UNIVERSITY OF SOUTH AFRICA
STUDENT NUMBER. : 68530854
SURNAME AND INITIALS : MASHEGO M.P
ASSIGNMENT NUMBER. : 02
ASSIGNMENT UNIQUE NUMBER : 761142
MODULE CODE. : AED3701
NAME OF LECTURER. : DR S. MAHLAMBI
DUE DATE. : 19 MAY 2025
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Question 1.
1.1 C
1.2 B
1.3 B
1.4 A
1.5 C
1.6 C
1.7 B
1.8 A
1.9 A
1.10 B
Question 2
2.1 C
2.2 F
2.3 A
2.4 E
2.5 B
Question 3
3.1 Complete assessment record- this statement implies that a teacher’s subject file
must contain a comprehensive record of all assessment activities conducted for a
particular subject. This includes formal assessments (tests, exams and projects) and
informal assessments (classwork, homework and participation). The records should
include the assessment tasks themselves, marking rubrics and individual learner
results.
National Curriculum Statement (NCS) Compliance: This statement emphasizes that
the subject file must be maintained for every subject taught within the framework of the
National Curriculum Statement (NCS) for Grades R-12. This ensures that all teaching
and assessment practices align with national standards and curriculum requirements.
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The file serves as evidence of curriculum coverage and adherence to assessment
guidelines.
Monitoring and Moderation: This statement highlights the importance of the subject
file as a resource for monitoring and moderation processes at various levels (school,
district, provincial). The file must be readily available for review by relevant stakeholders
to ensure the validity, reliability, and fairness of assessment practices. This promotes
accountability and continuous improvement in assessment.
3.2 Recording vs. Reporting (Based on CAPS Document)
Recording: Recording refers to the process of gathering and documenting evidence of
learner performance. It involves collecting data from various assessment tasks and
maintaining a detailed record of each learner’s progress. Recording is primarily for the
teacher’s use in tracking individual learner development and informing instructional
decisions. It is a continuous process throughout the term or year.
Reporting: Reporting involves summarizing and communicating learner performance
data to relevant stakeholders, such as learners, parents, and school administrators. It is
a formal process that typically occurs at the end of a term or year. Reporting provides
an overview of a learner’s achievement against specific learning outcomes or
standards. It often involves assigning grades or providing written feedback.
3.3 ATP Analysis and Assessment Assistance (Example: Mathematics)
Term Content Overview: The term content overview outlines the specific topics and
skills to be covered during each term. This assists in assessment by providing a clear
framework for designing assessment tasks that align with the curriculum. For example,
if the term content overview for Term 1 in Grade 8 social sciences includes “settlement,”
assessment tasks should focus on evaluating learners’ understanding and application of
geographical concepts.
Assessment Guidelines: The ATP provides guidelines on the types of assessment
tasks that are appropriate for each term and grade level. This helps teachers select
assessment methods that are aligned with the learning outcomes and cognitive
demands of the curriculum. For example, the ATP might suggest using a combination of
tests, projects, and investigations to assess learners’ mathematical skills.
Time Allocations: The ATP specifies the amount of time that should be allocated to
each topic or skill. This informs the design of assessment tasks by ensuring that the
assessment is proportional to the amount of time spent on each area. For example, if a
significant amount of time is allocated to “Settlement Geography” in Term 2, the
assessment should include a substantial component that assesses learners’ geometric
knowledge and skills.
Cognitive Levels: The ATP often includes guidance on the cognitive levels that should
be targeted in assessment tasks. This helps teachers design assessments that
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challenge learners at different levels of thinking, from basic recall to higher-order
problem-solving. For example, an assessment task on “Data Handling” might include
questions that require learners to interpret data, draw conclusions, and make
predictions.
Question 4
4.1 School Background
4.1.1 School Details: Morebeng secondaryschool, located in soekmekaar, Morebeng,
0761754597
4.1.2 Type of School: Public Secondary School.
4.1.3 Grades and Subjects Taught: Grade 8-12 Sepedi home language, Geography
and social sciences.
