ASG2601 SUPPLEMENTARY EXAM MEMO: ASSESSMENT IN GRADE R |
UPDATED UNISA MEMO 2026/2027
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF EDUCATION
──────────────────
ASG2601
ASSESSMENT IN GRADE R
SUPPLEMENTAL/ EXAMINATION MEMORANDUM
January/February 2026
EXAMINER: Department of Early Childhood Education
SECTION 1: GENERAL INFORMATION AND INSTRUCTIONS
TO MARKERS
1.1 Module Overview
ASG2601: Assessment in Grade R is a module designed to equip Foundation Phase teachers
with the knowledge, skills, and competencies to effectively assess young learners (typically
aged 5-6) in Grade R settings. The module explores both formal and informal assessment
practices aligned with the Curriculum and Assessment Policy Statement (CAPS) for the
Foundation Phase.
Module Code: ASG2601
Module Name: Assessment in Grade R
Examination Period: January/February 2026 (Supplementary)
Total Marks: 100
Duration: 2 Hours
NQF Level: 5
Credits: 12
Qualification: BEd Foundation Phase Teaching
University of South Africa (UNISA) | College of Education | ASG2601 Supplementary Memo 2026 | CONFIDENTIAL
,1.2 Instructions to Markers
Please read these instructions carefully before commencing marking. Consistent application of
the marking rubric is essential for fairness and reliability.
• Mark ALL questions. Do not leave any question unmarked.
• Apply the memorandum consistently. Where multiple acceptable answers are possible,
these are indicated.
• Markers must use a RED pen when marking on physical scripts.
• Write the total at the top of the front page of each script in the block provided.
• Initial every page of the script after marking.
• Do NOT deduct marks for grammatical or spelling errors unless comprehension is
significantly compromised.
• Award marks in whole numbers only. Do not award half marks.
• Where a question asks for a specific number of points/examples, mark only the first
responses given (in order) up to the required number.
• If a student has crossed out an answer and rewritten it, mark the rewritten answer.
• Accept any reasonable response not covered in this memo, provided it demonstrates
conceptual understanding. Use professional judgment.
• Queries about the memorandum must be directed to the Head Examiner before finalising
marks.
1.3 Mark Distribution Overview
The examination consists of FOUR sections. The distribution of marks is as follows:
SECTION TOPIC MARKS % WEIGHT
A Multiple Choice and True/False Questions 20 20%
B Short Answer Questions 30 30%
C Application and Analysis Questions 30 30%
D Essay and Extended Response 20 20%
TOTAL 100 100%
University of South Africa (UNISA) | College of Education | ASG2601 Supplementary Memo 2026 | CONFIDENTIAL
, SECTION A: MULTIPLE CHOICE AND TRUE/FALSE
QUESTIONS (20 MARKS)
Each correct answer: 1 mark. No partial marks. No marks for crossed-out answers unless
clearly corrected.
PART A1: Multiple Choice Questions (Questions 1-10) [10 Marks]
Award 1 mark for each correct answer. Mark only the FIRST response where multiple answers
are written, unless the student clearly crossed out one answer.
Q1. Answer: B
Correct Answer: B. Formative assessment
Rationale: Formative assessment is the type of assessment used to monitor learner progress on
an ongoing basis during the teaching and learning process. In Grade R, this includes
observations, questioning, and portfolio evidence gathered continuously throughout the year. It
differs from summative assessment (which evaluates at end of a period), diagnostic assessment
(which identifies specific learning difficulties), and baseline assessment (which determines entry-
level knowledge).
Q2. Answer: D
Correct Answer: D. Holistic development
Rationale: Grade R assessment must focus on the whole child, encompassing all developmental
domains: cognitive, social-emotional, physical/motor, and language development. The CAPS
document for Grade R explicitly states that assessment at this level should be holistic and not
subject-based in the traditional sense.
Q3. Answer: A
Correct Answer: A. Portfolio
Rationale: A portfolio is a purposeful collection of learner work samples that demonstrates
growth, progress, and achievement over time. In Grade R, portfolios serve as the primary formal
assessment tool and include drawings, worksheets, photographs of constructions, and teacher
observation records.
Q4. Answer: C
Correct Answer: C. Observation
Rationale: Observation is the most fundamental and appropriate assessment technique in
Grade R because young children demonstrate their understanding and capabilities through play,
interaction, and daily activities rather than through written tests. Systematic observation allows
teachers to gather authentic evidence of learning in natural contexts.
