Assessment Chapter 1 (mainly)

Assessment vs Evaluation

Evaluation: determine effectiveness of teaching, done to the student, value

judgement (How good or how well)

Assessment: measure extent of learning, with student, judgement of performance

against criteria (has outcomes been achieved)

Clear, measurable outcomes

Ensure students have changes to achieve outcomes
What learner: Know, understand, do

Evaluation
Usually occurs when student has
finished a task
Involves examining info about many
components of the things being
evaluated and making judgments
about its worth or effectiveness
To determine effectiveness of
teaching
Determines significance/worth or
judging effectiveness or worth of
educational programs
Done to students work
Assessment
Goes beyond evaluation to include
gathering info about student
performance as they work as well as
when they are finished
Systematic gathering of info about
component parts of things to be
evaluated
Measures the extent of learning
that took place
Is to determine a rate or amount
and is used as an activity to measure
student learning and other human
characteristics
Done with student

What do we assess?

1. Progress towards achieving outcomes

2. The learning process or how learners are assisted to reach outcomes
3. Have they learned enough to progress to next level (criteria)
4. Have they learned what was expected of them?

Why assess?

Find out:

Instruction effective
How instruction can improve for next lesson
Learners: IF more instruction needed
Learners: ready next step
Different approach is needed?

Teachers:
 Formative feedback
Grades
Placement
Certification
Motivate progress and study

Learners:

Expected
Improvement: do?
Perceive AS as fair
know what compromise grade

grade or sort -
promote or select -
evaluate -
predict -
control - Highly controversial. Teacher use assessment as a "stick" to
control bad behavior. For example, a learner "under achieved" the teacher
decides to mark her down in an attempt to make her work harder. Had
opposite effect because she will stop working. In OBA this should not
happen.
diagnose
guide and motivate -
learn -

OBE vs Norm reference assessment

CBE (content based) OBE
Value judgement Performance against criteria

Requirements: after lesson Criteria known before lesson

Learning & AS: separate Learning & AS: part of process

Norm referenced Criterion reference

(against class average, problematic)
Summative Continuous

Content focus KSVA+ content

Teacher assesses Group, peer. Self

Pass/fail Id problems, adapt teaching to

overcome
 OBE ASSESSMENT: more than just content
1. KSVA
2. Competencies
3. Criteria
4. Credits achieved at different levels
5. What, why and how: objective and transparent
6. Backwards: outcomes as point of departure: align AS criteria
accordingly
7. High expectation: set high standards to ensure successful
demonstration
8. Mastery of learning in NB
9. Expanded opportunities: multiple AS strategies: portfolios, self -
assessment etc
10. To achieve OBE AS, teachers must:
a. Tell learners what will be covered in AS
b. Integrate independence with coop learning and peer
teaching
c. Challenge learners, stimulate them
11. Focus on what learner is doing right
12. Diagnose BTL
13. AS of and AS for learning equally NB

Assessment Criteria (SAQA)

Def: descriptions of the required type and quality of evidence against which
candidates are assessed

Specific ito outcomes

Each outcome have one/more AS what learner must know and do before
outcome is achieved

Without assessment criteria there can be no standardized assessment or unit

standards
Shape learning path ahead

Assess what:

Taught (teachers)
Assessed (assessor)
Learned (learners)
Assessment standards (as for EDDHODJs definition)

criteria that provide evidence that LO were achieved and demonstrating how
it was achieved (evidence of learner know and demonstrate)
embodies KSVA
grade specific
level of skills
shows progress from grade to grade (changes between grades)
do not prescribe methods of assessment

Assessment

Determine whether learners have reached outcomes. It not only determines what
learners learn and the way in which they do this, but also what is taught and how it is
taught.

Establish clear, measurable expected outcomes of student learning.

Ensure students have sufficient opportunities to achieve those outcomes.

Systematically gather, Analyse, and interpret evidence to determine how

well student learning matches our expectations.

Reformulate educational outcomes based on the results of their assessment.

