s2_2012-07-05_assessment_2

Report
GRADE 11 – CAPS
Initialled
27 June 2012
Signed
GRADE 11 – CAPS
Concept “Assessment”
Types of Assessment
Program of Assessment
Types: Formal Assessment
2
GRADE 11 – CAPS
Collecting information about how much knowledge
and skill students have learned (measurement)
Making judgments about the adequacy or
acceptability of each student's level of learning
(evaluation).
27 June 2012
Assessment
Assessment
Sum up how well a student has performed
over time and at a variety of tasks.
Monitor the learner’s progress
Why ? in order to determine the most
appropriate course of action.
Summative
Evaluation
Formative
Evaluation
Diagnostic
Formal and Informal Assessment
Assessment
INFORMAL
Daily Assessment
Not required to record
Used to improve learning and
teaching
FORMAL
Programme of Assessment
Recorded
Used for promotion / certification
6
Informal and Formal Assessment Cont.
Informal
Daily assessment
Formal
Programme of Assessment
Monitor learner’s progress
Systematic way of evaluating
learner progress
Used for promotion /
certification
Improve teaching
Scaffold learning
Recorded
Stepping stones to tasks in
Programme of Assessment
Not required to record
7
Programme of Assessment
POA
Grade 11
Examinations
Two
End-of-year
Midyear 300 marks
Tests
Two
First Term and
Third Term = 100
Assignment, Presentation
and Project
Terms 1, 2 & 3 = 50
Not tests or exams
300 marks converted into 75%
End of year
75%
25%
Tasks during
school year
8
8
Programme Of Assessment
The Programme of Assessment in Grade 11
Final exam
300
Converted to a
650÷6.5
300
mark out of:
= 100
100
50
300
Project
650
50
Mid-year
100
Total marks
Test
Year mark
Term 4
Test
Term 3
50
Total
Term 2
Presentation
Assessment
Assignment
Term 1
400
Note: In Grade 11 the Seven Assessment tasks make up the Programme of Assessment.
Refer to Protocol on Assessment.
Fo
Types of Formal Assessments
Project
Report
Oral
presentation
Data
Response
Examinations
Case Studies
Control Test
Memorandum
Reports
Assignment
Assignment as part of the POA – formal assessment
• Unlike the project an assignment is a task/activity that learners
can do in a few days (e.g. 2 – 3 days)
• Learners are given a task over a few days (which can be over a
weekend), e.g. learners given information to complete, such as
information from a Case Study or Data Response in Business
Studies.
Where the assignment is not a Case Study or Data Response:
• Clear criteria should be given to learners against which the
assignment will be assessed.
• Depending on the instructions of the assignment, learners may
be required to acknowledge sources of information.
Assignments can also be done as part of informal assessment (daily)
11
Case Study
• Learners are presented with a real-life situation, a
problem or an incident related to the topic.
• They are expected to assume a particular role in
articulating the position of e.g. Owner of a Business,
Marketing Manager, Production Manager, etc.
• They would draw on their own experience, the
experience of peers or prior learning to interpret,
analyse and solve a problem(s).
12
Case Study Continued
• Newspaper articles, magazine articles, and TV or radio
presentations form excellent case studies. Learners
have to read and/or listen, digest the business or
economic information and then make informed
decisions.
• Case studies in BCM are a very good way of keeping the
subject up to date and relevant. They always form part
of the examinations in BCM subjects.
• Case studies/scenarios need to be contextualized into a
specific subject, e.g. “The impact of HIV/AIDS on the
Business” – most candidates in the Grade 12 Business
Studies exam contextualized it into Life Orientation.
13
Report
• A report in BCM subjects is generally a written evidence of
analysis and interpretation of the business information. It
can be short or long.
• In a project the report is longer. Other reports are shorter
than a report in a project and it is specific to the topic, e.g.
learners are given a SWOT Analysis or Business scenario to
analyse and interpret. After that they write a report, or
• a business manager has come to you for advice (after
studying the business financial statements) on whether
the business is experiencing liquidity problems.
• This will always be shorter than a report in a project.
14
Presentation
• Written or Oral
• Evidence
• Criteria discussed with
learners
• Use of ICT is encouraged
• Posters
• Hand-outs
Presentation
• Presentations are very important to BCM learners.
