TMMD7312 Foundation Phase Mathematics PoE PDF

22; 23; 24 2024 MODULE NAME: MODULE CODE: TEACHING FOUNDATION PHASE MATHEMATICS 3B TMMD7312 ASSESSMENT TYP...

22; 23; 24 2024 MODULE NAME: MODULE CODE: TEACHING FOUNDATION PHASE MATHEMATICS 3B TMMD7312 ASSESSMENT TYPE: POE (PAPER ) TOTAL MARK ALLOCATION: 100 MARKS TOTAL HOURS: 24 HOURS By submitting this assignment, you acknowledge that you have read and understood all the rules as per the terms in the registration contract, in particular the assignment and assessment rules in The IIE Assessment Strategy and Policy (IIE009), the intellectual integrity and plagiarism rules in the Intellectual Integrity & Property Rights Policy (IIE023), as well as any rules and regulations published in the student portal. INSTRUCTIONS: 1. No material may be copied from original sources, even if referenced correctly, unless it is a direct quote indicated with quotation marks. No more than 10% of the assignment may consist of direct quotes. 2. Make a copy of your assignment before handing it in. 3. Assignments must be typed unless otherwise specified. 4. All work must be adequately and correctly referenced. 5. Begin each section on a new page. 6. Follow all instructions on the assignment cover sheet. 7. This is an individual assignment. © The Independent Institute of Education (Pty) Ltd 2024 Page 1 of 19 22; 23; 24 2024 Referencing Rubric Providing evidence-based on valid and referenced academic sources is a fundamental educational principle and the cornerstone of high-quality academic work. Hence, The IIE considers it essential to develop the referencing skills of our students in our commitment to achieve high academic standards. Part of achieving these high standards is referencing in a way that is consistent, technically correct and congruent. This is not plagiarism, which is handled differently. Poor quality formatting in your referencing will result in a penalty of a maximum of ten percent being deducted from the mark awarded, according to the following guidelines. Please note, however, that evidence of plagiarism in the form of copied or uncited work (not referenced), absent reference lists, or exceptionally poor referencing, may result in action being taken in accordance with The IIE’s Intellectual Integrity Policy (0023). Markers are required to provide feedback to students by indicating (circling/underlining) the information that best describes the student’s work. Minor technical referencing errors: 5% deduction from the overall mark – the student’s work contains five or more errors listed in the minor errors column in the table below. Major technical referencing errors: 10% deduction from the overall mark – the student’s work contains five or more errors listed in the major errors column in the table below. If both minor and major errors are indicated, then 10% only (and not 5% or 15%) is deducted from the overall mark. The examples provided below are not exhaustive but are provided to illustrate the error. Required: Minor errors Major errors Technically correct referencing style in technical correctness of referencing In technical correctness of referencing style style Deduct 5% from mark awarded Deduct 10% from mark awarded Consistency Minor inconsistencies. Major inconsistencies. The referencing style is generally Poor and inconsistent referencing style The same referencing format has been consistent, but there are one or two used in-text and/or in the bibliography/ used for all in-text references and in the changes in the format of in-text reference list. bibliography/reference list. referencing and/or in the bibliography. Multiple formats for the same type of For example, page numbers for direct referencing have been used. quotes (in-text) have been provided for For example, the format for direct quotes one source, but not in another instance. (in-text) and/or book chapters Two book chapters (bibliography) have (bibliography/ reference list) is different been referenced in the bibliography in two across multiple instances. different formats. Technical correctness Generally, technically correct with some Technically incorrect. minor errors. The referencing format is incorrect. Referencing format is technically correct The correct referencing format has been Concepts and ideas are typically throughout the submission. consistently used, but there are one or referenced, but a reference is missing from two errors. small sections of the work. Concepts and ideas are typically Position of the references: references are Position of the reference: a reference is referenced, but a reference is missing only given at the beginning or end of large directly associated with every concept or from one small section of the work. sections of work. idea. Position of the references: references are For example, incorrect author information only given at the beginning or end of every is provided, no year of publication is paragraph. provided, quotation marks and/or