TMS3713
Assessment 4
Due 2025
, TMS3713
Assessment 4
Due 2025
Designing assessment tasks and assessment tools in Geography
Question 4.1: Cognitive Levels for Geography Assessments in the FET Band
Introduction
Within the Further Education and Training (FET) band, the structure of Geography
assessments reflects an intentional design that supports both content mastery and
cognitive growth. These assessments, shaped by Bloom’s Revised Taxonomy, function
not only as measures of learning but also as tools for cognitive development. They
reveal an underlying belief that learners progress from simple recall to advanced
reasoning through deliberate instructional scaffolding.
This structure is anchored in the assumption that intellectual growth is both sequential
and cumulative. Moreover, it signals an educational philosophy that values both factual
knowledge and critical thinking as essential for responsible citizenship and academic
readiness in Geography.
Suggested Weighting of Cognitive Levels per Grade
The table below presents the appropriate weighting for each cognitive level per grade in
Geography, as guided by the Curriculum and Assessment Policy Statement (CAPS).
Grad Lower Order Middle Order Higher Order
e (Knowledge/Rememberi (Understanding/Applyi (Analysing/Evaluating/Creat
ng) ng) ing)
10 30% 50% 20%
11 30% 40% 30%
12 25% 35% 40%
Assessment 4
Due 2025
, TMS3713
Assessment 4
Due 2025
Designing assessment tasks and assessment tools in Geography
Question 4.1: Cognitive Levels for Geography Assessments in the FET Band
Introduction
Within the Further Education and Training (FET) band, the structure of Geography
assessments reflects an intentional design that supports both content mastery and
cognitive growth. These assessments, shaped by Bloom’s Revised Taxonomy, function
not only as measures of learning but also as tools for cognitive development. They
reveal an underlying belief that learners progress from simple recall to advanced
reasoning through deliberate instructional scaffolding.
This structure is anchored in the assumption that intellectual growth is both sequential
and cumulative. Moreover, it signals an educational philosophy that values both factual
knowledge and critical thinking as essential for responsible citizenship and academic
readiness in Geography.
Suggested Weighting of Cognitive Levels per Grade
The table below presents the appropriate weighting for each cognitive level per grade in
Geography, as guided by the Curriculum and Assessment Policy Statement (CAPS).
Grad Lower Order Middle Order Higher Order
e (Knowledge/Rememberi (Understanding/Applyi (Analysing/Evaluating/Creat
ng) ng) ing)
10 30% 50% 20%
11 30% 40% 30%
12 25% 35% 40%
