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GRADE 11 – CAPS

GRADE 11 – CAPS . Assessment. Initialled. Signed. GRADE 11 – CAPS . Concept “Assessment”. Types of Assessment. Program of Assessment. Types: Formal Assessment . 2. GRADE 11 – CAPS . Assessment.

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GRADE 11 – CAPS

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  1. GRADE 11 – CAPS Assessment Initialled Signed 27 June 2012

  2. GRADE 11 – CAPS Concept “Assessment” Types of Assessment Program of Assessment Types: Formal Assessment 2

  3. GRADE 11 – CAPS Assessment Collecting information about how much knowledge and skill students have learned (measurement) Making judgments about the adequacy or acceptability of each student's level of learning (evaluation). 27 June 2012

  4. Assessment

  5. Assessment Summative Evaluation Sum up how well a student has performed over time and at a variety of tasks. Formative Evaluation Monitor the learner’s progress Diagnostic Why ? in order to determine the most appropriate course of action.

  6. Assessment INFORMAL FORMAL Daily Assessment Programme of Assessment Not required to record Recorded Used to improve learning and teaching Used for promotion / certification Formal and Informal Assessment 6

  7. Informal and Formal Assessment Cont. 7

  8. Programme of Assessment POA Grade 11 Examinations Tests Assignment, Presentation and Project Two Two First Term and Terms 1, 2 & 3 = 50 End-of-year Midyear 300 marks Third Term = 100 Not tests or exams 300 marks converted into 75% 25% 75% Tasks during school year End of year 8 8

  9. Programme Of Assessment The Programme of Assessment in Grade 11 Note: In Grade 11 the Seven Assessment tasks make up the Programme of Assessment. Refer to Protocol on Assessment.

  10. Fo Types of Formal Assessments Report Oral presentation Project Case Studies Examinations Data Response Control Test Reports Memorandum

  11. Assignment Assignment as part of the POA – formal assessment • Unlike the project an assignment is a task/activity that learners can do in a few days (e.g. 2 – 3 days) • Learners are given a task over a few days (which can be over a weekend), e.g. learners given information to complete, such as information from a Case Study or Data Response in Business Studies. Where the assignment is not a Case Study or Data Response: • Clear criteria should be given to learners against which the assignment will be assessed. • Depending on the instructions of the assignment, learners may be required to acknowledge sources of information. Assignments can also be done as part of informal assessment (daily)

  12. Case Study • Learners are presented with a real-life situation, a problem or an incident related to the topic. • They are expected to assume a particular role in articulating the position of e.g. Owner of a Business, Marketing Manager, Production Manager, etc. • They would draw on their own experience, the experience of peers or prior learning to interpret, analyse and solve a problem(s).

  13. Case Study Continued • Newspaper articles, magazine articles, and TV or radio presentations form excellent case studies. Learners have to read and/or listen, digest the business or economic information and then make informed decisions. • Case studies in BCM are a very good way of keeping the subject up to date and relevant. They always form part of the examinations in BCM subjects. • Case studies/scenarios need to be contextualized into a specific subject, e.g. “The impact of HIV/AIDS on the Business” – most candidates in the Grade 12 Business Studies exam contextualized it into Life Orientation.

  14. Report • A report in BCM subjects is generally a written evidence of analysis and interpretation of the business information. It can be short or long. • In a project the report is longer. Other reports are shorter than a report in a project and it is specific to the topic, e.g. learners are given a SWOT Analysis or Business scenario to analyse and interpret. After that they write a report, or • a business manager has come to you for advice (after studying the business financial statements) on whether the business is experiencing liquidity problems. • This will always be shorter than a report in a project.

  15. Presentation

  16. Presentation • Presentations are very important to BCM learners. • In future learners will be expected to present the business information such as their business plans or the financial statements of their businesses when lobbying for funds from financial institutions. • Some will be expected to present the analysed results of the economic conditions of a country or financial indicators to the public.

  17. Project A project is given a longer period of time to complete as it involves some form of research, consolidating and choosing relevant information and preparing a written document (e.g. report) as evidence or constructing a model. Research will always form part of the project, in other words the project is the evidence of the Research conducted.

  18. Characteristics of a project A project should have the following characteristics: • A finite and defined life cycle • Defined and measurable business products • A corresponding set of activities (or elements) to achieve the business products • A defined amount of resources • A defined responsibility, to manage the project. A project will take learners weeks to complete, hence in the Business Studies CAPS Document (Annual Teaching Plan) there are textboxes in which we indicated that “a project must always be given to learners a term before submission date”.

  19. Project • All grades

  20. Plagiarism • Plagiarism is when you use someone else's words or ideas and pass them off as your own. • It's not allowed in school, college, or beyond

  21. Avoid Plagiarism Choppy Shaik S O D Stripped of Doctorate

  22. Avoid Plagiarism Shamim "Chippy" Shaik has been stripped of his doctorate degree from the University of KwaZulu-Natal. Last year, media reports said that "more than two-thirds" of Shaik's 2003 PhD in Mechanical Engineering from the then-University of Natal had been plagiarised Mail & Guardian. 2008. Chippy Shaik stripped of doctorate. http://mg.co.za/article/2008-03-02-chippy-shaik-stripped-of-doctorate [13 June 2012]

  23. PURPOSE of Amended NCS Recap

  24. PROJECT A lack of academic 'preparedness', in terms of both social class and the high school curriculum is cited as one of the reasons why students fail to or take longer to master degree requirements (Scott et al., 2007: 42-3).