In OBE context:

assess outcomes and LP against set criteria (AS) and

the emphasis is on K,S,V,A
used to identify BTL

Types

TYPE WHEN PURPOSE

diagnostic Any time BTL/gaps
learners individual
strength and needs.
formative During learning support learning
progress towards
achieving outcomes
appropriateness of
learning
informs future
learning
formal /informal
Informal oral
 questions, marking
books, observing
learners
Formal worksheets,
oral presentations,
posters etc

summative End of learning process, Overall achievement

cycle/phase Mark/judgement
based on a test:
learners to next
phase (gr 12 to FET)

baseline Before learning starts What learners can

do/know
Where to begin
learning/teaching

criterion Before, during, after Compare learner

learning performance against
standards of
performance,
checklists etc
continuous Baseline+formative+summative+diagnostic
Spans entire learning process
continuous updating of learners performance.
different assessment methods to monitor
learners progress through the year (above)
give learners more than one opportunity to
demonstrate the ability to attain an outcome.
systematic Used to evaluate the appropriateness of the
education system.
In intermediate phase it will involve Grade 6 and
in Senior Phase Grade 9

Assessment of and Assessment for learning

Assessment for learning:

Teacher uses it as a tool to support instruction: what students know, where

theres gaps, confusion and to provide immediate feedback
Formative
All the time, throughout learning
 How?
1. Set teaching targets in advance
2. Inform learners of teaching goals (understand)
3. Become assessment literate
4. Use assessment to build confidence
5. Descriptive feedback (how to improve)
6. Self-assessment: learners feel they take charge of own success
7. Communicating with learner/parents on achievement status
LEARNER KEEP OM LEARNING AND ARE CONFIDENT TO CONTINUE TO
LEARN, DO NOT GIVE UP HOPE
NORMAL ASSESSMENT TELL YOU WHERE YOU ARE, ASSESSMENT FOR
LEARNING TELLS YOU HOW TO GET THERE
MUST MAKE LEARNERS WANT TO LEARN AND THAT THEY ARE ABLE TO
LEARN

Assessment of learning

Summative
After learning process
Provides evidence of achievement

Norm-referenced assessment

learners performance compared with other learners/ norm

comparing the learners performance to what is normally expected from people in
that group
The average performance of the class sets the standard
problematic: define norm!
design of tests: questions set to ensure spread of marks, eg. that most learners
wil score avarge and a few above or below

Criterion-referenced assessment

Comparing a learners performance with a well-defined standard (criterion)

types of competences (eg one competence for a soccer player is kicking the
ball, ) WAT JY KAN DOEN
standard or level of performance (eg how far the one player can kick the ball)
TEEN WATTER STANDAARD KAN JY DIT DOEN

This means there are clear criteria described and defined to indicate what level of
achievement is with and A, what is worth a B
Criteria must:
Be explained
Indicated in marking memo
record positive achievements and different levels eg certificate awarded
measurable criteria so that learners progress can be monitored.
 Criteria set with learners: learners know exactly what will be assessed and what
proportions will be allocated to what effort

Assessment principles (SAQA) (examples in red)

Summarised:

Methods:
Appropriate - suited to outcome assessed
Fair no barriers unrelated to outcome
Manageable practical, cost-effective
Integrated into work or learning
Evidence:
Valid focused on requirements of standard
Current sufficient proof at time of assessment
Authentic attributable to the candidate
Sufficient criteria met; repeatable performance
Process:
Systematic fair, effective repeatable, manageable
Open transparent and understandable
Consistent assessor would judge the same in other circumstances
Other:
Reliability stable and consistent results
Educative positive contribution through f/back
Applicable in practice

Methods (text in red refer to examplesyou will need to give examples in

exam)

Appropriate
Suitable to outcome, capable of gathering info in relation to outcome
Also suitable to age
Using MCQ to assess mapwork in Geography where explaining would show
better understanding or competence

Fair
Method: no barrier to achievement/unrelated to outcome
e.g. the same test, have the same amount of time to prepare, are all
marked according to the same memo...
Lack of clarity of what is expected
Inequalities in resources, materials
Dont expect/ask for writing skills if learners cant write
An assessment of laboratory skills, without providing the appropriate
teaching and learning activities to practice these skills
 Manageable
Methods: easily arranged, cost-effective that do not interfere with learning
Allow enough time for assessment to be completed.
Dont include unfamiliar assessment methods if time is limited

Integrated into work or learning

Evidence collection is integrated into the work or learning programme
Assessment not only done at end of learning but during learning

Evidence

Valid
Matches LO +AS (assessment must be representative of the area of
learning being assessed)
Does is measure what is says it measures?
Use appropriate + a range of assessment methods
Clear outcomes
Use an appropriate method of assessment
Content validity: ensure that an overall sample of the content being
measured is represented

Current
assessing for the purposes of recognition of current competencies.
Dont assess work that is old or not relevant to current LO

Authentic
Evidence attributes to the candidate being assessed, not someone
elses, own work
Assessor supervised, no copying of work allowed

Sufficient
Evidence collected ensures that all criteria are met
This relates to the amount of evidence, enough evidence is gathered to
satisfy that the person being assessed is competent across all elements
according to the performance criteria
Include enough assessment tasks over a period of time
demonstrate competence over a period of time,
demonstrate repeatable competence
Supplementary sources of evidence may be necessary.

