PLANNING FOR ASSESSMENT IN GRADES R-12

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SESSION 1

• PLANNING FOR ASSESSMENT IN GRADES R-12

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Outcome

• To demonstrate an understanding of how the
  various policy and planning documents impact on
  and relate to planning for assessment

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Introduction

• Purpose of assessment
• Collect evidence of learners knowledge, skills
  and attitudes (Protocol par.6)
• Evaluate the competence level (learner
  performance) of learners
• Assessment has to prove learner progress in the
  learning process monitor learner progress
  (Protocol par.7(1) and 7(2))
• Facilitate teaching and learning
• Provide feedback to help learners to identify
  strengths, weaknesses, opportunities and threats
  (Protocol par.7 and 10)
• Help to decide whether a learner should progress
  to the next grade (Protocol par.5 and 9)
• Raise standards of teaching and learning in the
  classroom

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Introduction continued

• Planning for assessment is strongly rooted in
  policy
• The newly gazetted Protocol prescribes the number
  and spread of assessment tasks and to some extent
  the nature of assessment tasks in Grades 10-12
  (e.g. exams, tests) Programme of Assessment and
  Annual Assessment Plan.
• The Assessment Guidelines are supporting
  documents which pick up from the Protocol by
  explaining in greater detail the nature of the
  assessment tasks and the practical implementation
  and administration issues when carrying out the
  tasks in the classroom Annual Assessment Plan.
• The NCS Learning Area/ Subject Statements provide
  the Learning Outcomes and Assessment Standards to
  be taught and assessed, and call for the
  development of a Learning Programme to ensure
  that the learners achieve the Learning Outcomes
  as prescribed by the Assessment Standards.

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Role of Learning Outcomes and Assessment
Standards in assessment
LOs and ASs SKVs
Nature and type of assessment tasks
Content for assessment tasks
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Assessment tasks

• Two broad categories Informal and Formal
• INFORMAL DAILY
• Includes assessment tasks (e.g. classroom and
  homework exercises, etc.) which are used to
  develop knowledge and skills and progress therein
• Mainly formative in nature scaffolding/
  stepping stones towards formal tasks
• Self-, peer and teacher assessment
• Not taken into account for promotion/
  certification purposes
• FORMAL PROGRAMME OF ASSESSMENT
• Includes assessment tasks (e.g. tests,
  examinations, oral/ practical performances,
  research projects, etc.) which are used to assess
  learner performance in knowledge and skills
• Mainly summative in nature
• Teacher assessment
• Constitutes the formal result which is taken into
  account for promotion/ certification purposes
  formally recorded

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Planning for assessment

• Strongly linked to the development of Learning
  Programme and takes place on 3 levels
• Within the Subject (1st level)
• Within the Work Schedule (2nd level)
• Within the Lesson Plan (3rd level)

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Planning for assessment at 1st level

• Focus
• Make oneself aware of the required number of PoA
  tasks and the content, nature and spread of
  assessment tasks for the subject
• Planning Documents
• Programme of Assessment (Policy Protocol)
• Content Framework (NCS Statement, Learning
  Programme Guidelines)
• Suggested forms of assessment for the subject
  (Subject Assessment Guidelines)

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Planning for assessment at 2nd level

• Focus
• Broad conceptualisation of assessment tasks with
  respect to the content each task will cover and
  the form of assessment it will take
• Planning Documents
• Programme of Assessment (Policy Protocol)
• Content framework (NCS Statement, LPG)
• Learning Programme (LPG Work Schedule)
• Annual Assessment Plan (Subject Assessment
  Guidelines)

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Programme of Assessment POLICY Protocol

• The 3 plans have the following in common
• Indicate and/or reflect the number of formal
  required tasks
• Indicate and/or reflect the spread of formal
  required tasks
• Indicate and/or reflect the nature of formal
  required tasks