  25. PROJECT “The cell phone industry is one of the most competitive industries in our economy. Choosing the most suitable cell phone company as your service provider can be challenging and a daunting task.” Investigate ONE cell phone company in South Africa , write a compelling essay on your findings and make recommendations to the suitability or not of the company you’ve researched.

  26. PROJECT Essay Own words Cover Page Index Page Introduction Body Paragraphs One side of page Conclusion Font 12 Spacing 1.5 Addendum Typed / Written: 2000 Words Due Date Group work List of reference In text referencing Rubric

  27. PROJECT • Tell the reader something about your research topic Introduction • Vision of the cell phone company / History • Market share / Products and services offered • Foundation / Sponsorship • Company brand /Current marketing /Reasons why customers prefer / do not prefer this company / Recommendation • Body • Give a summary of the essay and findings of your research project Conclusion

  28. PROJECT POSSIBLE SOURCES

  29. Project - Rubric

  30. PROJECT Reference list contains only those sources you actually referred to in your assignment. Bibliography list of all those sources you looked at. Monash. n.d. Difference between bibliography and reference. http://www.monash.edu.au/lls/OffCampus/Improve/11.5.html [11 June 2012]

  31. PROJECT Reference list 6 Sources Bibliography 10 Sources Monash. n.d. Difference between bibliography and reference. http://www.monash.edu.au/lls/OffCampus/Improve/11.5.html [11 June 2012]

  32. PROJECT IN TEXT REFERENCING Bonikowske (1987) states that learners usually display behaviour which indicates that they are at risk of dropping out long before they actually do so. According to President Obama (2010) the drop-out rate had to be reduced because it is undermining America’s future economic potential. REFERENCE LIST Bonikowske, D. 1987. Truancy, a prelude to dropping out, Indiana: National Educational Service Obama, O. 2010. Drop-out parental involvement low performing schools. http://articles.cnn.com [30 May 201]

  33. PROJECT : REFERENCE LIST Burger, M., Ross, D. & Moolman, R. 2006. Focus on Economic – Grade 11. Cape Town: Maskew Miller Longman. Gordhan, P. 2012. 2011 Budget Speech. www.treasury.gov [16 March 2012]. Gordhan, P. 2011. 2012 Budget Speech. www.treasury.gov[16 March 2012] Helen, Z. 2012. We have to make it easier to do business in South Africa. Sunday Times Review: 5, March 11. Levin, M & Bantjes J. 2011. Enjoy Economics – Grade 10. Sandton: Heinemann Publishers. Makola, C.P. 2005. Factors Affecting Teaching and Learning in South African Public Schools. Cape Town: HSRC Press. Mestry, R. & Bisschoff, T. 2009. Financial School Management Explained. 3rd Ed. Cape Town: Pearson. Mohr Philip, Fourie Louis & Associates. 2004. Economics for South African Students. 3rd Ed. Pretoria: Schaik Publishers.

  34. Activity 1 INSTRUCTIONS Compile a project for Grade 11 learners using one of the above topics. Provide learners with a comprehensive list of instructions to guide the learners. Design a relevant rubric for the project. • INSTRUCTIONS: • Participants to form groups of 3-10. • Discuss the meaning of formal and informal assessment. • Note: (i) Take the required cognitive levels into recognition when setting the questions above. • (ii) Set questions and allocate marks in alignment with the requirements for the National Senior Certificate for Business Studies • Choose two scribes, one captures the questions electronically (where possible) and one manually. • Report Back the Discussion • All groups respond to/answer Activity e. above. • Feedback to group

  35. Presentation • In Business Studies we have a stand alone topic on presentation skills. • Presentations can be written or oral, but there must be learner evidence of the presentation. • The use of computers, i.e. PowerPoint presentation is encouraged where the resources are available. • Information can be presented in a form of: • Report – including financial report • Memorandum • Business plan • Flyer, Poster, electronic format(DVD/CD)

  36. Control Test

  37. Examination Mid and End-of-year examinations Grade 11 should write a 3-hour mid-year examination of 300 marks and final examination.

  38. Structure of Mid and End of the Year Exam .

  39. Suggested Structure of Controlled Tests .

  40. Suggested Structure of Grade 10 Midyear Exam Paper .

  41. Activity 2 INSTRUCTIONS • Choose a scribe • Choose a spokesperson for the group • Report to plenary • Feedback to group • INSTRUCTIONS: • Participants to form groups of 3-10. • Discuss the meaning of formal and informal assessment. • Note: (i) Take the required cognitive levels into recognition when setting the questions above. • (ii) Set questions and allocate marks in alignment with the requirements for the National Senior Certificate for Business Studies • Choose two scribes, one captures the questions electronically (where possible) and one manually. • Report Back the Discussion • All groups respond to/answer Activity e. above. • Feedback to group

  42. Activity 1 • INSTRUCTIONS: • Participants to form groups of 3-10. • Discuss the meaning of formal and informal assessment. • Note: (i) Take the required cognitive levels into recognition when setting the questions above. • (ii) Set questions and allocate marks in alignment with the requirements for the National Senior Certificate for Business Studies • Choose two scribes, one captures the questions electronically (where possible) and one manually. • Report Back the Discussion • All groups respond to/answer Activity e. above. • Feedback to group

  43. GRADE 11 – CAPS

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