Full Name : Thabang Thomas Sebotsa

Student no : 17417317
Module Code : AED 3701

I (full names): Thabang Thomas Sebotsa

Student number: 17417317

Declare that…

1. I understand what plagiarism entails and have carefully studied the University's

policy in this regard.

2. I declare that this assignment is my original work. Where I use 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 to submit it as their work.

Signature : T.sebotsa Date: 18/06/2024

1.1.1 - b

1.1.2 - a

1.1.3 - b

1.1.4 - c

1.1.5 - b

1.1.6 - b

1.1.7 - b

1.1.8 - c

1.1.9 - c

1.1.10 - b

1.2.1 - FALSE; According to the guidelines for applying Africanisation of

assessment, both Western and African knowledge systems should be embraced

when planning and implementing assessments.

1.2.2 - FALSE; Fairness of assessment suggests that learners are treated equally

irrespective of their differences in abilities, culture, language, gender, economic

status, etc.

1.2.3 - FALSE; Learning intentions indicate the specific skills or knowledge that

learners should be able to demonstrate after a teaching and learning process.

1.2.4 - FALSE; Teachers should monitor learners' progress throughout the

assessment process to identify gaps in understanding and provide feedback for

improvement.

1.2.5 - TRUE; Inclusive education involves providing equal access to education for

all learners, regardless of their abilities or disabilities. Technologies such as

speech-to-text applications on mobile phones and laptops can help learners with

physical, sensory, or learning disabilities to overcome barriers to learning and

participate fully in educational activities.

1.3.1 - D

1.3.2 - B
1.3.3 - C

1.3.4 - A

1.3.5 – F

Question 2

2.1 The two national curricula statements replaced by The National Curriculum Statement Grades R

– 12 (January 2012) are:

Curriculum 2005 (the Revised National Curriculum Statement, Grades R-9), which was implemented

in 2003.

The General Education and Training Band Curriculum, which was the curriculum followed by learners

from Grades 10 to 12.

2.2 The four abilities that the National Curriculum Statement Grade R – 12 aims to produce are:

Communication skills, such as reading, writing, speaking, and listening.

Mathematical skills, including numeracy and problem-solving.

Personal and interpersonal skills, such as the ability to work collaboratively and effectively in teams.

Critical and creative thinking skills, including the ability to analyze, evaluate, and synthesize

information.

2.3 The steps involved in assessment according to the CAPS are:

Planning: Teachers should plan assessments in advance and select appropriate assessment methods

that align with the learning outcomes.

Implementing: Teachers should administer assessments in a fair and consistent manner, ensuring

that all learners have equal opportunities to demonstrate their understanding of the content.

Monitoring: Teachers should monitor learners' progress during the assessment process, providing

feedback and support as needed.

Evaluating: Teachers should evaluate learners' performance against pre-determined criteria and

provide timely feedback to help learners understand their strengths and weaknesses.

2.4.1 This principle encourages teachers to encourage learners to be active in their learning,

engaging with the content critically and creatively, rather than simply memorizing and repeating

information.

2.4.2 To apply this principle in assessing learners, teachers can use assessments that require learners

to apply the content in new and creative ways, such as designing experiments, creating projects, or

solving real-world problems.

and problem-solving abilities.

2.5 Informal assessments are low-stakes, ongoing assessments that are integrated into the teaching

and learning process.

They provide teachers with information about learners' progress and understanding in real-time,

allowing teachers to adjust their instruction accordingly.

Formal assessments, on the other hand, are high-stakes assessments that are typically administered

at the end of a unit or course to assess learners' overall understanding and mastery of the content.

These assessments are usually more structured and standardized, and are used to provide feedback

to learners and parents, as well as for purposes such as tracking learner progress and determining

grades.

Both informal and formal assessments have their place in the classroom, and should be used

strategically by teachers to support learning and provide meaningful feedback to learners

Question 3

Formative assessment | Formative assessment is important because it allows teachers to

adjust their teaching to meet the needs of their learners. It provides information about learner

progress and understanding throughout the teaching and learning process. |

Diagnostic assessment | Diagnostic assessments are important because they help identify

learners' strengths and weaknesses at the beginning of a course or unit of study. This information

can be used to tailor instruction to meet the needs of individual learners. | 3

Summative assessment | Summative assessments are important because they provide

information about learners' overall understanding of the content at the end of a unit or course of

study. This information can be used to determine grades and track learner progress. | 3

Self-assessment | Self-assessment is important because it helps learners develop their

metacognitive skills, such as the ability to reflect on and evaluate their own learning.
Self assessment can be as simple as having learners reflect on their own progress or as complex as

having them create a portfolio of their work. | 3

Example:

Formative assessment: A teacher may use an in-class quiz to assess learner understanding of a

specific topic and adjust her teaching accordingly.

Diagnostic assessment: A teacher may administer a diagnostic test at the beginning of a course to
identify learners' strengths and weaknesses in a particular subject.