4.1.4 Socioeconomic Context: The school is located in a low-income community with
high unemployment rates. Many learners come from disadvantaged backgrounds and
face various social and economic challenges.
4.1.5 Approximate Size: The school has approximately 400 learners and 15 teachers.
4.2 Role of Teacher as Assessor: The teacher as an assessor involves designing,
implementing, and moderating assessments to measure learner understanding and
progress. This role is directly linked to the value of quality education because accurate
and fair assessments provide reliable data about student learning, which informs
instructional decisions and helps improve teaching practices. During my teaching
practice, I observed my mentor teacher creating various assessment tasks, including
tests, projects, and presentations. She used rubrics to ensure consistent grading and
provided detailed feedback to students, highlighting areas of strength and areas
needing improvement.
Importance of Quality in Assessment: Quality in assessment ensures that
assessments are valid (measuring what they are intended to measure), reliable
(producing consistent results), fair (unbiased), and practical (feasible to administer and
score). High-quality assessments provide accurate information about student learning,
which is essential for making informed decisions about instruction and student support.
My mentor teacher emphasized the importance of aligning assessments with learning
objectives. She would often review assessment tasks to ensure they accurately
reflected the content and skills taught in class. She also involved other teachers in
moderating assessments to ensure fairness and consistency in grading.
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Classroom Examples: My mentor teacher designed a project-based assessment
where students researched and presented on different economic systems. She provided
clear guidelines and rubrics, allowing students to understand the expectations. She
implemented the assessment by providing class time for research and offering support
to students who needed it. Moderation involved a panel of teachers reviewing a sample
of student projects to ensure consistent application of the rubric. This process supported
learner progress by providing opportunities for students to apply their knowledge in a
meaningful way and ensured fairness and reliability by using clear criteria and involving
multiple assessors.
4.3
Challenge 1: Varying Learning Styles and Abilities: Learners have different learning
styles (visual, auditory, kinaesthetic) and abilities, making it difficult to design a single
assessment that caters to everyone.
Differentiated Assessment Strategy: Offer a choice of assessment tasks, such as
allowing students to demonstrate their understanding through a written essay, a
presentation, or a visual project.
Example: In my teaching practice, I had students who struggled with writing but
excelled in visual arts. Allowing them to create a poster or infographic to explain a
concept significantly improved their engagement and performance.
Challenge 2: Language Barriers: Learners who speak different languages may struggle
to understand assessment instructions or express their knowledge in the language of
instruction.
Differentiated Assessment Strategy: Provide assessment instructions in multiple
languages or use visual aids and demonstrations to clarify expectations. Allow learners
to use bilingual dictionaries or provide additional time for completion.
Example: I worked with a student who was new to the country and had limited English
proficiency. Providing translated instructions and allowing the use of a bilingual
dictionary helped him understand the task and demonstrate his knowledge effectively.
Challenge 3: Socioeconomic Disparities: Learners from disadvantaged backgrounds
may lack access to resources (e.g., internet, books) needed to complete certain
assessments.
Differentiated Assessment Strategy: Design assessments that do not require access
to external resources or provide resources in the classroom. Offer alternative
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assessment formats that are less resource-dependent, such as in-class projects or oral
presentations.
Example: Instead of assigning a research project that required internet access, I
provided all the necessary materials in the classroom and allowed students to complete
the project during class time.
Challenge 4: Time Constraints: Differentiating assessments for a diverse classroom
can be time-consuming, making it difficult to manage within the constraints of the school
day.
Differentiated Assessment Strategy: Use flexible grouping strategies to provide
targeted support to learners who need it most. Implement formative assessment
techniques that provide quick feedback and allow for adjustments to instruction.
Example: I used exit tickets to quickly assess student understanding at the end of a
lesson. This allowed me to identify students who needed additional support and adjust
my instruction accordingly.
Challenge 5: Maintaining Fairness and Objectivity: Ensuring that differentiated
assessments are fair and objective can be challenging, as it requires careful
consideration of individual learner needs and circumstances.
Differentiated Assessment Strategy: Use clear and consistent rubrics that outline the
criteria for success. Involve other teachers in moderating assessments to ensure
fairness and consistency in grading.
