
requirements

1.3.3 Education White Paper 6 F. The policy that ensures assessment should meet all the
needs of all diverse learners.

1.3.4 Section 4 of the CAPS E. The standardised recording and reporting processes
provide the procedures to be followed when assessing
learners.
1.3.5 Curriculum Assessment B. A document that guides the teaching, learning, and
Policy Statement assessment process in South African schools from Grade
R to Grade 12.
Question 2
2.1

 The Revised National Curriculum Statement Grades R-9

 The National Protocol for Assessment Grades R-12 (January 2012)

2.2 (DBE, 2012) states that:

 Critical Thinking and Problem-Solving Skills: Equipping students with the

ability to think critically and work through issues successfully.
 Collaborative Activities: Promoting cooperation and the capacity to get along
with people.
 E ective Communication Skills: Being able to communicate clearly in various
settings.
 Independent Learning: Encouraging the ability to learn on one's own and pursue
ongoing personal growth.

2.3 (DBE, 2012) states that:

 Planning: Teachers arrange the assessment tasks, making sure they complement
the learning aims and curricular goals.
 Gathering Evidence: Compiling information through a range of evaluation
techniques, including exams, assignments, projects, and observations.
 Recording: Using annotations by, remarks, or descriptive notes to methodically
document the evidence that has been acquired.
 Reporting: Sharing the assessment findings with students, guardians, and other
relevant parties, and o ering input on the development of the students and their
areas in need of development.

2.4

2.4.1

When evaluating students using the active and critical learning principle, educators
need to search for signs of critical thinking within their answers. Assess their ability to
apply ideas, analysing data, and drawing connections between various concepts.
Furthermore, consider if students actively interact with the content during tests,
showing a genuine desire to understand the topic rather than merely
memorizing information.

2.4.2 Using in Assessment:

 Provide assignments like case studies, projects, and open-ended questions that
demand them to assess, analyse, and generate information.
  Integrate peer and self-assessment activities that allow learners to critically
evaluate other people's work and theirs, developing deeper understanding and
critical thinking abilities (DBE, 2012).

2.5 Informal vs. Formal Assessment:

(DBE, 2012) states that:

 Informal Assessment:

 Informal assessment refers to how teachers assess students'

comprehension and progress through constant, casual observations and
interactions. These are usually not organized and don't factor into o icial
grades.

 Examples: Classroom discussions, observational notes, impromptu

quizzes, and verbal questioning during lessons.

 Formal Assessment:

 Formal assessment refers to organised, scheduled, and methodically

conducted and scored assessments. These evaluations are documented
for reporting needs and are used as a comparison of students'
performance to standards of abilities.

 Examples: Standardized tests, end-of-term exams, formal projects, and

assignments that get grades and contribute to the learner’s overall
academic record.
 Question 3
3.1

Type of Importance Mark

Assessment Allocation
Diagnostic Helps recognise learners' starting points and learning needs. 15%
Assessment
Example: Pre-tests
Baseline Introduces a starting point for measuring student development. 15%
Assessment
Example: Self-assessment
Formative Offers continuous responses to notify teaching and learning. 30%
Assessment
Example: Class quizzes/ term-end projects
Summative Assesses students' general achievement at the conclusion of a 40%
Assessment phase.
Final exam/ term-end projects

3.2

 It guarantees equity and consistency in the methods of evaluation used in

various educational contexts. To ensure that they are unbiased, clear, and in
accord with curricular aims, moderators examine them beforehand. Following
students' completion of tests, moderation guarantees that grading standards are
used consistently, reducing inequalities.

 Validity of assessment results and quality assurance is guaranteed through

moderation. By moderating assessments, teachers may verify that they are
suitable and of a high enough quality to accurately evaluate the desired learning
objectives. By identifying areas where assessment procedures need to be
improved and o ering insightful information about students' abilities and
knowledge, this procedure raises the reliability of the educational system.

 Teachers benefit from continued professional growth through moderation.

