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GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

LANGUAGE LITERACY AND COMMUNICATION L4

CODES: (LCAF4; LCEN4; LCND4; LCTS4;

LCSP4; LCXI4; LCVE4; LCXH4;

LCSW4; LCTS4; LCZU4)

Reviewed 2013

Examinations and Assessment Guidelines: 11 South African Official Languages

TABLE OF CONTENTS

1. Introduction 3

2. The GETC-ABET Level 4 Qualification 4

3. Unit Standards for LLAC4 Learning Area 7

4. LTSM in PALCs 21

5. Weighting of the Specific Outcomes and Assessment Criteria 21

6. Core Knowledge Areas 22

7. Taxonomies used in scaffolding questions 24

8. Site-Based Assessment (Formative) 25

8.1 Structure of SBA Tasks 25

8.2 Exemplar SBA Tasks 28

9. External Assessment (Summative) 49

9.1 Structure of a question paper 49

9.2 Exemplar question paper 50

10. Promoting the Principles of quality assessment practices 62

1. INTRODUCTION

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This document aims to be an Examination and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of AET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.

The LLAC4 Examinations and Assessment Guidelines document is based on the GETC: ABET Level 4 qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs), management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the LLAC4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.

While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.

This document also contains the GETC: ABET qualification which among others reflects on the rules of combination, fundamentals component, core component and the electives component learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.

This examinations and assessment guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC: ABET Level 4 examinations and assessment has a bearing on this document.

All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the GETC: ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the LLAC4 learning areas will be greatly appreciated.

2. THE GETC-ABET LEVEL 4 QUALIFICATION

The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.

SAQA QUAL ID QUALIFICATION TITLE

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71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDERTask Team - Adult Basic Education and Training

QUALITY ASSURING ETQA-

QUALIFICATION TYPE

FIELD SUBFIELD

National Certificate Field 05 - Education, Training and Development

Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASSABET Level 4 120 Level 1 Regular-Unit Standards

Based

REGISTRATION STATUS

SAQA DECISION NUMBER

REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT2012-11-26 2015-11-26

The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale:

Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of lifelong learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.

The achievement of the GETC-ABET qualification allows learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge,

skills and

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workplace experience and learning.

The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human

rights, gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental

and economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.

Recognition of Prior Learning:

The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.

The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.

Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC: ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 CREDITS

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 16 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL/CHOICE 51 CREDITS

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Academic Learning Areas:

1. Human and Social Sciences: 23 Credits2. Natural Sciences: 15 Credits3. Economic and Management Sciences: 21 Credits4. Arts and Culture: 17 Credits 5. Technology: 11 Credits6. One Additional Official Language (Excluding the language chosen as a Fundamental):

23 Credits

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits8. Ancillary Health Care: 45 Credits9. Small, Medium and Micro Enterprises: 17 Credits10. Travel and Tourism: 38 Credits11. Information Communication Technology: 23 Credits12. Early Childhood Development: 26 Credits13. Wholesale and Retail: 37 Credits

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community.

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others.

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UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

3. UNIT STANDARDS FOR LLAC4 LEARNING AREA

The following Critical Cross-Field Outcomes (CCFO) underpin the entire US:

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems: using context to decode and make meaning individually and in

groups in oral/signed activities. Reflect on and explore a variety of strategies to learn more effectively: listening skills

include listening for meaning in order to promote study skills such as note-taking, asking for clarification, etc.

Explore education and career opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.

Develop entrepreneurial opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.

UNIT STANDARD CCFO WORKING Work effectively with others and in teams: using interactive speech/signing in activities, discussion and research projects.

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively: through using language.

UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study.

UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications.

UNIT STANDARD CCFO DEMONSTRATING Understand the world as a set of related systems: through using language to investigate

and express links, and to explore a global range of contexts and texts. Be culturally and aesthetically sensitive across a range of social contexts: listening and

speaking skills enhance understanding and discussion of such issues.

UNIT STANDARD CCFO CONTRIBUTING Participate as responsible citizens in the life of local, national and global communities:

listening and speaking/signing skills enable people to participate effectively in such processes.

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The LLAC4 Learning Area comprises 4 unit standards:

SAQA US ID US TITLE CREDITS119635 Engage in a range of speaking/signing and listening interactions for a

variety of purposes 6119631 Explore and use a variety of strategies to learn 5119640 Read/view and respond to a range of text types 6119636 Write/Sign for a variety of different purposes 6

TOTAL 23

SAQA US ID US TITLE CREDITS119635 Engage in a range of speaking/signing and listening interactions for a

variety of purposes 6

PURPOSE OF THE UNIT STANDARD

This unit standard will enable learners to interact orally/in signing with others in various contexts and situations for a variety of purposes. Learners will be able to communicate reasonably confidently through developing an understanding of how listening and speaking/signing strategies and skills can improve understanding between individuals and in groups.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Listening, Speaking/Signing Reading Viewing and Writing/Signing skills at ABET 3 or equivalent.

UNIT STANDARD RANGE

This standard covers Speaking/Signing and Listening in defined oral/signed interactions in socio-cultural, learning and workplace situations, in both formal and informal contexts for a variety of purposes. Broadly, the settings and situations in which learners perform their oral/signing ability are similar across levels. What differs is the extent and complexity of the vocabulary and grammatical structures that they bring to the task, as well as an increasing level of clarity, fluency and confidence.

Specific range statements are provided in the body of the unit standards where they apply to particular specific outcomes or assessment criteria. Notes on range:

Contexts include: Civil society Media contexts Gender and race contexts Historical, social and political contexts Institutional contexts Workplace/industry contexts Personal relations and interpersonal relations One-to-one, in a small or large group, with an audience, by telephone (not applicable to

deaf learners).

Content includes: Knowledge (e.g. related to social conditions, human experiences, human rights, workplace

issues, learning experiences) Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in

consumer society (e.g. slogans, logos, marketing techniques) Relationships (e.g. workplace interactions, group interactions, personal interactions, social

sensibility, power relations) > Emotions (e.g. sympathy, empathy, identification, rejection)

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Text types include: Oral/signed or spoken texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types. Examples of received oral/signed or spoken/signed texts are conversations, speeches, report backs, instructions, directions, descriptions, prepared talks, lectures, interviews, stories.

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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Use speaking/signing and listening strategies.

OUTCOME NOTES All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text.

OUTCOME RANGE Listening strategies include listening for detail, listening for specific information, listening for learning, asking for clarification, repetition etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Main message of oral/signed communication is successfully understood.

ASSESSMENT CRITERION 2 Main message of oral/signed communication is successfully communicated.

ASSESSMENT CRITERION 3 Speech/sign features (e.g. register, tone, body language, non-manual features (NMFs), tempo, volume/sign size and pace, stress) are interpreted (e.g. mismatch between tone

SPECIFIC OUTCOME 2 Identify the purpose, audience and context of the communication.

OUTCOME NOTES All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text.

OUTCOME RANGE Purpose: to inform, to

persuade, to establish and maintain communication, to query, to question, to challenge, to criticise etc.

Context: formal, informal, one-on-one, group discussions, presentations, speech, different socio-cultural contexts etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Likely purpose of oral/signed communication is identified.

ASSESSMENT CRITERION 2 Likely intended audience(s) is/are identified.

SPECIFIC OUTCOME 3 Use strategies to engage with meaning and organisation in communication.


ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Main ideas, topics, messages or themes are identified in a received oral/signed text.

ASSESSMENT CRITERION 2 Main ideas, topics, messages or themes are communicated effectively in a spoken/signed text.

ASSESSMENT CRITERION 3 Surface/ literal content is found, recalled, paraphrased or summarised as required in a received oral/signed text.

ASSESSMENT CRITERION 4

SPECIFIC OUTCOME 4 Show a critical awareness of language use in oral/signed texts.


ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 The speaker’s/signer's opinions and emotions are identified, and a justified response is given.

ASSESSMENT CRITERION 2 Fact, fiction and opinions are identified and distinguished.

ASSESSMENT CRITERION 3 Inferences are made from received oral/signed texts (misleading or contradictory information is identified, the omission of necessary information is noted, meanings not directly stated are noted etc). ASSESSMENT CRITERION 4 Possible reasons are given to explain why misleading or contradictory information is given, why opinions are

SPECIFIC OUTCOME 5 Use and respond to aesthetic, emotive, cultural and social aspects of oral/signed texts.


OUTCOME RANGE Aesthetic texts include

oral/signed poetry, folklore, creative oral/signed advertising, creative multi-media texts etc.

Emotive texts include advertisements, speeches, persuasive communication, and debates dealing with emotive issues.

Cultural and social texts include oral/signed poetry, received oral/signed texts dealing with cultural and social issues, communications reflecting attitudes towards language and language varieties, and power relations between different languages and language varieties, and communications reflecting spoken/signed workplace conventions.

SPECIFIC OUTCOME 6 Use and respond to conventions and structures in communication.


OUTCOME RANGE Conventions: e.g.

introductions and conclusions for speeches; turn taking and understanding of roles in group discussions; greetings and leave taking in conversations.

Structures: e.g. tenses/time makers, parts of speech, concord, active and passive voice, complex and compound sentences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Type of interaction is identified (formal talks or presentations; discussions and debates; interviews; informal conversations; one-on-one discussions; group/ meeting discussions etc).



and content).

ASSESSMENT CRITERION 4 Speech/sign features (e.g. as above) are appropriately used.

ASSESSMENT CRITERION 5 Processes for checking that effective communication is taking place are successfully employed (checking on own and other’s understanding; rephrasing; asking for clarification; asking for feedback; etc).

ASSESSMENT CRITERION 6 Translation into other languages/sign systems is used where helpful and appropriate.

ASSESSMENT CRITERION 3 Likely source of received oral/signed communication is identified.

ASSESSMENT CRITERION 4 Features of the context in which communication happens are described.

ASSESSMENT CRITERION 5 Ways in which purpose, audience, context and source influence the communication are discussed with supporting evidence from a received oral/signed text.

ASSESSMENT CRITERION 6 A spoken/signed text is produced that is appropriate for purpose, audience and context.

Understanding of organising features of oral/signed text is used to extract meaning (e.g. openings and conclusions, sequence of ideas and events, statements and supporting evidence such as examples or illustrative points, opinions and supporting points, linking words/signs or phrases use of space and repetition).

ASSESSMENT CRITERION 5 Organising principles are used to produce meaningful spoken/signed text (examples as above).

presented as fact, or why relevant information is omitted.

ASSESSMENT CRITERION 5 Manipulative (e.g. emotive language, gestures or tone, rhetorical devices), biased (e.g. use of stereotypes or subjective opinion presented as fact), or ideologically driven (e.g. use of political jargon, overt value statements) uses of language are identified.

