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CURRICULUM AND ASSESSMENT POLICY STATEMENT

CURRICULUM AND ASSESSMENT POLICY STATEMENT. NATIONAL ORIENTATION WORKSHOP FOR MATHEMATICS FEBRUARY 2012. Assessment Weighting of cognitive levels Weighting of content areas Number of assessment tasks Moderation Weighting of SBA. WHAT IS ASSESSMENT.

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CURRICULUM AND ASSESSMENT POLICY STATEMENT

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  1. CURRICULUM AND ASSESSMENT POLICY STATEMENT NATIONAL ORIENTATION WORKSHOP FOR MATHEMATICS FEBRUARY 2012

  2. Assessment • Weighting of cognitive levels • Weighting of content areas • Number of assessment tasks • Moderation • Weighting of SBA

  3. WHAT IS ASSESSMENT • Assessment is a planned process of • identifying • (selecting learner response items) • gathering • (learner responses) • interpreting • (marking learner responses) • information about the knowledge and skills demonstrated by learners.

  4. ASSESSMENT • INFORMAL no need to be recorded by teacher, could be marked by learner or peer, usually used to develop skills, demonstrate knowledge and skills and for learners to practice, not used for promotion purposes (solely developmental purpose) • FORMAL marked and recorded by teacher, 7 tasks in Programme of Assessment, used for promotion purposes (mainly promotion purpose)

  5. ASSESSMENT • Why? • What? • Who? • How? • When? • Where?

  6. WHY?PURPOSE • Developmental: • to assist learner to learn • (i.e. apply knowledge, etc) • Promotion: • to make a summative judgement of the learner’s ability • (e.g. use the marks for any of the tasks in the programme of assessment)

  7. WHO • Teacher (formal assessment task e.g. project, controlled test) • Learner (informal assessment task e.g. homework, classwork) • Peer (informal assessment task e.g. homework) • SMT (e.g. controlled/standardised test) • External (e.g. controlled test set by district, etc)

  8. WHAT • Knowledge, skills, values • e.g. collect data, make observations, one-step problem-solving, multi-step problem solving, interpreting and drawing graphs, recalling laws and definitions, converting units, etc • Use taxonomy

  9. HOW • FORMAL TASK: project, investigation, assignment, controlled test, June examination, Final examination • INFORMAL TASK: homework, classwork, class test

  10. When • Last 15 minutes of a period (e.g. classwork) • First 5 minutes of a lesson (e.g. oral Q & A) • End of term, week, year (e.g. control test, June exam, class test, final exam, project, etc) • End of unit of work, concept, section (e.g. class test, homework) • Weekly (e.g. tests) • Daily (homework)

  11. Where • Classroom • home

  12. GRADE 10: FORMAL ASSESSMENT

  13. PROGRAMME OF ASSESSMENT FOR GRADES 11 END - OF - YEAR ASSESSMENT TASKS ASSESSMENT (25%) (75%) TERM 1 TERM 2 TERM 3 TERM 4 Type % Type % Type % Final Examination Test • Project / • investigation 20 Assignment/Test 10 10 ( 2 x 150 marks giving a total of 300 marks for papers 1 and 2) Mid - Year • Test 10 30 Test 10 Examination Total: 30 marks Total: 40 marks Total: 20 marks Total: 300 marks Total = 300 marks FINAL MARK = 25% (ASSESSMENT TASKS) +75% (FINAL EXAM)=100% Table 3: Assessment plan and weighting of tasks in the programme of assessment for G rade11 FORMAL ASSESSMENT: GRADE 11 Test 10 %

  14. Annual Assessment Plan • Annual Assessment Plan should be given to learners at beginning of year. • Include dates, task, maximum mark

  15. The 7 Formal Assessment Tasks • 5 tests • 1 project / investigation • June examination Or • 4 tests • 1 assignment • 1 project / investigation • June examination

  16. PROJECTS A project will entail one of the following: • Making of a poster (see recommended topics for grade 11 Table 2 of CAPS) • Building a physical model in order to solve a challenge you have identified using concepts in the FET Mathematics curriculum • Practical investigation

  17. Moderation • HoD (or subject head) if HoD did not specialise in subject • All PoA tasks: HoD moderates before task is given to learners • HoD moderates 10% of learner responses to PoA tasks

  18. Moderation: What to look for? • Duration, length • Weighting of content • Weighting of cognitive levels • Language – mathematical vs layman • Use of pictures, diagrams, graphs to facilitate language • Level of difficulty

  19. Activity 1: Formal vs Informal • Duration: 2 hours • Participants divide into groups of 5/6. • Select 4 concepts • Identify informal tasks per concept chosen • Develop an example of an informal task • Identify formal tasks per concept chosen • Develop an example of an Annual Assessment Plan for grade 11 • Identify challenges • Report back and discussion Resources: CAPS

  20. Activity 2: Programme of Assessment • Duration: 3 hours • Participants form groups of 5/6 • Identify the 7 PoA tasks • Facilitator divides the 7 tasks among the groups. • Each group to develop/set one task together with marking memorandum. • Discuss challenges in setting task, memorandum. • Report back and discussion Resources: CAPS

  21. Activity 2: Moderation • Duration: 2 hours • What should be in the teacher’s file? - policy documents - personal time-table - work schedule - record of textbooks issued to learners - assessment plan - assessment tasks and tools

  22. Activity 2: Moderation - mark sheets - analysis of results - analysis of results - intervention strategies • Participants form groups of 5/6 • Discuss challenges with moderation • Report back and discussion

  23. THAT’S IT TOWARDS GREATER PERFORMANCE IN MATHEMATICS

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