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Unformatted text preview: PGCE 56841302 Hanyane Bongani Ashley 56841302 Assignment 1 The educator as Assessor EDAHOD5 Semesters 1 Unique number: 625681 Department of Curriculum and Instructional Studies Due date 23 March 2020 1|Page PGCE 56841302 EDAHOD5/101 STUDENT DECLARATION FORM DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES COLLEGE OF EDUCATION UNIVERSITY OF SOUTH AFRICA You need to include a completed and signed copy of this form when you submit Assignments 01 and 02 for this module for the first and second semester. Assignments without the form will be cancelled and returned unmarked The Department of Curriculum and Instructional Studies places specific emphasis on integrity and ethical behaviour with regard to the preparation of all written work submitted for academic assessment. Although your lecturers can provide you with information about reference techniques and guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at any time feel unsure about the requirements, you must consult your lecturers before you submit any assignment. You are guilty of plagiarism when you extract information from a book, article, web page or fellow student without acknowledging the source and submit it as your own work. In truth, you are stealing someone else’s property. You may not use another student’s work. You may not allow anyone to copy or use your work with the intention to submit it as his/her own. Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a serious violation of the University’s regulations and may lead to expulsion. The under-mentioned declaration must accompany written assignments. Your assignment will be cancelled and returned unmarked if you do not include a fully completed and signed declaration form. I (full names): Hanyane Bongani Ashley Student number: 56841302 Module: EDAHOD5 Declare that… 1. I understand what plagiarism entails and am aware of the University’s policy in this regard. 2. I declare that this assignment is my own, original work. Where I used someone else’s work, whether a printed source, the internet or any other source, I give the proper acknowledgement and include a complete reference list. 3. I did not use another current or previous student’s work, submitting it as my own. 4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her own work. 2|Page PGCE 56841302 Signature Date: 22 March 20 TABLE OF CONTENTS 1. 2. 3. 4. 5. True or False……………….………………………………………………………....4 Understanding of assessment in the school context……………………………...4 Assessment requirements…………………………….……………………………..5 Assessment activity …………………………………………………………………..6 Guidelines for planning assessments in your subject……………………………..7 3|Page PGCE 56841302 1. Question 1 1.1 False- Formal Assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject. 1.2 False- School-Based Assessment is a compulsory component for progression and promotion in all the different school phases. 1.3 True- Teachers are required to record learner performance in all formal assessment tasks. They are not required to record performance in informal or daily assessment tasks. Teachers may, however, choose to record performance in informal or daily assessment tasks in some cases to support the teaching and learning process. 1.4 False- Classroom assessment should provide an indication of learner achievement in the most effective and efficient manner by ensuring that adequate evidence of achievement is collected using various forms of assessment. 1.5 False- Records of learner performance should be used to verify the progress made by teachers and learners in the teaching and learning process. Records should be used to monitor learning and to plan ahead. 2. Question 2 2.1 Assessors in school context. Assessors will look at a child in the school environment and then base how he or she performs on at school to judge their character a per on. This is a common way of judging character because assume that the way someone behaves in that certain environment is who they really are, (Dreyer, 2014). 2.2 Assessment as the vehicle driving teaching and learning. Assessments are a way of testing knowledge and reinforcing all the things you have learnt. The only way to learn is through repetition and being tested on what you have been studying. Therefore, assessments are the most direct path to teaching and learning, (Dreyer, 2014). 2.3 Assessments in school context not always being planned. Not all assessments that occur at school are planned because as an educator you ask random questions that relate to the topic being done in class in the spur of the moment, (Dreyer, 2014). This is usually done to test knowledge and understanding. 2.4 Continuous assessment as opposed to any other type of assessment. Continuous assessments monitor the students’ progress throughout the year. This is beneficial because the as a teacher you know if the child has attained the necessary targets to progress to the next level of studying, (Dreyer, 2014). 4|Page PGCE 56841302 2.5 Role of assessment Assessment will be strongly beneficial to the progression of learners because their knowledge and understanding will be tested every day. It is also important in terms of guiding the students’ steps and checking for achievement, (Dreyer, 2014). 