ASSESSMENT CRITERION 6 A spoken/signed text using manipulative or emotive strategies is produced (a speech, radio/TV advertisement etc).

ASSESSMENT CRITERION 7 Own opinion on an oral/signed communication is given and justified.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Literary and stylistic devices (symbolism, rhyme, rhythm, poetic devices etc) are identified and used.

ASSESSMENT CRITERION 2 The effects of literary and stylistic devices are discussed with supporting evidence.

ASSESSMENT CRITERION 3 Emotive language is recognised and used in appropriate ways.

ASSESSMENT CRITERION 4 Cultural and social values (e.g. cultural context) in a received oral/signed text are identified and explored.

ASSESSMENT CRITERION 5 Attitudes expressed in oral/signed texts towards languages and language varieties are identified and discussed.

ASSESSMENT CRITERION 2 An oral/signed text is produced using conventions appropriate to the identified type of interaction.

ASSESSMENT CRITERION 3 Grammatical structures are identified and used to extract meaning in received oral/signed texts.

ASSESSMENT CRITERION 4 Appropriate grammatical structures are used to convey meaning effectively in spoken/signed texts.

ASSESSMENT CRITERION 5 Vocabulary is relevant and appropriate.

ASSESSMENT CRITERION 6 Choice of conventions and structure in spoken/signed text is justified.

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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A

SAQA US ID US TITLE CREDITS119631 Explore and use a variety of strategies to learn 5


The learner will be able to use language for learning and other learning strategies in all learning areas and contexts. The ability to use language for problem-solving, decision-making and creative, critical and evaluative thinking will be developed. The role of language in cognitive and conceptual development will be promoted in all learning and teaching environments. The learner moving into the FET band needs learning and study strategies and skills for successful progression.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Listening, Speaking/Signing, Reading/Viewing and/or Writing skills at ABET 3 or equivalent.

UNIT STANDARD RANGE

Information is obtained from a variety of sources: factual articles, reports, magazines, manuals, journals, cartoons, books, the media, reference material (e.g. catalogues, glossaries, and dictionaries), internet, graphic material and workplace information sources, films etc. Information can also be accessed from other people, for example through interviews. Evidence of the use of resource centres, libraries or resource books should also be shown.

The information obtained is presented in accordance with the requirements of different formats of presentation, either orally/in sign or in writing/signing (e.g. essay, poster, drawing, speech, electronic message, written paper, model, video). Learning strategies include memorisation, the transfer of information from one text form to another, using reading/viewing and writing/signing strategies for learning, asking for clarification etc.


Examinations and Assessment Guidelines: 11 South African Official LanguagesSPECIFIC OUTCOME 1 Use language for learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Concepts are transferred from one language to another where applicable.

ASSESSMENT CRITERION 2 A variety of terms related to learning tasks are distinguished and applied (e.g. analyse, discuss, describe, compare, contrast).

ASSESSMENT CRITERION 3 Language styles used in different learning areas are distinguished and applied.

SPECIFIC OUTCOME 2 Take responsibility for own learning and make choices about learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Commitment to learning process is actively demonstrated (in group work, self-study activities, compiling of portfolios etc).

ASSESSMENT CRITERION 2 Own learning materials are well organised.

ASSESSMENT CRITERION 3 A learning task is chosen from a set of alternatives (essay topic; research project, signed narrative etc).

ASSESSMENT CRITERION 4 Learning tasks are completed within appropriate time frames.

ASSESSMENT CRITERION 5 Self-assessment tasks are completed.

ASSESSMENT CRITERION 6 Self and time-management skills are used to plan and monitor own learning.

ASSESSMENT CRITERION 7 Learning and career options are selected on the basis of detailed guidance from the appropriate practitioner (learning programmes, skills programmes, learnerships, qualifications and career pathways etc).

SPECIFIC OUTCOME 3 Identify different kinds of learning strategies and use what is appropriate to the task.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Appropriate learning strategies are identified (asking questions, reading/viewing and listening for detail, summaries, synthesising, skimming, scanning, mind maps, pictures, note-taking, drafting and redrafting, memorising, working in co-operation with others, working alone, etc).

ASSESSMENT CRITERION 2 Preferred learning strategies are selected and used according to the task.

ASSESSMENT CRITERION 3 Self-assessment strategies are used effectively.

ASSESSMENT CRITERION 4 Feedback from others is acknowledged, evaluated and used to improve and revise work.

ASSESSMENT CRITERION 5 Evidence of planning, drafting, editing and revising is shown.

ASSESSMENT CRITERION 6 Specific information is found using basic referencing skills (numbering, index, contents page etc).

SPECIFIC OUTCOME 4 Identify access and use information.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 The need for information is identified.

ASSESSMENT CRITERION 2 Relevant information is selected.

ASSESSMENT CRITERION 3 Information is categorised, classified and arranged according to the task.

ASSESSMENT CRITERION 4 Information is presented in a clear and accessible way in order to facilitate learning.

ASSESSMENT CRITERION 5 Information is presented in a clear and accessible way in order to facilitate learning.

SPECIFIC OUTCOME 5 Use resources effectively to supplement learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Evidence is shown that additional information has been obtained from a variety of sources (e.g. library, videos, resource centre, workplace, internet, and other learners).

ASSESSMENT CRITERION 2 Relevant reference materials are used appropriately (e.g. dictionary, encyclopedia, film, journals, and atlases).

ASSESSMENT CRITERION 3 Evidence taken from other sources is acknowledged.

ASSESSMENT CRITERION 4 Additional information selected is relevant.

SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:



UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Accreditation Options:

Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for

this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Learners can understand and explain that languages have certain features and conventions, which can be managed for learning purposes. Learners are aware that there are skills, strategies and resources which will facilitate learning.

UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A

SAQA US ID US TITLE CREDITS119640 Read/view and respond to a range of text types 6

PURPOSE OF THE UNIT STANDARD This unit standard will enable learners to read or view a number of different kinds of texts developed for different purposes, audiences and contexts. Learners will understand how language is used to convey meaning, and to shape people’s views and relationships. Learners will be able to find, sort and use information through reading/viewing.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Listening, Speaking/Signing, Reading/Viewing and Writing skills at ABET 3 or equivalent.

UNIT STANDARD RANGE This standard covers written/signed and visual texts appropriate to the needs and interests of learners, including narrative, persuasive, factual, everyday information, practical and visual texts as well as multimedia.

Specific range statements are provided in the body of the unit standards where they apply to particular specific outcomes or assessment criteria.

Notes on range:

Contexts include: Civil society

Literary contexts Media contexts Gender and race contexts Historical, social and political contexts Institutional contexts Workplace/industry contexts Personal relations and interpersonal relations.

Content includes: Knowledge (e.g. related to social conditions, human experiences, human rights, workplace

issues, learning experiences)



Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society (e.g. slogans, logos, marketing techniques)

Relationships (e.g. workplace interactions, group interactions, personal interactions, social sensibility, power relations) > Emotions (e.g. sympathy, empathy, identification, rejection) Text types include: Written/signed and visual texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types.

Text types include: Written/signed and visual texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types.

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Examinations and Assessment Guidelines: 11 South African Official LanguagesSPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Use reading/viewing strategies appropriately and effectively.

OUTCOME RANGE Reading strategies include skimming, scanning, previewing, predicting, summarising, reading/viewing for detail etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Main message of text is extracted. ASSESSMENT CRITERION 2 Reading strategies appropriate to the text and task are chosen and used.

ASSESSMENT CRITERION 3 Meaning of unfamiliar vocabulary is inferred through the use of context clues and word attack skills/sign analysis.

ASSESSMENT CRITERION 4 Reading/viewing for detail is done.

ASSESSMENT CRITERION 5 Specific information is found using basic referencing skills (e.g. numbering).

ASSESSMENT CRITERION 6 Relationships between parts of words/signs, phrases or sentences (e.g. cause and effect) are used to understand

SPECIFIC OUTCOME 2 Identify the purpose, audience and context of texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Likely purpose of text is identified. ASSESSMENT CRITERION 2 Reason is given for identification of purpose.

ASSESSMENT CRITERION 3 Likely intended audience(s) of text is/are identified.

ASSESSMENT CRITERION 4 Likely source of text is identified.

ASSESSMENT CRITERION 5 Text is interpreted in light of the purpose, audience, context and source.

ASSESSMENT CRITERION 6 The possible cultural and social context in which the text was produced is inferred from contextual clues (e.g. historical period shown by vocabulary).

SPECIFIC OUTCOME 3 Engage with meaning and organisation in texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Main ideas, topics, messages or themes are identified in a text

ASSESSMENT CRITERION 2 Surface/literal content is found, recalled, paraphrased or summarised as required.

ASSESSMENT CRITERION 3 Understanding of how text is organised is used to extract meaning (introductions and conclusions, sequence of ideas and events, statements and supporting evidence such as examples or illustrative points, opinions and supporting points, linking words/signs or phrases etc).

ASSESSMENT CRITERION 4 Statements and supporting evidence (e.g. examples, illustrations) are identified.

ASSESSMENT CRITERION 5 Information is selected according to need.

ASSESSMENT CRITERION 6 Information is categorised to suit particular purpose.

SPECIFIC OUTCOME 4 Show a critical awareness of language usage in texts.

ASSESSMENT CRITERIA

. ASSESSMENT CRITERION 1 The writer's/signer's opinions and emotions are identified

ASSESSMENT CRITERION 2Evidence from the text is given to support identification.

ASSESSMENT CRITERION 3 Fact, fiction and opinions are identified and distinguished.

ASSESSMENT CRITERION 4 Inferences are made from texts (e.g. misleading or contradictory information is identified, the omission of necessary information is noted, and meanings not directly stated are noted).

ASSESSMENT CRITERION 5 Possible reasons are given to explain why misleading or contradictory information is given, why opinions are presented as fact, or why relevant information is omitted.

ASSESSMENT CRITERION 6

SPECIFIC OUTCOME 5 Identify and respond to aesthetic, emotive, cultural and social aspects of texts.

OUTCOME RANGE Aesthetic texts include

poetry, short literary texts or extracts, folklore, creative advertising, creative multi-media texts, signed narrative.

Emotive texts include advertisements, speeches/presentations, persuasive texts, texts dealing with emotive issues.

Cultural and social texts include texts dealing with cultural and social issues, texts dealing with attitudes towards language and language varieties, texts dealing with power relations between different languages and language varieties.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Literary and stylistic devices are identified (e.g. symbolism, rhyme, rhythm, poetic devices).

ASSESSMENT CRITERION 2 The effects of literary and stylistic devices are

SPECIFIC OUTCOME 6 Understand the use of conventions and structures in texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Type of text (formal, informal, factual, persuasive, narrative, practical etc) and genre (poem, advertisement, article etc) are identified.

