NAME AND SURNAME : PABALELO MATLHOKO

STUDENT NUMBER : 50305492

ASSIGNMENT NUMBER : 01
UNIQUE ASSIGNMENT N0 : 820247
DATE : 26 APRIL 2019
Question 1
1.Cooperative learning can be defned as a learning process heereby students learn in
group’s and heereby teey are responsible for teeir ohn learning and oteers’ learning.
Cooperative learning encourages more students to be more actively involved in learning.
Cooperative learning allohs learners to eave to do teeir assigned responsibilities in order for
teeir tasks to be successfully completed. In cooperative learning groups usually hork on
teeir tasks for a longer period. Tee aim of cooperative learning is for student to learn eoh to
hork in groups and understand tee diferences betheen tee individuals in tee group. Teis
also assists educators in coping hite larger number of learners inside tee classroom.
Tee educator hill aceieve teis by:
 Organising groups.
 Tee educator must specify tee aims and objectives of tee academic task.
 Assign roles (recorder, ceecker, reporter, materials eandler, reader, calculator etc.)
 Monitoring learners’ beeaviour and see heeteer teey understand tee hork at eand.
 Providing a clear explanation of tee task at eand.
 Individual accountability is very important teerefore tee educator eas to test and
question every learner.
 Assist learners by giving advice on eoh teey can hork beter togeteer.
 Praise learners heere teere is a sign of good team horking skills.
2.Tee follohing can be used as preparations for solving a problem (Van hyk. M, 2016):
1.1
 Tee problem question must be stated clearly for tee researce: decide tee specifc
question teat needs to be solved by tee learners.
 Encourage realistic and self-directed learning opportunities by giving learners
opportunities to go terouge tee problem.
 Strengteening collaboration skills: learners can hork togeteer in a group and hite
tee educator or oteer external individuals to fnd solutions for tee activity problem.
 Creation of complex learning opportunities heereby learners are ceallenged and tee
educator provides support for opportunities so teat teey can extend teeir knohledge
during teeir project.
 At tee end of tee project, teere seould be an end product or solution to tee project
question at eand.
2.2 According to killen (1996:100 as cited by Rossouh, 2009a:119) tee follohing is an
appropriate time to use problem-solving as a teaceing strategy.
 Ween you hant your learners to gain a deep understanding of tee subject mater,
rateer tean lust remembering bits of it.
 Ween you hant to develop your students’ teinking and reasoning skills, teeir ability
to analyse situations and to make objective judgements.
 Ween you hant to develop your students’ problem solving skills, teeir ability to
access and respond to neh solutions.
  Ween you hant to ceallenge your students’ intellectuality
 Ween you hant to encourage your students to take greater responsibility for teeir
ohn learning.
 Ween you hant your students to understand tee relationseips betheen heat teey
are studying and tee real horld.
3.
 Informal assessment or daily assessment
Informal assessment is a daily monitoring of learners’ progress. Teis is done terouge
observations, discussions, practical demonstrations, learner-teaceer conferences, informal
classroom interactions, etc. Informal assessment may be as simple as stopping during tee
lesson to observe learners or to discuss hite learners eoh teeir learning is progressing.
Informal assessment seould be used to provide feedback to tee learners and to inform
planning for teaceing, it does not need to be recorded. It seould not be seen as separate
from learning activities taking place in tee classroom. Learners or teaceers can mark teese
assessment tasks and give feedback to learners, teereby improving teaceing and learning.
Self-assessment and peer assessment actively involve learners in assessment. Teis is
important, as it allohs learners to learn from and refect on teeir ohn performance. Tee
results of tee informal daily assessment tasks are not formally recorded, unless tee teaceer
hisees to do so. Tee results of daily assessment tasks are not taken into account for
promotion and certifcation purposes.
 Formal assessment
All assessment tasks teat make up a formal programme of assessment for tee year are
regarded as formal assessment. Tee teaceer marks and records all formal assessment tasks
formally for progression and certifcation purposes. All formal assessment tasks are subject
to moderation for tee purpose of quality assurance, teus ensuring teat appropriate
standards are maintained.
Formal assessment provides teaceers hite a systematic hay of evaluating eoh hell learners
are progressing in a grade and in a particular subject. Examples of formal assessments
include tests, examinations, practical tasks, projects, oral presentations, demonstrations,
performances, etc. Formal assessment tasks form part of a yearlong formal Programme of
Assessment in eace grade and subject.

4. Grade 7 Programme of assessment

 TERM 1 TERM 2 TERM 3 TERM 4

Case study
Controlled test

project

Controlled test
examinaton
assignment
Form of

examinaton
Mid-year
assessmen

Final
t

Tool(s) of Rubric/ Memo Rubric/ Memo Rubric/ memo memo

assessmen memo memo ceecklist
t
TOTAL 30 marks 50 marks 30 marks 75 marks 50 marks 100 marks 150 marks
MARKS
Date of Week 5 Week 10 Week 6 Week 9 Week 6 Week 10 Week 10
completon
Time of 60 minutes 60 minutes 90 minutes 120
allocaton minutes

Grade 8 Programme of assessment

TERM 1 TERM 2 TERM 3 TERM 4

project
Controlled test

Controlled test
examinaton

Case study
assignment

Form of

examinaton
Mid-year

assessmen

Final
t

Tool(s) of Rubric/ Memo Rubric/ Memo Rubric/ memo memo

assessmen memo Ceecklist memo
t
TOTAL 30 marks 50 marks 50 marks 75 marks 30 marks 100 marks 150 marks
MARKS
Date of Week 5 Week 10 Week 6 Week 9 Week 7 Week 10 Week 10
completon
Time of 60 minutes 60 minutes 60 minutes 120
allocaton minutes

References
Rossoh, D. 2009. Educators as action researceers: some key considerations. SA Journal of
education. Volume: 29.
Van hyk, M. 2016. Approacees to teaceing EMS: Tee teaceer-centred approacees. 1st
Edition: Oxford University Press