Work Schedule LPG
Annual Assessment Plan SAG
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Link between PROGRAMME OF ASSESSMENT, the WORK
SCHEDULE and the ANNUAL ASSESSMENT PLAN
LEARNING PROGRAMME Work Schedule
POLICY - Protocol Programme of Assessment
ANNUAL ASSESSMENT PLAN
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Work Schedule Grade 10 CAT Term 1 Weeks 1- 6
(HW, SW) Daily Activities, Assignments,
Debates, Case Studies PoATestI/O Storage
devices (w6) Weeks 7 - 11 (WP, FM) Daily
Activities, Assignments PoAPrac Assignment WP
FM (w11)
Annual Assessment Plan Grade 10 CAT Term 1
Test I/O Storage devices Assignment Word
Processing File Management Term 2 Term 3 Term 4
Programme of Assessment Grade 10 CAT Term 1 1
task 1 test Term 2 1 task 1 exam Term 3 1
task 1 test Term 4 1 exam including PAT
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ACTIVITY Step 1

• Study the exemplar of the Work Schedule provided
  and the Programme of Assessment for the
  particular grade as indicated in the Protocol.
• Check whether the formal assessment tasks
  indicated on the Work Schedule match up with the
  number, nature and timing of formal assessment
  tasks as prescribed by the Programme of
  Assessment.
• Give advice on how to adapt the number, nature
  and timing of formal assessment tasks in the Work
  Schedule to match the Programme of Assessment if
  necessary.

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ACTIVITY Step 2

• Take the Work Schedule provided in Step 1 and
  compare it to the Annual Assessment Plan provided
  for the subject.
• Check whether the formal assessment tasks
  indicated on the Annual Assessment Plan match up
  with the number, nature and timing of the formal
  assessment tasks as indicated in the Work
  Schedule.
• Give advice on how to adapt the number, nature
  and timing of formal assessment tasks in the
  Annual Assessment Plan to match the Work Schedule
  if necessary.

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ACTIVITY Step 3

• Take the Annual Assessment Plan provided in Step
  2 and compare it to the Programme of Assessment
  for the subject as indicated in the Protocol.
• Note At this stage the Annual Assessment Plan
  should match up with the number, nature and
  timing of assessment tasks as prescribed by the
  Programme of Assessment Programme.
• Check whether this is the case.

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Planning for assessment at 3rd level

• Focus
• Choice/ design/ adaptation of assessment tasks
  with respect to the details of each task
  instructions, criteria, assessment tool, mark
  allocation, etc. the content each task will cover
  and the form of assessment it will take
• Planning Documents
• Work Schedule (LPG, Textbook)
• Lesson Plan (LPG)
• Suggested forms of assessment for the subject and
  examples of tasks (SAG, Textbook)

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Lesson Plan Grade 10 CAT Lesson Plan (Week
1Intro to basic HW SW) Act.1 I/O
devices (QA checklist, self) Act.2 Ports,
buses (Demonstration checklist, peer) Lesson
Plan (Weeks 7 - 11 WP File Management) Act.1
WP basic formatting (Prac assign. criteria
list, teacher)
Work Schedule Grade 10 CAT Term 1 Weeks 1- 6
(HW, SW) Daily Activities, Assignments,
Debates, Case Studies PoATestI/O Storage
devices (w6) Weeks 7 - 11 (WP, FM) Daily
Activities, Assignments PoAPrac Assignment
WP FM (w11)
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Example using a textbook

• Study textbook LPG (par. 3.2.6) states that all
  teachers and learners must have a textbook
• If it does not cover all content, indicate where
  you will add notes
• Design / Adapt your Work Schedule for the grade
  including required number of PoA tasks per term
  as per Protocol (7 tasks as set out in the PoA
  term 1 1 test 1 other task, etc.)
• Design your Annual Assessment Plan using the PoA
  tasks indicated in the Work Schedule
• Design your lesson plans and indicate daily
  assessment by referring to and use appropriate
  activities / exercises in the textbook (add some
  of your own if you prefer)

CF
CFContent Framework
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Conclusion

• When supporting teachers in planning for
  assessment, it is useful to have examples of all
  planning documents available to clarify the
  process
• Programme of Assessment (Policy Protocol)
• Learning Programme Work Schedule and Lesson Plan
• Annual Assessment Plan
• This will guide teachers to plan for assessment
  within a policy context.