AED3701 Assignment 2 (ANSWERS) 2026 - Due 29 May 2026

AED3701 Assignment 2 (ANSWERS) 2026 - Due 29 May 2026. For assistance, Whats-App 0.8.1..2.7.8..3.3.7.2. Guaranteed distinction quality with trusted academic solutions, clear explanations, professional formatting, and reliable support. QUESTION 1 [25 MARKS] At the beginning of this module, you were invited to participate in the Student Introductions discussion forum. You were asked to record a 2–3 minute video introducing yourself, reflecting on your journey as a student, and sharing your insights on the importance of assessment in education. You were also asked to watch at least two of your peers' videos and post a meaningful typed response to each. This question requires you to reflect critically on that experience and connect it to your developing understanding of assessment in education. QUESTION 1.1 Assessment as Experience: Reflecting on the Student Introductions Forum [13 marks] At the beginning of your response to this question, provide the following: • A screenshot of your Virtual Meet and Greet (Self-introduction) video post. • A screenshot of one of your typed peer responses. • The direct link to your video post. Then respond to the question that follows. Question: The Student Introductions forum activity was designed to be more than an icebreaker; it was an intentional learning experience. Drawing on your knowledge of assessment in education, discuss what this activity reveals about the role that alternative, non-traditional forms of assessment can play in a teacher's assessment practice. In your response, identify the type and form of assessment this activity represents, explain what this activity is capable of measuring that a conventional written test cannot, and reflect on what your own experience of completing this activity, as a learner, taught you about assessment from a teacher's perspective. Consider: Is this a formal or informal assessment? Is it formative or summative? What does participation in this kind of task reveal about a learner? How has engaging with this activity shaped the way you think about designing assessments for your own learners? (13) AED3701/ASSESSMENT02/2026 6 MARKING RUBRIC – QUESTION 1.1 Criterion Max Marks 4 3 2 1 0 Evidence of participation (Screenshot & link) 4 A clear screenshot shows your post in the Student Introductions forum, with your name and timestamp visible. A working link confirms you posted in the correct forum before 31 March 2026. A screenshot and a working link are both provided. One small detail is missing or unclear: for example, the timestamp is partially cut off or your name is not fully visible: but your participation is still confirmed. A screenshot or a link is provided, but not both. OR the post appears in the wrong forum. OR the timestamp suggests the post was submitted late. Some evidence is provided (e.g. a screenshot or a link), but it does not confirm participation: for example, the link does not work, the screenshot is too blurry to read, or your name and timestamp are missing. Not attempted. No screenshot or link provided, and no other evidence of participation. Identification of assessment type & form 3 N/A The correct assessment type and form are identified using the exact terms from the DBE guidelines and AED3701 study material. The explanation is clear and specific, and shows why those terms apply to this activity. The correct type and form are identified, but the explanation is vague, incomplete, or does not clearly connect to the AED3701 study material. An attempt is made to identify the type or form, but the wrong terms are used, or the explanation is missing. Not attempted. No identification or explanation provided. Understanding of what alternative assessment measures 3 N/A The response clearly and specifically explains what this activity is able to measure that a conventional written test cannot. The explanation draws on concepts from the AED3701 study material. Some explanation is provided, but it is general or does not clearly connect to what makes this activity different from a written test. An attempt at explanation is made, but it is largely off-topic, incorrect, or simply restates what the activity involved without explaining what it measures. Not attempted. No explanation provided. Personal reflection & professional insight 3 N/A The reflection is clearly personal and specific to your own experience of completing this activity. It goes beyond describing what happened and connects your experience as a learner to how you would think about designing assessments as a teacher. Some personal reflection is present, but parts of the response are general or could apply to anyone. The link to your thinking as a future teacher is underdeveloped. The response makes a minimal attempt at reflection, but it is surface-level, not specific to your own experience, or shows no connection to your role as a teacher. Not attempted. No personal reflection present. AED3701/ASSESSMENT02/2026 7 QUESTION 1.2 Peer Assessment, Active Learning and Social Constructivism [12 marks] The Student Introductions forum activity required you, not only to post your own video but also to watch at least two of your peers' videos and respond to them meaningfully. Reflect on this peer engagement component and explain how it connects to the principles of Social Constructivism and active learning. In your response, discuss how peer assessment, when designed thoughtfully, can serve as a powerful assessment tool in the South African classroom, and explain how you, as a teacher, would design a peer assessment task that is meaningful, equitable, and academically rigorous. Consider: How does learning from and with peers support knowledge construction? What makes a peer assessment task genuinely valuable rather than superficial? How would you ensure that all learners, including those who are shy, have language barriers, or limited technology access, can participate meaningfully? (12) MARKING RUBRIC – QUESTION 1.2 Criterion Max Marks 4 3 2 1 0 Understanding of Social Constructivism & active learning 4 Social Constructivism is accurately explained and clearly linked to both peer assessment and active learning, using concepts. Social Constructivism is accurately explained and linked to either peer assessment or active learning, but not both convincingly. Social Constructivism is mentioned and partly explained. The link to peer assessment or active learning is stated but not fully developed. Social Constructivism is mentioned by name only, with no real explanation and no connection to peer assessment or active learning. Not attempted. Social Constructivism is not mentioned or explained. Peer assessment as a classroom tool 4 The response gives a detailed and thoughtful discussion of why peer assessment is valuable in the South African classroom, written from the perspective of a practising or aspiring teacher. It is specific and goes beyond general statements. A meaningful discussion of peer assessment in the South African classroom is provided. It is mostly specific