1. CURRICULUM AND ASSESSMENT POLICY STATEMENT
NATIONAL ORIENTATION WORKSHOP
FOR
LANGUAGES
ASSESSMENT
Session 3
GRADE 12
2013

2. Ice-breaker discussion

3. WHAT IS ASSESSMENT? Assessment is a planned process of identifying
(selecting learner response items)
gathering
(learner responses)
interpreting
(marking and reflecting on learner responses)
information about the knowledge and skills demonstrated by learners.

4. ASSESSMENT
INFORMAL
no need to be recorded by teacher, could be marked by learner or peer, usually used to develop skills, demonstrate knowledge and skills and for learners to practice, not used for promotion purposes
(solely developmental purpose)
FORMAL
marked and recorded by teacher, 12 tasks (HL, FAL & SAL) in the Programme of Assessment, used for promotion purposes
(mainly promotion purpose)

5. ASSESSMENT
Why?
What?
Who?
How?
When?
Where?

6. WHY? PURPOSE Developmental: Promotion:
to assist learners to learn
(i.e. practise skills, apply knowledge, etc)
Promotion:
to make a summative judgement of the learner’s ability
(e.g. use the marks for any of the tasks in the programme of assessment)

8. Reflective Practice Value in Teaching
It encourages one to view problems from different perspectives
In reflection failure is instructive;
‘ it either brings to light a new problem or helps to define and clarify the problem on which you are engaged. Nothing shows the trained thinker better than the use he makes of his errors and mistakes’

9. Reflective Practice It provides opportunities for feedback.
It provides opportunities for action upon feedback.
Allows one to reflect on and evaluate own performance and that of others.

10. STATISTICAL ANALYSIS DATA SHEET
REFER TO PAGE 29 OF THE CAPS TRAINING MANUAL

11. Activity 1 Instructions
Participants form groups and engage in the following activity:
Critique the suggested template for reflective teaching and make recommendations

12. Programme of Assessment: Annual Assessment Plan
- indicates all formal tasks that need to be
completed in a year per grade
An Annual Assessment Plan:
- is derived from the programme of
assessment and specifies the tasks to be
completed
-include dates, task, maximum mark
- should be given to learners and parents at the beginning of the year

13. Programme of Assessment Grade 12 HL
Term 1
Task1
Task 2
Task 3
Task 4
Task 5
Oral: Listening Comprehension (15); prepared speech(10); unprepared speech (15)
Writing: (50)
Essay: Narrative/
descriptive/
discursive/
reflective/
argumentative
Writing: (25)
Transactional text
Oral: Listening Comp (15); prepared speech(10); unprepared speech (15)
Test 1: (35)
Comprehension, summary and language structures & conventions
Term 2
Task 6
Task 7
Task 8
Literature: (35)
Contextual questions (10) &
Literary essay (25)
Oral:
Listening Comprehension (15); prepared speech(10); unprepared speech (15)
Mid-year examinations : (250)
Paper 1 – Language in context (70)
Paper 2 – Literature (80)
Paper 3 – Writing (Can be written in May / June) OR Written test (100) OR
Written Test

14. Programme of Assessment – Gr. 12 HL
Term 3
Task 9
Task 10
Oral: Listening Comprehension (15); prepared speech(10); unprepared speech (15)
***Trial examinations: (250 marks)
Paper 1 – Language in context (70)
Paper 2 – Literature(80)
Paper 3 – Writing (Can be written in August/ September) (100) OR
Written test

15. Programme of Assessment Grade 12 FAL
Term 1
Task 1
Task 2
Task 3
Task 4
Oral:
Listening Comp(10); prepared Speech (20); one of the following: prepared reading/unprepared speech /informal speaking (20)
Writing: (50)
Essay: narrative/
descriptive/
discursive/
argumentative/
reflective
Writing: (30) Longer
transactional writing
Test 1: (40)
Language in context:
Comprehension, Summary, Language structures and conventions
Term 2
Task 5
Task 6
Task 7
Task 8
Listening Comp(10); prepared Speech (20); one of the following: prepared reading/unprepared speech/informal speaking (20)
Literature: (35)
Contextual
Questions
Mid-year examinations:
(250 marks)
Paper 1 – Language in context (80)
Paper 2 – Literature (70)
Paper 3 – Writing (Can be written in May/June) (100)
OR Written Test

