Assessment Policy

  • A process of gathering valid and reliable information about the performance (evidence) of a learner, on an on-going basis (SBA) against clearly defined criteria, using a variety of methods, tools, techniques and contexts, recording the findings, reflecting and reporting by giving positive, supportive and motivational feedback to learners, other educators, parents and other stakeholders (WCED).
  • SBA is an ongoing everyday process that finds out what a learner knows, understands, values and can do.
  • SBA must be an integral part of the teaching and learning process.
  • All types of assessment must be continuous.

At Henshilwood we must ask ourselves as educators: WHY DO WE ASSESS? We do not always have to assess for recording and the accumulation of marks. The purpose of assessment can be of a formative, diagnostic or summative nature.

  • Aim of assessment is for growth, development and support.
  • To monitor a learner’s progress through a learning area so that decisions can be made about the best way(s) to facilitate further learning in terms of expected knowledge, skills, values and attitudes (K,S,V,A).
  • To provide information about learning difficulties and intervention strategies necessary to support learners experiencing learning difficulties.
  • Purpose is NOT about promotion but about progression.
  • Learners’ performance and competence as they progress towards achieving learning outcomes is assessed.
  • Criteria selected for assessment must be measurable and assessable.
  • K, S, V, A to be assessed must be clearly stated.

At Henshilwood SBA fulfills five main purposes of assessment:

  • Baseline assessment
    • Used by the educator at the beginning of a new learning experience to find out what the learners already know and can demonstrate.
    • This is done so that the educator can decide what level of demands to build into the learning experience plan.
  • Formative assessment (Assessment for learning)
    • Involves a developmental approach.
    • Designed to monitor and support learning progress.
    • Built into learning activities or becomes a learning activity.
    • Constructive feedback guides the learner and educator.
    • Helps to determine learners’ strengths and developmental needs in relation to a particular outcome or criteria.
    • Indicates the appropriate assessment tools, techniques and methods.
  • Diagnostic assessment
    • Finds out the nature and cause of a learning difficulty and provides appropriate intervention strategies (remediation).
    • Determines when specialist WCED advice and support is needed.
  • Summative assessment (Assessment of learning)
    • Involves a series of assessment activities, resulting in an overall report on
      performance of the learner.
    • Used to determine how well a learner has progressed towards the achievement of selected outcomes.
    • Must be used to give formative feedback to the educator and to feed into the next planning session.
  • Systemic Assessment
    • Will only be used by the National DoE to assess with regard to learner
      attainment in order to evaluate the appropriateness of the education system.
    • Will be used to assist in curriculum development and to evaluate teaching and learning.
    • Henshilwood offers it full support to the Systemic Evaluation but questions the relevance of the ANAs.
  • Control Tests
    • Control Tests will be held during Test Week in terms 1 and 3 ONLY.
    • Other tests may be written as long as it is negotiated with the relevant class.
    • Pupils may write not more than ONE test per day in this case.
  • Non-test week terms
    • Insofar as is possible [unless required by subject policy document e.g. CAPS] ONLY project work will be assessed during Term 2 and 4. The teacher may reserve the professional right to make a test count [as long as it is a requirement of the CAPS policy document].
    • Examinations form part of the summative assessments during these terms.
    • No provision is made for the writing of supplementary examinations for
      whatever reason if an examination is missed. A scaled up mark will count
      [either SBA or SBA + those papers written].
    • Provision will be made for a ‘2nd chance’ exam IF promotion is at stake.
  • Policy on the awarding of ‘0’ and penalizing for late submission
    • Learners with a medical certificate from a registered medical practitioner will be able to write a test missed.
    • 10 % must be deducted for each day an SBA task is delivered late up to a
      maximum of 3 days [30 %]. This must be communicated in writing to the pupil’s parents. Relevant documentation must be completed.
    • A ‘0’ may NOT be given. SBA work must be produced, even if late.