CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR LANGUAGES ASSESSMENT Session 3 GRADE 12 2013

Ice-breaker discussion

WHAT IS ASSESSMENT? Assessment is a planned process of identifying (selecting learner response items) gathering (learner responses) interpreting (marking and reflecting on learner responses) information about the knowledge and skills demonstrated by learners.

ASSESSMENT INFORMAL no need to be recorded by teacher, could be marked by learner or peer, usually used to develop skills, demonstrate knowledge and skills and for learners to practice, not used for promotion purposes (solely developmental purpose) FORMAL marked and recorded by teacher, 12 tasks (HL, FAL & SAL) in the Programme of Assessment, used for promotion purposes (mainly promotion purpose)

ASSESSMENT Why? What? Who? How? When? Where?

WHY? PURPOSE Developmental: Promotion: to assist learners to learn (i.e. practise skills, apply knowledge, etc) Promotion: to make a summative judgement of the learner’s ability (e.g. use the marks for any of the tasks in the programme of assessment)

Reflective Practice Value in Teaching It encourages one to view problems from different perspectives In reflection failure is instructive; ‘ it either brings to light a new problem or helps to define and clarify the problem on which you are engaged. Nothing shows the trained thinker better than the use he makes of his errors and mistakes’

Reflective Practice It provides opportunities for feedback. It provides opportunities for action upon feedback. Allows one to reflect on and evaluate own performance and that of others.

STATISTICAL ANALYSIS DATA SHEET REFER TO PAGE 29 OF THE CAPS TRAINING MANUAL

Activity 1 Instructions Participants form groups and engage in the following activity: Critique the suggested template for reflective teaching and make recommendations

Programme of Assessment: Annual Assessment Plan - indicates all formal tasks that need to be completed in a year per grade An Annual Assessment Plan: - is derived from the programme of assessment and specifies the tasks to be completed -include dates, task, maximum mark - should be given to learners and parents at the beginning of the year

Programme of Assessment Grade 12 HL Term 1 Task1 Task 2 Task 3 Task 4 Task 5 Oral: Listening Comprehension (15); prepared speech(10); unprepared speech (15) Writing: (50) Essay: Narrative/ descriptive/ discursive/ reflective/ argumentative Writing: (25) Transactional text Oral: Listening Comp (15); prepared speech(10); unprepared speech (15) Test 1: (35) Comprehension, summary and language structures & conventions Term 2 Task 6 Task 7 Task 8 Literature: (35) Contextual questions (10) & Literary essay (25) Oral: Listening Comprehension (15); prepared speech(10); unprepared speech (15) Mid-year examinations : (250) Paper 1 – Language in context (70) Paper 2 – Literature (80) Paper 3 – Writing (Can be written in May / June) OR Written test (100) OR Written Test

Programme of Assessment – Gr. 12 HL Term 3 Task 9 Task 10 Oral: Listening Comprehension (15); prepared speech(10); unprepared speech (15) ***Trial examinations: (250 marks) Paper 1 – Language in context (70) Paper 2 – Literature(80) Paper 3 – Writing (Can be written in August/ September) (100) OR Written test

Programme of Assessment Grade 12 FAL Term 1 Task 1 Task 2 Task 3 Task 4 Oral: Listening Comp(10); prepared Speech (20); one of the following: prepared reading/unprepared speech /informal speaking (20) Writing: (50) Essay: narrative/ descriptive/ discursive/ argumentative/ reflective Writing: (30) Longer transactional writing Test 1: (40) Language in context: Comprehension, Summary, Language structures and conventions Term 2 Task 5 Task 6 Task 7 Task 8 Listening Comp(10); prepared Speech (20); one of the following: prepared reading/unprepared speech/informal speaking (20) Literature: (35) Contextual Questions Mid-year examinations: (250 marks) Paper 1 – Language in context (80) Paper 2 – Literature (70) Paper 3 – Writing (Can be written in May/June) (100) OR Written Test

Programme of Assessment – Gr. 12 FAL Term 3 Task 9 Task 10 Writing: (20) Shorter transactional text: Advertisements/Diary Entries/ Postcards/ Invitation cards/ Filling in forms/Directions/Instructions/ Flyers/Posters/emails Trial examinations: (250 marks) Paper 1 – Language in context (80) Paper 2 – Literature(70) Paper 3 – Writing (Can be written in August/ September) (100) OR Written test

