NAMES : MOLATELO PEGGY

SURNAME : MOHOHOMA

STUDENT NO : 66364884

UNIQUE NO : 607829

ASSIGNMENT 2
QUESTION 1:

1.1.1. B

1.1.2. B

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. C

1.2.1. FALSE, according to the guidelines for applying Africanization of assessment, both
Afrocentric and Eurocentric knowledge systems should be embraced when planning and
implementing assessments to ensure inclusivity and diversity.

1.2.2. FALSE, fairness of assessment suggests that learners are treated equitably, considering the
dynamic nature of the classroom and the diverse needs of learners.

1.2.3. FALSE, learning intentions indicate what learners are expected to know, understand, and
be able to do (the learning outcomes), not the scope of content to be taught and assessed.

1.2.4. FALSE, the teachers need to monitor learners’ progress throughout the assessment
process to provide timely feedback and support, not just focusing on the final results

1.2.5. TRUE.

1.3.1. E

1.3.2. D

1.3.3. F

1.3.4. A

1.3.5. B
QUESTION 2:

2.1.

• Revised National Curriculum Statement Grades R-9 (2002)

• National Curriculum Statement Grades 10-12 (2005)
2.2.

• Collaboration learners should work effectively as individuals and work with others as
members of a team.
• Communication they should communicate effectively using visual, symbolic and/or
language skills in various modes
• Critical thinking
• problem solving and critical thinking learners must be able identify and solve problems
by make decisions using critical and creative thinking
• use science and technology effectively and critically showing responsibility towards the
environment and the health of other

2.3

• Planning for assessment by outlining what to assess and how to do it.

• Collecting evidence of learner's work.
• Evaluation of the evidence collected.
• Recording and reporting the results of assessment.
2.4.1 The philosophy of active and critical learning encourages learners to interact thoroughly
with the information, questions and analyse it rather than merely memorizing the facts and
ideas offered to them. It helps teachers to identify learners’ strengths, weaknesses, knowledge
and skills and adjust instructions accordingly. This means that learners should interact, interpret,
evaluate and exert the information in different circumstances rather than passively receiving it.
The goal of this technique is not only to promote learners comprehend the subject or content
but also to expand their critical thinking skills, problem-solving abilities and capabilities to
independently gain and adopt knowledge. It also implies that learners are trained to think
critically, questioning and assessing the information they receive rather than simply taking it as a
fact without inquiry.

2.4.2 To apply this principle I will design activities that will require learners to analyze, evaluate
and assess the task. This will make the assessment given to be more diagnostic, so that I can be
able to identify their strengths, weaknesses, knowledge and skills and also adjust my teaching
strategies accordingly.
 2.5 Informal assessment includes ongoing, ungraded means of testing student comprehension,
such as class discussions, observations, and brief quizzes. It gives feedback to both students and
teachers, which helps to inform instruction. Meanwhile, formal assessment entails structured,
graded evaluations such as exams, standardized tests, and essays. These exams are used to
assess student achievement and frequently recorded as part of the academic record

QUESTION 3:
TYPES OF ASSESSMENT IMPORTANCE OF THE ASSESSMENT EXAMPLES
Diagnostic Assessment It helps teachers to identify learners’ • Pre-assessment to
strengths, weakness, knowledge and determine learners
skills and adjust instructions understanding
accordingly.
Formative Assessment This assessment provides ongoing • Class quizzes
feedback to improve learning and • Class discussion
making adjustments were needed.
Summative Assessment Evaluates learning at the end of a term • Term exams
or learning unit, judging whether • Final projects
learners are improving or qualifies to
progress to the next chapter/grade.
Baseline Assessment The teacher analyses learners at the • Self-assessment
beginning of a learning activity, to activities
determine what they already know • Investigations
and can demonstrate in order to
accommodate a wide range of skills
amongst learners.

3.2

• Moderation of assessment guarantees uniformity and fairness in grading across

assessors.
• It recognizes and corrects assessment errors and biases.
• Moderation increases the reliability and validity of assessment outcomes by ensuring
that they accurately reflect the learners' performance.

3.3.1 Social justice

Organize a workshop to promote awareness about biases in assessment. Discuss how biases
based on race, gender, socioeconomic status, and other variables can affect assessment results.
Provide strategies for reducing prejudice, such as employing a variety of examples and contexts
in questions and offering numerous assessment formats to accommodate different learning
styles.