University of South Africa (UNISA) | College of Education | ASG2601 Supplementary Memo 2026 | CONFIDENTIAL
UPDATED UNISA MEMO 2026/2027
UNIVERSITY OF SOUTH AFRICA
COLLEGE OF EDUCATION
──────────────────
ASG2601
ASSESSMENT IN GRADE R
SUPPLEMENTAL/ EXAMINATION MEMORANDUM
January/February 2026
EXAMINER: Department of Early Childhood Education
SECTION 1: GENERAL INFORMATION AND INSTRUCTIONS
TO MARKERS
1.1 Module Overview
ASG2601: Assessment in Grade R is a module designed to equip Foundation Phase teachers
with the knowledge, skills, and competencies to effectively assess young learners (typically
aged 5-6) in Grade R settings. The module explores both formal and informal assessment
practices aligned with the Curriculum and Assessment Policy Statement (CAPS) for the
Foundation Phase.
Module Code: ASG2601
Module Name: Assessment in Grade R
Examination Period: January/February 2026 (Supplementary)
Total Marks: 100
Duration: 2 Hours
NQF Level: 5
Credits: 12
Qualification: BEd Foundation Phase Teaching
University of South Africa (UNISA) | College of Education | ASG2601 Supplementary Memo 2026 | CONFIDENTIAL
,1.2 Instructions to Markers
Please read these instructions carefully before commencing marking. Consistent application of
the marking rubric is essential for fairness and reliability.
• Mark ALL questions. Do not leave any question unmarked.
• Apply the memorandum consistently. Where multiple acceptable answers are possible,
these are indicated.
• Markers must use a RED pen when marking on physical scripts.
• Write the total at the top of the front page of each script in the block provided.
• Initial every page of the script after marking.
• Do NOT deduct marks for grammatical or spelling errors unless comprehension is
significantly compromised.
• Award marks in whole numbers only. Do not award half marks.
• Where a question asks for a specific number of points/examples, mark only the first
responses given (in order) up to the required number.
• If a student has crossed out an answer and rewritten it, mark the rewritten answer.
• Accept any reasonable response not covered in this memo, provided it demonstrates
conceptual understanding. Use professional judgment.
• Queries about the memorandum must be directed to the Head Examiner before finalising
marks.
1.3 Mark Distribution Overview
The examination consists of FOUR sections. The distribution of marks is as follows:
SECTION TOPIC MARKS % WEIGHT
A Multiple Choice and True/False Questions 20 20%
B Short Answer Questions 30 30%
C Application and Analysis Questions 30 30%
D Essay and Extended Response 20 20%
TOTAL 100 100%
University of South Africa (UNISA) | College of Education | ASG2601 Supplementary Memo 2026 | CONFIDENTIAL
, SECTION A: MULTIPLE CHOICE AND TRUE/FALSE
QUESTIONS (20 MARKS)
Each correct answer: 1 mark. No partial marks. No marks for crossed-out answers unless
clearly corrected.
PART A1: Multiple Choice Questions (Questions 1-10) [10 Marks]
Award 1 mark for each correct answer. Mark only the FIRST response where multiple answers
are written, unless the student clearly crossed out one answer.
Q1. Answer: B
Correct Answer: B. Formative assessment
Rationale: Formative assessment is the type of assessment used to monitor learner progress on
an ongoing basis during the teaching and learning process. In Grade R, this includes
observations, questioning, and portfolio evidence gathered continuously throughout the year. It
differs from summative assessment (which evaluates at end of a period), diagnostic assessment
(which identifies specific learning difficulties), and baseline assessment (which determines entry-
level knowledge).
Q2. Answer: D
Correct Answer: D. Holistic development
Rationale: Grade R assessment must focus on the whole child, encompassing all developmental
domains: cognitive, social-emotional, physical/motor, and language development. The CAPS
document for Grade R explicitly states that assessment at this level should be holistic and not
subject-based in the traditional sense.
Q3. Answer: A
Correct Answer: A. Portfolio
Rationale: A portfolio is a purposeful collection of learner work samples that demonstrates
growth, progress, and achievement over time. In Grade R, portfolios serve as the primary formal
assessment tool and include drawings, worksheets, photographs of constructions, and teacher
observation records.
Q4. Answer: C
Correct Answer: C. Observation
Rationale: Observation is the most fundamental and appropriate assessment technique in
Grade R because young children demonstrate their understanding and capabilities through play,
interaction, and daily activities rather than through written tests. Systematic observation allows
teachers to gather authentic evidence of learning in natural contexts.
University of South Africa (UNISA) | College of Education | ASG2601 Supplementary Memo 2026 | CONFIDENTIAL
