Fairness

Validity

Reliability

Sufficiency

All

the above.

What

pupils learned.

The

areas in which they had difficulty.

How

well they learned it.

working

closely with district subject

advisors and with the school assessment team in ensuring the quality of

assessment given to learners.

communicating the assessment plan to learners, parents, the school

governing body structure (SGB) and the district office responsible for the

assessment.

All of the above

planning the whole school assessment, and scheduling

the dates and type of assessment to be given to learners.

Summative

Diagnostic

Baseline

Formative

Fairness

Sufficiency

Reliability

Validity

Summative assessment

Continuous assessment

Authentic assessment

Formative assessment

Assessment as learning

Assessment for learning

Assessment in learning

leads

to some form of intervention, remedial action, or a revision programme.

offers

feedback and information to students while they are still in the process of

learning and while they are still in the process of learning.

takes

place at the end of a learning cycle, programme, or phase.

is

used at the beginning of a phase, grade, or learning experience to establish

what learners already know, what they can do, or what they value.

CAPS

NPPPPR

White Paper 6

NPA

Deleting

the evidence from the system once results have been communicated.

Storing

the evidence.

Generating

and collecting evidence of achievement.

Evaluating

the collected evidence.