Overall assessment process

Systematic
Overall process ensures assessment is fair, effective, repeatable and
manageable
 Open
Process is transparent assessment candidates understand the process
Learners must draft a business plan as a research
assignment. everything about the assignment is GIVEN and
EXPLAINED to them BEFORE the assessment is done by them and
assessed by me, the teacher - my assessment planning is available to
any other stakeholder....

Consistent
The same assessor would make the same judgement again in similar
circumstances
If the same test is given to another class, the judgement must be
similar

Others

Reliability

Def: Degree to which an assessment tool produces consistent results.

each time an assessment is administered, the same or similar conditions

must prevail.
Asessors must be trained
Maybe use more than one assessor
moderation

Improved:

Clear questions
Questions suitable to level
Realistic time limits
Clear instructions
High quality marking scheme

Validity improved by :

Also describes the extent to which assessment measures what it

purports to measure.
Carefully matching the assessment with learning objectives, content
and teaching methods
Increasing the sample of objectives and content areas included in
any given assessment
Using assessment methods that are appropriate for the objectives
specified
 Employing a range of assessment methods
Ensuring adequate security and supervision to avoid cheating in
examinations
Improving the reliability of the assessment.

Assessment should be (5 guidelines for planning assessment)
1. transparent/clear
2. Integrated with teaching and learning
3. Use predetermined criteria
4. Varied methods
5. Valid, reliable, flexible

Other goals to ensure assessment are successfully applied in practise:

1. Link with outcomes

2. Fair
3. Engaged learners
4. Time-sufficient
5. Parents actively involved
6. Cater for all learners
7. Free bias
8. Improve quality of learning
9. Varied
10. Integral to teaching, not added on

RNS, assessment principles to help learners reach potential:

1. Transparent
2. Integrated with teaching
3. Predetermined criteria
4. Varied methods
5. Valid fair reliable

Fair assessment

A. Curriculum fidelity

Clear relationship between:

what is taught (curriculum),
how it is taught (teaching process) and
Assessment
In general it means that teachers cannot assess content and skills which were not
taught

B. Diversity and opportunity

 All learners must have max change to show what they know and understand
Links with individual learning style
Not all learners have the same skills and will perform differently using th same
assessment

C. Values and ethics

Assessment must reflect values of society, all stakeholders

D. Transparent
Learner must know what is expected, mark allocation etc, use criterion-
referenced assessment

Authentic assessment

Aims: to evaluate students' abilities in 'real-world' contexts. In other words, students

learn how to apply their skills to authentic tasks and projects.

Authentic assessment is an evaluation process that involves multiple forms of

performance measurement reflecting the student's learning, achievement,
motivation, and attitudes on instructionally-relevant activities. Examples of authentic
assessment techniques include performance assessment, portfolios, and self -
assessment.

Emphasizes what students know, rather than what they do not know
Real world situations
Stems from clear criteria made known to students and parents
Takes into account individual learning styles
Elicits high order thinking
Teaches students to evaluate their own work
Exposure to wide variety of tasks/ range of opportunities for competence
(bake cake in oven, micro or fire)
Learners work collected over time, personalise, flexible: own KSVA reached
Equal treatment of learners (no bias) gender, sexes etc
Considers differences in learning styles, language proficiencies,
cultural and educational backgrounds, and grade levels

Authentic assessment focuses on students' analytical skills; ability to

integrate what they learn; creativity; ability to work collaboratively; and
written and oral expression skills. It values the learning process as much as
the finished product.
1. How to achieve an authentic, balanced and fair assessment of the progress of a
learner - to provide each learner with a variety of opportunities to demonstrate
his/her competence in different ways and in different contexts.

