The Minister of Basic Education has called for written submissions on the Draft National Protocol for Assessment Grades R -12. The published deadline for submissions is 21 days after publication of the notice. In other words, submissions were due by 28 July 2011. The short notice period is cause for concern, given the seriousness and complexity of the subject matter. Those who are interested in submitting comments are urged to request an extension of this deadline.

Submissions and related correspondence must be addresses to: The Acting Deputy Director-General: Curriculum Policy, Support and Monitoring, Department of Basic Education, Attention: Dr L P Kriel, 222 Struben Street, Pretoria, 001 or Fax: 012 328 9828; email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

One of the primary purposes of the policy is to provide a guiding policy framework for the management of learner progress and promotions assessments and establish the basic requirements for learner profiles, teacher files, report cards, report sheets and schedules for Grades R -12.

Types of assessments

The policy distinguishes between different types of assessments and emphasises that assessment is a continuous and ongoing process.

Assessments include the informal or daily monitoring and enhancement of learner’s progress in the classroom. This is achieved through teacher observation and teacher-learner interactions. Daily assessments should be used to assess progress, provide feedback and close the gaps in learners’ knowledge and skills, and improve teaching.

Formal assessments include the tools and tests used to evaluate progress in a particular subject or grade. These include projects, orals, presentations, tests and examinations.

Criteria for assessments

The Policy requires that assessments be age- and developmental-stage appropriate; that they cover the content of the subject in question; and that they test a variety of skills.

Assessment results must be recorded in all formal assessment tasks and must provide learners, parents and teachers with a meaningful indication of what learners know, understand and can do.

All schools must include a school-based in-class assessment (school-based assessment) component alongside end-of-year examinations. The Policy prescribes the following allocation of marks between the two sets of assessments for the different grades:

Grade     School Based Assessment End of year exam

For the Foundation Phase  100%    0%

Intermediate Phase   75%    25%

Senior Phase    40%    60%

Recording and reporting learner performance

The Policy requires that learners’ progression be kept as evidence of the learners’ conceptual progression and readiness for progression to the next grade. Records of progression should also be used to verify the progress made by the teachers and learners. The main purpose of reporting is to provide learners with developmental feedback, inform parents of progress, and feed information into the education system to gauge performance levels.

The Policy provides the codes and symbols for reporting progress. For example, for children in Grades R-3, recording and reporting should be against four subjects, namely Home Language, First Additional Language, Maths and Life Skills according to the following codes and descriptions:

Achievement level:

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%

Teacher obligations

Teachers are required to keep a comprehensive file containing evidence of their teaching and assessments, including a record of learners’ marks for each formal assessment and notes on interventions planned by the teacher to assist learners who require additional support. Teacher’s files should be available on request at all times.

School learner profiles

All schools must have a documented school learner profile for each learner, starting in Grade R and continuing until the end of Grade 12. It is a continuous record of information that gives a holistic impression of a learner and the learners’ progress and performance. It assists teachers in the next grade or school to understand the learner better and to respond appropriately to the learner.

It is a confidential document containing sensitive information, such as the child’s health status, and may under no circumstances be divulged without the written permission of the parents or guardian.

Provincial department of education are responsible for developing pro-forma profiles for the schools to complete. These pro-forma documents must include:

• personal information
• medical history
• schools attended and a record of attendance
• participation and achievements in extra curricula activities
• areas needing support
• learner performance.

Assessment of learners with special needs

The Policy provides guidance on how to assess progress of learners with special needs. Primarily the assessment of learners with special needs is to take place within the mainstream system, subject to a number of considerations.

Alternative assessments are provided for assessing the progress of learners with the most significant cognitive disabilities; however, these too are to be applied in ordinary schools as far as is possible.

Effective date of operation of the policy:

January 2012 Grade R–3 and Grade 10

January 2013 Grades 4-9 and Grade 11

January 2014 Grade 12

WEB LINKS FOR THIS ARTICLE

Click here to view the Draft National Protocol for Assessment Grades R -12

Click here to view the Government Gazette calling for submissions