1. CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ORIENTATION 2012 Natural Sciences and Technology Section 4 Activities Presentation 1

2. ACTIVITY 4.1: Understanding the different forms of assessment in Natural Sciences and Technology TIME: 60 minutes OUTCOMES: At the end of the activity, participants should be able to: understand what each of the prescribed forms of assessment entails; describe each of the prescribed forms of assessment; RESOURCES: Natural Sciences and Technology CAPS; National Protocol for Assessment Grades R – 12; flip charts, Koki pens.

3. ACTIVITY 4.1: Understanding the different forms of assessment in Natural Sciences and Technology Work in pairs. Read for 5 minutes – one partner reads pages 15 to 17 while the other one reads pages 61 to 62 of the Natural Sciences and Technology CAPS. Discuss for 5 minutes what you have read. Record your definition and description of the forms of assessment allocated to your group on flip chart.

4. ACTIVITY 4.1: Understanding the different forms of assessment in Natural Sciences and Technology Only one group per form of assessment presents. Others may add and discuss; Wrap-up: NoForm of assessmentDescription 1.1 Case studiesCase studies are a detailed description of a specific situation or phenomenon. The description can either be real or made up by the teacher. They can be taken from books, newspapers, magazines, videos, radio or local environment. Case studies enable the teacher to assess whether learners can apply knowledge, skills and values to an unfamiliar context. Coupled with good structured questions, these can be easily used for formal assessment purposes. Used with group work, however, teachers can also use them effectively for informal assessment purposes. Case studies can be used to introduce a new topic as an informal baseline assessment. They assist learners in constructing knowledge, developing process skills and understanding of the application of science and technology to their daily lives.

5. ACTIVITY 4.1: (Continues...) No. Form of assessment Description 2. ProjectsProjects are tasks in which learners illustrate or apply knowledge that they have gained in class. Projects may involve aspects of investigation and/or design. Learners may collect data to solve a problem or to understand a particular set of circumstances and/or phenomena. In doing this, they can build models, compile reports, essays or posters and even give presentations. Learners can do projects individually or in groups; working alone but with some support and guidance from the teacher. The teacher directs the choice of the project, usually by providing the learner with a topic or brief for the investigation. Assessment of projects Teachers can assess different stages of projects separately, or the entire project. Assessment of projects should be based on the understanding of content, application of skills and values applicable in a relevant context. Assessment tools of projects could be a combination of rubric, memorandum, checklist, etc.

6. ACTIVITY 4.1: (Continues...) No. Form of assessment Description 3.Tests and Examinations Tests consist of a range of questions that cover the different cognitive levels – knowledge recall, understanding, application, evaluation, analysis and synthesis. Learners are required to respond to questions within a specified time under controlled conditions. Since they are generally easy to mark reliably they are a good way conduct formal assessment, however, they can be a very useful informal tool too. Examinations are similar to tests, the only difference is that they cover more content.

7. ACTIVITY 4.1: (Continues...) No. Form of assessment Description 4.Translation tasks In translation tasks, a learner interprets information provided and expresses it into a different form in order to show their understanding. Here are some examples of how translation tasks can be done:  translating graphs into text descriptions and vice versa;  extrapolating from patterns in tables and graphs to predict how one variable will change;  translating a practical procedure into text and vice versa;

8. ACTIVITY 4.1: (Continues...) No. Form of assessment Description 5.Practical TasksIn carrying out practical tasks learners are required to demonstrate a skill or proficiency. Learners use materials, tools and equipment to create, produce or do something. The teacher observes the learner demonstrate specific practical skills (e.g. measure the voltage of a cell, use a thermometer to measure temperature, etc.). Practical tasks can be very useful for assessing how learners draw on knowledge and values to carry out practical skills (manual and/or behavioural, e.g. safety and handling of equipment). Any practical task should provide opportunities for learners to demonstrate the skills listed under Specific Aim 2. These may or may not include design/plan investigations skills. However, there are some circumstances in which only some of these skills would apply and not every skill can be assessed in every practical task.(CAPS, page 17) Assessment of practical tasks The assessment may be based on the end-result of the activity (the product), or the carrying-out of the activity (the process), or a combination of both. Assessment tools of projects could be a combination of rubric, memorandum, checklist, etc.

