AED3701

SURNAME & INITIALS: RINGANI M

STUDENT NO: 63018012

UNIQUE NO: 700104

ASSIGNMENT 2
 STUDENT DECLARATION FORM

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit. Assignments
without the form will be cancelled and returned unmarked

The Department of Curriculum and Instructional Studies places specific emphasis on

integrity and ethical behaviour with regard to the preparation of all written work submitted for
academic assessment.

Although your lecturers can provide you with information about reference techniques and
guidelines to avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you
at any time feel unsure about the requirements, you must consult your lecturers before you
submit any assignment.

You are guilty of plagiarism when you extract information from a book, article, web page or
fellow student without acknowledging the source and submit it as your own work. In truth, you
are stealing someone else’s property. You may not use another student’s work. You may not
allow anyone to copy or use your work with the intention to submit it as his/her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism
is a serious violation of the University’s regulations and may lead to expulsion.

The under-mentioned declaration must accompany written assignments. Your assignment

will be cancelled and returned unmarked if you do not include a fully completed and
signed declaration form.

I (full names): MASINGITA RINGANI

Student number: 63018012 Module: AED3701

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this
regard.
2. I declare that this assignment is my own, original work. Where I used someone else’s
work, whether a printed source, the internet or any other source, I give the proper
acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of
submitting it as his or her own work.

Signature _ M. RINGANI Date: 08 JUNE 2023_

Table of Contents

QUESTION 1 ............................................................................................................................... 1

QUESTION 2 ............................................................................................................................... 1

QUESTION 3 ............................................................................................................................... 3

QUESTION 4 ............................................................................................................................... 4

REFERENCES ............................................................................................................................... 7
 QUESTION 1

1.1.
1.1.1. True
1.1.2. False
1.1.3. False
1.1.4. True

1.2.
1.2.1. Self-assessment/ self-refection assessment
1.2.2. Formative assessment
1.2.3. Planned assessment
1.2.4. Peer assessment

1.3.
 Rubric
 Checklist
 Assessment grid
 Memorandum

QUESTION 2

2.1.

CONTINUOUS ASSESSMENT is an ongoing process of evaluating a learner's

progress and learning throughout the course of their education, rather than
through one final exam or assessment.

2.2.

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  Class participation and discussions (phase: secondary, grade: 10, subject:
Geography)
 Written assignments (phase: primary, grade: 10, subject: mathematical literacy)
 Oral presentations (phase: senior phase, grade: 8, subject: social sciences)
 Practical experiments (phase: further education and training, grade: 11, subject:
English)
 Problem-solving assessments (phase: intermediate phase, grade: 9, subject:
natural sciences)

2.3.

I have chosen these forms of assessment for different reasons. Class

participation and discussions will allow me to evaluate learners' understanding
of English literature in real-time and encourage active participation in the
learning process. Written assignments will assess learners' geography’s skills
and provide opportunities for them to reflect on their own learning. Oral
presentations will evaluate their research, writing, and presentation skills in
social sciences. Practical experiments offer an opportunity to assess their
problem-solving skills, analytical skills and application of theoretical knowledge,
while problem-solving assessments will allow learners to demonstrate their
understanding of social science.

2.4

 VISUAL LEARNERS: who learn best through visual aids such as diagrams,
pictures, or video footage.
 AUDITORY LEARNERS: who learn best through listening, are attentive
listeners and often respond well to lecturers or discussions.
 KINESTHETIC LEARNERS: learn best through direct involvement in
experimenting, practical application, or hands-on learning.

2.5.

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2.5.1.

SOCIAL JUSTICE: theory asserts that assessment should be fair and equitable
to every student, regardless of their socio-economic background, race,
ethnicity, or gender. As a teacher, i plan to use diverse materials, provide
multiple opportunities for assessment, and have transparent, inclusive
instructions to cater to all learners' requirements. This includes giving learners
who have different language backgrounds extra support through language
translation services, and students with disabilities - access to alternative forms
of assessments.

2.5.2

SOCIAL CONSTRUCTIVISM: theory is centred on the idea that learners construct

their own knowledge by interacting with their surroundings and social experience. In
my classroom, this might mean providing challenging and open-ended assignments
that allow learners to interact socially, draw upon their life experiences and interpret
them in a manner that then emphasizes key learning concepts. For instance, a science
laboratory where learners collaborate to design their experiments, share their findings
with peers, and explore scientific concepts in social communication.

QUESTION 3

3.1. A

3.2. D

3.3. F

3.4. B

3.5. C

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 QUESTION 4

4.1.