• In future learners will be expected to present the
business information such as their business plans or
the financial statements of their businesses when
lobbying for funds from financial institutions.
• Some will be expected to present the analysed results
of the economic conditions of a country or financial
indicators to the public.
16
Project
A project is given a longer period of time to
complete as it involves some form of research,
consolidating and choosing relevant information
and preparing a written document (e.g. report) as
evidence or constructing a model.
Research will always form part of the project, in
other words the project is the evidence of the
Research conducted.
17
Characteristics of a project
A project should have the following characteristics:
• A finite and defined life cycle
• Defined and measurable business products
• A corresponding set of activities (or elements) to achieve
the business products
• A defined amount of resources
• A defined responsibility, to manage the project.
A project will take learners weeks to complete, hence in the Business Studies CAPS
Document (Annual Teaching Plan) there are textboxes in which we indicated that “a
project must always be given to learners a term before submission date”.
18
Project
•
All grades
• Minimum
requirements
Purpose
• Guidance prior to commencement
• Criteria used to assess must be
discussed with learners
• Given a longer period of time to
complete
• Structured around a problem
• Completed during holidays
•
•
•
•
Research skills
Critical thinking skills
Problem solving skills
Writing skills
Plagiarism
• Plagiarism is when you use someone
else's words or ideas and pass them off as
your own.
• It's not allowed in school, college, or
beyond
Avoid Plagiarism
Choppy Shaik
S
O
D
Stripped of Doctorate
Avoid Plagiarism
Shamim "Chippy" Shaik has been
stripped of his doctorate degree from
the University of KwaZulu-Natal. Last
year, media reports said that "more
than two-thirds" of Shaik's 2003 PhD in
Mechanical Engineering from the thenUniversity of Natal had been plagiarised
Mail & Guardian. 2008. Chippy Shaik stripped of doctorate.
http://mg.co.za/article/2008-03-02-chippy-shaik-stripped-of-doctorate [13 June 2012]
PURPOSE of Amended
NCS
KSV
Profile
Access
Facilitate
Transition
PROJECT
Transition from school to HEI’s
A lack of academic 'preparedness', in
terms of both social class
and the high school curriculum is cited as
one of the reasons why students fail to or
take longer to master
degree requirements (Scott et al., 2007:
42-3).
PROJECT
Problem statement
“The cell phone industry is one of the most competitive
industries in our economy. Choosing the most suitable cell
phone company as your service provider can be
challenging and a daunting task.” Investigate ONE cell
phone company in South Africa , write a compelling essay
on your findings and make recommendations to the
suitability or not of the company you’ve researched.
PROJECT
Essay
Own
words
Body
Paragraphs
Spacing
1.5
One side
of page
Typed / Written: 2000
Words
Due Date
Addendum
Group
work
In text
referencing
Rubric
Cover
Page
Index Page
Introduction
Conclusion
Font 12
List of
reference
PROJECT
Introduction
•
•
•
•
Tell the reader something
about your research topic
Vision of the cell phone company / History
Market share / Products and services offered
Foundation / Sponsorship
Company brand /Current marketing /Reasons
why customers prefer / do not prefer this
company / Recommendation
Conclusion
Body
• Give a summary
of the essay and
findings of your
research project
PROJECT
POSSIBLE SOURCES
1
2
3
4
5
CELL C
Platinum Focus – Gr. 11
Via Afrika – Business Studies – Gr 11
Local Newspapers & Magazines
TV and Radio
http://en.wikipedia.org/wiki/Cell_C
http://www.cellc.co.za/
http://www.cellc.co.za/about/vision
http://www.cellc.co.za/about/sponsorships
http://www.cellc.co.za/about/social-investments
http://www.cellc.co.za/tell-trevor/topic
http://www.brandchannel.com/features_profile.asp?pr
_id=78
http://www.ogertelecom.com/Cell.html
Project - Rubric
Criteria
1 Technical
aspects
2 Introduction
3 Body
4 Conclusion
Indicators
Cover Page, Index, Font,
Spacing, Length, Structure,
Paragraphs
Relevant, Captivating,
Max
Mrks %
10
20
5
10
Quality of the content / Own
words / Sub headings /
Recommendations /
25
50
Summary / Findings
10
20
5 Reference list & Number / Source written out
Referencing
correctly / In text referencing 5
10
PROJECT
Reference list
contains only those sources you actually
referred to in your assignment.
