Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Make sure evidence is gathered across the entire range, wherever it applies.
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented.
Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Make sure evidence is gathered across the entire range, wherever it applies.
Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria. The assessment criteria provide the specifications against which assessment judgements should be made.
In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
All assessments should be conducted in line with the following well documented principles of assessment: If it is at all possible, learners should develop multimedia presentations that require the following: Additive multilingualism A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it.
In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it.
Appropriate dress footnote in u std: Author The creator or originator of a piece of narrative, whether signed or written.
Coherence The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings.
A paragraph see definition below is coherent if all its sentences see definition below are connected logically so that they are easy to follow. Cohesion Linking ideas by means of language e. Collage A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface.
Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage. Colloquialism A word or expression used in everyday conversation but not in formal language.City Varsity is a tertiary education college that focusses solely on media and creative arts.
Not only do they offer top-notch academics, but they also offer a vibrant campus with emphasis placed on their in-house pool and foosball competitions.
We are not an institution so please contact the relevant institution directly for course information. With Damelin’s option to upgrade your matric marks, you will be able to apply to the university or course of your choice with the added benefit of having the marks you need. This is your life and it is up to you to do what will be good for your future!
Learners at this level write/present/sign texts with complex subject matter and a need for various levels of formality in language and construction. Matric Rewrite/High School Old and New Curriculum Subjects.
English Home Language; English First Additional Language; Afrikaans; Mathematics; Mathematical Literacy. Matric rewrite. The aim of the Second Chance Matric Programme is to provide support to learners who have not been able to meet the requirements of the National Senior Certificate (NSC) or the extended Senior Certificate (SC), thereby meeting the goals of the .