page For example, quotation marks, page For example, the student has incorrectly numbers for direct quotes missing, page numbers, years, etc. are applied correctly, presented direct quotes (in-text) and/or numbers are provided for paraphrased sources in the bibliography/reference list book chapters (bibliography/reference material, the incorrect punctuation is used are correctly presented. list). (in-text); the bibliography/reference list is not in alphabetical order, the incorrect format for a book chapter/journal article is used, information is missing e.g. no place of publication had been provided (bibliography); repeated sources on the reference list. Congruence between in-text referencing Generally, congruence between the in-text A lack of congruence between the in-text and bibliography/reference list referencing and the bibliography/ referencing and the bibliography. reference list with one or two errors. No relationship/several incongruencies All sources are accurately reflected and There is largely a match between the between the in-text referencing and the are all accurately included in the sources presented in-text and the bibliography/reference list. bibliography/reference list. bibliography. For example, sources are included in-text, For example, a source appears in the text, but not in the bibliography and vice versa, but not in the bibliography/reference list a link, rather than the actual reference is or vice versa. provided in the bibliography. In summary: the recording of references In summary, at least 80% of the sources In summary, at least 60% of the sources is accurate and complete. are correctly reflected and included in a are incorrectly reflected and/or not reference list. included in reference list. Overall Feedback about the consistency, technical correctness and congruence between in-text referencing and bibliography: _________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ © The Independent Institute of Education (Pty) Ltd 2024 Page 2 of 19 22; 23; 24 2024 Portfolio of Evidence (PoE) — Background PoE: Teaching Foundation Phase Mathematics: Measurement and Data Handling Introduction It is important that you can understand the concepts and strategies associated with teaching measurement and data handling to Foundation Phase learners. As these are critical components of this module, this Portfolio of Evidence is designed to assess both critically. As this is the final module related to the teaching of Foundation Phase Mathematics, you are expected to create a plan integrating Mathematics across the Foundation Phase curriculum, thereby highlighting the mathematical principles that apply to all knowledge areas as well as everyday life in general. This Portfolio of Evidence needs to be developed as you progress through this module. The questions in this assignment all form part of a single Portfolio of Evidence (POE) to be submitted at the end of the module. Module Assessment — Background and Instructions This module’s assessment structure is comprised of three activities. To prepare you for these activities, there will be two Compulsory ICE tasks that must be submitted for marking to your lecturer as per their timeline. These need not be included in the POE and will be done through the course of your module at various times decided by your lecturer. The two Compulsory ICE tasks aim to render additional support to you so that you can be able to complete your Summative PoE effectively. You will have three lecturer facilitated touchpoints which will be scheduled prior to the expected completion of the POE activities as per pacer. This is an opportunity for you to receive developmental feedback for your three POE activities which you will be working on throughout the module and will submitting as a summative at the end of the module Note: Activities will only be marked on the final summative submission. The assessment weighting for this PoE is as follows: Assessment Name Weighting ICE 10% Summative POE 90% © The Independent Institute of Education (Pty) Ltd 2024 Page 3 of 19 22; 23; 24 2024 NB: Failure to submit your final portfolio of evidence by the prescribed time and date (as per PAS) will be treated as an absence from examination and not as a late assignment. Please refer to the IIE 009 Assessment Strategy and Policy for further details. The final portfolio will be required to be submitted through Safe Assign. COMPULSORY ICE TASKS Compulsory ICE Task 1 10 Marks Curriculum Web (Module Outcomes M03) You have been appointed as the Grade 3 Mathematics Grade Head for the Foundation Phase. The principal has asked you to assist a beginner teacher with understanding of the integration that exists across the following subjects: Languages, Mathematics and Life skills. Develop a curriculum web integrating Mathematics across all learning areas, with the focus on a data handling concept from the Grade 3 Mathematics CAPS curriculum. Your lecturer will set a date for this task to be completed. 