2. When is a task authentic - when learner performance on worthy tasks is assessed.

Requires learners to perform effectively using their acquired knowledge - it
presents the learner with tasks that simulate real-world "tests" of ability to
determine if they can present polished, thorough and justifiable answers,
performances or products.

3. What does an Authentic Task involve - "ill-structured" challenges and roles that
help learners prepare for the real world.

4. Advantage of Authentic Assessment - it provides parents and community

members with directly observable products and understandable evidence
concerning learners' performance.

5. What does Authentic Tasks take into account - On individual level it takes into
account individual learning styles, aptitudes and interests, makes provision for
learners with barriers to learning and reflects local values, standards and
contexts.

6. Authentic Assessment on a practical level - elicts higher order thinking, is holistic

and is not limited to classroom activities. Samples of learner work are collected
over an extended time period and these are personalised and flexible. Allows
learners to demonstrate their knowledge, skills, or competencies in ways they
find appropriate and gives them the opportunity to be creative. Collective abilities
of learner are assessed, as it requires integration of what was learned.

Teachers guidelines when planning assessment

Design tasks that are fair to all learners (equal changes to all)
Use a variety of tasks (formal/informal & thinking/communication)
Keep outcomes in mind all the time
Design tasks that are authentic (appropriate to learners experience)
Ensure learners know what they are to do, time needed, how assessed
Always seek balance in your programme
Assess things that are important
Draw up grids and schemes
Always keep in mind what is manageable for teacher and learner
Moderation (prior, post) (10)

Assessment instruments are of required standards

The assessment process, including marking and feedback is credible

BEFORE

Look at assessment and marking memo, evaluates, give feedback on

improvement before assessment
Fairness
Typing errors
Layout clear, logical
Marking memo fair (answers relate to questions+ allowance for answers
other than way it was asked)

AFTER

Re-mark random selection: marking memo used as agreed, marking fair

Practical assessment guidelines

1. Establish purpose of assessment; start with the end in mind (OBE principle:
design down)
Why do I want to assess?
2. Establish outcomes to be assessed (OBE principle: clarity of focus)
What do I want to assess? Clearly spell this out, using specific outcomes
3. Establish assessment standards
How will learning be demonstrated? What SKVAs should learners
demonstrate?
4. Select assessment techniques, tools and methods
What techniques are most applicable, how will they be assessed and by
whom?
5. Ensure credibility of assessments NOT SURE
Ensure reliability, fairness, validity and practicability
6. Built into teaching and learning

ALSO

SG Pg 43& 44

Design tasks : fair to all learners

A good assessment task reveals what learners know and can do

 A fair task provides equal opportunity for all learners, regardless of ability,
learning style, interest

variety of tasks

Eg open and closed questions & tasks, relating to different contexts, requiring
different modes of
thinking and communication - Shows what learners can do

Keep outcomes in mind all the time

When designing a task select a small number of outcomes as so called focus

outcomes

Design tasks that are authentic

Tasks ought to be appropriate to the learners experience and the particular

learning areas

Ensure learners know what they are to do

Which parts of the process is their responsibility, what are the timelines for the
process & How they
will be assessed.

Always seek balance in your programme

With regards to type of assessment, outcomes, content of and emphasis in the

learning programme

Assess things that are important

Not merely aspects that are easy to assess or subject content that would grade
learners

Draw up grids and schemes

That enable you as the teacher to check the variety of tasks and the balance
across outcomes within a
learning programme

Always keep in mind what is manageable for teacher and learner

It helps if most of the tasks can be marked efficiently and easily

Or if the learners themselves are involved in the assessment of their tasks
Planning assessment strategy (SG p49)

1. Make selection
a. Grade Gr 9 e.g Social Science
b. Topic for basis of LO e.g. Ethnic groups in SA
2. State learning outcomes
e.g
By the end of the lesson the learner must: be able to distinguish between
various cultural groups in SA
3. Do baseline assessment
Find out what they already know
4. Brainstorm ideas for possible activities for topic selected
5. Plan activities
6. Formulate assessment criteria
e.g. Learner should be able to:
summarise where cultural groups originated (knowledge)
illustrate using a map where they life

7. Determine resources
8. Design assessment strategy
Techniques (what) , tools (how) and methods (who)
9. Select CO+LO
Traditional vs Continuous assessment p 10 HB

DIMENSION TRADITIONAL CONTINUOUS

PURPOSE Summative Formative
Judgemental: forces Developmental: directs
studying instruction

