CURRICULUM AND ASSESSMENT POLICY STATEMENTS

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CURRICULUM AND ASSESSMENT POLICY STATEMENTSSENIOR PHASEGRADES 7-9TECHNOLOGY4ASSESSMENT REVIEW4.1 INTRODUCTIONAssessment is a continuous planned process of identifying, gathering and interpreting informationabout the performance of learners, using various forms of assessment. It involves four steps:generation and collection of evidence of achievement; evaluation of this evidence; recording of thefindings and use of this information to understand and thereby assist the learner’s development toimprove the process of learning and teaching.In a subject with a significant practical nature, like Technology, it is important to develop andassess the skills and values together with the associated subject knowledge. The essence of thesubject Technology is for learners to identify technological problems/ challenges/ opportunities anddemonstrate skills and knowledge to design and develop solutions (Investigate/ Design, Make,Evaluate, Communicate) while taking values and attitude into account.4.2 ADDRESSING BARRIERS TO LEARNING Although there are many barriers to learning, teachers need to identify and build on learners’strengths to affirm their uniqueness. All learners need to experience success and learners willsucceed differently. The following alternative strategies amongst others might be applied: more time, enlarged text,use of information communication technology, amanuensis or scribes in cases of learners withspecial educational needs. The use of alternative and adaptive assessment relates to the change in the form ofassessment used to accommodate all learners. It is important to vary the assessment strategyappropriately. Personal involvement of learners on tasks often improves their attention span, patience,persistence and commitment. Group work / teamwork encourage learners to participate and collaborate and prevent themfrom feeling marginalised in class.TECHNOLOGY ASSESSMENT – CHAPTER 4Page 1 of 10

Adapt the designing and making process to accommodate learners with barriers to give them asense of achievement and to improve their self-esteem.4.2.1 STRATEGIES TO ADDRESS BARRIERS TO LEARNINGThe following strategies, depending on the barriers of learners, could be applied when supportinglearning and teaching: Use the support of others to help pupils take part safely in practical work, for example theassistance of adults or other learners to help with holding or manipulating tools or carrying outactivities according to instructions. It is important that the learners retain control of the makingprocess and be the decision makers. Learners can describe their design ideas for others to record or to translate into a drawing,while still retaining control of the design idea and the modifications. Work on shorter, more focused tasks, rather than longer, open tasks. This approach couldprovide learners with incremental elements of success and regular motivation and reward. Use ICT applications, such as specialised software, to help with sequencing and followinginstructions during practical work. Use modelling, role-play, tape recorders, video and photographs to communicate, developand record their ideas. Communicate using a range of methods avoiding over-reliance on the written word.4.3 INFORMAL ASSESSMENT AND FORMAL ASSESSMENT4.3.1 INFORMAL ASSESSMENTInformal assessment is a daily monitoring of learners’ progress in developing a knowledge basetogether with the related skills and attitudes needed in practical subjects.Assessment for learning has the purpose of continuously collecting information on a learner’sachievement that can be used to improve learning and teaching.When incorporated into classroom practice, the formative assessment process providesinformation needed to adjust teaching and learning whilst in progress. The process serves aspractice for the learners and a check for understanding during the learning process. The formativeassessment process guides teachers in making decisions about future instruction.TECHNOLOGY ASSESSMENT – CHAPTER 4Page 2 of 10