Programme of Assessment Grade 12 SAL Term 1 Task 1 Task 2 Task 3 Task 4 Oral Writing: Longer / Shorter transactional text Test 1: Language in context: Comprehension. Summary, Language structures and conventions Term 2 Task 5 Task 6 Task 7 Literature: Contextual questions Mid-year examinations: Paper 1 – Language in context and literature Paper 2 – Writing (Can be written in May/June) OR Written test Term 3 Task 8 Task 9 Task 10 Narrative/ Descriptive essay Trial examinations: (200 marks) Paper 2 – Writing (Can be written in August/September) Or Written test

Examinations Grades 12 HL Exam Papers Components Marks Time (hrs) Paper 1: Language in context A. Comprehension B. Summary C. Language structures & conventions 30 (70) 10 30 2 Paper 2: Literature A. Poetry B. Novel C. Drama 30 (80) 25 2½ (Gr. 12) Paper 3: Writing Essay Two transactional texts 50 (100) 2 X 25 2½ (Gr. 12) Paper 4: Orals Prepared speech Unprepared speech Listening comprehension 2 X 10 (50) 15 During the year

Examinations: Grades 12 FAL Exam Papers Components Marks Time (hrs) Paper 1: Language in context A. Comprehension B. Summary C. Language structures & conventions 30 (80) 10 40 2 Paper 2: Literature Two of the following: Poetry Novel Drama Short stories (70) 2 x 35 Paper 3: Writing Essay Longer transactional texts Shorter transactional texts 50 (100) 30 20 2½ (Gr. 12) Paper 4: Orals Prepared speech Listening comprehension Prepared reading aloud / Unprepared speech / Informal speaking in group 20 (50) During the year

Examinations: Grades 12 SAL Exam Papers Components Marks Time (hrs) Paper 1: Language in context A. Comprehension B. Summary C. Language structures & conventions D. Literature One of the following: Poetry Short stories Short Novel Short Drama 30 (120) 10 40 (2x20) (40) 2½ Paper 2: Writing Essay Longer transactional texts Shorter transactional texts 40 (80) 20 2 Paper 3: Orals Prepared speech Conversation Listening comprehension Prepared reading aloud 25 (100) 25 During the year

Activity 2: Application of taxonomies Instructions: Participants to form groups and engage in the following activities: Apply the different cognitive levels as per CAPS to a sample question in the literature study guide. Draw up a level grid showing the weighting as per the CAPS document. Report back and discussion

In Response

How to develop a task? What do I want to assess, measure or judge? Proper planning and thinking about : What do I want to assess, measure or judge? How do I best assess what I want to assess? What will the criteria be? How long will it take? What type of assessment instrument? Cognitive levels? Where do the taxonomies fit in? Scope? Is it manageable? (for teachers and learners) Is it meaningful? Feedback How? When? What?

Moderation: ORALS Each oral task which is to be used as part of the Programme of Assessment should be submitted to the subject head for moderation before learners attempt the task. Teachers assess the oral assessment tasks. The subject advisor must moderate a sample of oral assessment tasks during his/her school visits to verify the standard of tasks and the internal moderation.

Moderation: SBA HoD / subject head and subject team. All PoA tasks: HoD and/or subject team moderates before task is given to learners HoD and/or subject team moderates samples of learner responses to PoA tasks The subject advisor must moderate a sample of PoA tasks during his/her school visits to verify the standard of tasks and the internal moderation.

Activity 3: SBA and Oral Requirements for Moderation Instructions: participants to form groups and engage in the following activities: Describe the moderation process that you engage in when you moderate a task. Discuss challenges and possible solutions pertaining to moderation Report back and discussion

Moderation: What to look for? Duration, length Weighting of content Weighting of cognitive levels Language – accessible language Use of texts, pictures, diagrams, graphs to facilitate language

TOWARDS GREATER PERFORMANCE IN LANGUAGES THAT’S IT TOWARDS GREATER PERFORMANCE IN LANGUAGES