ASSESSMENT CRITERION 2 Format (report, letter, CV, dialogue, signed narrative, etc) and its functions are identified.

ASSESSMENT CRITERION 3 Layout features and their functions are recognised.

ASSESSMENT CRITERION 4 Grammatical structures are identified and used to extract meaning (effect of tense on meaning; use of passive or active voice, etc).

ASSESSMENT CRITERION 5 Structuring devices, typographical, graphic or visual features (table of contents, indices, graphs, titles, headings and sub-


Examinations and Assessment Guidelines: 11 South African Official Languagesthe text.

ASSESSMENT CRITERION 7 Text features (e.g. register, tone, etc) are identified and explained (e.g. mismatch between tone and content).

ASSESSMENT CRITERION 8 Translation into other languages is used where helpful and appropriate.

Manipulative (e.g. emotive language, gestures or tone, rhetorical devices), biased (e.g. use of stereotypes or subjective opinion presented as fact), or ideologically driven (e.g. use of political jargon, overt value statements) uses of language are identified.

ASSESSMENT CRITERION 7 Own opinion on a text is given and justified.

discussed with supporting evidence.

ASSESSMENT CRITERION 3 Emotive language in texts is identified and discussed.

ASSESSMENT CRITERION 4 Cultural and social values (e.g. cultural context) in a text are identified and explored.

ASSESSMENT CRITERION 5 Attitudes expressed in texts towards languages and language varieties are identified and discussed.

headings, captions, use of paragraphs etc) are recognised and used to extract meaning.

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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Accreditation Options:

Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options:

The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.


UNIT STANDARD DEVELOPMENTAL OUTCOME N/ Plan, draft and edit own writing/signing.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Evidence of planning and drafting is shown.

ASSESSMENT CRITERION 2 Feedback is incorporated.

ASSESSMENT CRITERION 3 Text is revised, proof-read/checked and corrected.

ASSESSMENT CRITERION 4 Final version is produced and appropriately presented.

A

UNIT STANDARD LINKAGES N/A

SAQA US ID US TITLE CREDITS119636 Write/Sign for a variety of different purposes 6


This unit standard will enable learners to produce a range of different text types for different purposes, audiences and contexts. Learners will be able to write/sign reasonably clearly in order to communicate meaning, and show some control of grammar and style. Learners will be familiar with a range of structuring devices and conventions that help convey meaning, and will develop competence in the writing process through reflecting on and correcting their own written/signed work. They will use language appropriate to the socio-cultural, learning, or workplace/technical environments as required.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Listening, Speaking/Signing Reading and/or Writing/Viewing skills at ABET 3 or equivalent.

UNIT STANDARD RANGE

Texts are produced using appropriate language patterns and structures which take account of context, purpose and audience.



Specific range statements are provided in the body of the unit standards where they apply to particular specific outcomes or assessment criteria.

Notes on range:

Contexts include:

Civil society Literary contexts Media contexts Gender and race contexts Historical, social and political contexts Institutional context Workplace/industry contexts Personal relations and interpersonal relations

Content includes:

Knowledge (e.g. related to social conditions, human experiences, human rights, workplace issues, learning experiences).

Aesthetics (e.g. some use of creative techniques, innovative use of language in consumer society (e.g. slogans, logos, marketing techniques)).

Relationships (e.g. workplace interactions, group interactions, personal interactions, social sensibility, power relations).

Emotions (e.g. sympathy, empathy, identification, rejection) Text types to be produced include narrative, factual, persuasive, practical, visual and creative texts.

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Examinations and Assessment Guidelines: 11 South African Official LanguagesSPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Produce texts appropriate to purpose, audience and context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Appropriate text type, format and conventions are used for specific purposes, audiences and contexts.

ASSESSMENT CRITERION 2 Sufficient, accurate and relevant content is selected and presented to achieve the requirements of the task set.

ASSESSMENT CRITERION 3 Register, tone, style and language use is appropriate to the purpose, audience and context of the text and task.

ASSESSMENT CRITERION 4 Own experience, knowledge and opinions are expressed and supported where required.

SPECIFIC OUTCOME 2 Use grammatical structures to organise texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Common grammatical structures are used correctly (e.g. subject/verb agreement; pronouns, tenses, parts of speech, commonly used verb forms).

ASSESSMENT CRITERION 2 Clear, simple sentences are used.

ASSESSMENT CRITERION 3 A variety of sentence lengths and types are used appropriately (e.g. negatives, question forms, statements, imperatives).

ASSESSMENT CRITERION 4 Punctuation/non-manual features (NMFS) and spelling conventions are used appropriately.

ASSESSMENT CRITERION 5 Grammatical link devices (e.g. conjunctions) are used correctly to write sustained pieces.

ASSESSMENT CRITERION 6 Sentence structure and word/sign order are used accurately.

SPECIFIC OUTCOME 3 Use writing/signing conventions to organise texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Texts are structured and organised so that content or information is clearly and logically sequenced and arranged.

ASSESSMENT CRITERION 2 Conventions for paragraphs/chunks of signs are used appropriately.

ASSESSMENT CRITERION 3 Links between sentences and paragraphs are correctly used and help the flow of ideas.

ASSESSMENT CRITERION 4 Arguments or positions are supported and illustrated.

ASSESSMENT CRITERION 5 Structuring devices, typographical, graphic or visual features are used appropriately (e.g. table of contents, headings, numbering etc).

ASSESSMENT CRITERION 6 Stylistic devices are used for specific effects (e.g. simple imagery, use of dialogue, use of manipulative or biased language etc).

SPECIFIC OUTCOME 4 Plan, draft and edit own writing/signing.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 Evidence of planning and drafting is shown.

ASSESSMENT CRITERION 2 Feedback is incorporated.

ASSESSMENT CRITERION 3 Text is revised, proof-read/checked and corrected.

ASSESSMENT CRITERION 4 Final version is produced and appropriately presented.


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for

this unit standard.


UNIT STANDARD DEVELOPMENTAL OUTCOME N/A

UNIT STANDARD LINKAGES N/A

4. LTSM IN PALCs

The recommended Learning and Teaching Support Materials (LTSM) for this learning area are listed in a catalogue provided by the AET Directorate of the Department of Higher Education and Training.

A variety of LTSM is used in various contexts in PALCs across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.

5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA

RATIO OF COMPLEXITY:

Both the Summative Question Paper and the Site-Based Assessment Tasks attempt to strike a balance in the complexity of the questions and tasks that are fair to learners, but also conform to standard assessment practices. In general, all assessments in the languages learning areas are structured around the following ratios:

40% Literal (recall from text; listing; extracting; verifying)30% Interpretative (analyse, understand, verify)30% Synthesis (apply, give own opinions, produce)

WEIGHTING:

Since the credits assigned to a unit standard gives it a particular weighting value in relation to other unit standards, an attempt will be made to balance the relative value of unit standards in assessments. The following weighting ratios reflect the composition of the summative assessment tool (question paper):

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US Credits Application in Summative Assessment Question Paper & SBA Tasks

Value (marks)

119631 5 All forms of assessment:Exam and SBA

Covered by all the Assessment

Activities SBA & Exam

119635 6 SBA only (Task 3) 50119636 6 Exam Section C (Questions 4 & 5) and SBA, 50119640 6 Exam Section A (Q.1), Section B (Q.2 & 3) and

SBA, 50

The following section will provide a general overview of how all US and SOs will be examined:

119631 119635 119636 119640

SO 1 Exam and SBA SBA Exam and SBA Exam and SBA




SO 5 XXXX SBA XXXX Exam and SBA

SO 6 XXXX SBA XXXX Exam and SBA

LEGEND: SBA: Formative Assessment Exams: Summative Assessment

6. CORE KNOWLEDGE AREAS

This section unpacks the Unit Standards and their Specific Outcomes, summarising the core knowledge areas of each, and suggesting activities and applicable assessment tools, as well as the skills tested or practiced in each activity. It then locates each US and SO in either the Summative or Formative Assessment, specifying which question or task in the assessment will be covered.

The unpacking of the US & SO is done sequentially here, in order to provide educators with a broad overview of the total scope of the US in the learning area (as circumscribed by the Range Statements of each SO), in preparation for the assessments. Examiners will make any selection of these activities to include in both the question paper as well as the SBA tasks. By working through them, the educator is thus preparing learners for the full range of possible tasks in the assessment.

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US ID SO CORE KNOWLEDGE SUGGESTED ACTIVITIES

ASSESSMENT TOOLS

SKILLS TESTED LOCATION IN ASSESSMENT

119631 1-5 Use language for LAs & Contexts. Problem solving, decision making, creativity and critical and evaluating thinking will be developed.

ComprehensionLanguage TestLanguage Exercises

MemorandumRubricsChecklist, etc.

DistinguishingDifferentiatingOrganisingAnalysing

Formative SBA:Tasks1--5Summative QP: All Questions

1 Use a range of language strategies for learning

WorksheetsEssaysExercises


InterpretingWriting

FASS SBA: Tasks1—5Formative Exam: All Questions

2 Managing own learning Group work, Self-study, Portfolio activities


Time ManagementOrganisation

Formative SBA:Tasks 1--5Exam: All Questions

3 Different ways of learning Reading, Mind mapping, Note taking etc.


Planning,EditingOrganising

Formative SBA:Tasks1--5Exam: All Questions

4 Use information Research, Investigate, Categorise, Present


PlanningOrganisingPresenting

Formative SBA:Tasks1--5Exam: All Questions

5 Use Resources effectively ResearchInvestigateInterviews

Checklist CommunicationOrganisation

Formative SBA:Tasks 4, 5Exam: All Questions

FOOTNOTE:This US is not linked to a specific Assessment Task or Examination Question, but cuts across all Assessment Tasks and Examination Questions. 119635 1 Listening, speaking

communication*Giving learners topic to discuss, e.g. cultural diversity

* Checklist* Peer assessment

* Organising ideas* Appropriate language usage* Mind maps* Persuasive speaking* Critical listening

Formative SBA:Task 3 (Oral Presentation)

Task 4(Investigation)

Task 5 (Project)

2 * to inform listeners

* to maintain conversation

* Discussion issues* Investigation of a particular issue

* Checklist* Rubric

* Discussion* Organisation of ideas *use of memory aids (e.g. cue cards)* Mind maps* Persuasive speaking

3 Meaningful organization of communication

* Assignment* Oral presentation* Investigation* Projects

* Checklist Identify main ideas

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4 Critical language awareness * Interpret cartoons * analyse & discuss pictures

* Checklist* Memo

* Critical listening* Distinguish facts & opinions

5 Aesthetic communication * Oral presentation* Investigation* Project

* Checklist* Rubric

* Appreciation of different texts/languages* Identify use of emotive language

6 Convention and structured communication

* Formal talks* Presentation* Debates* Discussion

*Observation* Checklist* Rubric

* Sequencing* Speaking* language features to structure speech

119636 1 Producing a text (various types) Essay types: * Narrative, Descriptive, Argumentative, etc.

