ASSESSMENT IN EDUCATION ONLY STUDY GUIDE FOR AED 3701

,MNB_Style

,CONTENT AED3701/1/2020–2022



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PREFACE v

LEARNING UNIT 1: ASSESSMENT IN A SOUTH AFRICAN CONTEXT 1
1.1 INTRODUCTION 1
1.2 ASSESSMENT IN EDUCATION IN THE SOUTH AFRICAN CONTEXT 1
1.3 ASSESSMENT PLANNING 5
1.4 ASSESSMENT PRACTICE AND MODERATION 5
1.4.1 Diagnostic assessment 6
1.4.2 Continuous assessment 6
1.4.3 Formative assessment 7
1.4.4 Baseline assessment 8
1.4.5 Summative assessment 8
1.5 PRINCIPLES OF ASSESSMENT 8
1.6 THE DIVERSITY THAT EXISTS IN SITES OF ASSESSMENT PRACTICE 10
1.7 CONCLUSION 12

LEARNING UNIT 2: ASSESSMENT PLANNING AND IMPLEMENTATION 13
2.1 INTRODUCTION 13
2.2 ASSESSMENT PLANNING 13
2.2.1 Assessment Guidelines 14
2.3 ASSESSMENT PRACTICE AND IMPLEMENTION 16
2.3.1 Assessment for learning 16
2.3.2 Assessment of learning 16
2.3.3 Assessment as learning 16
2.3.4 Assessment in learning 16
2.4 ASSESSMENT INSTRUMENTS 17
2.4.1 Assessment checklist 18
2.4.2 Assessment grid 19
2.4.3 Assessment rubric 20
2.5 CONCLUSION 21

LEARNING UNIT 3: CURRICULUM AND ASSESSMENT STRATEGIES 22
3.1 INTRODUCTION 22
3.2 APPLICATION OF SECTION 4 OF THE CAPS DOCUMENT AND THE USE OF
ASSESSMENT STRATEGIES 22
3.3 BLOOM’S TAXONOMY SIX TYPES OF COGNITIVE DEMANDS AND THEIR DESCRIPTIONS 26
3.4 CURRICULUM STRATEGIC PLANNING THAT TAKES INTO COGNISANCE THE
TYPES OF ASSESSMENT 30
3.4.1 Strategic Planning of School-Based Assessments (SBAs) 30
3.4.2 Components used in effective assessment planning strategies 31
3.4.3 Learning styles that enhance effective strategies on planning for an assessment 32
3.5 THE USE OF LESSON PLANNING AS A STRATEGY TOWARDS ENHANCING
ASSESSMENT PLANNING 33
3.6 CONCLUSION 37

LEARNING UNIT 4: ASSESSMENT PLANNING, PRACTICE, AND REVIEW METHODS 38

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, 4.1 INTRODUCTION 38




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