1 mark per fact will be awarded. A total of 10 facts to be listed. Compulsory ICE Task 2 20 Marks Pygmalion Effect (Learning unit 2: Learning Unit Outcomes L06 and LO7) This task requires you to research the Pygmalion Effect in Mathematics. Create a poster of the different components within the Pygmalion Effect. Elaborate on each of the levels within the cycle and apply the principles of how this would link to the Foundation Phase teacher’s expectations of learners within this phase. © The Independent Institute of Education (Pty) Ltd 2024 Page 4 of 19 22; 23; 24 2024 Image Reference: https://media.licdn.com/dms/image/D4D22AQH2eRAdkQLVDg/feedshare- shrink_800/0/1710509288568?e=1722470400&v=beta&t=2CXwdnTCvnW7hJ- M7GCO4c1b93VFzHJT3I7-6B22NKo Your lecturer will set a date for this task to be completed. Refer to the rubric in Annexure A to provide you with guidance on how you will be assessed. POE ACTIVITIES POE Activity 1 Teaching Measurement in the Foundation Phase (progression) (Marks: 20) Activity 1 to be completed after 10 sessions. Consider the following scenario: The Head of Department at the school where you teach has asked you to prepare a newsletter for parents of learners in the Foundation Phase, detailing the progression of the teaching of measurement across the grades in the phase. The school is going to post the newsletter on its website for ease of reference for its parents. Your newsletter must include: An explanation of why measurement is taught using concrete apparatus and informal measure in the phase; A table showing the progression of measurement through the phase. This should not contain the entire CAPS document, but merely provide a guide as to what their children are learning in Grades 1, 2 and 3. A brief list of suggestions for ways in which parents can encourage the development of the required skills. Provide at least five examples. References. PLEASE SEE RUBRIC 1 FOR GUIDANCE ON WHAT IS EXPECTED FROM YOU BY YOUR MARKER. © The Independent Institute of Education (Pty) Ltd 2024 Page 5 of 19 22; 23; 24 2024 POE Activity 2 (Practical and Pedagogical Learning) This activity should be completed after 18 sessions + 1 week to complete Part 1: Teaching Measurement (Marks: 30) Gamification in Mathematics Teaching Many research studies indicate the benefits of gamification in Mathematics (Wager, A. and Parks, A.N., 2014. Learning mathematics through play. Handbook of play and learning in early childhood, pp.216-227). According to Wager and Parks (2014), many teachers seem to overlook the benefits of gamification and learning through play in Mathematics. They furthermore argue that using games and play in learning strengthens learners’ Mathematical abilities that can be applied in the learners’ day to day living. Design a game to help your Grade 3 learners in ‘Telling the Time’, according to CAPS Specific Focus Grade 3 Term 3 (any topic within 4.1 Time, Term 3 can be used). As this is an online submission, create a video of yourself explaining how you would use your game to teach Grade 3 learners telling the time. Please note that you will not be marked on your technical ability to video edit. Video submission requirements: Video must be under 3 minutes. You will be required to show the game during your video presentation. Your video must be compatible (size) for submission on Learn. If you submit a broken link, then 0% will be awarded as per IIE 009 Assessment Strategy and Policy. Remember to keep your game for your classroom when you are a teacher. © The Independent Institute of Education (Pty) Ltd 2024 Page 6 of 19 22; 23; 24 2024 Part 2: Lesson Plan (30 Marks) Lesson planning is a fundamental part of teaching, as it is a roadmap that teachers create to structure teaching and learning activities in their classrooms. Develop a lesson plan for the game that you developed in Part 1 POE Activity 2. NB: You do not need to complete the entire lesson plan The lesson plan must include: The CAPS Specific Focus Grade 3 Term 3. The lesson objectives Introductory Phase. The Teaching and Learning Phase Creation of assessment for learning Conclusion Guidance on the phases in a lesson: Introductory Phase. This stage is designed to introduce the theme to the class, leading them into the lesson. Develop a creative introduction to the topic to stimulate interest and encourage thinking. This must be a fun interactive activity that builds on prior knowledge and prepares the learners for the activities to follow. The Teaching and Learning Phase is where new information about the topic, possibly demonstrating a skill, or developing learners' knowledge is presented. In this section, you be explicit in detailing how teaching and learning would look in developing time-telling skills using gamification. The conclusion must provide an opportunity for the learners to report back on their findings. Encourage the use of correct terminology. Instructions must be given on how