1. GET Intermediate Phase CAPS Training 1pas/2012

2. ASSESSMENT OUTCOMES : At the end of this Activity: participants will be able to differentiate between the various Assessment Tools participants will be familiar with Examinations as a Form of Assessment 2pas/2012

3. RELEVANT DOCUMENTS: CAPS Orientation 2012 Training Manual: (Activities 37 & 38 pages 55 & 56) CAPS Document: (HL pages 90 – 104) & (FAL pages 93 – 109) National Protocol for Assessment ( NPA) Gr. R-12 : - Importance of Assessment (pages 3 – 21) - Assessment of Learners with Special Needs (pages 22 – 23) pas/20123

4. What is Assessment? “ Assessment is a continuous, planned process of identifying, gathering and interpreting information about the knowledge and skills demonstrated by the learner. 4pas/2012

5. Where does Assessment fit in? TEACHING ASSESSMENTLEARNING 5pas/2012

6. What is the purpose of Assessment? Address learners’ shortcomings Determine the developmental level of learners Prepare learners for the next grade / phase 6pas/2012

7. ASSESSMENT TOOLS Observation book Observation sheets Checklists Pen & paper Rubrics Computer (inclusive) Learner’s work, etc. 7pas/2012

8. FORMS OF ASSESSMENT Oral activities, e.g. role-play, recitals, interviews Practical activities e.g. demonstrations in which learners demonstrate physical movement skills e.g. games Presentations e.g. drawing, paintings, constructions Individual or group projects Investigations 8pas/2012

9. EXAMINATION AS A FORM OF ASSESSMENT 9 FORMAT OF EXAMINATION FOR GRADE 4&5 WHAT?WHEN?DESCRIPTION? MARK ALLOCATION (%) PAPER 1MID-YEAR & END OF YEAR ORAL (30) PAPER 2MID-YEAR & END OF YEAR COMPREHENSION; LANGUAGE; CREATIVE & TRANSACTIONAL TEXTS (30) (15) (25) Convert to 25% 100 pas/2012

10. EXAMINATION AS A FORM OF ASSESSMENT FORMAT OF EXAMINATION FOR GRADES 6 WHAT?WHEN? DESCRIPTION? MARK ALLOCATION (%) PAPER 1MID-TERM & END OF YEAR ORAL: READING, LISTENING & SPEAKING (30) PAPER 2MID-TERM & END OF YEAR WRITING: ESSAYS & TRANSACTIONAL TEXTS (20) (10) PAPER 3MID-TERM & END OF YEAR READING COMPREHENSION & LANGUAGE IN CONTEXT (25) (15) Convert to 25% 100 10pas/2012

11. COGNITIVE LEVELS BARRETS TAXONOMY (CAPS PP 91-92 HL) LEVEL 1: Literal LEVEL 2: Re-organization LEVEL 3: Inference LEVEL 4: Evaluation LEVEL 5: Appreciation BLOOM’S TAXONOMY (Revised Version) LEVEL 1: Remember LEVEL 2: Understand LEVEL 3: Apply LEVEL 4: Analyze LEVEL 5: Evaluate LEVEL 6: Create 11pas/2012

12. How to develop a Task? POINTS TO GUIDE THE PROCESS: o WHAT do I want to assess or measure ? o HOW do I best assess what I want to measure? o WHAT will the duration of the Task be? o WHAT type of Assessment Tool will I use? o HOW will I apply the Taxonomies? (number of questions at each level?) o Have I catered for ALL the learners in my class (Referring to Inclusivity & Differentiation) o HOW will I set the questions comprehensively? o Is it meaningful? What form of intervention will I provide t (if necessary) regarding outcomes / result of the Task? 12pas/2012

13. How to design a Rubric? Focus of the Task / What or Why the Assessment? Criteria or elements within the Task (knowledge and skills to be mastered, etc.) Condense the most important ‘proficiencies’ into a shorter list of clear points regarding the Task - this will be the Performance Criteria in the Rubric. Include the different Levels of Competence : 1- Not Achieved ; 2- Elementary ; 3- Moderate; 4- Adequate; 5- Substantial; 6- Meritorious; 7- Outstanding / or simply the number of the level with percentages. 13pas/2012

14. How to design a Rubric/cont. Start by describing the levels of performance that is the minimum performance to be accepted e.g. Not achieved and then progress to the most competent level. Add clear details for each level of performance so that learners are able to understand what is expected. Differentiation should be evident in the Criteria listed in the Rubric. (Inclusivity) 14pas/2012

15. How to design a Rubric/cont. Check and verify the Rubric (Moderation) BEFORE doing the Task. Include a section for a CONSTRUCTIVE COMMENT by the Teacher. Rubric should be discussed with the Learners before the Assessment Task is given. Rubric should be concise, transparent, fair and very clear to the learners. 15pas/2012

16. ACTIVITIES 34 & 35 Training Manual pages 122 & 125 Instructions: 1. Refer to your group number 2. In your group, discuss the allocated question/s 3. Scribe notes the key points on Flip Chart paper 4. Rappoteur provides feedback to the floor 5. Time for the activity: 30 minutes pas/201216

17. ACTIVITIES 34 & 35 pp. 120, 122 GROUP 1- List as many tools? Value of the Rubric? GROUP 2 – Suitability of Assessment Tools? Provision for Inclusivity? GROUP 3 – Quality assurance of Assessment Tools? Who checks validity of the tool? GROUP 4 – Differences between a) Memo; b) Checklist; c) Rubric GROUP 5 – What determines the allocation of marks? (Refer to Cognitive levels) pas/201217

18. ACTIVITIES 34 & 35 pp.122, 125 GROUP 6 – Purpose of an Examination? GROUP 7 – When & where to use Exams in Intermediate Phase? GROUP 8 – Correlation between mark allocation & cognitive levels? GROUP 9 – Provide an outline of a Question Paper? Indicate the differences between a Grade 4 and Grades 5&6 QP. GROUP 10 – Why does Assessment Tools need to be clear, fair and transparent? pas/201218

19. ACTIVITIES 34 & 35 pp. 122,125 GROUP 11 – Difference between Continuous Assessment (CASS) & School Based Assessment (SBA). When & how does it happen? GROUP 12 – What determines the suitability of an Assessment Tool? GROUP 13 – Difference between Assessment FOR learning and Assessment OF learning? What is the weighting for each in Grades 4-6? (Refer to NPA Document, pg 3) pas/201219

20. 20 ‘ To put the world in order, we must first put the nation in order; To put the nation in order, we must first put the family in order; To put the family in order, we must cultivate our personal life – we must first set our hearts right.’ - CONFUCIUS THANK YOU. pas/2012