3. Question 3 3.1. Five topics taught and assessed in grade 8 English FAL • • • • • Reading skills Comprehension Vocabulary Fluency Word Recognition 3.2 Five forms of assessment for continuous assessment • • • • • Essays Presentations Projects Term papers Practical work 3.3 Seven levels or rating descriptors Level 7 – outstanding achievement Level 6 – meritorious achievement Level 5 – substantial achievement Level 4 – moderate achievement Level 3 – adequate achievement Level 2 – elementary achievement Level 1 – not achieved – fail 80-100% 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% 3.4 Difference between formal and informal assessment (2 examples) • • Formal assessment are tests that systematically measure how well a student has mastered learning outcomes, (Dreyer, 2014) Form example term papers are seen as formal assessments. Informal assessments are what teachers use every day to evaluate the progress and comprehension skills of their individual students, (Dreyer, 2014). For example, practical work or presentations can be seen as informal assessment. 3.5 Number of assessments to be recorded as CASS • 4 5|Page PGCE 56841302 4. Question 4 Develop an assessment activity Question 1 Write a letter to your friend informing him or her about how your experience at high school is. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ [10 Marks] Question 2 Write a dialog between you and your family discussing the Corona Virus outbreak. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ [10 Marks] Question 3 Write an invitation letter to the most influential motivational speaker DJ S’bu and ask him to be part of your school farewell. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ [10 Marks] TOTAL= 30 Marks 4.1 Grade, subject, learning aims and topic • • • • Grade 8 English First Additional Language To develop communication 1 skills and improve language vocabulary Developing language skills 4.2 Purpose of assessment The primary purpose of assessment is to improve students' learning and teachers' teaching as both respond to the information it provides, (Dreyer, 2014). The purpose of this assessment is to develop communication skills and improve language vocabulary. We take a look at various topics which students must express their communication ability. 6|Page PGCE 56841302 2 4.3 Assessment task A class test. 4.4 Assessment product The above class test. 4.5 Role as teacher in guiding the assessment As a teacher I monitored the assessment and make sure that no cheating took place. The learners managed to do the test individually and did it in silence. 4.6 Nature of assessment Informal assessment 4.7 Assessment method Written assessment with a rubric as an assessment instrument 4.8 The assessor The educator 4.9 Assessment criteria • Content Knowledge of subject acquired through studying. /5 • Language The vocabulary used to construct rightful words. /5 • Neatness. /5 4.10 Feedback mechanisms Commenting on the answer sheet and asking to see the students that failed separately after school for one-on-one sessions. 4.11 Recording and reporting 3 and students will take the tests home The students’ marks will be recorded for parents to sign for the results. 5. Question 5 Developing guidelines for planning assessment 5.1 Policy documents South Africa Qualification Authority 5.2 Which curriculum policy document is used as a guide Curriculum and Assessment Policy Statements 7|Page PGCE 56841302 5.3 Committee that deals with assessment School Assessment Irregularities Committee 4 5.4 Describe assessment activity My grade 8 English class will be writing a research essay on bullying. Assessment criteria Criteria 1. Structure of essay and clarity of Writing 2. Content 3. Substantiation 4. Overall argument 5. Synthesis 6. Use of sources Points for consideration Correct essay structure Logical and clear writing Academic tone Knowledge of subject acquired through research, analysis and application of the case Substantiation of points. Comprehensiveness of answer Balance of breadth and depth. Ability to build a clear essay from the ideas contained in multiple sources Evidence of wider reading Number and quality of sources used 5 Total Marks 5 15 10 10 5 5 50 Self-reflection on my responses to this assignment Self-reflection on my response to this assignment a. I have learnt that as a teacher you need to be very understanding and vigilant. You need to see when a child has learning disabilities and when they do not understand certain sections. You need to be able to read facial expressions because some students will not tell you when they do not understand certain concepts but it will show on their faces. b. An engaging personality and teaching style. • Clear objectives for lessons. • Effective discipline skills. • Good classroom management skills. • Good communication with parents. • High expectations. • Knowledge of curriculum and standards. 