they will proceed to the next lesson. PLEASE SEE RUBRIC 2 FOR GUIDANCE ON WHAT IS EXPECTED FROM YOU BY YOUR MARKER. © The Independent Institute of Education (Pty) Ltd 2024 Page 7 of 19 22; 23; 24 2024 POE Activity 3 — Assessment in Mathematics (Marks: 20) Create an assessment on: Data handling In the Foundation Phase, we begin the journey into Data Handling. The key messages to be conveyed at this stage of the child’s development are that: The choices we make in working with the data impact on the impression which has an impact on our description of the data. Typical choices include the different ways in which the same objects (information/data) can be: sorted; and represented (DoE,2014). Create an assessment on Data Handling for Grade 3 Foundation Phase. This assessment should focus on the topics of Data Handling in Term 3 CAPS. Refer to Section 5: Assessment in the CAPS Foundation Phase Mathematics Grade R – 3 documents to determine the expectations regarding data handling at this level. Please note a memo with mark allocations needs to be submitted. PLEASE SEE RUBRIC 3 FOR GUIDANCE ON WHAT IS EXPECTED FROM YOU BY YOUR MARKER. © The Independent Institute of Education (Pty) Ltd 2024 Page 8 of 19 22; 23; 24 2024 Appendix A : Assessment Sheet (Marking Rubric) Compulsory ICE Task 2: Poster on Pygmalion Effect TEACHING FOUNDATION PHASE MATHEMATICS 3B MODULE CODE: TMMD7312 STUDENT NAME: STUDENT NUMBER: RUBRIC FOR COMPULSORY ICE Task 2: (Marks: 20) MARKS Inadequate Developing Competent Good (0 - 2) (3 - 4) (5 - 6) (7 - 10) Less than 3 accurate facts are 3-4 accurate facts are displayed 5-6 accurate facts are displayed More than 7 accurate facts Content - Accuracy displayed and applied on the and applied on the poster. and applied on the poster. are displayed and applied on /10 poster. the poster. Inadequate Developing Competent Good (0 - 1) (2) (3 - 4) (5) The poster is distractingly messy The poster is acceptably Attractiveness /5 or very poorly designed. It is not attractive though it may be a bit The poster is attractive in terms The poster is exceptionally attractive. messy. of design, layout, and neatness. attractive in terms of design, layout, and neatness. Inadequate Developing Competent Good (0 - 1) (2) (3 - 4) (5) There are more than 2 /5 Gram grammatical mistakes on the There are 2 grammatical There is 1 grammatical mistake There are no grammatical mar poster. mistakes on the poster. on the poster. mistakes on the poster. © The Independent Institute of Education (Pty) Ltd 2024 Page 9 of 19 22; 23; 24 2024 TEACHING FOUNDATION PHASE MATHEMATICS 3B MODULE CODE: TMMD7312 STUDENT NAME: STUDENT NUMBER: RUBRIC FOR POE ACTIVITY 1: Teaching Measurement in the Foundation Phase (Marks: 20) MARKS Inadequate Developing Competent Good Excellent (0 - 1) (2) (3) (4) (5) A poor attempt to explain the The student attempts to The student shows The student has a good The student provides a clear measurement is taught use of informal measurement explain the use of informal knowledge of the use of understanding of the use of insightful explanation as to Explanation of why and concrete apparatus. measurement and the informal, concrete concrete, informal the use of concrete, There is very little knowledge importance of using apparatus to develop the measurement and can informal apparatus in the using concrete /5 of the importance of using concrete apparatus in the skills of measurement in the explain accurately the progression of measuring concrete apparatus in the progression of measuring Foundation Phase but lacks progression of measuring skills in the Foundation progression of measuring skills in the Foundation clarity in the explanation. skills in the Foundation Phase. skills. Phase. Phase. Inadequate Developing Competent Good Excellent (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10) measurement through the phase Depiction of progression of An attempt is made to The progression in the The student clearly explains There is no evidence of the explain the progression in development of measuring the progression in the progression in the skills of measuring skills in the skills in the Foundation The student clearly explains development of measuring /10 measurement in the Foundation Phase. More phase is explained the progression in the skills in the Foundation Foundation Phase. Activities focus needs to be made in adequately, and a good development of measuring phase, and creative and suggested will not adequately suggesting activities that will attempt is made to suggest skills and suggests relevant insightful ideas are assist in the development of assist in developing these activities that will develop activities to develop these suggested for activities that these skills. skills. these skills. skills. will develop these skills. Inadequate Developing Competent Good © The Independent Institute of Education (Pty) Ltd 2024 Page 10 of 19 22; 23; 24 2024 (0-1) (2) (3) (4) Excellent (5) There is no