[vc_row][vc_column][ultimate_heading main_heading=\”Assessment Policy\” spacer=\”line_only\” spacer_position=\”middle\” line_height=\”1\” line_color=\”#7a1212\” spacer_margin=\”margin-top:10px;margin-bottom:10px;\” margin_design_tab_text=\”\”][/ultimate_heading][vc_tta_accordion][vc_tta_section title=\”DEFINITION OF ASSESSMENT\” tab_id=\”1552399968286-6ad4429f-7728\”][vc_column_text]
- A process of gathering valid and reliable information about the performance (evidence) of a learner, on an on-going basis (SBA) against clearly defined criteria, using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting by giving positive, supportive and motivational feedback to learners, other educators, parents and other stakeholders (WCED).
- SBA is an ongoing everyday process that finds out what a learner knows, understands, values and can do.
- SBA must be an integral part of the teaching and learning process.
- All types of assessment must be continuous.
- Aim of assessment is for growth, development and support.
- To monitor a learner’s progress through a learning area so that decisions can be made about the best way(s) to facilitate further learning in terms of expected knowledge, skills, values and attitudes (K,S,V,A).
- To provide information about learning difficulties and intervention strategies necessary to support learners experiencing learning difficulties.
- Purpose is NOT about promotion but about progression.
- Learners’ performance and competence as they progress towards achieving learning outcomes is assessed.
- Criteria selected for assessment must be measurable and assessable.
- K, S, V, A to be assessed must be clearly stated.
- Baseline assessment
- Used by the educator at the beginning of a new learning experience to find out what the learners already know and can demonstrate.
- This is done so that the educator can decide what level of demands to build into the learning experience plan.
- Formative assessment (Assessment for learning)
- Involves a developmental approach.
- Designed to monitor and support learning progress.
- Built into learning activities or becomes a learning activity.
- Constructive feedback guides the learner and educator.
- Helps to determine learners’ strengths and developmental needs in relation to a particular outcome or criteria.
- Indicates the appropriate assessment tools, techniques and methods.
- Diagnostic assessment
- Finds out the nature and cause of a learning difficulty and provides appropriate intervention strategies (remediation).
- Determines when specialist WCED advice and support is needed.
- Summative assessment (Assessment of learning)
- Involves a series of assessment activities, resulting in an overall report on performance of the learner.
- Used to determine how well a learner has progressed towards the achievement of selected outcomes.
- Must be used to give formative feedback to the educator and to feed into the next planning session.
- Systemic Assessment
- Will only be used by the National DoE to assess with regard to learner attainment in order to evaluate the appropriateness of the education system.
- Will be used to assist in curriculum development and to evaluate teaching and learning.
- Henshilwood offers it full support to the Systemic Evaluation but questions the relevance of the ANAs.
- Control Tests
- Control Tests will be held during Test Week in terms 1 and 3 ONLY.
- Other tests may be written as long as it is negotiated with the relevant class.
- Pupils may write not more than ONE test per day in this case.
- Non-test week terms
- Insofar as is possible [unless required by subject policy document e.g. CAPS] ONLY project work will be assessed during Term 2 and 4. The teacher may reserve the professional right to make a test count [as long as it is a requirement of the CAPS policy document].
- Examinations form part of the summative assessments during these terms.
- No provision is made for the writing of supplementary examinations for whatever reason if an examination is missed. A scaled up mark will count [either SBA or SBA + those papers written].
- Provision will be made for a ‘2nd chance’ exam IF promotion is at stake.
- Policy on the awarding of ‘0’ and penalizing for late submission
- Learners with a medical certificate from a registered medical practitioner will be able to write a test missed.
- 10 % must be deducted for each day an SBA task is delivered late up to a maximum of 3 days [30 %]. This must be communicated in writing to the pupil’s parents. Relevant documentation must be completed.
- A ‘0’ may NOT be given. SBA work must be produced, even if late.
