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1 SESSION 5- RECORDING AND REPORTING IN GRADES R-12 Computer Applications Technology Information Technology.

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Presentation on theme: "1 SESSION 5- RECORDING AND REPORTING IN GRADES R-12 Computer Applications Technology Information Technology."— Presentation transcript:

1 1 SESSION 5- RECORDING AND REPORTING IN GRADES R-12 Computer Applications Technology Information Technology

2 2 OUTCOME To describe the recording and reporting process and tools relevant to CAT and IT

3 3 Assessment Process Recording Reporting (Feedback) Collecting OF Evidence / Proof of a learners competence in knowledge, skills and values Evaluate Monitor INTRODUCTION

4 4 RECORDING Definition- Recording is a process in which the teacher documents the level of a learners performance against assessment tasks to measure progress towards the achievement of Learning Outcomes set in the National Curriculum Statement. ( Protocol par. 12 )

5 5 Purpose of recording- Document evidence of the learners conceptual progression within the grade and readiness to progress to the next grade Verify progress made by teachers and learners in the teaching and learning process Monitor learning and plan ahead ( Protocol par. 12 )

6 6 REPORTING Definition- Reporting is a process of communicating learner performance against the Learning Area/ Subject to: –learners –parents –schools –other stakeholders such as the employers, tertiary institutions, etc.

7 7 Purpose of reporting- Provide learners with regular feedback – developmental in purpose ( Protocol par 14(1) ) Inform stakeholders on the progress of a learner Give education system information on the current level of performance of learners ( Protocol par 14 )

8 8 Learner performance can be reported in a number of ways. These include –report cards, –parents meetings, –school visitation days, –parent-teacher conferences, –phone calls, –letters, –class or school newsletters, etc. (Protocol par. 13)

9 9 Frequency of Recording and Reporting The formal assessment tasks to be recorded and reported according to the required number as specified in the National Protocol in each Learning Area/ Subject (Tables 8 & 9). The formally recorded and reported pieces of evidence should reflect a variety of forms of assessment.

10 10 Frequency of Recording in Grade 10 and 11 SUBJECTSTERM 1TERM 2TERM 3TERM 4TOTAL Language 1: Home Language Language 2: Choice of HL or FAL Life Orientation Mathematics or Maths Literacy Subject choice 1** e.g. IT 22*21*7 Subject choice 2** e.g. CAT 22*21*7 Subject choice 3

11 11 Frequency of Recording in Grade 12 SUBJECTSTERM 1TERM 2TERM 3TERM 4TOTAL Language 1: Home Language Language 2: Choice of HL or FAL Life Orientation1225 Mathematics or Maths Literacy 32* 7 Subject choice 1** e.g. IT 22*(2*) 3*(6 # ) 7 Subject choice 2** e.g. CAT 22*(2* ) 3*(6 # ) 7 Subject choice 322*(2*) 3*(6 # ) 7

12 12 Recording and Reporting Formats in Grades R-12 The following is applicable to recording and reporting per phase: (i)Foundation Phase (Grades R – 3): Record and report in national codes and their descriptors. (ii)Intermediate Phase (Grades 4 – 6): Record and report in national codes and their descriptors and percentages. (iii)Senior Phase (Grades 7 – 9): Record and report in national codes and their descriptors or percentages. (iv)Grades 10 – 12: Record in marks and report in percentages. ( Protocol par. 17(1)(d) )

13 13 National Codes and Percentage Scales for Recording and Reporting in Grades R-12 Grades R-3: RATING CODE DESCRIPTION 4 Outstanding/Excellent Achievement 3 Satisfactory achievement 2 Partial achievement 1 Not achieved

14 14 Grades 4-6: RATING CODE DESCRIPTION OF COMPETENCE % 4 Outstanding/Excellent Achievement 70 – 100% 3 Satisfactory Achievement 50 – 69% 2 Partial Achievement 35 – 49% 1 Not Achieved 1 – 34%

15 15 Grades 7-12: Rating Code Description of CompetencePercentages 7 Outstanding achievement 80 – 100% 6 Meritorious achievement 70 – 79% 5 Substantial achievement 60 – 69% 4 Adequate achievement 50 – 59% 3 Moderate achievement 40 – 49% 2 Elementary achievement 30 – 39% 1 Not achieved 0 – 29%

16 16 Recording in Grades 10 – 12 Recording of learner performance is against the assessment task using marks Learner performance is not recorded against LOs and ASs Teachers should show in Work Schedule placed in their portfolios that they have covered all LOs and Ass (content) in the assessment tasks Use a record sheet which accommodates the mark structure of the subject

17 17 Recording Tools Record sheet (Protocol – Annexure A) –Record of learner performance in formally assessed (PoA) tasks Schedule (Protocol – Annexure C) –Quarterly record of learner performance which is kept at the school –The end-of-year schedule is submitted to the district at the end of the year The record sheet(s) to be filed in the Teacher Portfolio – teachers responsibility (National Protocol par 28)

18 18 Hints for recording daily assessment in CAT & IT (Optional) Optional – not required to record daily assessment (Protocol par. 10) Marked assessment tools for daily assessment tasks such as criteria lists, checklists, etc. could be filed as part of the collection of evidence for each learner – these could be marked by self or peers Recording performance in daily assessment tasks could support the teaching and learning process (Protocol par. 10)

19 19 Reporting – CAT & IT Reporting Informal way (Daily assessment) Frequent feedback e.g. immediate, daily Written comment – in exercise book on completed assessment tool, etc such as criterion lists, checklists Verbally – individual/group/interview Formal way (PoA) Less frequent e.g. quarterly Report cards Schedules

20 20 Reporting in Grades 10 – 12 National codes and /or marks, percentages and comments can be used for reporting against the subject. Grades 10 – 12: Record in marks against the assessment tasks (using record sheet) and report in percentages against the subject (using report cards send end of each term).

21 21 Frequency of Reporting Marked assessment tools give feedback on an ongoing (daily / weekly) basis – developmental in nature (Protocol par 7(1) indicates that daily assessment should be used to provide feedback to learners and to improve teaching (Protocol par 14 (1) indicates that one should provide regular feedback that is developmental in purpose) Teachers must report regularly to learners and parents on the progress of learners. Report cards should be sent once a term to parents (Protocol – Annexure B)

22 22 Reporting Tool Report cards (PoA Tasks) -official document that is used to give feedback to parents on the achievement of learners. -should be sent to parents at least once a term. -provide a clear holistic picture of the learners achievements in different Subjects -Report on PoA tasks for the term -Schools should ensure that there are no errors, erasures or corrections that will compromise the legal status of the report card

23 23 How do I record and report in CAT & IT? Assessment tool with clearly defined criteria Provide prove that the criteria have been met Marked assessment tool gives specific feedback (both daily and formal) Evidence of learners performance must be clear

24 24 Recording and Reporting – CAT and IT Daily –Marked criteria lists / checklists will give immediate feedback to learners and help to improve learning and teaching (Protocol par 7(1) and 14(1)) –File sheets – criteria lists and checklists that learners / peers have marked PoA –File criteria lists, marked papers, etc –Record marks on record sheet

25 25 Record sheet - CAT Discuss example

26 26 Record Sheet - IT Discuss Example

27 27 Activity Critique the record sheets for CAT and IT

28 28 Conclusion A teacher needs to generate a record of learner competence and report to relevant stakeholders on the progress made by learners The recording and reporting process should be managed in such a way that it is not an administrative nightmare for those involved

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