* Memo for gap filling exercise* Checklist* Rubric* Grid

Planning and organising a text Summative QPSection CQ4 & Q5

2 Language structures, e.g. simple and complex sentences, conventions and punctuation marks

Transactional writing: CVs, letters, memos, agenda, minutes, reports, dialogue and speeches


Editing using appropriate language to suit purpose, audience and context

3 Organising a text Transactional writing: CVs, letters, memos, agenda, minutes, reports, dialogue and speeches


Formatting:Sentence construction, paragraphing, sifting information to produce a final version

4 Planning:Drafting (brainstorming) mind mapping and editing

Transactional writing: CVs, letters, memos, agenda, minutes, reports, dialogue and speeches


Formatting:Sentence construction, paragraphing, sifting information to produce a final version

1-4 Research and production/ writing of appropriate text

Project investigation Rubric Method of research:Interviewing skills, drawing of questionnaires. Responding to the following questions: Who? What? Why? How?Analysing and drawing conclusions

Formative SBA:Tasks 3 & 5(Project and Investigation)

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119640 1-6 Text typesWritten/visualReading/viewingAnalysing & understanding of textSummary writingCorrect use of language

Comprehension exercisesPoetry exercisesInterpreting cartoons/postersQuestions on articles from any source (e.g. newspapers, magazines, etc.)Language worksheets

Marking memorandumChecklist

Reading & WritingAnalysis & interpretation of a textEvaluationFormulatingFeedback Recognising textual/physical features

Summative QP Section A: Question 1 Section B:Question 2, 3

Formative SBA:Task 1 (Test) Task 2 (Assignment)

7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS

In setting the examination question paper and the SBA Tasks, Barrett’s Taxonomy is used to scaffold the degrees of complexity of questions and tasks. The following table is a simplified and summarised overview of Barrett’s Taxonomy:

Cognitive Level/Level of Complexity

Description Examples of questions Weighting

1 Literal (information in the text) Name the…; List the…; Identify the…; Describe the…; Relate the….

40%

2 Re-organisation (analysis, synthesis or organisation of information)

Summarise the main ideas…; State the differences/ similarities…

30%3 Inference (engagement with

information in terms of personal experience)

Explain the main idea…; What is the writer’s intention…; What, do you think, will be…

4 Evaluation (judgments concerning the value or worth)

Do you think that…; Discuss critically (incl. Creative Writing)

30%5 Appreciation (assess the impact

of the text)Discuss your response…; Comment on the writer’s use of…(incl. Creative Writing)

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8. SITE-BASED ASSESSMENT (FORMATIVE)

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site based assessment in all PALCs across the country. In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks. The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.

It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.

The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.

8.1 STRUCTURE OF SBA TASKS

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.

Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.

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Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.

STRUCTURE OF THE SITE-BASED ASSESSMENT TASKS FOR AN ACADEMIC YEAR

1. Test (Task and Tool 50 marks Period: Third Term)Section A (10 marks) Textual analysis - ComprehensionSection B (15 marks) Language in use (10 marks), Visual/Summary (5 marks)Section C (25 marks) [15 Essay and 10 Longer/Shorter Text]

2. Assignment (Task and Tool 50 marks Period: First and Second Term)Writing (a) Short pieces (10 marks) First Term (Shorter text)

(10 marks) Second Term(b) Long pieces (15 marks) First Term (Longer Transactional text)

(15 marks) Second Term (Essay)

3. Project (Task and Tool 50 marks Period: First Term)

4. Oral Tasks (Task and Tool 50 marks Period: First, Second and Third Term) Structure: (a) Reading Unprepared (10 marks) First Term

Prepared (10 marks) Second Term (b) Speaking Prepared (10 marks) First Term

Unprepared (10 marks) Second Term (c) Listening and Comprehension (10 marks) Third Term

5. Investigation (Task and Tool 50 marks Period: Second Term)

Exemplar Learning Area Assessment Plan

Learning Area: EnglishLearning Area Code: LCEN4

Year: 2009

Assessment Tasks 1 2 3 4 5

Form(s) of assessment

Test Assignment Project Oral Presentation

Investigation

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US, SOs and AC

119640 SO 3 AC 1-6SO 4 AC 1 -4; 5; 7SO 5 AC 4; 5

119636 SO 1 AC 1-4

119631SO 1 AC 4

119641 SO 3 AC 1, 2, 3, 5

119640 SO 1 AC 1-8SO 2 AC 1-6SO 4 AC 1-6SO 5 AC 3

119636 SO 2 AC 3; 4; 6

119631 SO 1 AC 1-3 SO 2 AC 1; 2; 4; 6 SO 3 AC 1; 2; 5; 6 SO 4 AC 1-5SO 5 AC 1-4 119635 SO 1 AC3; 5SO 2 AC1, 2SO 6 AC1, 2

119636 SO 1 AC 1-4 SO 2 AC 1-6 SO 3 AC 1-6 SO 4 AC 1-4

119631 SO 1 AC 1-3SO 2 AC 1; 2;3; 4; 6 SO 3 AC 1; 2; 5SO 4 AC 1-5SO 5 AC 1-4

119635 SO 1 AC 1-6SO 2 AC 1-6SO 3 AC 1-5SO 4 AC 1-7SO 5 AC 1-5SO 6 AC 1-6

119635 SO 1 AC 1-5SO 2 AC 1-6SO 5 AC 1-6

119636 SO 1 AC 1-4SO 2 AC 1-6SO 3 AC 1-6 SO 4 AC 1-4 119631 SO 1 AC 1-3 SO 2 AC 1 --7SO 3 AC 1; 2; 3, 5; 6 SO 4 AC 1-5 SO 5 AC 1-5

Tools of Assessment

MarkingMemorandum

Rubric & Marking Memorandum

RubricChecklist

Rubric Rubric

Dates to be completed

8.2 EXEMPLAR SBA TASKS

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GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:LANGUAGE LITERACY & COMMUNICATION: ENGLISHCODE :LCEN4TASK:TEST

TIME:3 HOURSMARKS:50

This assessment task consists of 5 pages

INSTRUCTIONS AND INFORMATION

1 This test consists of THREE sections:

SECTION A (Comprehension)

SECTION B (Language in use, visual text)

SECTION C (Essay and shorter writing texts)

2. All questions are COMPULSORY.

3. Please adhere to the numbering used in this question paper.

SECTION A ( COMPREHENSION)

QUESTION 1

Read the following passage carefully and answer the questions that follow:

5

10

15

Tourism Minister Marthinus van Schalkwyk says he will make sure that his department records up to 17 percent in domestic tourism and 15 percent in internal tourists visiting the country by 2020.

Van Schalkwyk was addressing the media during the official launch of a domestic tourism campaign in Limpopo yesterday. The launch was used as a celebration for the highest recorded domestic tourism figures for last year at Modjadji Nature Reserve in Khehlakoni, outside Modjadjiskloof. The country recorded 79 percent in tourism last year, and this, he said, would help the local economy to grow.

Van Schalkwyk said domestic tourism has proven to be the largest contributor to tourist volumes in South Africa, with 79 percent of all volumes for 2010 coming from local tourism.

He also launched South African Tourism’s Sho’t Left Campaign for 2011 to 2012, which seeks to encourage South Africans to tour and know their own country. According to the Minister, R30m has been set aside this financial year to promote this campaign through advertising on television, radio and in the print media, among others.

(Adapted from an article in Sowetan, 30 March 2011)

1.1 In which department is Mr Marthinus van Schalkwyk a minister? (1)

1.2 Write a word from the passage which has the same meaning as “domestic”. (1)

1.3 State whether the following statement is TRUE or FALSE .Write only ‘true’ or ‘false’ next to the question number. (1)

1.3.1 International tourists contributed to high volumes of tourism in South Africa during 2010.

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1.4 In your own words, explain what the phrase “set aside” (line 15) means. (1)

1.5 What is the name of the campaign introduced by Minister Marthinus van Schalkwyk?

(1)

1.6 What is the purpose of this campaign? (1)

1.7 Do you think that this campaign has any chance of succeeding? Support your answer with facts from the text.

(1)

1.8 Rewrite the following sentence starting with the following:

Mr Marthinus van Schalkwyk said that he …

Minister Marthinus van Schalkwyk said: “I will make sure that my department records 17 percent in domestic tourism.” (2)

1.9 Give the correct form of the word in brackets.

The launch was used to (celebration) the tourism campaign in Limpopo. (1) [10]

TOTAL SECTION A: 10

SECTION B (Language in use)

QUESTION 2

Read the following paragraph carefully and then answer the questions that follow.

Creatures of the night closely connected to vampires, who are blind and get tangled in your hair... nonsense! Bats have been the subject of unusual negative myths, probably because they are active at night, appear to be a strange mix of bird and mammal, and fly very fast.

(Source: Skyways, March 2011)

2.1 Give the correct form of the word in brackets.

2.1.1 There is a close (connected) between bats and vampires. (1)

2.1.2 Bats (usual) conduct their (active) during the night. (2)

2.1.3 Bats fly (fast) than most creatures that use their eyes for sight. (1)

2.1.4 A bat (appear) to be a strong mix of bird and mammal. (1)

2.2 Various options are given as possible answers to each question. Choose the correct answer and write only the letter (A – D) next to the question number (2.2.1 – 2.2.2) in your answer book.

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Complete the following sentences by choosing one of the options that follow.

2.2.1 Bats fly very fast, …

ABCD

do they?don’t they?isn’t it?are they? (1)

2.2.2 A myth is something that people believe to be ...

ABCD

untrue.true.religious.environmental. (1)

2.3 Fill in the missing words to complete the following sentences.

2.3.1 Bats are active at night and sleep ______ the day. (1)

2.3.2 Neither vampires ______bats can see with their eyes. (1)

2.4 Find a word in the text that is opposite in meaning to ‘familiar’. (1) [10]

QUESTION 3

Study the following cartoon carefully and then answer the questions that follow.

3.1 Briefly describe what you see in the cartoon. (1)

3.2 The newspaper headline in the poster says: “SOWETAN. HOME AFFAIRS HIKES PRICES”

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The meaning of the word “hikes” as it is used in the cartoon means (1)

ABCD

to take a long walk.to raise the price unexpectedly.to beg for a free ride from passing vehicles.to walk in nature for enjoyment.