Equity-Centered Assessment Design: Encourage instructors to create assessments that are both
equitable and inclusive. Emphasize the importance of making reasonable accommodations for
students with disabilities, providing linguistic support to English language learners, and taking
cultural relevance into account when developing assessment content.

Data Analysis for Equity: Examine evaluation results to find any discrepancies in student
performance things might have to do with demography. To better serve every student, modify
your teaching and assessment practices. You may also use this information to push for more
equitable assessment standards.

3.3.2 Social constructivism

Collaborative Assessment Development: Lead group discussions in which educators can

collaborate to formulate tests that are coherent with social constructivist ideas. Promote the
application, of open-ended assignments, peer evaluation, and category projects as means of
fostering collaborative learning and knowledge development.

Tasks for genuine Assessment: Encourage the creation of authentic assessment problems that
imitate actual situations requiring problem-solving. In addition to assessing students'
comprehension of the subject matter, emphasize the need of assessing their application of
knowledge in pertinent and useful situations

Feedback and evaluation: Promote the use of formative assessment procedures that provide
continuing feedback and opportunity for student evaluation. Students can reflect on their own
learning and create goals for development when teachers involve them in the evaluation
process.

3.4.1 Zone of Proximal Development is the gap between what a learner can do independently
and what they can achieve with guidance and support. Helps teachers identify the optimal level
of challenge and support, ensuring assessments are neither too easy nor too difficult.

3.4.2 Scaffolding refers to providing contextual support for meaning through the use of
simplified language, teacher modeling, visual and graphics cooperative learning and hand on
learning. Allows teachers to provide temporary support and guidance, helping learners access
knowledge and skills they couldn't otherwise attain by break down complex tasks into
manageable chunks

QUESTION 4
4.1. The White Paper 6 on Inclusive Education in South Africa plays a crucial role in promoting
inclusive education by providing a policy framework for addressing barriers to learning and
participation in the education system. It emphasizes the need to accommodate diverse learning
needs, including those of learners with disabilities, special educational needs, and other barriers
to learning.

The white paper 6 provides a comprehensive policy framework for the development and
implementation of inclusive education, guiding educational institutions on how to create an
inclusive environment. It aims to ensure equitable access to education for all learners, including
those with disabilities, special needs, or from marginalized communities. It promotes the
adaptation of the curriculum to accommodate diverse learning needs, ensuring that all learners
can participate meaningfully in the educational process. It emphasizes the training and
professional development of teachers to equip them with the skills and knowledge needed to
support diverse learners effectively. It advocates for the allocation of resources to support
inclusive education, including assistive devices, specialized support services, and infrastructure
modifications.

White Paper 6 impacts assessment practices by emphasizing the need for fair and inclusive
assessment methods that accommodate diverse learners, including those with disabilities.
There is a shift towards assessing learning outcomes and progress, rather than solely focusing
on traditional academic performance, allowing for more holistic assessment of learners’
achievement. Teachers receive training and support to develop inclusive assessment practices
that aligns with the principles of white paper 6

In conclusion, White Paper 6 advocates for fair access to high-quality education for all students,
including those with disabilities, and so plays a critical role in advancing inclusive education. It
has an influence on assessment procedures by encouraging the establishment of equitable and
inclusive assessment techniques that take into account a range of learning requirements and
guarantee a more welcoming and encouraging learning environment for all students.

4.2.1 Is the process of using various assessment methods and tools to accommodate the diverse
needs, abilities, and learning styles of learners. This approach recognizes that learners have
different strengths, abilities, and learning styles, and seeks to provide a more accurate and
comprehensive picture of learner achievement.

4.2.2 The policy document highlights three environmental issues that should be addressed to
diversify the assessment:

• Access to resources and materials

 • Physical and sensory considerations

• Socio-economic and cultural factors

4.2.3 They can assess learners’ characteristics by acknowledging the following:

• which learning style do learners prefer (group work or individual teaching)

• How do learners react to the material
• How do learners react to the pacing of instruction
• What reactions do they show to the degree of difficulty of the instruction?
• What are learner responses to the learning environment.