FOCUS Memorisation Thinking

Teacher created Learner created
Product of instruction Process of instruction
narrow multidimensional

FEEDBACK Final score mark by Ranged: during process by

teacher peers/teacher, can
change

TEST TASK Written work Range of tasks

Medium: paper/pencil Multimedia
formal Informal

CLASSROOM MANAGM One change competence Over time: many changes

intrusive Integrated
Need time feedback Feedback quickly
Books closed Reference mat available

FRAME OF REFERENCE norm Criterion

Compared to other Compared to criteria
learners

STAKEHOLDERS Learners, parents, Learners, parents,

principal receive results principal invited to assess

Assessment in the Intermediate and Senior Phase:

Purpose of assessment:

Based: principles of OBE

Assessment = criterion based
This is the ultimate purpose of assessment.

Additional purposes in the intermediate and senior phase are:

1. To improve teaching
2. To provide information about learners, teachers and schools
3. To drive curriculum and teaching and;
4. To act as a selection and certifying device
 As in all other phases assessment is a process of:

Collecting
Synthesizing and
Interpreting info to assist teachers, parents and stakeholder in making
decisions about the progress of learners

Demand of continuous assessment on teachers (not sure if this is NB)

1. Workload of teachers - Teachers feel that their workload has increased at the
expense of proper teaching: Workload has increased, for example, if one looks
at assessment i.t.o 6

The number of assessment tasks

The additional moderation that needs to be done internally
Continuous assessment
Recording of assessment
Reporting on assessment
Overcrowded classes

The only way to cope with the workload is by planning assessment.

2. Progression Scale - One of the central aims of the NCS in CASS - to articulate
clearly the assessment standards per grade against which learners are to be
assessed - 13 Level Progression scale was created from Gr R-12 - Number of
problems with this progression scale within the assessment standards:

Levels are too shallow, with progression levels between two levels too close
Levels are aligned with a grade, creating the danger that teachers may hold
on to the traditional pass/fail mindset, perceiving assessment standards as
merely a grade requirement and not as part of a progression continuum.
Danger that teachers will see assessment standards as describing skills,
knowledge, concepts and values to be continually repeated in a grade,
instead of seeing them as levels within a band.

3. Marking of formative assessment - teachers experience problems with

marking of formative assessment especially portfolios.

Significant discrepancies in the quality of work in different portfolios

have been found - raises questions about rigorousness and
equitability of these portfolios.
"window dressing": poor quality, look good
group work: those who did not contribute to the group would
benefit and receive credit - They stated OBE is unfair.
How to cope with the demands of CASS - if adequate pre- and in-
service training is provided, teachers should be able to implement
assessment strategies that meet high standards.
No training in OBE - Only way for teachers to cope with demands is:
1. Study different policy docs
2. To work with other teachers and
3. to receive assessment training.
Recording and Reporting:

Recording: recording evidence of assessment, e.g. rating scales, checklists and

rubrics

1. teacher's record book (mark book)

2. Portfolios and
3. Learner Profiles

Accurate recording of evidence is of prime importance.

Every assessment mark or judgment must be traceable.

Comprehensive records will ensure the quality of the judgments made.

The various methods for recording evidence of learners' performance :

Anecdotal records
day-to-day evidence
enabling the teacher to make judgments about stages learners have
reached in their learning.
strengths and weaknesses.
These observations dont provide evidence about progress learner
has made across a full range of outcomes in learning area.

Partial credit scoring

record steps learners have successfully completed in solving a
problem or in demonstrating their partial understanding and problem-
solving strategies.
Method recognises and records various levels of partial success.

Dichotomous records
right or wrong and acceptable and unacceptable.
Method is best used in a system where the teacher and learner
negotiate work to be done, which is signed off once completed or "pen-and-
paper" tests, where answers to questions are either correct or incorrect
(summative assessment)

Judgment of outcomes achieved

teacher lists outcomes, judges whether or not learner achieved the
outcomes

teacher must know how much evidence is required.

Reporting: in OBE, only reports success. Poor performers get report that show only
attained outcomes.

Principles underpinning the approach to both recording and reporting are:

LO's should be informed by the recording and reporting of learner

performance. The LO assessed in each task should be indicated on learning
area record sheet.

The schedule and report card should indicate overall level of performance in
learning areas.