 Assessment to sort or grade: the purpose of assessment is grading. This

happens when the educator evaluates a learner’s work and assign a grade or
a mark. Like when a formal assessment was set up for an essay, and the
teacher must evaluate whether this learner acquired the knowledge to be
advanced to the next grade or level. These results are collected must be
recorded to indicate the learner’s progress.

 Assessment to evaluate: because educational institutions and teachers

performances are sometimes judged for their quality, the results may be used
to evaluate this. A learners marks can be used to evaluate the teacher's
performance as well.

 Assessment to predict: assessment can be used to predict, how well learners

would do in another assessment, by assuming they would deliver similar results
in different assessments in the same field.

 Assessment to diagnose: outcomes–based assessment promotes diagnostic

assessment to let the teacher identify problems and then adjust her teaching
methods so that the diversity of learners are accommodated in the learning
process.

 Assessment for learning: this is an informal assessment that takes place

continuously on a day to day bases and where the learners get continuous
feedback to guide them to more efficient learning.

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4.2.

Baseline assessment: is the assessment that takes place in the beginning of the
learning process, to measure the quality of education by comparing their baseline
assessment of learner with their performance.

Formative assessment: monitors and supports the process of the teaching and
learning. It is used for information purposes about the quality of teaching and learning
and guide them to improve teaching and learning.

Diagnostic assessment: is used to identify the nature and cause of barriers to

learning that may be experienced by individual learners to enable the teacher to make
adjustments to accommodate these learners prior to instruction.

Summative assessment: proves the amount and quality of learning a learner

achieved at the conclusion of a defined instructional period and to determine if they
have met the learning outcomes and requirements to be promoted.

4.3.

Validity: the principle of validity ensures that an assessment measures what it intends
to measure. It focuses on the alignment between assessment tasks and the intended
learning outcomes. By adhering to this principle, educators can ensure that the
assessment accurately reflects students' knowledge, skills, and understanding.

Reliability: reliability refers to the consistency and dependability of assessment

results. It ensures that if the assessment is repeated, it would produce similar results.
Reliability is important because it provides confidence in the fairness and consistency
of the assessment process.

Fairness: fairness in assessment ensures that all students have equal opportunities
to demonstrate their learning. It involves avoiding bias, discrimination, or any form of
disadvantage based on factors unrelated to the learning being assessed. By adhering
to fairness, educators create an inclusive and equitable assessment environment.

Clarity: assessments should be clearly defined and communicated to both students

and teachers.

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Specificity: assessments should assess specific learning targets and not confuse
students with vague or overly complex instructions.

4.4

4.4.1. Difference between assessment for learning and assessment of learning:

 Assessment for learning: assessment for learning refers to assessments that

are used to gather information about students' progress and provide feedback
to support their learning. It is an ongoing process that focuses on identifying
students' strengths and areas for improvement, guiding instruction, and helping
students set goals. The primary purpose of assessment for learning is to
enhance student learning and inform instructional decisions.
Example: a teacher provides formative assessments such as quizzes, class
discussions, or self-assessments throughout a unit to monitor students'
understanding, provide feedback, and adjust instruction accordingly.

 Assessment of learning: assessment of learning refers to assessments that

are conducted to evaluate students' achievement or mastery of learning
outcomes. It typically takes place at the end of a learning period and is used to
measure the level of understanding and proficiency students have attained. The
primary purpose of assessment of learning is to determine grades, assign levels
of achievement, or provide certification.
Example: a final exam or a standardized test administered at the end of a
course to assess students' overall understanding and assign grades based on
their performance.

4.4.2. Difference between assessment in learning and assessment as learning:

 Assessment in learning: assessment in learning refers to the use of ongoing

assessments during the learning process to support and enhance students'
understanding. It involves incorporating assessment activities as part of

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 instructional strategies to promote active engagement, self-reflection, and
metacognitive skills. The focus is on using assessment as a tool to facilitate
learning and guide students' progress.
Example: students engage in self-assessment activities where they reflect on
their own work, identify areas of improvement, and set goals for their learning.
They may use rubrics or checklists to evaluate their own performance and make
adjustments to enhance their understanding.

 Assessment as learning: assessment as learning emphasizes the active

involvement of students in the assessment process to develop their
metacognitive skills and self-regulation. It involves students taking
responsibility for monitoring their own learning, making judgments about their
progress, and reflecting on their strengths and areas for improvement. The
purpose is to empower students to become independent learners and develop
lifelong learning skills.
Example: students engage in peer assessment activities where they provide
feedback to their peers, evaluate their work based on criteria, and engage in
discussions to deepen their understanding. Through this process, students not
only assess others' work but also develop their own understanding by critically
analysing and reflecting on the work of their peers.

REFERENCES

1. Study Guide: Curriculum And Instructional Studies, AUD3701, 2020, University of

South Africa, Muckleneuk, Pretoria

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