Moderation facilitates chances for teachers to exchange ideas, talk about best
practices, and get a deeper knowledge of assessment concepts by promoting
communication and teamwork. In the end, this ongoing development of teaching
and evaluation techniques raises the standard of instruction and encourages
students’ positive results.

3.3
3.3.1 Social Justice:

According to (Stammler Jali , 2023) a teachers should:

1. Equity and Fairness:

 Design assessment tasks that consider learners' di erent environments,

abilities, and contexts.

 Social justice emphasizes equal opportunities for all. Assessments

should not disadvantage any group based on socioeconomic status, race,
or other factors.

2. Inclusive Assessment Practices:

 Provide multiple pathways for demonstrating understanding (e.g., written,

oral, visual).

 Inclusion ensures that learners with di erent learning styles and needs
can participate fully in assessments.

3. Contextual Relevance:

 Develop assessment tasks that relate to real-world situations or issues.

 Social justice assessments connect learning to learners' lives and

empower them to address societal challenges.

4. Critical Reflection:

 Encourage learners to critique their own biases and assumptions during

assessments.

 Social justice requires self-awareness and critical examination of

privilege and power dynamics.

3.3.2 Social Constructivism:

According to Nickerson, 2024:

1. Collaborative Assessment:

 Create group assessments where learners collaborate, discuss, and

construct knowledge together.

 Social constructivism emphasizes learning through interaction and

shared meaning-making.

2. Genuine Tasks:
  Plan assessments that imitate real-world challenges or di iculties.

 Social constructivism values learning in context, where learners actively

construct knowledge by solving authentic problems.

3. Feedback as Learning Opportunity:

 Provide formative feedback during assessments, emphasizing

improvement rather than just grades.

 Social constructivism views feedback as a crucial part of learning.

4. Sca olding Assessment Tasks:

 Gradually increase complexity in assessment tasks, supporting learners

as they build understanding.

 Social constructivism recognizes that learners construct knowledge step

by step.

3.4

3.4.1 Zone of Proximal Development (ZPD)

The Zone of Proximal Development (ZPD), by (Vygotsky, 1978),

 By assessing the abilities of a learner when being helped, teachers can

design appropriately challenging tasks, promoting growth without causing
frustration.

 Understanding ZPD allows teachers to o er an adequate amount of

support and gradually reduce it as the learner becomes more proficient.
In this way, certainly, assessments are set the relevant amount of
di iculty, but instead, they are tailored to push the learner’s capabilities
just enough to facilitate development.

3.4.2 Sca olding

Sca olding is a teaching method that involves providing support to help learners
achieve better comprehension levels and skill obtaining than they would manage on
their own (Wood, Bruner, and Ross, 1976).

 Appraisal:

 Sca olding allows teachers to divide learning tasks into understandable

chunks. By giving structured support and then gradually removing it,
teachers can help learners build confidence and skills progressively.

 Sca olding can be used in assessments by initially guiding students

through more complex tasks and then progressively reducing the
assistance. This ensures that students are comfortable and can show the
student’s understanding and skills incrementally.
Question 4
4.1

 It provides a detailed structure of an inclusive educational environment system,

stressing the need to consider all learners, irrespective of their various
conditions.

 The policy details methods for early detection and support for learners facing
learning obstacles, including the creation of personalized support plans that
address each learner’s unique needs.

 It highlights the need for continuous professional growth for students, equipping
them with the skills and knowledge needed to cater to diverse learning needs.
This includes training in di erentiated instruction and assessment methods.

 The policy advocates for di erentiated instruction and assessment practices

that acknowledge and include the di erent learning styles, abilities, and needs
of all students, ensuring fair, equitable, and inclusive assessments.

 It emphasizes formative assessment practices, supporting using ongoing

assessment to keep an eye on learner growth and give feedback, helping to
identify learning gaps and adjust teaching strategies e ectively.

 The policy encourages collaboration between schools, and external

stakeholders to foster encouraging learning environments, acknowledging the
role of various stakeholders in promoting inclusive education and ensuring a
holistic understanding of learner needs in assessments.

 It promotes the use of assistive technologies to aid learners with disabilities,

including the use of specialized software, devices, and other resources to
facilitate assessment and learning.