In the case of Language learning areas, each language that learner studies
should be recorded and reported on separately according to different levels
on which they are offered e.g. Home Language - English, Second Additional
language - Afrikaans

A combination of marks, codes and comments can be used for recording and
reporting purposes. Ass three or a combination of any two may be utilised.

The recorded pieces of evidence should reflect three to five different forms
of assessment.

Teachers must report regularly to learners and parents on progress of

learners. Schools are required to provide feedback to parents on the
programme of assessment using a formal reporting tool i.e. report card,
parents' meetings, school visitation days, letters etc. The school will
determine the format of these reporting strategies.

Four questions need to be taken into consideration for teacher to make

balanced judgment:

1. Has learner covered the content implicitly in outcomes?

2. Can learner apply the knowledge and skills accurately in different contexts?
3. Were the tasks fair and challenging ito the learner's language?
4. Is the standard of the learner's work consistent with the profile level to which
the outcome belongs?

Learner Profiles:
Is a continuous record of info that gives an all-round impression of a
learner's progress, including the holistic development of values,
attitudes and social development. Includes academic and non-
academic achievement.
As an assessment tool - learner profile monitors and records
progress of learners throughout their school careers. Also assi sts
teacher in next grade/school to better understand learner.
 Should be viewed as a tool for support and assisting the grade
teacher in planning of the teaching, learning and assessment
process.
Gives a holistic view of learner and the info is not limited to learner
performance and achievement.
Portfolios:
Can be most effective method of determining a learner's progress - is thus a
meaningful collection of evidence that reflects the learner's efforts, progress
and achievements.
Displays learners strengths, weaknesses, capabilities and progress over time.
Demonstrates to learners, teachers, parents and other stakeholders the
progress, growth and achievements of the learner in relation to expected
outcome of learning area
Should cover examples of work in all learning outcomes and should be
representative of different types of activities.
According to the DBE the portfolio should be in the form most appropriate
for the learning area and age level of learners. E.g. In arts and culture a
learner may have a test book, a sketchbook and music DC, DVD, cassette or
videotape.
All enclosed pieces of evidence form part of portfolio, hut only the recorded
pieces will be used to determine progression or promotion the next grade.
Recorded pieces of evidence should reflect that a variety of skills have been
assessed using a variety of assessment methods.
Integral part of learning and should be introduced to learners at early stage,
preferably at beginning of year.
Learners need to know beforehand what is expected of them.
In portfolio assessment its important to get assessment input from as many
sources as possible e.g. learner self-assessment, peer assessment, parent
assessment and teacher assessment.

Potholes in assessment

Driver fatigue

Focus on important outcomes, dont duplicate

Overloading

Anxiety, loss of focus, too much

Speeding

No planning: rushed, not enough time

Taking a wrong turn

 Assessment going nowhere

Clearer criteria+ purpose

High stakes assessment p22 HB (Matric exam)

Advantages

Standards taken seriously

Motivate learners to learn

High expectation to all

Info on ways to improve quality of education

Recognition for performing teachers

Disadvantages

Cannot uncover what is not tested

Too much emphasis on single score test

Unfair to low socioeconomic

Does not provide info to improve instruction

Narrow curriculum approach

14 questions (as in TUT letter, just for orientation)

1. Assessment Activity / Task 1 Written Assignment Supply and Demand

1.1 Subject / Learning Area, Lesson topic and Grade

Subject: Economics and Business Science

Lesson Topic: Supply and Demand
Grade: 9

Written assignment: Learners are given a table containing prices, and figures
indicating supply and demand. They have to use the information in the table to draw
a supply and demand curve and answer questions related to the curve reflecting
their understanding of supply and demand curves.
The following assessment grid will be used to mark the learners responses:

1.2 Learning Outcomes

The learner is able to show knowledge and insight of the economic cycle within the
context of the
economic problem. (RNCS)

1.3 Assessment Standard

Illustrate by means of a graph, and discuss how prices are influenced by supply and
demand.
(RNCS)

1.4 Assessor
The educator is the assessor as this is a summative assessment towards the end of
term, after the
learners had done various formative activities to develop their knowledge and insight
of supply and
demand in the context of the economic problem.
EDAHOD5/201

1.5 Assessment instruments

The following assessment grid with comprehensive criteria will be used to assess the
activity. This
grid was also provided to learners during the assessment, in order to assist them in
what criteria
must be met. The assessment grid in sub-section 1.1 will be used and reflects all the
criteria
used in the assessment of responses.

