Curriculum and assessment policy statement
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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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Curriculum and assessment policy statement

CURRICULUM AND ASSESSMENT POLICY STATEMENT

NATIONAL ORIENTATION WORKSHOP

FOR

MATHEMATICS

FEBRUARY 2012


Curriculum and assessment policy statement

  • Assessment

    • Weighting of cognitive levels

    • Weighting of content areas

    • Number of assessment tasks

  • Moderation

    • Weighting of SBA


What is assessment

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.


Assessment

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)


Assessment1

ASSESSMENT

  • Why?

  • What?

  • Who?

  • How?

  • When?

  • Where?


Why purpose

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)


Curriculum and assessment policy statement

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)


Curriculum and assessment policy statement

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


Curriculum and assessment policy statement

HOW

  • FORMAL TASK:

    project, investigation, assignment, controlled test, June examination, Final examination

  • INFORMAL TASK:

    homework, classwork, class test


Curriculum and assessment policy statement

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)


Where

Where

  • Classroom

  • home


Grade 10 formal assessment

GRADE 10: FORMAL ASSESSMENT


Formal assessment grade 11

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 %


Annual assessment plan

Annual Assessment Plan

  • Annual Assessment Plan should be given to learners at beginning of year.

  • Include dates, task, maximum mark


The 7 formal assessment tasks

The 7 Formal Assessment Tasks

  • 5 tests

  • 1 project / investigation

  • June examination

    Or

  • 4 tests

  • 1 assignment

  • 1 project / investigation

  • June examination


Projects

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


Moderation

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


Moderation what to look for

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


Activity 1 formal vs informal

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


Activity 2 programme of assessment

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


Activity 2 moderation

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


Activity 2 moderation1

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


That s it

THAT’S IT

TOWARDS GREATER PERFORMANCE IN MATHEMATICS


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