A) CASE STUDYA case study will involve a detailed description of a specific situation or phenomenon. Thedescription can either be real or hypothetical and can be taken from a book, newspaper, magazine,video or the radio. Case studies will assess whether a learner can apply knowledge, skills andvalues to an unfamiliar context. The focus will be determined by the content covered accordingto the annual teaching plan. The teacher will provide learners with resources and informationrequired to deliver the task. All assessment criteria applicable to the task must be discussed withthe learners prior to the commencement of the task.B) ENABLING TASKActivities used to teach and then practice specific skills in preparation for more advanced task –sometimes also called resource tasks.Please note: The above may also be used as assessment strategies to introduce formal assessment Evidence of informal tasks should be found in the learner’s exercise book/subject file.C) ADDITIONAL FORMATIVE ASSESSMENT STRATEGIES Observation, Questioning, Discussion, Learning/Response Logs, Graphic n,VisualRepresentation,KinestheticAssessment, Interactive Whiteboard Exercises, Constructive Quizzes, Tests,Practicaldemonstration, work sheets, Informal Practical Assessment Task, etc.Informal assessment may be as simple as stopping during the lesson to observe learners or todiscuss with learners how learning is progressing or intervening to demonstrate the correct andsafe handling of a tool. It should be used to provide feedback to the learners and to informplanning for teaching but need not be recorded. It should not be seen as separate from learningactivities taking place in the classroom. In Technology the “enabling” activities that precede apractical assessment task are intended to develop the knowledge, skills and values to the pointwhere the learners are ready to be assessed formally (this is analogous to the “learner” stagepreceding the driver’s licence test).Assessment for learning must be developmental. Learners or teachers can mark these enablingtasks. Self-assessment and peer assessment actively involve learners in assessment. This isimportant as it allows learners to learn from and reflect on their own performance.The results of daily assessment tasks are not taken into account for promotion andcertification or reporting purposes.TECHNOLOGY ASSESSMENT – CHAPTER 4Page 3 of 10

4.3.2 FORMAL ASSESSMENT (Summative Assessment / Assessment of Learning)All assessment tasks that make up a formal programme of assessment for the yearare regarded as Formal Assessment. Formal assessment tasks are marked and formallyrecorded by the teacher for promotion, progression and certification or reporting purposes. Allformal assessment tasks are subject to moderation for the purpose of quality assurance and toensure that appropriate standards required for the grade are maintained.Formal assessment provides teachers with a systematic way of evaluating how well learnersare progressing in a grade and in a particular subject and gives insight into the success of theteaching strategy and methodology. The prescribed formal assessment tasks in Technology areExaminations and Practical Assessment Tasks and they are distributed as follows:Term 1Assignment (PAT 1)Term 2Mid-year ExaminationTerm 3Project (PAT 2)Term 4End-of-year ExaminationPlease Note:Formal Assessment tasks must be conducted in the presence of the teacher. Any formaltask done at home will constitute an assessment irregularity.4.3.2.1 FORMS OF ASSESSMENT USED IN TECHNOLOGYA) AN ASSIGNMENT: PRACTICAL ASSESSMENT TASK (PAT 1)An assignment allows for a more holistic assessment of knowledge, skills and values andtheir application in different contexts. The assignment is less open-ended than the project inthat it does not require of learners to collect, analyse and/or evaluate data and information thatwill result in the synthesising of the findings. It however, will be a problem-solving and/ordecision-making and application of knowledge exercise with clear guidelines regardinga specified length. The focus will be determined by the content covered according to theannual teaching plan. The teacher will provide learners with resources and information requiredto deliver the task. All assessment criteria applicable to the task must be discussed withthe learners prior to the commencement of the task.In Technology an assignment is a Practical Assessment Task that is the formal assessmentincorporating skills, knowledge and values. It covers the following design processskills: Communicate, Design and Make.TECHNOLOGY ASSESSMENT – CHAPTER 4Page 4 of 10

B) A PROJECT: PRACTICAL ASSESSMENT TASK (PAT 2)A project is a task in which knowledge, skills and values which lead towards competence in thespecific or integrated content, are demonstrated. The task involves collecting, analysing and/orevaluating data and information that will result in the synthesising of the findings into a finalproduct that may be reported, modelled or performed by the learners. Learners will collect data/resources/information outside of contact time to perform the task. The completion of the projectwill be facilitated by the teacher in class time to ensure the authenticity of the product.The topic and nature of the project will be determined by the content covered according to theannual teaching plan.Learners should be given enough time to complete the project. They need adequate guidanceat the outset of the project and progress should be monitored throughout. All assessmentcriteria applicable to the project must be discussed with the learners prior to thecommencement of the project.In Technology a project is a Practical Assessment Task which makes up the main formalassessment of a learner’s skills and knowledge application during the allocated term. It coversthe following design process skills: Investigate, Design, Make, Evaluate and Communicate.A PAT is intended to formalise the practical component of Technology contextualised within aknowledge focus area: The Practical Assessment Task is designed to give learners the opportunity to develop anddemonstrate their ability (i.e. capability) as they progress through the design process(Investigate, Design, Make, Evaluate, Communicate) A PAT focuses primarily on one of the knowledge areas of Technology (viz. structures,mechanical systems and control, electrical/electronic systems and control and processing),but may be integrated and may target more than one knowledge focus.TECHNOLOGY ASSESSMENT – CHAPTER 4Page 5 of 10

