Assessment Policy

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.

Teachers Portfolio

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.

Learners portfolio

  • 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.

Learner Profiles

  • 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.