This policy is based on the National Curriculum Statement for learners in the General Education and Training(GET) band.
Learners are measured against the Assessment Standards of the Learning Outcomes in a grade and covers eight Learning Areas. Government Gazette 29626 has been used as a guideline.
- To ensure that learning is taking place and if difficulties are being experienced.
- To build a profile of the learners achievements across the curriculum.
- To provide information for evaluation and review of Learning Programmes.
- To provide learners with opportunities to gain Knowledge,skills,values and attitudes.
- To provide a range of competencies that can be used to allow a learner to progress.
- To support the development of all learners.
- To make judgements about a learners progress.
Principles of Assessment
- It is a continuous, planned process.
- It must take into consideration the diverse needs of learners.
- It must be objective, accurate, valid, fair, manageable and time -efficient.
- It must be sensitive to gender, race, culture and ability.
- It must be transparent with learners and Teachers having a clear understanding of what the expectations for any task entails.
- It must be criterion referenced.
Assessment in the classroom
- The performance of a learner is measured against the Assessment Standards of the Learning Outcomes in a Grade.
- Assessment is a continuous process of generating and collecting evidence – evaluating evidence against outcomes.
- Recording the findings – using the information to assist and improve the learner’s development.
- Learners should be given homework tasks on a regular basis to review and practice work covered in class. This should never include new work .
- Formal assessment evaluates progress through: projects, oral presentations, demonstrations, performances, tests, examinations, practical demonstrations. These are always recorded.
- Informal assessments monitors progress through: observations, discussions, learner-teacher conferences, informal classroom interactions, etc. These need not always be recorded.
- Assessment planning must be shown in Learning Programmes, Lesson Plans and Work Schedules.
- An appropriate level and a varied selection of Forms of Assessment and Skills must be used.
- Pupils with Barriers to Learning must be identified, assessed and provided with support that allows them to progress.
- Pupils with special educational needs must be included but use special conditions.
- In Gr R -8 Continuous Asssessment is 100% of the Assessment Programme.
Tasks of Assessment in all Learning Areas must be Performance based ie completed over a period of time, as well as, pen-and-paper tasks which are once-off and administered under controlled conditions.
Each Educator thus has to provide a Portfolio containing the following:
- General School Administration- Policies, Timetables, Class lists, Registers etc.
- A Learning Programme for each Learning Area consisting of: a Year plan, Term plan, Daily planning as well as a record of what Learning Outcomes and Assessment Standards are being covered.
- A formal Programme of Assessment for each term covering the whole year-including specific dates.
- An Internal Mark Schedule(Record of Assessment) for the term covering all Learning Areas.These are in turn used to compile a Schedule which is used to compile reports once a term.
- Individual Learning Area marksheets providing evidence of where the marks came from ie rubrics, checklists, memos etc. for each of the required Tasks.
- Tasks of Assessment and the necessary Memorandum must be included.
Reports and Reporting
- One report per term is compiled per learner for the parents.
- The report for each Phase has been standardized as per the national policy.
- The report must correctly reflect the learner’s performance throughout the term.
- Reports are handed out to the pupils at the end of the first and third term.
- Second term reports are collected from the class teachers at a compulsory parent-teacher meeting.
- Fourth term reports are collected by the parents from the classroom on the day after school closes for the pupils.
- Additional parent-teacher meetings may be arranged at any time required.
- Regular phase meetings are held to discuss learner progress and recommendations made for extra assistance, referrals or other support systems for the learners.
- One schedule is compiled per term. Stored manually and electronically.
- The Progression and Promotion schedule at the end of the year is a compilation of learner performance across the four school terms.
- RP is used on the schedule to indicate that the learner is ready to progress. NRP indicates that the learner is not ready to progress.
- This is a collection of the learner’s work and assessment tools which are used to show parents, teachers and others the learners progress throughout the year.
- All formal pieces of assessment must be included.
- It can be kept in a file or book and completed and kept up to date each term.
- The portfolio must be kept at the end of each year. It can be returned to the learner after 3 months.
- This is a continuous record of information of a learner and their progress and performance.
- It is a confidential document.
- It is kept in folders and locked in the office for safekeeping.These may not be removed from the premises.
- Profiles should contain an observation sheet completed regularly by the teacher. It must be dated and signed and can include social and academic progress.
If a pupil has a valid reason for being absent, then they may be allowed to write the test later.f this is not possible then the pupil gets the average mark for the exam.