16. Programme of Assessment – Gr. 12 FAL
Term 3
Task 9
Task 10
Writing: (20)
Shorter transactional text: Advertisements/Diary Entries/ Postcards/ Invitation cards/ Filling in forms/Directions/Instructions/ Flyers/Posters/ s
Trial examinations: (250 marks)
Paper 1 – Language in context (80)
Paper 2 – Literature(70)
Paper 3 – Writing (Can be written in August/ September) (100) OR
Written test

17. Programme of Assessment Grade 12 SAL
Term 1
Task 1
Task 2
Task 3
Task 4
Oral
Writing:
Longer / Shorter transactional text
Test 1: Language in context:
Comprehension. Summary,
Language structures and conventions
Term 2
Task 5
Task 6
Task 7
Literature:
Contextual questions
Mid-year examinations:
Paper 1 – Language in context and literature
Paper 2 – Writing (Can be written in May/June) OR Written test
Term 3
Task 8
Task 9
Task 10
Narrative/ Descriptive essay
Trial examinations: (200 marks)
Paper 2 – Writing (Can be written in August/September) Or Written test

18. Examinations Grades 12 HL
Exam Papers
Components
Marks
Time
(hrs)
Paper 1: Language in context
A. Comprehension
B. Summary
C. Language structures &
conventions
(70) 10 30 2
Paper 2: Literature
A. Poetry
B. Novel
C. Drama
(80) 25
2½ (Gr. 12)
Paper 3: Writing
Essay
Two transactional texts
(100)
2 X 25
2½ (Gr. 12)
Paper 4: Orals
Prepared speech
Unprepared speech
Listening comprehension
2 X (50) 15
During the year

19. Examinations: Grades 12 FAL
Exam Papers
Components
Marks
Time
(hrs)
Paper 1: Language in context
A. Comprehension
B. Summary
C. Language structures &
conventions
(80) 10 40 2
Paper 2: Literature
Two of the following:
Poetry
Novel
Drama
Short stories
(70)
2 x 35
Paper 3: Writing
Essay
Longer transactional texts
Shorter transactional texts
(100) 30 20
2½ (Gr. 12)
Paper 4: Orals
Prepared speech
Listening comprehension
Prepared reading aloud /
Unprepared speech /
Informal speaking in group
(50)
During the year

20. Examinations: Grades 12 SAL
Exam Papers
Components
Marks
Time
(hrs)
Paper 1: Language in context
A. Comprehension
B. Summary
C. Language structures & conventions
D. Literature
One of the following:
Poetry
Short stories
Short Novel
Short Drama
(120) 10 40
(2x20)
(40) 2½
Paper 2: Writing
Essay
Longer transactional texts
Shorter transactional texts
(80) 20 2
Paper 3: Orals
Prepared speech
Conversation
Listening comprehension
Prepared reading aloud
(100) 25
During the year

21. Activity 2: Application of taxonomies
Instructions:
Participants to form groups and engage in the following activities:
Apply the different cognitive levels as per CAPS to a sample question in the literature study guide.
Draw up a level grid showing the weighting as per the CAPS document.
Report back and discussion

22. In Response

23. How to develop a task? What do I want to assess, measure or judge?
Proper planning and thinking about :
What do I want to assess, measure or judge?
How do I best assess what I want to assess?
What will the criteria be?
How long will it take?
What type of assessment instrument?
Cognitive levels? Where do the taxonomies fit in?
Scope? Is it manageable? (for teachers and learners)
Is it meaningful?
Feedback
How? When? What?

24. Moderation: ORALS
Each oral task which is to be used as part of the Programme of Assessment should be submitted to the subject head for moderation before learners attempt the task.
Teachers assess the oral assessment tasks.
The subject advisor must moderate a sample of oral assessment tasks during his/her school visits to verify the standard of tasks and the internal moderation.

25. Moderation: SBA HoD / subject head and subject team.
All PoA tasks: HoD and/or subject team moderates before task is given to learners
HoD and/or subject team moderates samples of learner responses to PoA tasks
The subject advisor must moderate a sample of PoA tasks during his/her school visits to verify the standard of tasks and the internal moderation.

26. Activity 3: SBA and Oral Requirements for Moderation
Instructions:
participants to form groups and engage in the following activities:
Describe the moderation process that you engage in when you moderate a task.
Discuss challenges and possible solutions pertaining to
moderation
Report back and discussion

27. Moderation: What to look for?
Duration, length
Weighting of content
Weighting of cognitive levels
Language – accessible language
Use of texts, pictures, diagrams, graphs to facilitate language

29. TOWARDS GREATER PERFORMANCE IN LANGUAGES
THAT’S IT
TOWARDS GREATER PERFORMANCE IN LANGUAGES