 The policy promotes a flexible and adaptable inclusive curriculum that

accommodates all learners, including modifying assessment tasks for better
accessibility and meaning to every student.

 It stresses the importance of monitoring and evaluating the implementation of

inclusive education practices, including assessing the e ectiveness of
di erentiated assessment strategies and making necessary adjustments to
enhance inclusivity.

 Ultimately, White Paper 6 aims to promote equity and social justice within the
education system by making sure that it accommodates all learners with quality
education and fair assessment opportunities, aligning with broader societal
goals of reducing inequalities and fostering inclusive communities.
4.2

4.2.1 Di erentiated assessment, as outlined by the Guidelines for Responding to

Learner Diversity Through CAPS, is a strategy that respects and acknowledges the
diversity of students’ learning needs, preferences, and talents. It includes adapting the
assessment techniques, the types of activities, and the success criteria (DBE, 2011) to
ensure that every student has the opportunity to show their comprehension and
abilities in the way.

4.2.2

 Environmental Access: Make sure that the learning environment has universal
access, to accommodate those with physical disabilities. This includes
modifying classrooms, providing ramps, and ensuring that learning spaces are
navigable for all students.

 Resources and Materials: Providing adequate and enough resources and

materials that cater to the di erent needs of learners. Inclusive of access to
aiding technological devices, customised learning materials, and resources that
support di erent learning styles.

 Classroom Layout: Organizing the classroom in a way that supports inclusive

practices. This includes arranging seating to facilitate group work, ensuring
visibility and audibility for all learners, and creating spaces that support various
learning activities.

4.2.3

1. Individual Learning Profiles: Creating individual learning profiles that capture

each learner’s potential, preferences, and learning styles. Inclusive of
continuous monitoring, interaction, and documentation of learners' progress
and behaviours.

2. Formative Assessments: Using formative assessments to gather ongoing

information about learners' comprehension and breakthroughs. This helps
teachers to customise their teaching strategies and provide targeted support
based on the individual needs of learners.

3. Collaborative Approaches: Engaging with other teachers, and external

stakeholders to understand each learner’s attributes. This collaborative
approach ensures that multiple views are considered in the assessment
process, resulting in more accurate and holistic insights.
References
 University of South Africa. (2019) Assessment in Education: Only Study Guide for
AED3701. Department of Curriculum and Instructional Studies, University of
South Africa. Pretoria: University of South Africa.
 Dreyer, J.M. and Mawela, A.S. (1st.) (2020) The Educator as an Assessor in the
Intermediate Phase, UNISA Edition. Pretoria: Van Schaick Publishers.
 Department of Basic Education. (2021). Curriculum Assessment Policy
Statements (CAPS). Retrieved from
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatem
ents(CAPS).aspx
 Department of Basic Education. (2012). National Curriculum Statements (NCS)
Grades R - 12. Retrieved from
https://www.education.gov.za/Curriculum/NationalCurriculumStatementsGrad
esR-12.a
 Nickerson, C. (2024) 'Social Constructionism Theory: Definition And Examples',
Simply Psychology. Available at: https://www.simplypsychology.org/social-
constructionism.html (Accessed: 28 May 2024).
 Stammler Jali , P. (2023) '16 Social Justice Examples', Helpful Professor.
Available at: https://helpfulprofessor.com/social-justice-examples/ (Accessed:
28 May 2024).
 Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Psychological
Processes. Cambridge, MA: Harvard University Press.
 Wood, D., Bruner, J. S., and Ross, G. (1976) 'The Role of Tutoring in Problem
Solving', Journal of Child Psychology and Psychiatry, 17(2), pp. 89-100.
 Department of Basic Education (DBE). (2011). Guidelines for Responding to
Learner Diversity Through CAPS. Pretoria: Government Printers.
 Department of Education (DoE). (2001). White Paper 6 on Special Needs
Education: Building an Inclusive Education and Training System. Pretoria:
Government Printers.
 Republic of South Africa. (2001). National Curriculum Statement (NCS) Grades
R-12. Pretoria: Department of Basic Education.