1.6 Assessment criteria

The assessment criteria are contained in the instrument above and are directly
related to the
outcome assessed as well as the assessment standard indicated in the curriculum

1.7 Assessment activity and/or Assessment Product

The activity that is required by this assessment is the drawing of a graph, using data
provided to
learners in a table. Learners then have to draw conclusions from this graph that will
indicate
whether they understand the principles underlying the graph. The assessment
product is a supply
and demand graph with a series of responses to specific questions related to the
graph.

1.8 Learning styles catered for in assessment activity

During this assessment activity the visual learning style was catered for, as learners
had to draw a
graph, using data provided in a table. They further had to write down their
conclusions, derived
from the graph.
The Haptic learning style was also catered for to a certain extent, as a graph and a
table were
used in this activity.

1.9 Value promoted in the assessment

Values such as accuracy (drawing a graph) and appreciation of the economic world
(drawing
conclusions) are fostered. These are emphasized in a post- assessment feedback
discussion.
In addition this formal, summative assessment will also allow the educator to
determine whether
there are learners that are still struggling with the principles of supply and demand.
Steps will then
be taken to adjust teaching strategies in order to provide for these learners, or
where necessary,
individual attention will be given to these learners, to ensure a successful learning
outcome for all
learners.

1.10 Where, when and how of the assessment

The learners will be doing the assessment task during class, as a written activity that
will be
handed to the educator by the end of the class.
They have been informed of the assessment two weeks beforehand, after educator
was satisfied
that learning outcomes was meet after continuous, informal assessment in the
discussions on this
module of the work.
Every learner will have to work on his/her own, without assistance of co-learners or
the educator.

1.11 Assessment integrated with learning

As indicated before, this summative assessment will follow after si milar formative
task were done
by learners while facilitated by the educator.
Learners have been informed of the formal assessment two weeks beforehand,
during formative
learning.

1.12 Credibility of the assessment

Reliable the assessment process was reliable as it was used by me and other
assessors many
times before with success and effectively.
Fair the method (written assignment) gives all learners the same opportunity and
judgements
are fair as an appropriate instrument is used and because a mode rator will confirm
that the
educator / assessor made fair judgements
Valid the criteria are directly related to supply and demand issues and are valid for
making
judgements in this regard
Manageable everything remained in control of the assessor as the work was done
under
supervision learners could not copy from one another or obtain any such
advantage.
Moderation of the task and instrument beforehand and moderation of the assessors
judgements
afterwards by a peer or preferably a mentor or senior or HoD qualified in the field,
will further
enhance credibility

1.13 Appropriateness of Assessment

As the assessment activity is very similar to the assessment standard that is expected
of Grade 9
learners in this specific learning outcome taken from the curriculum. The language
used was
concurrent with Grade 9 learners language ability in the LoLT.
The activity also consists of a task that has been broken down into smaller tasks, and
questions.
This will also give learners at a lower level the opportunity to be able to correctly
complete some of
the tasks.

1.14 Bias free

There is no gender, cultural or ethnic bias in this assessment. Supply, demand and
prices are
issues that are faced by all communities and individuals, and are thus relevant for all
learners. The
context in which the questions are set is something that all learners of grade 9 are
familiar with.
Contextually the bias is toward a free-market system where supply and demand
dictate price.
If I, the assessor had any biases in terms of gender, race or religion, toward any or
some learners
in the class, such biased assessment would and should be identified by the
moderator.
I will also try to limit such biases on my part by assessing responses by folding back
the cover
pages of the assignment, thus making it impossible for me to know whose work I am
assessing.

Feedback

Constructive Counterproductive

Prompt Delayed

Written comments Marks and grades

Task-involving Ego-involving
Criterion-refd assess. Criter.-weak assess.

Scaffolded Corrective

Balanced Unbalanced

Positive tone Negative tone

Feedforward Feedforward

Tools.definitions. Know also how to draft each one of course

Assessment checklist To verify that all activities or components of a task have

been performed. Yes/No ticks.
e.g. systematic mechanical tasks, demonstrations,
written work
Assessment grid Assessment tool that verifies if all criteria have been
met and indicates relative weight of every criterion to
the overall performance.
Assessment rubric Assessment tool that divides an assignment into its
components and objectives and provides a detailed
description of what constitutes acceptable and
unacceptable levels of performance for each.
Can be used for any assignment/task.