Choose the correct answer and write only the letter (A – D) next to the question number in your answer book. (1)

3.3 Who do you think the woman in the cartoon represents? (1)

3.4 Why do you think Home Affairs is seen as a robber? (2)[5]

TOTAL SECTION B: 15

SECTION C (Essay and Shorter texts)

There are two parts in this section. Aswer ONE question from each part. at the end, you must have ONE long piece and ONE SHORTER piece.

Plan before you write (e.g. mindmaps)

PART ONE

Write an essay on ONE of the following topics.Your essay should be approximately 1 - 1½ pages long.

QUESTION 4

4.1 Women spend more money on clothes than men do. Write an essay in which you agree or disagree with this statement. (15)

OR

4.2 The majority of people in South Africa own cellphones. Write an essay in which you discuss the advantages and disadvantages of owning a cellphone. (15)

OR

4.3 Write an essay on the topic : The happiest day of my life. (15)[15]

QUESTION 5

5.1 You friend has infomed you that he/she has won R1 million in the National Lottery. Write a letter in which you congratulate him/her on winning the money and offer advice on how the money could be spent or invested.

(10)

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OR

5.2 The area in which you live has experienced a poor supply of water for a very long time. Write a letter of complaint to The Municipal Manager of your local municipality and state exactly how this problem has affected the lives of people in your community.

(10)[10]

TOTAL SECTION C: 25

GRAND TOTAL: 50

TASK 2: ASSIGNMENT

INSTRUCTIONS AND INFORMATION TO THE LEARNER

1. This assignment consists of FOUR compulsory tasks.

2. These tasks should be completed over TWO terms.

3. In term 1, You are expected to complete ONE shorter text and ONE longer transactional text.

4. In term 2, you are expected to complete ONE shorter text and ONE essay.

5. All FOUR compulsory tasks will contibute towards the SBA mark for this assignment.

TASKS FOR TERM 1

TASK 1: SHORTER TEXT

Choose ONE task from the options given below. The length of your task should not exceed 80 words.

You are the organiser or convenor of a new project in your ABET centre. You recently met an experienced entrepreneur dealing with similar projects and you have gained valuable information which can assist your project get off the ground.

1.1 Write a memo to fellow learners informing them of a meeting you plan to have at the centre, to present your new project.

AND

Write an invitation to the guest speaker who will come and speak at the launch of the project.

(5)

(5)

OR

1.2 The Centre Governing Body has called a meeting with prospective partners to discuss how they can get involved in making the centre more attractive.

Write the agenda and notice for the meeting. (10)

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TASK 2: LONGER TRANSACTIONAL TEXT

Choose ONE task from the options given below. The length of your task should not be more than one page.

2.1 CURRICULUM VITAE

GENERAL ACCOUNTS CLERKFor Railway Construction Company

Applicants must have ABETLevel 4 with English and EMSC.

Please fax your CV to Govender at (011) 474 5582.If you are not contacted within three months, consider your application

unsuccessful.

You saw the advertisement above in The Star newspaper and you are interested in the job.Complete the curriculum vitae below and provide the required information next to each number.

CURRICULUM VITAE

PERSONAL INFORMATION

2.1.1 Surname :___________________2.1.2 First names :___________________2.1.3 Date of birth :___________________2.1.4 Gender :___________________2.1.5 Nationality :___________________2.1.6 Marital status :___________________2.1.7 Health condition :___________________2.1.8 Physical address :___________________2.1.9 Postal address :___________________2.1.10 Cellphone number :___________________

QUALIFICATIONS

2.1.11 Secondary school attended :_____________2.1.12 Highest qualification obtained :_____________2.1.13 Year passed :______________2.1.14 Leadership roles :______________2.1.15 Reference :______________

(15)

OR

2.2 DIALOGUE

Nomsa, a sixteen-year-old Grade 10 learner, went away on Friday with friends and did not sleep at home. Her mother was very angry and she confronted Nomsa when she came back home on Saturday morning.

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Write the conversation which took place between Nomsa and her mother. Start the dialogue as indicated below:

Mother: Nomsa, where were you last night and why did you not come home?

Nomsa: Mother, I’m very sorry, I...(15) [25]

TASKS FOR TERM 2

TASK 1: SHORTER TEXT

Choose ONE task from the options given below. The length of your task should not exceed 80 words.

1.1 OBITUARY

A well-known member in your community has passed away. Write his/her obituary which will be read at the funeral. Include details such as:

His/her age Qualifications Work experience Achievements Community involvement Positive aspects about his/her personality Impact on the community (10)

OR

INSTRUCTIONS

Your young daughter in Grade 5 is going on a school excursion to a zoo. Write out 10 clear instructions on the things she should or should not do on the excursion. Write in point form and in full sentences. (10)

TASK 2: ESSAY WRITING

Choose ONE task from the options given below.The length of the essay should be between 1 - 1½ pages.

2.1 Women are better drivers than men. Write an essay in which you agree or disagree with the statement and explain why you agree or disagree. (15)

OR

2.2 You recently survived a serious mini-bus (taxi) accident in which some passengers were injured.Write an essay in which you describe what happened on that day. (15)

[25]

TOTAL: 50

TASK 3: PROJECT

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1. Read the instructions carefully before responding to the task.

2. Work in small groups of between two and five members. Assign specific tasks to each member (e.g. collecting information, conducting interviews, doing research at the library, etc.).

3. Please include a cover page with the following details: Names of group members Topic Submission date

4. Please include any additional information, such as photogaphs, posters, graphs, etc.

5. Your project should be approximately 3 – 4 (A4) pages in length, excluding the additional information.

PROJECT

Conduct research on the following topic and compile a suitable project and hand it to your educator. [50]

TOPIC:

In South Africa, as elsewhere in the world, fashion trends and tastes keep on changing. Research the fashion trends of the past FIVE years and compare your findings to current trends.NB. Do not only concentrate on Western-inspired fashion; think also of traditional African fashion trends.

Follow the programme below with the specified time frames when compelting your project.

ACTION PROGRAM FOR WEEKS 1 – 3 ACTIVITY DUE DATE

1 Gathering your information: Visiting retail clothing stores, e.g Truworths, etc. Interviewing experts, e.g fashion designers,

dress-makers, seamstresses, etc. Collecting pictures, magazines, posters, etc. of

fashion trends.

Week 1

2 Compiling your report Week 23 Presenting your findings:

Presentation of your project to the rest of class Submission of project report which should include the following aspects:A. IntroductionB. BodyC. Conclusion

Week 3

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D. References

GRAND TOTAL: 50

TASK 4: INVESTIGATION


1. Conduct an investigation on the topic below and compile a report of approximately 200 – 250 words (1½ page).

2. This task must be completed in the second term.

3. The outline given below will help you to compile your report.

4. Show evidence of planning and include all your material (for example, interview questionnaires).

5. Your report should have a cover sheet with your personal information.

Investigation Topic:

Why is TB claiming many lives even though it is a curable disease?

Context: Look at how the war against TB has been waged in South Africa with special emphasis on your own community. (50)

A. INVESTIGATION PROCEDUREYou will conduct your investigation as follows:

Step 1: Interviews with the general public (People in your own community from different backgrounds and age groups).

You may include questions such as the following: What do you know about TB? How did you gain the information about the disease? Do you know anyone suffering from TB?

You may add more questions with the help of your educator.

Step 2: Interview with a health worker ( e.g. a nurse from local clinic, a home-based care worker, etc.)

Possible questions: What causes TB? Is it easy to cure? Is it preventable? Will it ever be eliminated?

Step 3: Interview with community leaders (ward councillors/traditional leaders, etc.)

Possible questions: In which areas in your community is there a high incidence of TB? Are there plans in place to fight the spread of the disease?

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Are you winning the battle against the spread of TB?

B COMPILING THE REPORT

After you have collected all your evidence, write a report on your findings using the following headings:

A Introduction: Explain why you are condu-cting this investigation.

2 – 3 lines

B Investigation: Describe how you have collected the evidence.

10 – 15 lines

C Findings: Describe what you found during your investigation.

10 -15 lines

D Conclusion What conclusions did you arrive at?

5 – 10 lines

E Recommendations: Make recommendations on what could be done to eliminate this killer disease, based on your findings.

5 – 10 lines

TOTAL INVESTIGATION: 50

TASK 5: ORAL


1. This SBA task consists of FIVE activities, to be spread over a period of three terms.

2. In term 1, you are expected to do ONE unprepared reading task and ONE prepared speaking task.

3. In term 2, you are expected to do ONE prepared reading task and ONE unprepared speaking task.

4. In term 3, you are expected to do a listening and comprehension task.

TERM 1

(i) Unprepared Reading Task (10)

The educator will select a text of between 80 and 100 words from any source and will ask you to read it aloud to the class.

(ii) Prepared Speaking Task (10)

TOPIC: My role model

You are given TWO days to prepare to speak on the above-mentioned topic.You are going to present your prepared speech to the class or to your educator.You will be given 2 – 3 minutes to prepare for your presentation. (10)

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You are encouraged to use notes and card cues during your presentation. [20]

TERM 2

(iii) Prepared Reading Task (10)

Choose a reading text of between 80 and 100 words.You are allowed time to prepare and rehearse the reading of the text.The educator will give you the opportunity to read the text aloud in class.

(iv) Unprepared Speaking Task (10)

The educator will give you a topic to speak on.You will not be given an opportunity to prepare the topic.You will be given 2 – 3 minutes to speak on the topic. (10)

[20]

TERM 3

(v) Listening Comprehension Task (10)

You will work in groups of between 3 and 5 members.The educator will select a text and read it to each group while group members listen attentively and make notes.At the end of the reading, the educator will ask the group questions from the text.Members of the group will be given the opportunity to discuss the questions before giving the answer.Only ONE member can answer at a time. [10]

TOTAL: 50

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NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:LANGUAGE LITERACY & COMMUNICATION: ENGLISHCODE :LCEN4TOOL:TEST

TIME:3 HOURSMARKS: 50

This assessment tool consists of 7 pages

INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR

1. The activities contained in this tool are based on the Unit Standards:

US ID 119640: Read/View and respond to a range of text types(SO 3,4,5)US ID 119636: Write/Sing for a variety of purposes (SO1)

2. Educators should follow the mark allocation as indicated in this memorandum (i.e. one tick = 1mark)

3. The educator should ensure that learners are adequately prepared for this test, by making sure that all the SOs and ACs relevant to this test have been taught, and that the learners have been tested in this format.

SECTION A

QUESTION 1

1.1 Department of Tourism. (1)

1.2 Local (1)

1.3 FALSE (1)

1.4 The money has been budgeted /allocated /reserved/kept apart/kept one side/ring-fenced/not to be used for anything else, etc. (1)

1.5 Sho’t Left Campaign (1)

1.6 To encourage South Africans to tour/travel in their own country/South Africa. (1)

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1.7 Yes, money has been made available to market the campaign. No credit for stance alone.

