...The Educator as Assessor EDAHOD5 UNISA Assignment 1 by Student number 30557623 Question 1: Assessment instrument 1 Strategies for Assessment Learners, in pairs, have to prepare and deliver an oral presentation of any genre and topic, as agreed upon with the educator. The length of delivery should not exceed 10 minutes. The following assessment rubric will be used by the other learners in the class to assess the presentation. 1a. Subject/learning area 1b. Lesson topic to be assessed 1c. Grade to be assessed English FAL Oral presentation in pair: (with guidance from teacher on choice of topic and format of presentation if necessary) Grade 11 2. Learning outcome/topic Learning outcome 1 (NCS): Listening and speaking: The learner is able to listen and speak for a variety of purposes, audiences and contexts. to be assessed 3. Assessment standards applied (the exact assessment standards that will apply will depend on the genre (debate, research report, narration, argument, etc.) of oral presentation the pair of learners opt for) We know this when the learner is able to: a) demonstrate knowledge i) learn about and share ideas and concepts, comment on experiences, of different forms of oral defend a position, make an unprepared response, read aloud, tell a story; communication for social purposes: ii) interact in group discussions by expressing own ideas and opinions and listening to and respecting those of others, while engaging with a range of issues such as inclusivity and...
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...EDAHOD5 ASSIGNMENT 2 UNIQUE NUMBER : 198446 DUE DATE 18 SEPTEMBER 2013 QUESTION 1 Assessment Activity : Conduct a practical investigation to determine the effect on the rate of a chemical reaction by one of the factors of temperature, surface area or concentration. Assessment Checklist Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question Hypothesis Variables Correctly Identified Table of Results Graph of Results Conclusion Yes/No Grade 12 Assessment Grid Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question clearly stated Hypothesis Formulated Independent, Dependent and Constant Variables Correctly Identified and stated Experiment designed and steps clearly set out Results of experiment tabulated Results represented graphically Conclusion and Evaluation TOTAL MARKS : 20 Marks 2 2 3 5 3 3 2 Grade 12 RUBRIC TO ASSESS PRACTICAL INVESTIGATION ON EFFECT ON RATE OF REACTION BY TEMPERATURE, SURFACE AREA OR CONCENTRATION NAME OF LEARNER : DATE : CRITERIA LEVEL0 LEVEL1 LEVEL2 LEVEL3 LEVEL4 GRADE 12 Conducts a practical investigation Did not attempt or completely incorrect. Correctly plans a practical investigation by identifying correct investigative question, hypothesis, variables and apparatus...
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...THE EDUCATOR AS ASSESSOR EDAHOD5 ASSIGNMENT 2 BY STUDENT NUMBER: 33686735 TABLE OF CONTENT QUESTION 1 1. ASSESSMENT TASK 1.1 ASSESSMENT CHECKLIST 1.2 ASSESSMENT GRID 1.3 ASSESSMENT RUBRIC QUESTION 2 2.1 ASSESSMENT PLANNING 2.2 ASSESSMENT ACTIVITIES 2.2.1 ASSESSMENT ACTIVITY FOR LESSON TOPIC: CARTOON 2.2.2 ASSESSMENT ACTIVITY FOR LESSON TOPIC: PERSUASIVE ESSAY 2.2.3 ASSESSMENT ACTIVITY FOR LESSON TOPIC: MOVIE POSTER BIBLIOGRAPHY QUESTION 1 1. ASSESSMENT TASK Design a personal planner that covers the week from Monday to Sunday. Clearly mark the times starting from 6am to 10pm. Use a table format for your planner. Give your planner an appropriate title. Fill in a minimum of four activities that occupy your day. Colour code your priorities clearly and indicate what each colour means e.g. Red = important. 1.1 ASSESSMENT CHECKLIST Checklist for personal planner | Yes/no | 1. Title provided | | 2. Correct format used | | 3. Days clearly indicated | | 4. Times correctly indicated | | 5. Activities filled in on planner | | 6. Priorities clearly shown | | 7. Planner colour coded | | 8. Meaning of colour indicated | | Minimum standard: 8 | 1.2 ASSESSMENT GRID Learner’s name: Grade: Assessor: Date: Criteria | Maximum | Student’s mark | 1. Title provided | 1 | | 2. Correct format used | 2 | | 3. Days clearly indicated | 7 | | 4. Times correctly indicated | 3 | | 5. Activities filled in on planner | 4 | ...
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...EDAHOD5 : DIE OPVOEDER AS ASSESSOR INHOUDSOPGAWE: VRAAG 1 ----------------------------1.1. Assesseringstaak 1: MIV-VIGS navorsingstuk 1.2. Assesseringstaak 2: Bewusmakingsplakkaat 1.3. Assesseringstaak 3: Opsomming 2-5 ----------------------------- 5-8 ----------------------------VRAAG 2 8-10 2.1 Assesseringsaktiwiteit en assesseringsnagaanlys: 2.2 Assesseringsaktiwiteit en assesseringsruitenet: 2.3 Assesseringsaktiwiteit en assesseringsrubriek: BIBLIOGRAFIE ---------------------------------------------------------------------------------------------------------------- 11 12 13 14 VRAAG 1: ASSESSERINGSTAKE- EN STRATEGIEË 1.1. ASSESSERINGSTAAK 1: Die MIV-infeksie is vinnig aan die toeneem in Suid-Afrika, doen navorsing en vind soveel moontlik inligting aangaande hierdie siekte. Inligting wat DUIDELIK in hierdie stuk na vore moet kom: Inleiding Agtergrond oor die MIV-infeksie; Oorsake wat lei tot die MIV-infeksie; Gevolge van die MIV-infeksie; Verskeie behandelingsmetodes vir die MIV-infeksie; Voorkoming van die MIV-infeksie Gevolgtrekking TOEPASSING VAN ASSESSERINGSTRATEGIEË: 1. Leerarea, graad en onderwerp wat geassesseer word: Leerarea en graad: Lewensoriëntering vir graad 9. Onderwerp: Seksuele gedrag en seksuele gesondheid met MIV-VIGS voorligting 2. Leeruitkomste vir assessering: Selfontwikkeling in die samelewing: seksuele gedrag en seksuele gesondheid. Selfontwikkeling in die samelewing: lewenstylkeuses 3. Assesseringstandaarde...
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