Example: My mentor teacher used detailed rubrics for all assessments, which helped
ensure that grading was fair and objective. She also involved other teachers in
moderating assessments to ensure consistency across different classes.
4.4
4.4.1 How to Use ATP for Baseline Assessment: The EMS teacher can use the ATP
to identify the key concepts and skills that learners should have mastered in the
previous grade. The baseline assessment should then focus on evaluating learners’
understanding of these foundational concepts to identify any learning gaps that need to
be addressed.
4.4.2 Differences Between Summative and Formative Assessments: Summative
assessments are used to evaluate learning at the end of a unit or term, providing a
summary of what learners have achieved. They are typically graded and contribute to
the final mark. Formative assessments, on the other hand, are used to monitor learning
during the instructional process, providing feedback to both learners and teachers to
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inform instruction. They are typically not graded and are used to identify areas where
learners need additional support.
Forms of Informal Assessment in Term 2: According to the CAPS document, informal
assessments that can be used to assess core concepts taught in Term 2 include: Class
discussions, Question and answer sessions, Short quizzes, Observation checklists, Self
and peer assessment.
Formal Assessment in Term 2: According to a typical ATP, the formal assessment that
learners complete in Term 2 is a mid-year examination or a controlled test.
4.4.5 How should this formal task (mentioned in 4.. Analysis/Evaluation/Creation: The
task should include questions that require students to analyze complex information,
evaluate different perspectives, or create new solutions or products. This encourages
critical thinking and innovation.
4.4.6 Formal assessment must be fair, reliable, and valid.
Fairness:
Provide clear instructions and expectations for the assessment. This ensures all
students understand what is required of them.
Offer accommodations for students with disabilities or special needs. This ensures
equitable access to the assessment.
Reliability:
Use a detailed rubric or scoring guide to ensure consistent grading. This minimizes
subjective bias in assessment.
Validity: Align the assessment with the learning objectives and curriculum content. This
ensures the assessment measures what it is intended to measure.
4.4.7 The the importance of identifying requisite pre-knowledge when teaching
and analyse how it supports effective teaching and learning in the classroom
context.
Foundation for Learning: Identifying pre-knowledge allows teachers to build upon
what students already know, creating a solid foundation for new learning.
Addressing Gaps: Identifying gaps in pre-knowledge enables teachers to address
misconceptions and provide targeted support, improving comprehension.
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Personalized Instruction: Understanding students’ pre-knowledge allows for
differentiated instruction, catering to individual learning needs and promoting
engagement.
4.5 Three strategies a teacher can use to make the environment conducive for
learners to complete the summative assessment.
Minimize Distractions: Create a quiet and organized testing environment by removing
visual and auditory distractions. This helps students focus on the task at hand.
Provide Clear Instructions: Ensure students understand the instructions, time limits,
and expectations for the assessment. This reduces anxiety and confusion.
Offer Support and Encouragement: Provide reassurance and encouragement to
students to alleviate test anxiety and promote a positive mind-set. This can improve
performance.
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STUDENT DECLARATION FORM
DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES
COLLEGE OF EDUCATION UNIVERSITY OF SOUTH AFRICA
The Department of Curriculum and Instructional Studies places specific emphasis on
integrity and ethical behaviour with regard to the preparation of 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 a responsibility to fulfil in this regard. Should you at any time feel unsure about the
requirements, you must consult your lecturers before you submit 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 submit it as your own 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 with the intention to submit it
as his/her own. Students who are guilty of plagiarism will forfeit all credit for the work
concerned. Plagiarism is a serious violation of 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): MASHEGO MMATHAPELO PINKIE
Student number: 68530854 Module: AED3701 Assignment:
Declare that:
• I understand what plagiarism entails and am aware of the University’s policy in
this regard.
• I declare that this assignment is my own, original work. Where I used someone
else’s work, whether a printed source, the internet, or any other source, I give the
proper acknowledgement and include a complete reference list.
• I did not use another current or previous student’s work, submitting it as my own.
• I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.
• Signature: : M.P Mashego
• Date: :19 MAY 2025
