SBA in CAPS
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 evaluation.
Basically to get marks for learners during 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 their learning experience.
All assessment tasks that make up an official programme of assessment for the year will be counting towards Formal Assessment marks. Formal assessment tasks are marked and recorded by the teacher for progression purposes.
All Formal Assessment tasks are subject to moderation for quality assurance and to ensure that appropriate standards are maintained.
Formal assessment use memoranda, rubrics, checklists and rating scales as well as other appropriate assessment tools to observe, assess and record learners’ levels of understanding.
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 memo 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 knowledge.
Informal assessment is daily monitoring of learners’ progress through observations, discussions, practical demonstrations, learner–teacher conferences, everyday classroom interactions, etc.
Informal assessment may be as simple as stopping during the lesson to observe learners.
Informal assessment should be used to provide feedback to the learners. To inform planning for teaching, but need not be recorded (it may be used if a teacher sees fit or essential). It should not be seen as separate from learning activities taking place in the classroom. Teachers may use many of your learning activities to assess learners’ performance informally.
Self assessment and peer assessment actively involves learners in assessment.
Self Assessment is vital as it allows learners to learn from and reflect on their performance.
The results of the informal daily assessment tasks will not be recorded formally unless a teacher sees it fit.
Teachers may, however, keep their informal records of how individual learners are progressing — 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, will assist you as a parent and guide your child as well. 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 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 classwork, 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. 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.