Bibliography
list of all those sources you looked at.
Monash. n.d. Difference between bibliography and reference.
http://www.monash.edu.au/lls/OffCampus/Improve/11.5.html [11 June 2012]
PROJECT
Reference list
6 Sources
Bibliography
10 Sources
Monash. n.d. Difference between bibliography and reference.
http://www.monash.edu.au/lls/OffCampus/Improve/11.5.html [11 June 2012]
PROJECT
IN TEXT REFERENCING
Bonikowske (1987) states that learners usually display
behaviour which indicates that they are at risk of dropping out
long before they actually do so.
According to President Obama (2010) the drop-out rate had
to be reduced because it is undermining America’s future
economic potential.
REFERENCE LIST
Bonikowske, D. 1987. Truancy, a prelude to dropping out, Indiana:
National Educational Service
Obama, O. 2010. Drop-out parental involvement low performing
schools. http://articles.cnn.com [30 May 201]
PROJECT : REFERENCE LIST
Burger, M., Ross, D. & Moolman, R. 2006. Focus on Economic – Grade 11. Cape
Town: Maskew Miller Longman.
Gordhan, P. 2012. 2011 Budget Speech. www.treasury.gov [16 March 2012].
Gordhan, P. 2011. 2012 Budget Speech. www.treasury.gov [16 March 2012]
Helen, Z. 2012. We have to make it easier to do business in South Africa. Sunday
Times Review: 5, March 11.
Levin, M & Bantjes J. 2011. Enjoy Economics – Grade 10. Sandton: Heinemann
Publishers.
Makola, C.P. 2005. Factors Affecting Teaching and Learning in South African
Public Schools.
Cape Town: HSRC Press.
Mestry, R. & Bisschoff, T. 2009. Financial School Management Explained. 3rd Ed.
Cape Town: Pearson.
Mohr Philip, Fourie Louis & Associates. 2004. Economics for South African
Students. 3rd Ed. Pretoria: Schaik Publishers.
Activity 1
INSTRUCTIONS
GROUP 1
Impact and challenges of socio economic issues on the
business operations
GROUP 2
Benefits of companies over other forms of ownership
GROUP 3
Franchising
GROUP 4
Creative thinking and problem solving
GROUP 5
Stress and crisis management
GROUP 6
Benefits of companies over other forms of ownership
GROUP 7
Professionalism and ethics
GROUP 8
Creative thinking and problem solving
Compile a project for Grade 11 learners using one of the above topics.
Provide learners with a comprehensive list of instructions to guide the
learners. Design a relevant rubric for the project.
Presentation
• In Business Studies we have a stand alone topic on
presentation skills.
• Presentations can be written or oral, but there must be
learner evidence of the presentation.
• The use of computers, i.e. PowerPoint presentation is
encouraged where the resources are available.
• Information can be presented in a form of:
–
–
–
–
Report – including financial report
Memorandum
Business plan
Flyer, Poster, electronic format(DVD/CD)
35
Control Test
• Written under examination conditions
• Duration at least one hours = 100
marks
• Cover the different cognitive levels
• Comply with year-end examination
standard
• Consist of Sections A, B and C
• Cover a range of integrated topics
• Written in Terms 1 & 3
Examination
Mid and End-of-year examinations
Grade 11 should write a 3-hour mid-year examination of 300 marks and final examination.
Paper Time
Grade 11 1
Marks Business
Business
EnvironmentVenture
3 hours 300
25%
25%
Business
Role
25%
Business
Operation
25%
Structure of Mid and End of the Year Exam
SECTION
DESCRIPTION
MARKS AND TIME
GUIDE
A
(Compulsory)
40
30 min
180
90 min
80
60min
300
3 hours
Different types of short and objective questions using various assessment styles and covering the
entire curriculum, e.g. multiple-choice, match columns, choose the correct word in brackets, etc.
(20 short questions x 2)
.
