Phone: +27 21 762 2929

Grade 9 Assessment Policy

3.2.1

SCHOOL ASSESSMENT POLICY

PURPOSE AND SCOPE OF ASSESSMENT:

  • To collect, analyse and interpret information in order to report on the progress of the learners.
  • Assessment should provide evidence of learner performance according to the Learning Outcomes and Assessment Standards set out by the National Curriculum Statement.
  • Assessment should be used to provide feedback to the learners in order to support their process of learning.
  • Assessment should include different forms of assessment such as tests and examinations, projects, oral presentations, performances, investigations, practical work and creative writing to accommodate different learning styles.


PRINCIPLES/PREREQUISITES OF ASSESSMENT:

  • The purpose of assessment must be explicit and must be an ongoing part of the learning process.
  • Assessment must be appropriate, valid, fair, authentic, manageable and time efficient.
  • Assessment results must be communicated clearly, accurately, timeously and meaningfully.
  • Assessment should be used to identify areas where learners need support and intervention.
  • Assessment must cater for all levels of competency and take the learner’s potential and ability into consideration.
  • Assessment must develop individual learning, independence and problem-solving skills.
  • Assessment must foster motivation and self-confidence.

ASSESSMENT GUIDELINES FOR STAFF:

  • At the start of each academic year, all subject teachers must submit an annual formal programme of assessments, together with their own term planners.
  • Subject teachers and Grade Heads are responsible for monitoring and carefully managing the workload of learners in coherence with the school’s calendar.
  • Learners are not to write more than two major tests a day.
  • Assessments must be pre- and post-moderated to ensure quality and accuracy of standards.
  • Pupils and parents are provided with regular feedback throughout the academic year.
  • Timeous notifying of parents in cases of under-performing is essential.
  • Each teacher is required to keep recorded evidence of assessments in a neat Portfolio format for Gr. 9 learners.
  • A hard copy of computer generated assessment sheets must be kept in the educator’s assessment portfolio at all times. This hard copy must be up-to-date with the latest assessments included.
  • All tests should be marked and returned to learners within one week of writing. Other more lengthy assignments might take longer. This time period may not exceed three weeks.

 

FREQUENCY/ CONTINUOUS OF ASSESSMENTS CAPS CURRICULUM

  • School Based Assessment
    • Informal School Based Assessment such as homework checks, questioning, discussions etc to take place on a daily basis.
    • Formal School Based Assessment should take place on a regular basis and will be based on the prescriptions as laid down in the Subject Assessment Guidelines.
  • Examinations
    • Formal Examinations for Grade 8-11 will take place in June and November each year. The July examination will form part of the SBA mark at the end of the year.

 

RATIO BETWEEN SCHOOL-BASED ASSESSMENT AND END-OF-YEAR EXAMINATIONS FOR CALCULATION OF THE PROMOTION MARK

All learning areas in the GET BAND:

PHASE

SBA

EXAMINATION

Grade 9

25%

75%

 

PORTFOLIOS

Educator’s portfolio:

  • The teacher’s portfolio is a compilation and recording of all the work for the SBA.

The portfolio must include the following:

    • The assessment plan for the grade.
    • The formal SBA assessment tasks and examinations for each grade, including the marking memoranda.
    • Evidence of moderation.
    • Learning Programmes and Work Schedules for each grade.
    • A mark list for each Grade, listing each learner, all marks included as part of the formal assessment, as well as the average mark for each assessment task.

*Please find attached Education Portfolio internal moderation check sheet.

LEARNER PORTFOLIOS

  • The purpose of a learner’s portfolio is to be a collection of work which is able to show the learner, educator and moderators the way in which the learner has progressed and achieved.
  • The portfolio moves with the learner should she change schools.

LEARNER PROFILES

  • All learners at Focus College have an up-to-date profile folder which contains copies of all their confidential documents. These are stored alphabetically in lockable filing cabinets or in school safe.
  • The school office requests profiles from schools when new learners arrive.