Summative assessment: A teacher may administer a unit test or final exam to assess learners' overall

understanding of the content covered in the unit.

Self-assessment: A teacher may ask learners to reflect on their own progress and identify areas for

improvement.

3.2 Here are three reasons why moderation of assessment is important:

Fairness: Moderation helps ensure that learners are assessed fairly and consistently, regardless of

who is administering the assessment.

Quality: Moderation helps ensure that assessments are of high quality and meet the standards set

by the school or department.

Learning: Moderation helps teachers identify areas for improvement in their assessment practices

and can lead to more effective instruction.

3.3 Social Justice:

In this action plan, I would focus on promoting equity and fairness in assessment practices by:

Providing training on how to create assessments that are culturally responsive and sensitive to the

needs of diverse learners.

Encouraging teachers to use a range of assessment methods to accommodate different learning

styles and abilities.

Promoting the use of formative assessments to provide ongoing feedback to learners and allow for

more equitable grading practices.

Encouraging teachers to use assessments as opportunities for learners to demonstrate their

understanding in multiple ways.

Social Constructivism:

In this action plan, I would focus on promoting collaborative learning and knowledge construction in

assessments by:

Encouraging teachers to use formative assessments that involve small group work and peer

feedback.

Providing training on how to design assessments that allow learners to demonstrate their

understanding through authentic, real-world tasks and projects.

Encouraging teachers to use assessments as opportunities for learners to create knowledge together

through dialogue and discussion.

3.4 Learner diversity and inclusion suggest that teachers should understand the ‘how’

and ‘what’ of the learning process. In your own words, appraise how the

concepts below assist the teacher towards meeting the learner’s needs in

assessment.

3.4.1 Zone of Proximal Development

3.4.2 Scaffolding

Zone of Proximal Development: The concept of Zone of Proximal Development (ZPD) helps teachers

understand the level of support that individual learners need to master new skills and knowledge.

By recognizing each learner's unique ZPD, teachers can tailor their instruction and assessment

practices to meet the specific needs of each learner.

For example, if a learner is struggling with a certain topic, the teacher can provide additional support

and scaffolding to help the learner master the content.

This support can come in the form of small group work, peer tutoring, or extra practice

opportunities.

Scaffolding: The concept of scaffolding helps teachers support learners as they master new skills and

knowledge.

Scaffolding involves providing temporary support to learners as they work through challenging tasks,

and then gradually withdrawing that support as the learners become more competent and confident

in their abilities.

For example, when teaching a new math concept, a teacher might provide a model problem with

step-by-step instructions for solving it. As the learners become more proficient, the teacher might

reduce the amount of support and provide more open-ended problems for the learners to solve on

their own.

QUESTION 4.

1 White Paper 6 promotes inclusive education by emphasizing the importance of providing a

supportive learning environment for all learners, regardless of their abilities or disabilities.

This has a direct impact on assessment practices, as teachers are encouraged to use a range of

assessment methods that accommodate different learning styles and abilities.

For example, a teacher might use verbal assessments for learners who struggle with written work, or

allow learners to demonstrate their understanding through projects and presentations instead of
written exams.

White Paper 6 also emphasizes the importance of recognizing and valuing diversity in the classroom.

continue

By recognizing the unique strengths and needs of each learner, teachers can develop more effective

and inclusive assessment practices.

Overall, White Paper 6 promotes inclusive education by emphasizing the need for teachers to use a

variety of assessment methods, provide support for learners with diverse needs, and value diversity

in the classroom.

4.2.1 According to the policy document, differentiated assessment involves tailoring assessment

tasks to meet the specific needs of each learner.

This includes using a variety of assessment methods, such as written and verbal assessments, and

providing accommodations for learners with disabilities or special needs.

4.2.2 Three environmental issues that should be addressed to diversify assessment include:

Lighting: Ensuring that classrooms are well-lit and free from glare can help learners with visual

impairments.

Noise: Minimizing background noise in the classroom can help learners with auditory processing

disorders focus on the assessment task.

Temperature: Maintaining a comfortable temperature in the classroom can help learners with

sensory sensitivities feel more comfortable during assessment.

4.2.3 According to the policy, teachers should assess learner characteristics by:

continue

Observing learners' behavior in the classroom, such as how they interact with others, how they

respond to instruction, and how they approach assessment tasks.

Interviewing learners to understand their strengths, weaknesses, and learning preferences.

Consulting with parents, caregivers, and other school staff to get a broader perspective on each

learner's abilities and needs

Reference

Diversity in Organizations: Concepts, Strategies, and Practices," by Paul S. Adler, McGill University
(1995).
The Business Case for Diversity," by Catalyst, Inc. (2007).
Promoting Diversity in Hiring and Recruitment Practices," by the U.S. Equal Employment Opportunity
Commission (2020).