Posted on

Gr. 4 – 6 English FAL (First Additional Language) Assessments

English-FAL-Gr-4-6 eclassroom best education

Gr. 4 – 6 English FAL
(First Additional Language) Assessments

What teachers and parents need to know how assessment for Gr. 4 - 6 English FAL should be and mistakes teachers and parents make while not realising what their child should do.​

Assessment is a continuous planned process of :

  • identifying
  • gathering and
  • interpreting

information about the performance of learners, using various forms of assessment.

Assessments for each learner has to be week by week during each term. All assessments can not take place at once. For example, each task/assessment should be weekly or partly done. Teachers should inform parents or learners how they performed on the tasks/assessments as clear as possible – in the form of scales 1 – 7 with totals included.

Kind of Assessments

CAPS Informal Assessment

Informal assessment is daily monitoring of learners’ progress (classwork or actives). Regular monitoring will enable a teacher to establish the type of attention a learner will need as you proceed.

CAPS Self Assessment

Formal assessment tasks are marked and formally 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.

CAPS 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 quality assurance and to ensure that appropriate standards are maintained.

English-FAL-Gr-4-6 eclassroom best education

CAPS Moderation of task or assessments

Moderation is typically done by HOD (Head of the department) in most cases. HOD's have to make sure specific percentages % are met during each term. For instance: 60% of questions should be low (all learners should be able to do it) 20% of questions should be standard quality (for learners who are in the middle) 20% of questions should be higher quality (for students who need to think about the questions in a logical sense)

In other words, teachers should cater to all learners in a class or grade for English FAL.

A formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and English FAL (First Additional language).

The formal Program of Assessment for Grades 4-6 comprises of a minimum of seven (7) tasks which make up 75% of the promotion mark and one end-of-the-year examination for the final 25%. What does this mean in short for SBA:

  • Seven tasks from term 1 – 4, It will count 75% of the total marks at the end of the year and
  • One exam at the end of the year. The exam will be 25% of your child’s mark.

Grade 4 – 6 hours or min for teaching each task or activity for English FAL:

  1. Listening and speaking (1 hour a week)
  2. Reading and Viewing (2.5 hours a week)
  3. Writing and Presenting (1 hour a week)
  4. Language structure and Conventions (30 min per week)

Gr. 4 – 6 English FAL teaching hours in total comes down to 5 hours a week.

Program for assessment for Grade 4 - 6 English FAL

A program for assessment must be drawn up by the school, indicating the dates on which tasks will take place. Schools are not limited to several marks allocated to language skill as long as the weighting for each language skill should be observed. Each task, according to the percentage allocated in the assessment program.

Here is the assessment table for English FAL for each grade and term. Please remember the % level is not the total marks. The percentage is what it will count towards the 100% for each term.

 

[caption id="attachment_69871" align="aligncenter" width="530"]Gr. 4 - 6 English FAL Term 1 Assessment program Grade 4 – 6 English FAL Term 1 Assessment program[/caption][caption id="attachment_69872" align="aligncenter" width="530"]Gr. 4 - 6 English FAL Term 2 Assessment program Grade 4 – 6 English FAL Term 2 Assessment program[/caption][caption id="attachment_69874" align="aligncenter" width="530"]Grade 4 - 6 English FAL Term 3 Assessment program Grade 4 – 6 English FAL Term 3 Assessment program[/caption][caption id="attachment_69875" align="aligncenter" width="530"]Grade 4 - 6 English FAL Term 4 Assessment program Grade 4 – 6 English FAL Term 4 Assessment program[/caption]

Final examination will consist of the following:

  • Reading comprehension, including vocabulary work
  • Writing of a short creative text, including appropriate and correct usage of the format, grammar, punctuation and spelling
  • Writing of a short transactional (information/media/social) writing, including proper and correct usage of the composition, grammar, punctuation and spelling
  • Language Structures and Conventions to show knowledge and understanding of grammar, punctuation and spelling
  • Listening and Speaking skills will not be assessed as part of the examination.
Posted on

What is School based Assessment (SBA) in CAPS?

What-is-School-based-Assessment-SBA-in-CAPS Best Education eclassroom

WHAT IS SCHOOL BASED ASSESSMENT?​

SBA

What is school Based Assessment?

You need to know

CAPS

SBA in CAPS

School-Based Assessment with CAPS assessment is a continuous planned process of identifying, gathering, and interpreting information about the performance of learners, using various forms of evaluation.

Basically, to get marks for learners during the term and not all in one or two days. 

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.

Formal Assessment

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.

For example,

  • 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, which should assist in improving 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.

June Exams and memos

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:

  1. Ask a list of what will be formal or informal tasks.
  2. All tests (formal tests) will be part of your child’s progress report at the end of the term.
  3. 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.
  4. 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.
  5. Make a time table to study for tests and exams or other formal activities.