REPORTING

Feedback throughout the academic year is provided as follows:

The formal report:

  • A mid-term mark report in Term 1
  • A mid-term report in Term 1 - LITNUM TESTING
  • A mid-term mark report in Term 2
  • A mid-term report in Term 2 - LITNUM TESTING
  • A mid-term mark report in Term 3
  • A formal report is issued four times a year.
  • (The formal report comprises of a combination of marks, levels and comments.)
  • Parent/Educator afternoons:
    • Part meeting 3 times a year, namely Term 1, 2 and 3.
    • Interviews are conducted by appointment after school.
    • Interviews are approximately 20 minutes long. If more time is required, both parties can arrange a mutually convenient time.
  • Other reporting methods include telephone conversations, emails (in cases of under- or non-performance). Letters of Commendation from the Head, Awards Assemblies and Prize-giving (to award learners).
  • Regular staff meetings on Thursdays are held to discuss learners’ progress and recommendations for additional assistance; referrals to a Educational psychologist and Counseling or other support systems are put into place.
  • Some learners are placed on a Daily Reporting system (Observation Form) whereby their teachers are able to make comments during each lesson on a daily basis. The Report is then checked and monitored daily by the Grade Head.
    • Please find attached Observation form

Level

Description of competence

Percentage

7

Outstanding achievement

80-100

6

Meritorious achievement

70-79

5

Substantial achievement

60-69

4

Adequate achievement

50-59

3

Moderate achievement

40-49

2

Elementary achievement

30-39

1

Not achieved

0-29

LEVELS ANDPERCENT
AGES FOR RECORDING AND REPORTING

  • No assignments are to be given to learners for completion over a mid-term break or school holiday.
  • Learners are to hand in their assignments directly to the educator. Electronic submissions may be receipted. The return of the assignment electronically should also be receipted.
  • Should the learner fail to hand in the work on time because of ill-health a doctor’s certificate is to be provided.
  • The end of the day for submission purposes is the end of the academic school day which is 15H50.
  • Should the pupil know in advance that they will be absent when an item is due for submission, then, the work should be submitted in advance of the due date.
  • At least weekly each teacher submits a list of late work offenders to the secretary.
  • Parents MUST be contacted after three late work offences, but may be contacted at any point.
  • Pupils sent to the Head after three.
  • A disciplinary hearing will be held.

ASSESSMENT ACCOMODATIONS FOR LEARNERS WITH BARRIERS TO LEARNING

  • Purpose of accommodations: To enable pupils with intrinsic learning difficulties and/or physical disabilities to show what they know and can do.
  • The school will recommend parent to an Education psychologist for a report that will accompany a full application for learner concession to the South District for their consideration. It is imperative that Grade 8 learners are identified on their entrance of secondary phase but no later than September of the Grade 11 year.
  • Learner concessions may include: additional time, spelling/handwriting dispensation/a reader/a scribe etc.
  • Concession must not give a candidate an advantage over other candidates.

PLAGIARISM/ACADEMIC INTEGRITY

Expectation of Learners:

  • A similar way of citing sources must be followed throughout the school.
  • Learners must also be aware of the consequences of their behaviour as are laid out in the Code Of Conduct.
  • Learners are required to sign and attach a Declaration of Authenticity for assessment pieces and portfolio work.

Expectation of Educators:

  • Educators must ensure that they provide adequate teaching in research skills.
  • An assignment sheet containing explicit requirements and directions is to be given to the learners.
  • Checkpoints must be provided to facilitate the research process, to assist learners in time management and to provide opportunities to help learners during the research process should help be required. Refer to the CAPS annual teaching plan/ pace setter
  • There should be additional help available should learners be experiencing difficulty with note-taking, documenting or formatting procedures.
  • Clear guidelines are to be provided as to what assistance from human sources (e.g. peers or adults) is acceptable.

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