evidence of Details of the suggested ways in which parents can encourage the development of the details of the suggested ways in which parents can encourage the development of the required skills (award 0 marks). Or An attempt is made to explain the details of the /5 suggested ways in which parents can encourage the development of the required An attempt is made to An attempt is made to The student clearly details The student clearly details skills but there is only 1 explain the details of the explain the details of the the suggested ways in the suggested ways in which suggested ways in which suggested ways in which which parents can parents can encourage the suggestion that is correctly parents can encourage the parents can encourage the encourage the development of the detailed (award 1 mark). development of the required development of the development of the required skills. All 5 skills but there are only 2 required skills but there only required skills. Only 4 suggestions are well required skills. suggestions that are 3 suggestions the are suggestions are correctly detailed. correctly detailed. correctly detailed. detailed. © The Independent Institute of Education (Pty) Ltd 2024 Page 11 of 19 22; 23; 24 2024 RUBRIC FOR POE ACTIVITY 2: Gamification in Measurement and Data Handling Part 1: Gamification (Marks: 30) Inadequate Developing Competent Good Excellent MARKS (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9-10) The student shows very Although the student has The student shows The student critically The student provides a clear measurement depicted little understanding of some understanding of the understanding of triarchy of analyses the triarchy of understanding of the the triarchy of triarchy of knowledge in knowledge in measurement knowledge in measurement triarchy of knowledge in knowledge in measurement, there is a lack and attempts to describe and shows insight into the measurement and shows /10 Knowledge of measurement and how it of understanding of how this the ways in which this ways in which this insight into the ways in in the game informs the teaching of informs the teaching of knowledge informs the knowledge informs the which this knowledge measurement. measurement. teaching of measurement. teaching of measurement. informs the teaching of measurement. Inadequate Developing Competent Good Excellent (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9-10) A simplistic game that The game meets the brief The game meets the An interesting game that An innovative and exciting does not engage learners but lacks imagination. It objectives of design and enhances the teaching and game that inspires learning Value, creativity, durability, and relevance or inspire learning of the does not necessarily relevance but may lack the learning of the content, is and activates the senses. content. enhance the lesson and may ability to excite the learning durable in its use, and The game adds value to the not last over many uses. process. It may or may not ignites learner enthusiasm content, can be used have the longevity of use. for the subject matter. repeatedly, and is aligned with the principles of /10 gamification in mathematics education. of the game © The Independent Institute of Education (Pty) Ltd 2024 Page 12 of 19 22; 23; 24 2024 Inadequate Developing Competent Good Excellent (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9-10) The student has shown The student has attempted An attempt has been made The student has given a The student’s has a sound little or no attempt to to apply knowledge of to apply how this will impact good description of how this ability to apply the Application of the knowledge of measurement apply knowledge of measurement appropriate the teaching of will impact teaching of knowledge of measurement. appropriate to learning at this level measurement to learning at this level but is measurement. Alternatively, measurement. Alternatively, The student has provided a appropriate to learning unable to describe how this the student has attempted the student has attempted very clear description of at this level. will impact the teaching of to apply knowledge of to apply knowledge of how this game will impact measurement and data measurement appropriate measurement appropriate teaching of measurement. handling. Alternatively, the to learning at this level but to learning at this level but /10 student has attempted to there are a few errors in the there are minor errors in the apply knowledge of application process. application process measurement appropriate to learning at this level but there are major errors in the application process. © The Independent Institute of Education (Pty) Ltd 2024 Page 13 of 19 22; 23; 24 2024 Part 2: Lesson Plan 60/2 = (30marks) SECTION A: LESSON PLANNING Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful MARKS Not yet competent competence competence competence teaching competence (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10) Vaguely written or generic CAPS has been consulted. CAP has been adequately A skilled entry of all factors Artful writing up of all write up of factors to CAPS specific focus has been consulted. CAPS specific to consider in lesson elements with precise Requirements of lesson consider when planning a recorded and referenced. focus has been recorded planning with good reference to CAPS. lesson. Objectives are not clear or and referenced. reference to CAPS, good Meaningful lesson objectives planning written from the perspective Objectives are clearly clear objectives, and other and a sincere understanding /10 of the learner. written and contain a considerations. of the requirements of measurable verb. They are lesson planning. written from the perspective of the learner. Not yet competent Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful competence competence competence teaching competence (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10) The activity will not actively The student attempts to A whole class activity that A fun and engaging whole- The student shows skill in involve all the learners. Prior engage the whole class in an establishes prior knowledge class activity that establishes developing a fun and knowledge is not activity but does not involve and prepares the learners prior knowledge and engaging whole-class activity established. Follow up all the learners actively. for the activities to follow. prepares the learners well that establishes prior Introductory Phase activities are not clearly Instructions for follow up for the activities that follow. knowledge and prepares the explained. activities are vague. learners for the activities /10 that follow. © The Independent Institute of Education (Pty) Ltd 2024 Page 14 of 19 22; 23; 24 2024 Not yet competent Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful competence competence competence teaching competence (0 - 4) (5-9) (10-12) (13-16) (17-20) The content and activities The content and activities The student has included The student has developed The student has developed developed will not provide are generic. The learner content and different detailed content and has concise content and has adequate opportunities to might have difficulty activities, with clear included original and shown skill in the Teaching and Learning Phase develop the skills of time engaging in the skills of time instructions that enable the creative activities with clear development of the telling. Instructions are not telling. More details need to learners to develop time- instructions that enable the activities. They are exciting, clear. Little to no details are be provided and the details telling skills. The details learners to develop time- original and creative and provided on how need to be clearer. provided are clear however telling skills. The details enable the learners to gamification will be used to more details need to be on provided are very sound on develop time-telling skills. /20 develop the skill. how gamification will be the use of gamification to Instructions are clear. The used to develop this skill. develop the skill but there details on the use of are minor details missing. gamification in developing the skills are sound and adequate. Not yet competent Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful competence competence competence teaching competence (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10) The conclusion does not An attempt has been made Opportunity has been There are good concluding The conclusion allows the Closure Phase meet the requirements. to provide for consolidation. provided for consolidation. elements allowing for learners to consolidate their Instructions for conclusion Instructions for conclusion consolidation of concepts learning. There is a clear /10 and follow up procedures and follow up procedures and vocabulary. Follow up description of expectations are vague. are clear. procedures are clear. for the learners. Follow up procedures are clear. Not yet competent Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful Assess ment competence competence competence teaching competence (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10) © The Independent Institute of Education (Pty) Ltd 2024 Page 15 of 19 22; 23; 24 2024 Written activity does not Written activity may exclude A comprehensive written A fun and creative written A well-planned, fun and meet with the requirements some important aspects for activity consolidating the activity consolidating creative written activity that for good consolidation of consolidation of concepts. concepts learnt. concepts learnt. consolidates all elements of /10 concepts. Assessment is generic. the concepts learnt in a fun and exciting way. © The Independent Institute of Education (Pty) Ltd 2024 Page 16 of 19 22; 23; 24 2024 RUBRIC FOR POE ACTIVITY 3: Assessment in Data Handling 40/2 = (20marks) Create