School Based Assessment with CAPS is assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learner, using various forms of assessment.
Basically to get marks for learners during the course of the term.
Assessment should be both
* Informal (Assessment for Learning) and
* Formal (Assessment of Learning).
In both cases regular feedback should be provided to learners to enhance the learning experience.
All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for progression purposes.
All Formal Assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained.
In formal assessment the use of , use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding and skill should be used.
Teachers will choose an assessment tool that is most appropriate for the type of activity.
* a rubric is more suitable than a memorandum for a creative writing piece
* a memorandum is better suited to a spelling test or a reading comprehension activity.
Informal or daily assessments
Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning.
Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner–teacher conferences, informal classroom interactions, etc.
Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing.
Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded (it may be used if a teacher sees fit or important) . It should not be seen as separate from learning activities taking place in the classroom and you may use many of your learning activities to assess learners’ performance informally.
Self assessment and peer assessment actively involves learners in assessment.
This is important as it allows learners to learn from and reflect on their own performance.
The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so.
Teachers may however which to keep their own informal records of how individual learners are progressing in the different aspects of the subject to assist with planning and ensuring that individual learners develop the required skills and understanding.
In other words
All subjects are different and asking teachers to clear if for you, and give you as a parent a guide of what will be formal and what will not be formal is critical. We suggest teachers plan for a term or better yet the year. Keep ATP’s in mind and give marks accordingly to CAPS Documents, but not limited to CAPS due to each teacher’s own informal assessment can also count.
What parents should look out for, or always ask teachers:
- Ask a list of what will be formal or informal tasks
- All tests (formal tests) will be part of your child’s progress report at the end of the term
- Explain to your child there is a difference with class work and they can make mistakes, because if they make mistakes they learn from it and can improve.
- Ask teachers what should be studied for tests or exams. – Some subject teachers will not be able to give this due to department question papers on our site, however the way in which the questions are asked are always the same in each and every departmentally exam or test.
- Make a time table to study for tests and exams or other formal activities.