|
Mediator
/ Curriculum Interpreter /
Administrator / Scholar
/ Pastoral /
Assessor / Learning Area Specialist
Practical competence
- Where the learner demonstrates the ability, in an authentic
context, to consider a range of possibilities for action, make
considered decisions about which possibility to follow, and
to perform the chosen action.)
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| Making appropriate use of different
assessment practices, with a particular emphasis on competence-based
assessment and the formative use of assessment, in particular
continuous and diagnostic forms of assessment. |
| Assessing in a manner appropriate
to the phase/subject/learning area. |
| Judging learners’ competence
and performance in ways that are fair, valid and reliable. |
| Maintaining efficient recording
and reporting of academic progress. |
| Foundational competence
(where the learner demonstrates an understanding of the knowledge
and thinking which underpins the actions taken.) |
| Understanding the assumptions
that underlie a range of assessment approaches and their particular
strengths and weaknesses in relation to the age of the learner
and learning area being assessed |
| Understanding the different
learning principles underpinning the structuring of
different assessment tasks. |
| Understanding a range of assessment
approaches and methods appropriate to the learning area/subject/discipline/phase. |
| Understanding language terminology
and content to be used in the assessment task and the degree
to which this is gender and culturally sensitive. |
| Understanding descriptive and
diagnostic reporting within a context of high illiteracy rates
among parents. |
| Reflexive competence
- (where the learner demonstrates the
ability to integrate or connect performances and decision making
with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these
actions.) |
| Justifying assessment design
decisions and choices about assessment tasks and
approaches. |
| Reflecting on appropriateness
of assessment decisions made in particular learning situations
and adjusting the asessment tasks and approaches where necessary. |
| Interpreting and using assessment
results to feed into processes for the improvement of learning
programmed. |
Mediator / Curriculum
Interpreter / Administrator /
Scholar / Pastoral
/
Assessor / Learning Area Specialist
|