and teacher-focused, but may not fully explore more than one angle. Some discussion of peer assessment is present, but it is general and does not clearly refer to challenges or realities specific to South African classrooms. Peer assessment is mentioned, but the discussion is very brief and not situated in any classroom context. Not attempted. No meaningful discussion of peer assessment. Design of an equitable peer assessment task 4 A specific, practical peer assessment task is described. It clearly A specific peer assessment task is described that considers either learners with A peer assessment task is described but it is vague or only partially A task is described but it is unclear, not recognisable as a peer Not attempted. No task described. AED3701/ASSESSMENT02/2026 8 Criterion Max Marks 4 3 2 1 0 addresses how both learners with limited technology access and learners with barriers to verbal presentation on camera can participate meaningfully. limited technology access OR learners with verbal presentation barriers: but not both groups explicitly. considers learner diversity. Not enough attention is given to fairness or inclusion. assessment task, or makes no reference to learner diversity or fairness. TOTAL FOR QUESTION 1: / 25 QUESTION 2 [25 MARKS] In Question 1, you reflected on the Student Introductions forum activity as a learner. In this question, you are asked to analyse the same activity through the lens of a teacher who designed and implemented it. Your responses must draw on your knowledge of South African assessment policies (Learning Unit 2.1) and the types, forms, and methods of assessment as prescribed by the Department of Basic Education (Learning Unit 2.2). 2.1 Designing a Balanced Assessment Programme [13 marks] Consider the Student Introductions forum activity as an assessment task designed by a teacher. Identify the Department of Basic Education (DBE) prescribed type and form of assessment it represents, and explain how it contributes to a balanced assessment programme. Then recommend ONE (1) additional formal and ONE (1) additional informal assessment task that a teacher could use alongside this activity to build a well-rounded term assessment plan for the same learning outcomes. For each task you recommend, state its type and form, and justify why it is appropriate, giving particular attention to how it accommodates the diversity of learners in a South African classroom, including those with limited access to technology or other barriers to learning. Consider: How do formal and informal assessments serve different but complementary purposes? What makes an assessment task appropriate for a diverse classroom? How does the forum activity fit into or challenge conventional ideas about what a valid assessment task looks like? (13) AED3701/ASSESSMENT02/2026 9 MARKING RUBRIC – QUESTION 2.1 Criterion Max Marks 4 3 2 1 0 Classification of the forum activity 3 N/A The forum activity is correctly classified using the exact DBE terms for type and form of assessment. The response clearly explains how this activity contributes to a balanced assessment programme. The correct classification is given but the explanation of how it contributes to a balanced assessment programme is vague or not fully developed. An attempt at classification is made but the wrong DBE terms are used, or no link is made to a balanced assessment programme. Not attempted. No classification or explanation provided. Recommended formal assessment task 4 A suitable formal assessment task is recommended. The correct DBE type and form are clearly stated. The explanation shows why it is appropriate for the learning outcomes and how it accommodates learners facing barriers such as limited technology access. A suitable formal assessment task is recommended with the correct type and form. The explanation addresses either the learning outcomes or learner diversity, but not both convincingly. A suitable formal assessment task is recommended with some explanation. The link to learning outcomes or learner diversity is mentioned but not developed. A task is suggested but it is wrongly classified as formal, or the explanation is missing and no reference is made to learner diversity. Not attempted. No formal assessment task recommended. Recommended informal assessment task 4 A suitable informal assessment task is recommended. The correct DBE type and form are clearly stated. The explanation shows why it is appropriate for the learning outcomes and how it accommodates learners facing barriers such as limited technology access. A suitable informal assessment task is recommended with the correct type and form. The explanation addresses either the learning outcomes or learner diversity, but not both convincingly. A suitable informal assessment task is recommended with some explanation. The link to learning outcomes or learner diversity is mentioned but not developed. A task is suggested but it is wrongly classified as informal, or the explanation is missing and no reference is made to learner diversity. Not attempted. No informal assessment task recommended. Understanding of formal vs informal assessment 2 N/A N/A The response shows a clear and accurate understanding of how formal and informal assessments serve different but complementary purposes, and this understanding is evident throughout the response: not just in one place. Some understanding of the difference between formal and informal assessment is present, but it is not clearly or consistently explained across the response. Not attempted. Formal and informal assessment are confused or not meaningfully distinguished. AED3701/ASSESSMENT02/2026 10 2.2 Policy, Moderation and Differentiation [12 marks] A teacher who designs the Student Introductions forum activity as an assessment task carries specific professional responsibilities, both in terms of national policy compliance and in ensuring that the activity is accessible to all learners. In your response, address the following TWO aspects: a) Policy and moderation: Explain how a teacher would ensure that this forum activity meets the requirements of at least ONE of the following national assessment policies: the National Protocol for Assessment (NPA), the National Policy Pertaining to Programme and Promotion Requirements (NPPPPR), or CAPS Section 4. In your response, also describe the role that the departmental head would play in moderating this type of assessment task. b) Differentiation: The forum activity required learners to record a video and post it online. Explain how a teacher could differentiate this task for learners who have limited or no access to technology at home, and for learners who have barriers that affect their ability to present verbally on camera, without compromising the integrity or purpose of the assessment. Consider: Why is moderation important even for informal or alternative assessments? How does policy guide assessment planning and implementation in South African schools? What does it mean to differentiate without lowering the standard of an assessment?