(1)

1.8 Mr Marthinus van Schalkwyk said that he would make sure that his department recorded 17 percent in domestic tourism.

Please note that the use of the relative pronoun (his) should be correct(2)

1.9 celebrate (1) [10]

TOTAL SECTION A: 10

SECTION B

2.1.1 There is a close connection between bats and vampires. (1)

2.1.2 Bats usually conduct their activities during the night. (2)

2.1.3 Bats fly faster than most creatures that use their eyes for sight. (1)

2.1.4 A bat appears to be a strong mix of bird and mammal. (1)

2.2.1 B (1)

2.2.2 A (1)

2.3.1 Bats are active at night and sleep during the day. (1)

2.3.2 Neither vampires nor bats can see with their eyes. (1)

2.4 strange (1) [10]

3.1 A woman is being robbed of her handbag./A man/robber is robbing a woman/ snatching a woman’s handbag and running away./A man has just robbed a woman of her handbag at gunpoint./etc. (1)

3.2 B (1)

3.3 Any/the average South African/The South African public/People who are served by Home Affairs. (1)

3.4 They raise their prices (for IDs and passports, etc.), so that the public feels robbed/can no longer afford these documents/it gets too expensive for the public who make use of their services./It charges more but gives poor service . (2)

[5]

TOTAL SECTION B: 15

SECTION C: MARKING MATRICES FOR CREATIVE WRITING

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1. Use the matrixes below to assess essays and shorter texts.

2. Allocate marks according to the matrix and divide the total mark by two.

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QUESTION 4: ESSAY WRITING [15]

MARKING MATRIX FOR ESSAYS

Meritorious Substantial Moderate Elementary

GETC: ABET LEVEL 4MARKING MATRIX

LONGER TEXTS

30 MARKS LANG

UAGE

Language, punctuation effectively used. Uses figurative language appropriately.

Choice of words highly appropriate. Sentences, paragraphs coherently

constructed. Style, tone, register highly suited to topic. Text virtually error-free following proof-

reading, editing. Length in accordance with requirements

of topic.

Language and punctuation mostly correct.

Choice of words suited to text. Sentences, paragraphs well

constructed. Style, tone, register suited to

topic in most of the essay. Text by and large error-free

following proof-reading, editing.

Length correct.

Language ordinary and punctuation often inaccurately used.

Choice of words basic. Sentences, paragraphs, faulty

but ideas can be understood. Style, tone, register lacking in

coherence. Text contains several errors

following proof-reading, editing. Length – too long / short.

Language and punctuation flawed.

Choice of words limited. Sentences, paragraphs

constructed at an elementary level.

Style, tone, register inappropriate.

Text error-ridden despite proof-reading, editing.

Length – too long / shortCONTENT Code: A Code: B Code: C Code: D

Meritorious Content shows impressive insight into topic. Ideas: thought-provoking, mature. Coherent development of topic. Vivid detail. Critical awareness of impact of language. Evidence of planning and/or drafting has

produced virtually flawless, presentable essay.

Code

4

26 - 30 21 - 25 16 - 20 11 - 15

Substantial Content shows a sound interpretation of topic. Ideas: interesting, convincing. Several relevant details developed. Critical awareness of language evident. Evidence of planning and/or drafting has

produced a presentable and very good essay.

Code

3

21 - 25 16 - 20 11 - 15 6 - 10

Moderate Content: ordinary. Gaps in coherence. Ideas: mostly relevant. Repetitive. Some necessary points evident. Limited critical language awareness. Evidence of planning and/or drafting that has

produced a moderately presentable and coherent essay.

Code

2

16 - 20 11 - 15 6 - 10 1 - 5

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Elementary Content not always clear, lacks coherence. Ideas: few ideas, often repetitive, Sometimes off topic. General line of thought

difficult to follow. Inadequate evidence of planning/drafting. Essay

not well presented.

Code

1

11 - 15 6 - 10 1 - 5 0 - 1

QUESTION 5: SHORTER WRITING [10]

MARKING MATRIX FOR SHORTER TEXT



SHORTER TRANSACTIONAL TEXTS

20 MARKS

LANG

UAGE

Has applied all the necessary rules of format.

Text is grammatically accurate and well constructed.

Vocabulary is very appropriate to purpose, audience and context.

Style, tone, register very appropriate.

Text virtually error-free following proof-reading, editing.

Length correct.

Has applied most of the necessary rules of format.

Text is well constructed and easy to read.

Vocabulary is appropriate to purpose, audience and context.

Style, tone and register generally appropriate.

Text mostly error-free following proof-reading, editing.

Length correct

Has a moderate idea of the requirements of format - some critical oversights.

Text is basically constructed. Several errors.

Vocabulary is limited and not very suitable for the purpose, audience and context.

Lapses in style tone and register. Text contains several errors

following proof-reading, editing. Length – too long / short

Has vaguely applied the necessary rules of format.

Text is poorly constructed and difficult to follow.

Vocabulary requires remediation and not suitable for purpose, audience and context.

Style, tone and register inappropriate. Text error-ridden despite proof-

reading, editing. Length – too long / short

CONTENT Code: A Code: B Code: C Code: DMeritorious

Specialized knowledge of requirements of the text.

Disciplined writing - learner maintains thorough focus, no digressions.

Text fully coherent in content and ideas, and all details support the topic.

Evidence of planning and/or drafting has produced a virtually flawless, presentable text.

Code

4

18 - 20 15 - 17 12 - 14 9 - 11

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Meritorious Substantial Moderate ElementarySubstantial

Fair knowledge of requirements of the text. Writing – learner maintains focus with minor

digressions. Text is coherent in content and ideas, and

details support the topic. Evidence of planning and/or drafting has

produced a presentable and good text.

Code

3

15 - 17 12 - 14 9 - 11 6 - 8

Moderate Moderate knowledge of requirements of the

text. Response to writing task reveals a narrow focus.

Writing – learner digresses, meaning is vague in places.

Text moderately coherent in content and ideas and has basic details which support the topic.

Evidence of planning and/or drafting that has produced a moderately presentable and coherent text.

Code

2

12 - 14 9 - 11 6 - 8 3 - 5

Elementary -Elementary knowledge of requirements of the

text. Response to writing task reveals a limited focus.

-Writing – learner digresses, meaning is obscure in places.

Text not always coherent in content and ideas and has few details which support the topic.

Planning/drafting inadequate. Text not well presented.

Code

1

9 - 11 6 - 8 3 - 5 0 - 2

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TOOL 2: ASSIGNMENT

INSTRUCTIONS TO THE EDUCATOR

1. Use the matrixes below to assess essays and shorter texts

2. Allocate marks according to the matrix and divide the total mark by two.

3. Educators are urged to prepare learners adequately to complete this task successfully, as it forms a crucial part of their final examination.

4. Educators may teach the format of the different texts for this task in class, by offering learners a range of different topics to complete on the same texts.

5. Learners must be encouraged to plan their responses (e.g. by using mindmaps), before writing their final drafts.

MARKING MATRIX FOR SHORTER TEXTS (TASK 1)



SHORTER TEXTS

20 MARKS LAN

GU

AG

E






Length correct.






Length correct




Lapses in style tone and register.

Text contains several errors following proof-reading, editing.

Length – too long / short




Style, tone and register inappropriate.



CONTENT Code: A Code: B Code: C Code: DMeritorious Specialized knowledge of

requirements of the text. Disciplined writing -

learner maintains thorough focus, no digressions.



Cod

e 4

18 - 20 15 - 17 12 - 14 9 - 11

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LCEN4 4 SBA-Tool: Assignment 2012Substantial

Fair knowledge of requirements of the text.

Writing – learner maintains focus with minor digressions.

Text is coherent in content and ideas, and details support the topic.

Evidence of planning and/or drafting has produced a presentable and good text..

Cod

e 3

15 - 17 12 - 14 9 - 11 6 - 8

Moderate Moderate knowledge of

requirements of the text. Response to writing task reveals a narrow focus.




Cod

e 2

12 - 14 9 - 11 6 - 8 3 - 5

Elementary -Elementary knowledge of

requirements of the text. Response to writing task reveals a limited focus.




Cod

e 1

9 - 11 6 - 8 3 - 5 0 - 2

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MARKING MATRIX FOR LONGER TEXTS (TASK 2)



LONGER TRANSACTIONAL TEXTS

30 MARKS

LAN

GU

AG

E


Choice of words highly appropriate.

Sentences, paragraphs coherently constructed.

Style, tone, register highly suited to topic.


Length in accordance with requirements of topic.


Choice of words suited to text.

Sentences, paragraphs well constructed.

Style, tone, register suited to topic in most of the text.

Text by and large error-free following proof-reading, editing.

Length correct.


Choice of words basic.

Sentences, paragraphs, faulty but ideas can be understood.

Style, tone, register lacking in coherence.


Length – too long / short.


Choice of words limited.

Sentences, paragraphs constructed at an elementary level.




CONTENT Code: A Code: B Code: C Code: DMeritorious Content shows impressive

insight into topic. Ideas: thought-provoking,

mature. Coherent development of

topic. Vivid detail. Critical awareness of

impact of language. Evidence of planning

and/or drafting has produced virtually flawless, presentable

text.

Cod

e 4

26 - 30 21 - 25 16 - 20 11 - 15

Substantial Content shows a sound

interpretation of topic. Ideas: interesting,

convincing. Several relevant details

developed. Critical awareness of

language evident. Evidence of planning

and/or drafting has produced a presentable and very good text.

Cod

e 3

21 - 25 16 - 20 11 - 15 6 - 10

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Moderate Content: ordinary. Gaps in

coherence. Ideas: mostly relevant.

Repetitive. Some necessary points

evident. Limited critical language

awareness. Evidence of planning

and/or drafting that has produced a moderately presentable and coherent text.

Cod

e 2

16 - 20 11 - 15 6 - 10 1 - 5

Elementary Content not always clear,

lacks coherence. Ideas: few ideas, often

repetitive, Sometimes off topic.

General line of thought difficult to follow.

Inadequate evidence of planning/drafting. Text not well presented.