C) EXAMINATIONExaminations will be administered as part of the internal examination timetable of the school. The content for term 1 and 2 must be addressed in the mid-year examination. The content for term 3 and 4 must be addressed in the end-of-year examination. The minimum mark and time allocation for mid-year and end-of-year examination is asfollows:GradeMarksTime allocation76075 minutes (1h15)88090 minutes (1h30)9100120 minutes (2hrs)Please note:Prior knowledge from the previous grades may be necessary to interpret and answer somequestions.4.3.2.2 THE DISTRIBUTION AND FOCUS OF FORMAL AND INFORMAL PATsTerm 1Formal TaskPAT 1: AssignmentGrade 7Term 2Term 3Formal TaskTerm 4Informal PATPAT 2: ProjectInformal PATMechanical systems andcontrolStructuresElectrical /Structures /MechanismsProcessingDesign MakeInvestigate DesignInvestigate Design make Evaluatemake CommunicateDesign makePAT 1: AssignmentInformal PATPAT 2: ProjectInformal PATStructures / Mechanicalsystems and controlImpact ofMechanical systemsand control /StructuresElectrical systemsand controlDesign MakeGrade 8TechnologyProcessingCommunicate Design MakeInvestigate Design MakeInvestigate Design Make Evaluate CommunicatePAT 1: AssignmentInformal PATPAT 2: ProjectInformal PATStructuresMechanical systemsand controlElectronic systemsand controlProcessingCommunicate Design MakeInvestigate Design Investigate DesignMake Make Evaluate CommunicateGrade 9TECHNOLOGY ASSESSMENT – CHAPTER 4Design MakePage 6 of 10

4.3.2.3 COVERAGE OF CONTENT WEIGHTING AND COGNITIVE LEVELS ACROSS THEEXAMINATION PAPERS4.3.2.3.1 CONTENT WEIGHTINGThe tables below outline the content weighting and the different cognitive levels that must beadhered to during the development of formal and informal assessment tasks:CONTENT WEIGHTING: Grades 7- 9Design Process SkillsKnowledgeSPECIFIC AIM 1:SPECIFIC AIM 2:Investigate, design, make, Structures,Processing,evaluate and communicateMechanical and Electrical/Electronic Systems & Control50%30%Values and AttitudesSPECIFIC AIM 3:(Technology, Society and theEnvironment) Indigenous / Impact/ Bias20%Please note:The three specific aims should be approached in an integrated way during teaching, learning andassessment.4.3.2.3.2 COGNITIVE LEVELSThe following verbs must be used in the planning and setting of quality examination siseRoutineDiagnosticStrategicInterpretCreateLow orderMiddle orderHigh order30%40%30%Evaluate routineCount, identify, de,list, match,convert, discuss,construct,discriminate,compile,construct critique,name, outline,distinguish,demonstrate, investigate,construct,criticize, decide,point out,define, describe,draw,relate,create, design,evaluate, grade,estimate, select,illustrate,separate,formulate,justify, interpret,generalise, elate, solve,generate,recommendillustrate, infer,usegroup,quote, recite,repeat,reproduce,select, state,traceinterpret, match,integrate,paraphrase,organise,restate, rewrite,summarisesummariseTECHNOLOGY ASSESSMENT – CHAPTER 4Page 7 of 10

