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Understanding Assessment in the three

study areas
Assessment is a continuous planned
process of identifying, gathering and
interpreting information about the
performance or learners, using various
forms of assessment.
Assessment should be both informal
(Assessment for Learning) and formal
(Assessment of learning).
Informal or daily assessment has the
purpose of continuously collecting
information on a learner’s achievement that
can be used to improve their learning.
The results of the informal assessment are
NOT formally recorded unless the teacher
wishes to do so. The results of informal
assessment are not taken into account for
promotion and certification purposes.
All assessment tasks which 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
progression purposes.
Formal assessment provides teachers with a
systematic way of evaluating how well
learners are progressing in a grade and in a
particular subject.
Study area Weight
Personal and Social
30%
Well-Being
Physical Education 30%

Creative Arts 40%

Total 100%
a) Project
b) Assignment
c) Case study
d) Design and make
e) Test
f) Examinations

Refer CAPS document for details


Term 1
Task 1
Grade 4 Grade 5 Grade 6
Assignment / Assignment / Assignment /
Design and Case study / Case study:
Make: Design and
Make:

30 marks 30 marks 30 marks


Term 2 Term 3

Task 2 Task 3

Grade 4 – 6
Test: Project:

30 marks 30 marks
Term 4
Task 4
Grades 4 & 5 Grade 6
End-of-year End-of-year
examination: examination:

30 marks 60 marks ÷ 2 = 30
marks for recording
Grade 4 & 5 examinations and tests will consist of two
sections:
Section A: 15 marks Section B: 15 marks
Refer CAPS document for more detail.

The Grade 6 test (term 2) will follow the grades 4 & 5


examination outline. The Grade 6 examination paper
(term 4) will consist of three sections:
Section A: 25 Section B: 20 Section C: 15
marks marks marks
Refer CAPS document for more detail.
Term 1 Term 2 Term 3 Term 4

Grade 4, 5 and 6
PET 1: PET 2: PET 3: PET 4:

30 marks 30 marks 30 marks 30 marks


Limited Adequate Proficient Excellent

Frequency of 0% - 20% 21% - 50% 51% - 75% 76% - 100%


participation: 0 – 4 marks 5 – 10 marks 11 – 15 marks 16 – 20 marks
20 marks
Movement Requires Requires Efficient, Exceptional
performance: significant further effective and level of skill:
attention: attention and appropriate: movements
movements do refinement: movements always
not produce lapses in mostly produce the
the desired movements produce the desired
outcome at all which do not correct desired outcome
always outcome
produce the
desired
outcome
10 marks (2x5) (0 – 1 mark) (2 – 3 marks) (4 marks) (5 marks)
Term 1 (PE periods per term, P1 = period 1)

Learners P1 P2 P3 P4 P5 P6 Mark %
(20)

Learner 1 P P O A P O 12 60

Learner 2 P P O O O P 10 50

Learner 3 P P A P P P 20 100
Term 1 (Movement performance)

1st Observation 2nd Observation Total


5 marks 5 marks 10 marks

While a record of learner participation will be kept


each week, each learner will NOT be assessed on
movement performance every Physical Education
period, but will be formally observed twice a term.
Allocate a mark out of 5 for each of the two
observations to obtain a final mark out of 10.
Term 1 Term 2 Term 3 Term 4
Grades 4 - 6
CAT 1 CAT 2 CAT 3 CAT 4
Performing Opposite of Performing Opposite of
OR Visual Term 1* OR Visual Term 3**
Arts Arts
* Note that by the end of the second term assessment should
have been done once each in Performing and Visual Arts
** Note that by the end of the fourth term assessment should

have been done twice each in Performing and Visual Arts


I. Why is assessment important?
II. What is the difference between informal and
formal assessment?
III. Are they equally important? Yes/No.
Substantiate your answer.
IV. What are the formal assessment requirements
for each study area?
V. Develop a term and an annual composite
mark schedule/sheet for Life Skills
incorporating the three study areas.

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