Cod

e 1

11 - 15 6 - 10 1 - 5 0 - 1

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Use the template below to allocate marks for correct information

2.1 CURRICULUM VITAE

PERSONAL INFORMATION2.1.1 Surname :___________________2.1.2 First names :___________________ 2.1.3 Date of birth :___________________ 2.1.4 Gender :___________________ 2.1.5 Nationality :___________________ 2.1.6 Marital status :___________________ 2.1.7 Health condition :___________________ 2.1.8 Physical address :___________________ 2.1.9 Postal address :___________________ 2.1.10 Cellphone number :___________________

QUALIFICATIONS2.1.11 Secondary school attended :_____________ 2.1.12 Highest qualification obtained :__________ ___2.1.13 Year passed :______________ 2.1.14 Leadership roles :______________ 2.1.15 Reference :______________ (15)

TOTAL: 50

TOOL 4: INVESTIGATION

INSTRUCTIONS AND INFORMATION TO THE EDUCATOR

PROJECT

1. This task covers the following Unit Standards:

US ID 119631: Explore and use a variety of strategies to learn. (SO1-5)US ID 119635: Engage in a range of speaking/signing and listening interactions for a variety of purposes. (SO 1, 2,6)US ID 119636: Write/sign for a variety of purposes. (SO1 -4)

2. Read through the project with the learners, and explain what is required, where necessary, or help them in interpreting the topic. The different steps of the project should be discussed with the learners. Allow learners time to reflect on their responses and to present a rough outline of their planned way of doing the project.

3. This project will require close monitoring by the educator, to check learners’ progress. To do this, groups should be encouraged to complete the self-assessment checklists on a regular (weekly) basis

4. Before submission of the project, groups will be given the opportunity to do an oral presentation of their project to the rest of the class. The audience should be encouraged to interrogate the presentation.

5. Groups may use the following self-assessment checklist to monitor their progress.

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CHECKLIST: SELF-ASSESSMENT

YES NO COMMENTSGATHERING OF INFORMATION-visits ho retail stores-interviews with experts-collecting pictures, magazines and postersGENERAL COMMENTS

YES NOCOMPILATION-organisation of evidence into different sections-writingPRESENTATION YES NO-editing of draft-finalisation of draft-oral presentation to classGENERAL COMMENTS

YES NOSUBMISSION-compliance with submission dateGENERAL COMMENTS

SIGNATURE OF GROUP LEADER

DATE:

SIGNATURES OF GROUP MEMBERS

DATE:

SIGNATURE OF FACILITATOR

DATE:

PROJECT ASSESSMENT TOOL

Use the rubric above each aspect to score that particular aspect.

Select only one descriptive category from the rubric to score each aspect:e.g. Content: Elementary = 8/20.

Not achieved 1-5Elementary to Moderate Achievement 6-10Adequate to Substantial Achievement 11-15Meritorious to Outstanding Achievement 16-20

CONTENT Task is clearly understoodContent is relevant and clearly addresses the topicClear evidence of research abilitiesTask shows understanding of comparisonClear ability to present results of the information search and processing in an appropriate format (20)

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Use the rubric below to score the aspects that follow:

Not achieved 1 – 2Elementary to Moderate Achievement 3 – 4Adequate to Substantial Achievement 5 – 7Meritorious to Outstanding Achievement 8 – 10

STRUCTURE Logical development and sequencing of ideas.Uses linking words to show comparison (like, in common with, in contrast to, both, etc) and supports positions (because, therefore, as a result, etc).Shows some understanding of persuasive devicesEffective use of paragraphs, introduction and conclusion. (10)

LANGUAGE Sense and meaning clearSome complex constructions (complex, compound and embedded clauses and sentences)Few errors of subject/verb agreement, tense, word order, articles, pronouns, prepositions or punctuationUse of linking words within and between paragraphs. (10)

VOCABULARY Sophisticated range for ABET Level 4.Effective word and idiom choice.Use of persuasive words/phrases.Use of opinion phrases (I think; I believe) (10)

TOTAL: 50

TOOL 5: ORALS

ASSESSMENT RUBRICS FOR ORAL TASKS

INSTRUCTIONS AND INFORMATION TO THE EDUCATOR

1. This SBA task consists of FIVE activities, to be spread over a period of three terms.

2. In term 1, learners are expected to do ONE unprepared reading task and ONE prepared speaking task. Learners may choose their own reading text, but educators must ensure texts are appropriate for ABET Level 4.

3. In term 2, learners are expected to do ONE prepared reading task and ONE unprepared speaking task.

4. In term 3, learners are expected to do a listening and comprehension task.

5. For the listening and comprehension task, the educator must select texts from a variety of sources and read them to the goups, and also prepare relevant questions to ask on these texts. All members of the group will be credited with the same group mark.

6. Educators must ensure that learners present evidence of their oral presentations in their portfolios (e.g. reading texts, oral preparatory notes / full speech, listening comprehension notes), as a record of completion of the activities. Learners’ marks achieved must be indicated on these.

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7. Educators must maintain a marksheet of all oral marks in the educator portfolio.

8. The task covered by this tool is based on the following Unit Standards:

US ID:119631: Explore and use a variety of strategies to learn (SO 1-5)US ID: 119635:Engage in a range of speaking andlistening interactions for a variety of purposes (SO 1-6)US ID 119640:Read/view and respond to a range of texts (SO1)

ASSESSMENT RUBRIC FOR PREPARED SPEAKING TASK

5 4 3 1-2Content and planning

Impressive Clear evidence of planning

Some evidence of planning but content weak

Little/no evidence of planning. Content poor

Language and audibility

Outstanding Good Satisfactory Poor

Audience interest

Highly captivating

Quite captivating Captivating Little or no interest

Use of cue cards & notes

Highly effective use of cue cards and notes

Cue cards and notes used

Some evidence of notes and cue cards

No cue cards and notes

(20)

ASSESSMENT RUBRIC FOR UNPREPARED SPEAKING TASK

5 4 3 1-2Content Impressive.

Shows critical insight of topic.

Clear understanding of topic; interesting response.

Some understanding of topic. Gaps in response.

Little/no understanding of topic Content poor

Language and audibility

Outstanding.Fluent response.

Good.Able to response without preparation.

Satisfactory.Few pauses.

Poor.Pauses frequently to think.

(10)

ASSESSMENT RUBRIC FOR PREPARED AND UNPREPARED READING TASKS

5 4 3 1-2Reading fluency (tone, tempo, stress, punctuation, pronunciation)

Outstanding Good Satisfactory Poor

Reading comprehension

Impressive Clear understanding of text

Some understanding of text

Little/no understanding text (10)

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ASSESSMENT FOR LISTENING COMPREHENSION TASK

Level of performance. Mark allocationGroup answered most of the questions and demonstrates clear understanding of the text.

8 – 10 marks

Group answered some of the questions. 6 – 7 marksGroup answered few questions and demonstrates little understanding of the text.

4 – 5 marks

Group has poor understanding of the text 1 – 3 marks (10)

TOTAL: 50

9.2 EXEMPLAR QUESTION PAPER

An exemplar of a sample question paper and marking memorandum is included below for reference. Educators are advised to study the mark allocation and instructions, so they can coach their learners on how to answer questions more effectively. This will hopefully inform individual assessment and marking practice.

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NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:LANGUAGE LITERACY AND COMMUNITION: ENGLISHCODE :LCEN4

DATE:NOVEMBER 2011TIME:3 HOURS

MARKS:100

This question paper consists of 6 pages.


1. This question paper consists of three SECTIONS A, B and C.

2. ALL sections are COMPULSORY.

SECTION A

QUESTION 1

Read the following text and then answer the questions that follow.

5

10

15

20

What's buried in the hills?

Heading north through the mopane bush, in the heat of the Limpopo Province, we wondered what to expect as we headed for the "Place of the Jackal", Mapungubwe. We imagined the past glory of the Kingdom of Mapungubwe, once a wealthy trading state and the oldest kingdom in Southern Africa. Mapungubwe National Park – a World Heritage Site – lies in a locality marked by weather-sculpted ridges and majestic baobabs, at the place where the Shashe and Limpopo rivers unite; where South Africa, Botswana and Zimbabwe meet.

Mapungubwe became known to the world in 1932, when reports emerged of golden treasures from an ancient African Kingdom. Two explorers had made it to the top of the very steep hill and were amazed to find a skeletal hand sticking out of the ground. As they continued digging, they discovered gold bracelets still in place around the arm, followed by gold beaded necklaces. The site has since been under excavation by archaeologists from the University of Pretoria.

We had booked a tour guide and we were soon riding in a 4x4 with Paballo Mohafa, the cultural heritage officer. The ride took us to the base of the hill, which is on a grassy plain. This area is an archaeological digging site. We caught a glimpse of how hard it was for the archaeologists to do their work. The hill stands 10 storeys high.

Then followed the climb: 147 wooden steps have been built to ascend through a narrow cleft. From the top, beautiful views stretch towards the shining Limpopo River. To get excited about the hilltop requires an active imagination and a good guide. We were fortunate to have Paballo, who brought the hilltop to life.

(Adapted from Sunday Times, July 4, 2010)

1.1 Where were the people in the passage going to? (1)

1.2 Do you think they enjoyed the journey? Give a reason for your answer. (3)

1.3 Which wild animal is associated with Mapungubwe? (1)

1.4 Mention TWO natural landmarks found where the heritage site is located. (2)

1.5 Name TWO countries that border on the heritage site. (2)

1.6 Why is Mapungubwe referred to as a kingdom? (1)

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1.7 Explain the following expression: ‘brought the hilltop to life’ (line 23). (2)

1.8 State whether the following statements are TRUE or FALSE. Write 'true' or 'false' next to the question number (1.8.1 – 1.8.3).

1.8.1 Paballo Mohafa and the explorers discovered the skeletal hand. (1)

1.8.2 Mapungubwe was built in 1932. (1)

1.8.3 There are many boabab trees around Mapungubwe National Park. (1)

1.9 Name TWO items mentioned in the text that prove that the heritage site was once a rich place. (2)

1.10 Choose a description from COLUMN B that matches an item in COLUMN A. Write only the letter (A – D) next to the question number (1.10.1 – 1.10.3) in your ANSWER BOOK.

COLUMN A COLUMN B

1.10.1

1.10.2

1.10.3

Skeletal

Heritage site

Archaeology

A

B

C

D

a place kept for the preservation of important historical evidence

consisting of bones

people who dig up ancient sites in search of historical evidence

digging in search of historical evidence (3)

TOTAL SECTION A: 20

SECTION B

QUESTION 2

Read the following text carefully and then answer the questions that follow.

5

10

The concept of ubuntu

Ubuntu is a uniquely South African concept which has to do with the way in which we see and treat other human beings. It encourages us to see the humanity of others, and treat all individuals with tolerance, sensitivity and respect. In the play, Sipho refers to ubuntu as 'African humanity'. John Kani refers to it as the ability to think with one's emotions, and thus make a positive contribution to society: to impact upon lives of individuals who are not just part of a mass but who are human beings who need to be touched with goodness and kindness. Ubuntu requires leaders to be servants of the people, sensitive to the needs of those people. Ubuntu means understanding that we do not exist in isolation, but that we are part of a community and are therefore responsible for one another.