9. ACTIVITY 4.2: Understanding the importance of Moderation TIME: 120 minutes OUTCOMES: At the end of the activity participants will be able to: understand the various aspects of moderation RESOURCES: National Protocol for Assessment Grade R-12 (NPA) pages 5 & 6, Curriculum and Assessment Policy Statement Grade 4-6, Natural Sciences and Technology pages 62 – 70.

10. ACTIVITY 4.2: Understanding the importance of Moderation INSTRUCTIONS Read the National Protocol for Assessment Grades R – 12 (NPA) pages 5 & 6 and the Curriculum and Assessment Policy Statement Grades 4 – 6, Natural Sciences and Technology (CAPS) pages 62 – 70. Respond to the following questions bout moderation: – What is the purpose of moderation? – What should be moderated? – At which three levels does moderation take place?

11. ACTIVITY 4.2: Understanding the importance of Moderation Explain what each of the following principles of assessment mean and the implications for the teacher: – Fair – Valid – Reliable Presentation of responses – One group per question with brief, focused discussion on each question.

12. ACTIVITY 4.2: Understanding the importance of Moderation Possible Answers: (i) What is the purpose of moderation? To ensure fairness, validity and reliability of assessment tasks. (ii) What should be moderated? All formal recorded assessments tasks NPA page 5 and CAPS page 62. (iii) At which three levels does moderation take place? School, district and provincial levels. 12

13. ACTIVITY 4.2: Understanding the importance of Moderation Possible Answers: Explain what each of the following principles of assessment mean and the implications for the teacher: (a)Fair refers to an equal opportunity given to all learners to do well in the assessment task. (b) Valid refers to how well an assessment actually measures what it is supposed to measure. - Formal Task to be validated e.g. moderated. - E.g. Question Paper covers appropriate skills/weighting as required. 13

14. ACTIVITY 4.2: Understanding the importance of Moderation Possible Answers: (c) Reliable refers to the performance of learners in a given assessment task that would remain the same for the same group of learners doing the same task. Is the Assessment task inclusive? Not favour a group of learners. Implication to the teacher: Inform learners The method of assessment should not present any barriers to learner achievements (e.g. drawings, pictures, tables and graphs must be clear to learners). 14

15. ACTIVITY 4.2: Understanding the importance of Moderation Work in groups to develop a tool that can be used to moderate a test. Consider the following when developing the moderation tool: – Weighting of cognitive levels for the assessment of content in Grades 4, 5 and 6, CAPS page 62; – Assessment requirements for Natural Sciences and Technology in Grades 4, 5 and 6,CAPS pages 63–70; – Coverage of the Specific Aims, topics and content and the range of skills that must be used to inform the planning and development of assessment tasks.

16. ACTIVITY 4.2: Understanding the importance of Moderation Selected groups present their moderation tools and allow for input and questions

17. ACTIVITY 4.3: Development other forms of assessment TIME: 105 minutes OUTCOMES: At the end of the activity participants will: be familiar with the CAPS requirements regarding the development of tests; develop a test that meets the CAPS requirements within a specific grade and term.

18. ACTIVITY 4.3: Development other forms of assessment RESOURCES: Curriculum and Assessment Policy Statement (CAPS) Natural Sciences and Technology (pages 12 – 19, 21 – 68 (pages applicable to grade and form of assessment), The policy document National Protocol for Assessment Grades R-12 (pg viii, pg ix, pg 3 par 3 and par 4(4)(5), Flipchart, Koki pens and Prestik, Text books and other relevant resources.

19. ACTIVITY 4.3: Development other forms of assessment INSTRUCTIONS: The facilitator takes 5 minutes to allocate a form of assessment to one or more different groups to develop and request them to read the applicable pages in the resource documents listed above. Use 10 minutes to read and discuss the content of the pages as requested; Use 60 minutes to choose the grade and content to develop the given form of assessment (mark allocation according to the requirements in CAPS); 30 Minutes are used for selected groups to present their forms of assessment and allow for inputs and questions (guided by the definitions/description from activity 4.1.)

20. ACTIVITY 4.3: Development other forms of assessment Wrap-up: – each form of assessment should, at a minimum, meet the requirements as defined/described in activity 4.1 and − Page 62 paragraph 4.3. (The design of these tasks should therefore ensure that the full range of content and skills are assessed within each year of the Intermediate Phase. The Specific Aims, the topics and content and range of skills must be used to inform the planning and development of assessment tasks.)

