... is an external way of monitoring the education system by comparing learner's performance to national indicators of learner achievement.
Summative and systematic assessment
If the task or work being assessed truly belongs to the learner being assessed, then the principle of ... in assessment has been observed.
Moderation in assessment can be defined as a ...
process of continual gathering of valid and reliable information about the performance of the learner against clearly defined criteria
process of ensuring that teachers are assessing learners' work according to agreed standards
process of gathering information about a learner's progress and making a judgment about the learners' achievement
none of the above.
Assessment may be conducted to ...
diagnose learning problems and barriers
determine how well learners are progressing in a particular subject and in a grade
promote and select learners
achieve all of the above as well as other purposes
Criteterion-referenced assessment is the practice of comparing a learner's performance against...
standards predetermined in an average mark as a "pass" mark
standards of performance which are determined and clearly described beforehand
Standards of other learners
standards described clearly in a memorandum
Summative assessment is done...
by summarising all assessments
at the end of a learning process
at the end of a learning programme
by adding all the assessment marks for a year
Formative assessment is done...
to support learning
to identify barriers to learning
to form opinions about learning
to form the value system of learners
The task of a moderator in relation to assessment is to make sure ...
that the assessment instruments are of the required quality and standard
that the assessment process including marking & feedback is credible
that the learning process is effective
the assessment instruments are of the required quality and standard and that the assessment process including marking & feedback is credible
Assessment is similar to evaluation and occurs when...
students finish a task, whereas evaluation goes beyond assessment to include the gathering of information about learner performances.
information is gathered about component parts of something that is evaluated
a judgement is made on a performance measured against outcomes and/or criteria
information is gathered about component parts of something that is evaluated and a judgement is made on a performance measured against outcomes and/or criteria
We assess to... (select the answer that is incorrect)
provide all stakeholders with sufficient dependable information and feedback to inform their judgements, choices and decisions about learning
grade learners so that we can see who is best, who is average and who is the worst.
determine how much learners know about the subject/learning area.
determine who fails and who passes the academic year.
Continuous assessment spans the entire learning process and includes...
baseline, diagnostic, formative and summative assessment
baseline and diagnostic assessment
baseline, diagnostic and formative assessment
baseline, formative and summative assesssment
In assessment for learning...
tracks the progress of learners towards achievement of the aims
is an integral part of teaching and learning process
is form of formative assessment
All of the above
Assessment criteria are guidelines and standards that can be used by ...
educators or determine what should be taught
assessors to determine what should be assessed
learners to determine what should be learned
all of the above
Indicate which one of the following ways is counter-productive in providing feedback:
To plan assessment the assessor must answer the following questions:
How old is the learner, what is the IQ of the learners, in which grade is the learner?
How much can the learner be expected to know, how did the learner do in previous assessments, how can the learner improve?
What must the learners be able to know and do, how can they show that they know and can do it, how will the assessor assess what they know and do?
How will the assessment be done, who does quality control of the assessment, who will assess, who will do the reporting?
The main objective of the policy on inclusion (White Paper 6) is to give guidelines for...
recycling of white paper in schools
language in the classroom
assessment of learners with barriers to learning.
parent involvement in assessment.
Which of the following is most important?
Assessment for learning
Assessment of learning
Assessment during learning
All three are equally important
MARRA stands for monitoring, assessment, recording, reporting and ...
Lesson plans should include references to ...
assessment tasks, assessment methods and assessment activities
assessment marks, assessment portfolios and learner portfolios
assessment types, assignments and teacher portfolios
none of the above
Your accountability as an educator and assessor means to ...
give account to parents, potential employers and the public
provide clear records of the academic progress and achievements of learners as future employees
give account to parents, potential employers and the public and provide clear records of the academic progress and achievements of learners as future employees
give account to parents, potential employers and the public and provide clear records of the academic progress and achievements of learners as future employees and also that you give account of your lesson plans, schemes of work and your own reflections on assessments
Assessment in an outcomes-based context is…
An approach to determine if learners fail or pass
Just another name for tests and examinations
An approach to determine if learners achieved the learning outcomes
An approach to determine if learners fail or pass and An approach to determine if learners achieved the learning outcomes
Assessment is an ongoing process in which assessors:
Establish clear, measurable expected outcomes of student learning
Ensure that learners have sufficient opportunities to achieve these outcomes
Systematically gather, analyse, and interpret evidence to determine how well student learning matches their expectations.
Do all of the above
Appropriateness, fairness, manageability and integratedness are all assessment principles related to:
In assessment for learning and in assessment of learning we assess
Learning achievement or progress of learners towards achievement of the outcomes
The learning process or how learners are assisted to reach the outcomes
Summatively and formatively
The practice in which the assessment process is transparent to all stakeholders and learners, and where learners are even given an opportunity to contribute to the planning of assessments refers to the following principle:
None of these listed below (Open)
Indicate which statement is NOT relevant to assessment and multiple intelligences (MI)
MI brings an awareness that many varied assessment task will allow learners to respond according to more than one intelligence or ability.
Learners can go beyond traditional test-taking modes because MI related tasks will allow them to respond in various ways
Teachers need to structure their lessons to engage most of the intelligences, but not their assessments – all learners have to be assessed the same way
Teachers can use different methods, tools and techniques to assess learners in MI
Indicate which statement is NOT associated with authentic assessments
Worthy tasks are assessed, and means that knowledge is repeated rather than applied
Worthy tasks are assessed, i.e. tasks that are varied and provided real-world challenges
Varied tasks are assessed to address individual learning styles, aptitudes and interests
Worthy tasks are assessed, including tasks that require higher order thinking
Assessment is objective and transparent. This means that learners need to understand
What is assessed and why it is assessed
When and how they must prepare
What is assessed, why it is assessed and how it is assessed
What is assessed and why it is assessed and When and how they must prepare
Summative assessment is done
To identify barriers to assessment
To support leaning
To determine promotion to the next level
Both To identify barriers to assessment and To support leaning
The so-called CAPS curriculum is, in terms of the Department of Education,
A new curriculum based on content-based approaches
A curriculum based on new approaches
A curriculum that repackaged the curriculum in terms of content, rather than outcomes
A curriculum based on revised content and methodologies
The following is NOT a feature or principle of the CAPS curriculum
Distinction is made between school-based assessments done by the school during the year and external assessments done at the end of the year by Umalusi.
School-based assessments are also referred to as classroom assessment and are formal and/or informal in nature
The principle of transparency is regarded of utmost importance and teachers must ensure that learners know beforehand what will be assessed
Feedback has to be provided on all formal and informal assessments, individually and/or for groups.