(From Nothing but the Truth by John Kani)

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2.1 Write the abbreviation of the name South Africa. (1)

2.2 Explain the use of capital letters in the name South Africa (line 1). (1)

2.3 Give the opposite of the following words:

2.3.1 Tolerance (1)

2.3.2 Respect (1)

2.4 Give the synonym of the following words:

2.4.1 Unique (1)

2.4.2 Concept (1)

2.5 Write "do not" (line 9) in the short form. (1)

2.6 Explain the use of the apostrophe as used in line 5. (1)

2.7 Which part of speech is ‘Those’ (line 9)? (1)

2.8 Remove the suffixes from the following words so that they remain with their roots only:

2.8.1 Goodness (1)

2.8.2 Kindness (1)

2.9 Use a conjunction or punctuation marks to join the following sentences:

Ubuntu means we recognise the humanity of others. We become part of the community. (1)

2.10 Explain the use of the verb 'touched’ in line 7. (2)

2.11 Change the verbs in the following paragraph into the past tense:

Ubuntu is a unique South African concept which has to do with the way we see and the way we treat other human beings. (4)

2.12 Identify the parts of speech of the underlined words in the following sentences:

2.12.1 Ubuntu encourages us to see the humanity of others. (1)

2.12.2 Ubuntu means understanding that we do not exist in isolation. (1)[20]

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QUESTION 3

Study the following text and answer the questions that follow.

3.1 Write the name of the business that is advertised. (1)

3.2 What is the slogan of this business? (1)

3.3 How much can a buyer save on their products? (1)

3.4 Mention TWO reasons why the advert says, ‘Now you really can afford it.’ (2)

3.5 Name any other THREE products you may buy from this business. (3)

3.6 What is the expiry date on the special offer? (1)

3.7 If one cannot buy for cash, what other method can one use to get products from Build it? (1)

[10]

TOTAL SECTION B: 30

SECTION C

QUESTION 4

Choose ONE topic and write an essay of approximately 180 – 200 words (+/- 1 page).

4.1 Are we South Africans losing our cultural identity? Write an essay in which you express your views. Give your essay a suitable title. (30)

OR

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4.2 Our government encourages "Batho Pele principles". Do you think they are being practiced in government departments? Write an essay in which you share your experiences. Give your essay a suitable title. (30)

OR

4.3 Write an essay about the dish you like in which you explain what type of a dish it is and why you like it. Give your essay a suitable title. (30)

QUESTION 5

Choose ONE topic and write a letter of approximately 75 – 100 words.

5.1 Your friend has recently lost a parent. Write a letter in which you comfort him/her. (20)

OR

5.2 Write a letter to your company in which you motivate why they should offer you a bursary to study further. (20)

TOTAL SECTION C: 50

GRAND TOTAL: 100

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NQF LEVEL 1

ABET LEVEL 4 SUMMATIVE ASSESSMENT

LEARNING AREA:LANGUAGE LITERACY AND COMMUNITION: ENGLISHCODE :LCEN4

DATE:NOVEMBER 2011TIME:3 HOURS

MARKS:100

This memorandum consists of 5 pages.

SECTION A

QUESTION 1

1.1 Mapungubwe/Mapungubwe National Park (1)

1.2 Yes/It was enjoyable/They enjoyed the journey.Paballo made it enjoyable./Paballo “brought the hilltop to life” (3)

1.3 The jackal (1)

1.4 Any TWO of:ridgesbaobab trees/baobabsShashe and Limpopo rivers (2)

1.5 Botswanaand Zimbabwe

(2)

1.6 Because it was ruled over by a king. /It was led by a king. (1)

1.7 To make the place exciting. /To make it enjoyable. (2)

1.8 State whether the following statements are TRUE or FALSE. Write 'true' or 'false' next to the question number (1.8.1 – 1.8.3).

1.8.1 FALSE (1)

1.8.2 FALSE (1)

1.8.3 TRUE (1)

1.9 Gold beaded necklacesand gold bracelets (2)

1.10 1.10.1 B (1)

1.10.2 A (1)

1.10.3 D (1)

TOTAL SECTION A: 20

SECTION B

QUESTION 2

2.1 SA. (1)

2.2 Capital letters are used because it is a proper noun/It is the name of a country (1)

2.3 2.3.1 tolerance – intolerance (1)

2.3.2 respect – disrespect (1)

2.4 2.4.1 unique – special (but not different) (1)

2.4.2 concept – idea (1)

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2.5 don't (1)

2.6 It indicates what you have. /It indicates possession or ownership. (1)

2.7 pronoun (1)

2.8 2.8.1 good (1)

2.8.2 kind (1)

2.9 Ubuntu means we recognise the humanity of others so that/in order that we become part of the community.ORUbuntu means we recognise the humanity of others, or we become part of the community. (1)

2.10 To show how goodness and kindness can influence people. (2)

2.11 Change the verbs in the following paragraph into the past tense:

Ubuntu was a unique South African concept which had to do with the way we saw and the way we treated other human beings. NB one mark for each correct verb.

(4)

2.12 2.12.1 verb (1)

2.122 noun (1) [20]

QUESTION 3

3.1 Build it (1)

3.2 Making home building simple (1)

3.3 10% (1)

3.4 Credit facilities are available. You get 10% on house brand products. (2)

3.5 Bricks, cement, roofing material, etc (anything related to building) (3)

3.6 31 January 2008 NB the date must be written in full. (1)

3.7 Credit (1) [10]

TOTAL SECTION B: 30

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SECTION C

QUESTION 4

MARKING MATRIX FOR ESSAYS 30



SECTION C:LONGER

TRANSACTIONAL TEXTS

30 MARKS

LANG

UAGE


Choice of words highly appropriate.

Sentences, paragraphs coherently constructed.

Style, tone, register highly suited to topic.


Length in accordance with requirements of topic.


Choice of words suited to text.

Sentences, paragraphs well constructed.

Style, tone, register suited to topic in most of the essay.

Text by and large error-free following proof-reading, editing.

Length correct.


Choice of words basic. Sentences, paragraphs,

faulty but ideas can be understood.

Style, tone, register lacking in coherence.


Length – too long / short.


Choice of words limited.

Sentences, paragraphs constructed at an elementary level.




CONTENT Code: A Code: B Code: C Code: DMeritorious Content shows

impressive insight into topic.

Ideas: thought-provoking, mature.

Coherent development of topic. Vivid detail.

Critical awareness of impact of language.

Evidence of planning and/or drafting has produced virtually flawless, presentable

essay.

Code

4

26 - 30 21 - 25 16 - 20 11 - 15

Substantial Content shows a sound

interpretation of topic. Ideas: interesting,

convincing. Several relevant details

developed. Critical awareness of

language evident. Evidence of planning

and/or drafting has produced a presentable and very good essay.

Code

3

21 - 25 16 - 20 11 - 15 6 - 10

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Moderate Content: ordinary. Gaps

in coherence. Ideas: mostly relevant.

Repetitive. Some necessary points

evident. Limited critical language

awareness. Evidence of planning

and/or drafting that has produced a moderately presentable and coherent essay.

Code

2

16 - 20 11 - 15 6 - 10 1 - 5

Elementary Content not always

clear, lacks coherence. Ideas: few ideas, often

repetitive, Sometimes off topic.

General line of thought difficult to follow.

Inadequate evidence of planning/drafting. Essay not well presented.

Code

1

11 - 15 6 - 10 1 - 5 0 - 1

QUESTION 5

MARKING MATRIX FOR LETTERS



SECTION C:SHORTER

TRANSACTIONAL TEXTS

20 MARKS

LANG

UAGE






Length correct.






Length correct




Lapses in style tone and register.






Style, tone and register inappropriate.



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CONTENT Code: A Code: B Code: C Code: DMeritorious Specialized knowledge

of requirements of the text.

Disciplined writing - learner maintains thorough focus, no digressions.



Code

4

18 - 20 15 - 17 12 - 14 9 - 11

Substantial Fair knowledge of

requirements of the text. Writing – learner

maintains focus with minor digressions.

Text is coherent in content and ideas, and details support the topic.

Evidence of planning and/or drafting has produced a presentable and good text..

Code

3

15 - 17 12 - 14 9 - 11 6 - 8

Moderate Moderate knowledge of

requirements of the text. Response to writing task reveals a narrow focus.




Code

2

12 - 14 9 - 11 6 - 8 3 - 5

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Elementary -Elementary knowledge

of requirements of the text. Response to writing task reveals a limited focus.




Code

1

9 - 11 6 - 8 3 - 5 0 - 2

Hints for marking of the answer scripts:

The following are merely some of the most recurring aspects of marking that need to be borne in mind when answer scripts are marked:

Section Question

Comments Hints to educators

AComprehension

1 Learners don’t justify their answers learners copy whole chunks from

text learners don’t know how to quote

from text quote wrong text no quotation/marks

assist learners in finding answers in text in class exercises

assist learners in finding reasons for their answers in the text, if asked to do so

train learners how to extract only relevant sections of a sentence

show learners how to indicate quotes from text (i.e. use quotation marks)

BLanguage in context

2

3

learners consistently fail to show understanding of poetic language / devices

learners have difficulty in interpreting cartoons

learners misinterpret reading material, pictures, cartoons etc.

teach learners how to interpret poetic language and recognise poetic devices & language

expose learners more to cartoons (both humorous cartoon strips and political satire in cartoons)

teach learners grammar (punctuation, parts of speech, etc.)

CWriting

4

5

many language mistakes no paragraphing, planning, mind

mapping, drafting, editing learners misinterpret topics learners apply wrong format to their

writing learners’ writing is insubstantial learners write on ALL the topics

teach proper use of grammar (spelling, punctuation, capitals, etc.)

demonstrate & regularly exercise steps in planning

teach learners how to unpack the topic provide templates of transactional writing train learners to count their words and

indicate number of words at the end of their writing

alert learners to the choices offered for the writing pieces

10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES

The Department views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards

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credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:

Validity Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions are clear, consistent and unambiguousAssessment criteria are strictly adhered toMarking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations are moderated internally.Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location)Assessment is accessible to all candidatesCovers different cognitive levelsNature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.

Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.

Baseline Assessment:

Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It assists educators with the planning of learning programmes and learning activities.

Formative Assessment:

It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning

Summative Assessment:

It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress.

Diagnostic Assessment:

It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology

Systemic Assessment:

It is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner achievement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken.Methods (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment,Self-assessment,

Tests, Drawings,Paintings, Graphs,Physical activities, Projects,

Assessment grids,Rubrics,Memoranda and

Baseline,Diagnostic,Formative,

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Peer-assessment andGroup-assessment.

Demonstrations,Poems, Dramas, Role-plays, Stories,Songs/music,Oral presentations,Written presentations,Worksheets,Questionnaires,Cassettes, Posters,

Observation sheets. Summative andSystemic.

In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.

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