Please note:The cognitive levels might overlap from low order to middle to high order. However the placing ofthe levels will be determined by the construction of the questions.4.4PROGRAMME OF ASSESSMENT IN TECHNOLOGYPlease note: The quote regarding examination time and mark allocationWhen setting formal or informal assessment tasks, the following statement may be considered:“The basic point from the research is that more time is needed to process (conceptually andlinguistically – vocab, word order, spelling, register and tone) in a second language. This meanslearners take longer to read and write in a second language. The majority (over 80%) of learners inSouth Africa are learning through the medium of second language even though they are enrolled inHome Language classes. There is a need to acknowledge the Faultline/contradiction in our systemrather than assign deficit to the learners. They need time to think and be creative rather than justreproduce/rote learn at speed. Learners must be provided with as much/reasonable time aspossible during school assessment processes”. (edited version)A/Prof Rochelle Kapp, UCTPROGRAMME OF ASSESSMENT IN TECHNOLOGY: GRADES 7, 8 AND 9FORMAL ASSESSMENT IN TECHNOLOGY: GRADES 7-9TermsTerm 1Term 2Term 3Term 4Forms ofAssessmentPAT 1:AssignmentMid-year ExaminationPAT 2:ProjectEnd-of-yearExaminationGrade 7Grade 860 Marks (75 Minutes)70 MarksGrade 980 Marks (90 Minutes)60 Marks (75 Minutes)100Marks100 Marks (120 Minutes)80 Marks (90 Minutes)100 Marks (120 Minutes)Term weighting (%)100%100%100%100%SBA10%10%20%60 % End-of-yearExamination40% SBA per yearPromotion Mark100 %TECHNOLOGY ASSESSMENT – CHAPTER 4Page 8 of 10

4.5 RECORDING AND REPORTINGRecording is a process in which the teacher documents the level of a learner’s performancein a specific assessment task. It indicates learner progress towards the achievement of theknowledge as prescribed in the Curriculum and Assessment Policy Statements. Records of learnerperformance should provide evidence of the learner’s conceptual progression within a grade andher/his readiness to progress or be promoted to the next grade. Records of learner performanceshould also be used to verify the progress made by teachers and learners in the teachingand learning process.Reporting is a process of communicating learner performance to learners, parents, schoolsand other stakeholders. Learner performance can be reported in a number of ways. Theseinclude report cards, parents’ meetings, school visitation days, parent-teacher conferences,phone calls, letters, class or school newsletters, verified report cards through electronicmedia, etc.Please note: Teachers in all grades record in percentages against the subject. The seven levels of competence have been described for each subject listed for Grades R– 12 to report against.The various achievement levels and their corresponding percentage bands are as shown in thetable below.Rating, Description and Percentages for ReportingRATING CODEDESCRIPTION OF COMPETENCEPERCENTAGE7Outstanding achievement80 – 1006Meritorious achievement70 – 795Substantial achievement60 – 694Adequate achievement50 – 593Moderate achievement40 – 492Elementary achievement30 – 391Not achieved0 – 294.6 MODERATION OF ASSESSMENTModeration refers to the process that ensures that assessment tasks are fair, valid andreliable. Moderation should be implemented at school, district, provincial and nationallevels. Comprehensive and appropriate moderation practices must be in place for thequality assurance of all subject assessments. One purpose of moderation is to identifyTECHNOLOGY ASSESSMENT – CHAPTER 4Page 9 of 10

areas in which teachers may need development and support in their areas of work and forsupport to be provided.GeneralThis document should be read in conjunction with the:4.8.1 National Protocol for Assessment for Grades R – 124.8.2 National policy pertaining to the programme and promotion requirements of the NationalCurriculum Statement, Grades R – 124.8.3 Curriculum and Assessment Policy StatementsTECHNOLOGY ASSESSMENT – CHAPTER 4Page 10 of 10

4.3.2 FORMAL ASSESSMENT (Summative Assessment / Assessment of Learning) All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for promotion, progression and

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