B
(Three questions in this section must be answered)
(Choose any THREE of the FIV E questions. Three questions of 60 marks each)
These questions should cover the entire curriculum. Answers should be in paragraph style. Rubrics
can be used in the marking of this question, together with a marking memorandum. Applicable verbs,
e.g. discuss, motivate, compare, differentiate, explain, etc. Case studies (scenarios) or source-based
questions should be included.
C
Set four questions covering the entire curriculum (use scenarios)
Choose any TWO of the FOUR questions. (Two questions of 40 marks each)
These are higher cognitive questions which should assess insight and interpretation of theoretical
knowledge. (E.g. design, plan, appraise, evaluate, etc.). Answers should be in paragraph style. A rubric
can be used in the marking of this question, together with a marking memorandum.
TOTAL
38
Suggested Structure of Controlled Tests
SECTION
DESCRIPTION
MARKS AND TIME
GUIDE
A
(Compulsory)
20
10min
40
20min
40
30min
100
1 hour
Different types of short and objective questions should be set using various assessment styles and
covering the entire content for a specific term, e.g. multiple-choice, match columns, choose the
correct word in brackets, etc.
(10 short questions x 2)
B
.
(Two questions in this section must be answered)
(Choose any TWO of the THREE questions. Three questions of 20 marks each)
These questions should be set on the content covered during a specific term. Answers should be in
paragraph style. Rubrics can be used in the marking of this question, together with a marking
memorandum. Applicable verbs, e.g. discuss, motivate, compare, differentiate, explain, etc. Case
studies (scenarios) or source-based questions should be included.
C
Set two questions covering the entire content for a specific term (use scenarios)
Choose any ONE of the TWO questions. (Two questions of 40 marks each)
These are higher cognitive questions which should assess insight and interpretation of theoretical
knowledge. (E.g. design, plan, appraise, evaluate, etc.). Answers should be in paragraph style. A rubric
can be used in the marking of this question, together with a marking memorandum.
TOTAL
39
Suggested Structure of Grade 10 Midyear Exam Paper
SECTION
DESCRIPTION
MARKS AND TIME
GUIDE
A
(Compulsory)
30
15 min
90
45 min
80
60 min
200
2 hours
Different types of short and objective questions using various assessment styles and covering the
entire content for the first two terms, e.g. multiple-choice, match columns, choose the correct word
in brackets, etc.
(15 short questions x 2)
B
.
(Three questions in this section must be answered)
(Choose any THREE of the FOUR questions. Four questions of 30 marks each)
These questions should cover the entire content for the first two terms. Answers should be in
paragraph style. Rubrics can be used in the marking of this question, together with a marking
memorandum. Applicable verbs, e.g. discuss, motivate, compare, differentiate, explain, etc. Case
studies (scenarios) or source-based questions should be included.
C
Set three questions covering the entire content for the first two terms (use scenarios)
Choose any TWO of the THREE questions. (Two questions of 40 marks each)
These are higher cognitive questions which should assess insight and interpretation of theoretical
knowledge. (E.g. design, plan, appraise, evaluate, etc.). Answers should be in paragraph style. A rubric
can be used in the marking of this question, together with a marking memorandum.
TOTAL
40
Activity 2
INSTRUCTIONS
•
•
•
•
TABLE 1
GROUP 1
TABLE 2
GROUP 2
TABLE 3
GROUP 3
TABLE 4
GROUP 4
TABLE 5
GROUP 5
TABLE 6
GROUP 6
Choose a scribe
Choose a spokesperson for the group
Report to plenary
Feedback to group
Activity 1
Group 1
Set 10 - MCQ’s type questions with a memo,
Group 2
Set 10 - Match the Columns type question with memo
Group 3
Set 10 - Provide the missing concept / term
Group 4
Set 5 paragraph type (including data response, case studies), with a
memo.
Group 5
Set an essay question and a memo guideline that indicates the
Introduction, Body and Conclusion indicating the relevant headings
and sub-headings
Group 6
Design a case study providing suitable information to learners in
order to perform the following calculations:
- Total cost of production
- Unit cost of production
- Selling price
- Calculation of profit
- Break-even analysis
GRADE 11 – CAPS
The ultimate measure of a man is not where
he stands in moments of comfort, but where
he stands at times of challenge and
controversy.
-- Martin Luther King, Jr.,

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