8|Page PGCE • 56841302 Knowledge of subject matter c. Some teachers cannot manage the class effectively as they are too soft when it comes to punishment. I will make sure that learners take their work serious and ensure that appropriate discipline is taken into precaution. I will always involve parents to be part of learning by continuously updating them on the progress of their children. Incentives will be given to top learners quarterly as this will give a clear vision to each learner that we aim to produce best students and that we take learning seriously. d. More attention will be given to learners who are under performing and discipline will be given to the learners who are bullying others learning and disrupting class lessons. e. Learning intentions/outcomes The learning outcomes is to help learners to know how to use correct vocabulary using corrects words, noun and verbs. In most lessons, lessons were participative although some the learning pace was slow to some. They had good attitude towards learning which was proven by good comprehension and knowledge application in the test. It goes without saying that the objectives towards learning were met as learners got good results on the tests. 9|Page PGCE 56841302 References Dreyer, JM. 2008. The educator as assessor. 1st edition. Pretoria: Van Schaik. Dreyer, JM 2013. The Educator as Assessor. 2nd ed. Pretoria: Van Schaik Publishers. Sadler, R. 1989. Formative assessment in the design of instructional systems. Instructional Science 18:119–144. South Africa. Department of Basic Education. 2011a. National Policy Pertaining to the Programme and Promotion Requirements of the National Curriculum Statement Grades R–12. Available at: (accessed on 15/05/2014) South Africa. Department of Basic Education. 2011b. National Protocol for Assessment of Grades R–12. Available at: (accessed on 11/04/2014) South Africa. Department of Basic Education. 2011c. National Curriculum Statement: Curriculum and Assessment Policy Statement Further Education and Training Grades R-12. Tourism. Available at: (accessed on 15/05/2014) 10 | P a g e RESULTS Total = 57 / 100 (57%) COMMENTS 1 2 3 4 Too general for a topic! About what ? Refer to Q.4.6 ! EXAMPLE Students had to describe the assessment activity that learners will do in class: “My Grade 6 learners have to work in groups and carry out an investigation on the favourite music of Grade 7 learners. (2) You had to present at least six assessment criteria in a logical sequence, as in the following example: (6x3=18) Subject: Mathematics Grade: 6 Topic: Data handling Purpose: The learners must be able to collect, organise, represent and interpret data, and make conclusions on data collected. Assessment activity and learners’ role: This assessment activity is an investigation. The learners will collect data about the favourite music of Grade 7 learners in our school. Once the data has been collected, it must be organised using a tally table. The organised data will be represented on a double-bar graph. The learners will then use the data to calculate the median and the mode. The learners will be expected to make clear conclusions about the outcome of the investigation. (3) Role of the teacher: The teacher will provide the learners with an assessment rubric that sets out the marking criteria. The teacher will direct and guide the learners throughout the investigation. (3) Marking instrument: Rubric The assessment criteria for the investigation are as follows : (3) Assessment criteria Rating scale 0 12 Descriptors Prediction of the outcome of the investigation Prediction not in line with the investigation Prediction made is vague Prediction is direct and in line with the investigation The question formulated for the investigation The incorrect question used for the investigation Question is incorrectly phrased Question helped learners to solicit correct information Names of the interviewees provided The names of the interviewees are not provided in the table An incomplete number of interviewees’ names are provided in the table The table is complete and it indicates that 20 girls and 20 boys were interviewed Completion of a tally table Tally table incorrect Not all data collected during the investigation are displayed in the tally table The tally table is complete and all parts are correctly labelled Drawing of the double-bar graph No graph is drawn The graph was drawn but lacks a description of the x- and y-axes and keys for the bars The graph contains all the necessary descriptions: x- and y-axes labelled correctly and keys provided for the bars Conclusion on the data No conclusion is given The conclusion does not relate to the outcome of the investigation The conclusion is well articulated and relates to the outcome of the investigation Nature of assessment: This is a formal assessment and it will be recorded for end-of-term reporting. (3) Feedback to learners: Once marking has been completed, each group will receive written feedback indicating areas in need of improvement. Overall class feedback will also be given, indicating the overall performance of the learners. Corrections will then be discussed. (3) Remedial measures: Re-teaching will take place on completion of the investigation. The whole investigation will be broken into small sub-topics and class discussions will take place. Groups that did not do well will be given a different topic on which to do an investigation. (3) Incomplete ! ...
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