an assessment in Data Handling (20 marks) MARKS Poor Developing Competent Good Excellent (0 - 1) (2) (3) (4) (5) The student has not The student has consulted The student has consulted The student has a good The student has presented consulted the CAPS the CAPS document to the CAPS document to understanding of the an insightful response and Purpose of Assessment on data document to determine the determine the expectations determine the expectations purpose of assessment shows good understanding expectations regarding data regarding data handling. An regarding data handling. The regarding data handling at of the purpose of handling. There is no attempt has been made to student has satisfactorily this level. The student has assessment regarding data handling description of what the design the assessment, but completed all elements of determined why, when, how handling. There is a clear /5 learners will be doing and not all aspects have been the task to determine why, and what the teacher will be understanding of why, what will be assessed. The considered. when, how and what the assessing. when, how and what the purpose of the assessment teacher will be assessing. teacher will be assessing. has not been outlined or when it will take place. Inadequate Developing Competent Good Excellent (0 -1) (2) (3) (4) (5) Disorganised, questions are Appears to be organised, Some questions are Most questions are arranged Questions have been jumbled, no flow to the but questions not arranged arranged into quite clear into quite clear sections, arranged in a logical order work in increasing levels of sections, pictures do not pictures do not interfere with clear instructions given cognitive demands. Not interfere with workspace with workspace and enough and enough space to enough space for the and enough space allowed space allowed for working answer. Layout learners to answer or do any for working out. out. /5 possible working out © The Independent Institute of Education (Pty) Ltd 2024 Page 17 of 19 22; 23; 24 2024 Inadequate Developing Competent Good Excellent (0 - 1) (2) (3) (4) (5) Little to no range of Limited to level 1 of Blooms Attempt has been made to Student has attempted to The assessment includes /10 cognitive abilities across Taxonomy. include more challenging cover a range of cognitive both simple and challenging Range of cognitive questions questions, but majority of abilities. Questions are clear questions. Student has been abilities across the worksheet still only and provide obvious flow in extremely creative in covers Level 1. conceptual progression from designing interesting easy to more challenging questions that match the theme. Inadequate Developing Competent Good Excellent (0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10) There are major content There are few content There are few content The content is accurate in The content is accurate in /10 errors in the assessment and errors in the assessment and errors in the assessment, the assessment; however, the assessment and the Accuracy Content no reference is made to no reference is made to but the student referred to reference is not made to student has referred to CAPS either. CAPS either. CAPS. CAPS. CAPS. Inadequate Developing Competent Good Excellent (0 - 1) (2) (3) (4) (5) No memo provided Memo has been provided, Memo and mark allocation Memo and mark allocation Memo and mark allocation but no mark allocation provided. There are few provided in a clear and provided in a clear and given. questions where the mark detailed manner. Mark detailed manner. Mark Memo and mark allocation allocation does not make allocation is on point. Minor allocation is on point. sense and needs correction. errors were made. /5 © The Independent Institute of Education (Pty) Ltd 2024 Page 18 of 19 22; 23; 24 2024 Inadequate Developing Competent Good Excellent (0 - 1) (2) (3) (4) (5) Checklist not completed, or The student has attempted The student has prepared a A well-prepared checklist The student shows very assessment is not valid. to prepare a checklist, but checklist itemising what is to itemising what is to be good understanding of the Validity of assessment Cognitive levels are not not all elements are be assessed. There is assessed and clearly requirements of a valid accurately represented and satisfactorily completed. The evidence of the different indicating the different assessment. The checklist will not accurately reflect cognitive levels indicated cognitive levels. These will cognitive levels. These will clearly reflects what is to be /5 the developmental level of will not accurately reflect reflect the developmental accurately reflect the assessed. The cognitive the learner. the developmental level of level of the learner. developmental level of the levels will clearly indicate the learner. learner. the developmental level of the learner. [TOTAL MARKS: 100 © The Independent Institute of Education (Pty) Ltd 2024 Page 19 of 19