Assessment Policy
“DEFINITION OF ASSESSMENT”
- A process of gathering valid and reliable information about the performance (evidence) of a learner, on an on-going basis (SBA) against clearly defined criteria, using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting by giving positive, supportive and motivational feedback to learners, other educators, parents and other stakeholders (WCED).
- SBA is an ongoing everyday process that finds out what a learner knows, understands, values and can do.
- SBA must be an integral part of the teaching and learning process.
- All types of assessment must be continuous.
“PURPOSE OF ASSESSMENT”
At Henshilwood we must ask ourselves as educators: WHY DO WE ASSESS? We do not always have to assess for recording and the accumulation of marks. The purpose of assessment can be of a formative, diagnostic or summative nature.
- Aim of assessment is for growth, development and support.
- To monitor a learner’s progress through a learning area so that decisions can be made about the best way(s) to facilitate further learning in terms of expected knowledge, skills, values and attitudes (K,S,V,A).
- To provide information about learning difficulties and intervention strategies necessary to support learners experiencing learning difficulties.
- Purpose is NOT about promotion but about progression.
“WHAT IS BEING ASSESSED?”
- Learners’ performance and competence as they progress towards achieving learning outcomes is assessed.
- Criteria selected for assessment must be measurable and assessable.
- K, S, V, A to be assessed must be clearly stated.
“THE SPECIFIC ASSESSMENT PURPOSES OF SBA”
At Henshilwood SBA fulfills five main purposes of assessment:
- Baseline assessment
- Used by the educator at the beginning of a new learning experience to find out what the learners already know and can demonstrate.
- This is done so that the educator can decide what level of demands to build into the learning experience plan.
- Formative assessment (Assessment for learning)
- Involves a developmental approach.
- Designed to monitor and support learning progress.
- Built into learning activities or becomes a learning activity.
- Constructive feedback guides the learner and educator.
- Helps to determine learners’ strengths and developmental needs in relation to a particular outcome or criteria.
- Indicates the appropriate assessment tools, techniques and methods.
- Diagnostic assessment
- Finds out the nature and cause of a learning difficulty and provides appropriate intervention strategies (remediation).
- Determines when specialist WCED advice and support is needed.
- Summative assessment (Assessment of learning)
- Involves a series of assessment activities, resulting in an overall report on
performance of the learner. - Used to determine how well a learner has progressed towards the achievement of selected outcomes.
- Must be used to give formative feedback to the educator and to feed into the next planning session.
- Involves a series of assessment activities, resulting in an overall report on
- Systemic Assessment
- Will only be used by the National DoE to assess with regard to learner
attainment in order to evaluate the appropriateness of the education system. - Will be used to assist in curriculum development and to evaluate teaching and learning.
- Henshilwood offers it full support to the Systemic Evaluation but questions the relevance of the ANAs.
- Will only be used by the National DoE to assess with regard to learner
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- Control Tests
- Control Tests will be held during Test Week in terms 1 and 3 ONLY.
- Other tests may be written as long as it is negotiated with the relevant class.
- Pupils may write not more than ONE test per day in this case.
- Non-test week terms
- Insofar as is possible [unless required by subject policy document e.g. CAPS] ONLY project work will be assessed during Term 2 and 4. The teacher may reserve the professional right to make a test count [as long as it is a requirement of the CAPS policy document].
- Examinations form part of the summative assessments during these terms.
- No provision is made for the writing of supplementary examinations for
whatever reason if an examination is missed. A scaled up mark will count
[either SBA or SBA + those papers written]. - Provision will be made for a ‘2nd chance’ exam IF promotion is at stake.
- Policy on the awarding of ‘0’ and penalizing for late submission
- Learners with a medical certificate from a registered medical practitioner will be able to write a test missed.
- 10 % must be deducted for each day an SBA task is delivered late up to a
maximum of 3 days [30 %]. This must be communicated in writing to the pupil’s parents. Relevant documentation must be completed. - A ‘0’ may NOT be given. SBA work must be produced, even if late.