Anonymous
Is it true or false?
QUESTION 1
1.1 State whether the following statements are TRUE or FALSE. If the statement is FALSE,
provide the correct answer.
1.1.1 Assessment in learning suggests that there is a link between classroom knowledge and
real-life situations. (2)
1.1.2 Post-moderation is done after learners have written the task and the teacher has
completed marking. It can also be done at the district, provincial and national levels. (2)
1.1.3 Although each classroom is heterogeneous, teachers should never consider the
diversity of learners when planning assessments. (2)
1.1.4 When a teacher fails to assess properly, they will not be able to improve the quality of
their instruction and the learners’ learning results.
(2)
1.2Provide one term for the following definitions.
1.2.1 A formative assessment that helps learners to gain more insight into their own activities,
shortcomings, and strong points.
(2)
1.2.2 The use of different assessment methods to monitor learners’ progress throughout the
academic year.
(2)
1.2.3 This happens when the assessments are designed before they are written or done
by the learners.
(2)
1.2.4 One learner making an assessment decision about the work of another learner. (2)
1.3 Provide a list of the assessment instruments which could be used when assessing an
activity/task. (4)
4 answers
1.1.1 - TRUE - Assessment in learning does suggest a link between classroom knowledge and real-life situations.
1.1.2 - TRUE - Post-moderation is indeed done after learners have written the task and the teacher has completed marking. It can also be done at different levels such as district, provincial, and national levels.
1.1.3 - FALSE - Teachers should consider the diversity of learners when planning assessments. Each classroom is heterogeneous, meaning there is a mix of students with various backgrounds, abilities, and needs. Considering this diversity is important for creating inclusive and effective assessments.
1.1.4 - TRUE - When a teacher fails to assess properly, it can hinder their ability to improve the quality of their instruction and the learning outcomes of their students. Effective assessment informs instructional decisions and helps identify areas where improvement is needed.
1.3 - The assessment instruments that could be used when assessing an activity/task can include:
- Rubrics: A set of criteria or scoring guidelines used to evaluate performance or quality.
- Checklists: A list of specific items or criteria that can be checked off to assess completion or adherence to requirements.
- Rating scales: A scale or continuum that allows for the assessment of performance or qualities along a range of levels or criteria.
- Observations: Directly observing and documenting performance or behavior during the activity/task.
- Anecdotal records: Descriptive notes or narratives documenting specific incidents, behaviors, or observations related to the activity/task.
- Portfolios: A collection of work samples or artifacts that demonstrate learning, progress, or achievements over time.
- Tests/Quizzes: Structured assessments with questions or tasks designed to measure knowledge, understanding, or skills related to the activity/task.
- Interviews: Conversations or discussions with learners to gather information about their understanding, experiences, or reflections on the activity/task.
1. Horizontally, at the Earth's surface wind always blows from areas of low pressure to areas of high pressure
2. Wind speed is the velocity attained by a mass of air traveling vertically through the atmosphere
3. Air in a low-pressure system, in the northern hemisphere, moves in a ant-clockwise direction
4. Changes in pressure at higher elevations can have more serious effects on the human body
5. The balance of the upward pressure gradient force with the downward gravitational force determines the atmospheric density structure