21. ACTIVITY 4.4: Development of a test TIME: 150 minutes OUTCOMES: At the end of the activity, participants will: be familiar with the CAPS requirements regarding the development of tests; have developed a test that meets the CAPS requirements within a specific grade and term. RESOURCES: Natural Sciences and Technology CAPS (pages 61 – 65), Koki pens, flip charts.

22. ACTIVITY 4.4: Development of a test INSTRUCTIONS: Refer to pages 61 – 65 of the Natural Sciences and Technology CAPS to develop a test. You have 90 minutes to develop a test and memorandum and 60 minutes for moderation and presentation of the test. Develop the test according to the CAPS requirements. Exchange your test and memorandum with another group for moderation. Report your findings on the test and memorandum you have moderated. (NOT the one you have developed).

23. ACTIVITY 4.5: Recording and Reporting learner performance for Natural Sciences and Technology Formal assessment (assessment of learning) provides teachers with a systematic way of evaluating how well learners are progressing in a particular subject and in a grade. Teachers must ensure that assessment criteria are very clear to the learners before the assessment process. This involves explaining to the learners which knowledge and skills are being assessed and the required length of responses. National Protocol for Assessment Grade R-12 (p. 3) 23

24. ACTIVITY 4.5: Recording and Reporting learner performance for Natural Sciences and Technology TIME: 90 minutes OUTCOMES: At the end of the activity participants will: understand the Programme of Formal Assessment for Grades 4-6; identify and explain the composition of the School-based Assessment and end of year examination; have an understanding of how to record and report the formal assessment tasks on a formal recording sheet; apply the achievement levels/ rating codes and the corresponding percentage bands used for recording and reporting. 24

25. ACTIVITY 4.5: Recording and Reporting learner performance for Natural Sciences and Technology RESOURCES: National Protocol for Assessment Grade R-12 (NPA) (Pages viii, ix, x 3,4,5,11,12,13 (16), 17, 18 & 24); National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statements Grade R - 12. (NPPPPR) pages 10 -11; Curriculum and Assessment Policy Statement Grade 4-6, Natural Sciences and Technology (Pages 62-69); Example of a template for recording (ANNEXURE 5(a)) 25

26. ACTIVITY 4.5: Recording and Reporting learner performance for Natural Sciences and Technology INSTRUCTIONS: Read the following sections in the CAPS document individually and then discuss with a partner: Assessment requirements for Natural Sciences and Technology: Grade 4 – 6 (pages 63-65); and Recording and Reporting (page 69) Discuss the format of a recording sheet and fill in the incomplete recording sheet provided for one learner’s performance for the Programme of Formal Assessment for the full year. Continue... 26

27. ACTIVITY 4.5: Recording and Reporting learner performance for Natural Sciences and Technology INSTRUCTIONS: Share your completed grade specific recording sheet with the larger group at your table and agree to a common format (if you are not happy with the suggested format). 27

28. ACTIVITY 4.5: Recording and Reporting learner performance for Natural Sciences and Technology INSTRUCTIONS: Share your completed grade specific recording sheet with the larger group at your table and agree to a common format (if you are not happy with the suggested format). 28

29. ACTIVITY 4.6: “Flashlights and Batteries” & “Strengthening Materials” OUTCOMES: At the end of the activity participants will be able to: use assessment activities to develop the full potential of the learner Plan and manage assessment Evaluate and select LTSM for curriculum appropriateness.

30. ACTIVITY 4.6: “Flashlights and Batteries” & “Strengthening Materials” 1.Your work should cover the content for all the grades. Decide who will work with grade 4 content, grade 5 content and grade 6 content. 2.Read CAPS page 4 section 1.3 for 10 minutes. 3.“Flashlights and Batteries” (ANNEXURE 6(b)) - Refer to pages 1 – 10 4.“Strengthening Materials (ANNEXURE 6(a)) - Refer to pages 1 – 11 5.Critique the document you are working with and decide whether the activities are in line with the content in the CAPS document.

31. ACTIVITY 4.6: “Flashlights and Batteries” & “Strengthening Materials” 6.In your group suggest how the activity “Flashlights and Batteries” could be improved to address some of the elements mentioned on page 4 – 5 of the CAPS document. 7.Other groups use the activity on “Strengthening Materials” to identify questions that address the three Specific Aims of Natural Sciences and Technology and cognitive levels. Refer to page 62 of the CAPS document. 8.All groups report to plenary.