1 SESSION 5- RECORDING AND REPORTING IN GRADES R-12 Computer Applications Technology Information Technology.

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SESSION 5- RECORDING AND REPORTING

IN GRADES R-12

Computer Applications TechnologyInformation Technology

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OUTCOME

• To describe the recording and reporting process and tools relevant to CAT and IT

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Assessment Process

Recording

Reporting(Feedback)

Collecting

OF

Evidence / Proof of a learner’s competence in knowledge, skills and values

Eva

luat

e

Mon

itor

INTRODUCTION

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RECORDING

Definition-• Recording is a process in which the

teacher documents the level of a learner’s performance against assessment tasks to measure progress towards the achievement of Learning Outcomes set in the National Curriculum Statement. (Protocol par. 12)

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Purpose of recording-• Document evidence of the

learner’s conceptual progression within the grade and readiness to progress to the next grade

• Verify progress made by teachers and learners in the teaching and learning process

• Monitor learning and plan ahead (Protocol par. 12)

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REPORTING

Definition-• Reporting is a process of communicating

learner performance against the Learning Area/ Subject to: – learners – parents – schools– other stakeholders such as the employers,

tertiary institutions, etc.

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Purpose of reporting-• Provide learners with regular

feedback – developmental in purpose (Protocol par 14(1))

• Inform stakeholders on the progress of a learner

• Give education system information on the current level of performance of learners (Protocol par 14)

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• Learner performance can be reported in a number of ways. These include – report cards, – parents’ meetings, – school visitation days, – parent-teacher conferences, – phone calls, – letters, – class or school newsletters, etc. (Protocol par.

13)

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Frequency of Recording and Reporting

• The formal assessment tasks to be recorded and reported according to the required number as specified in the National Protocol in each Learning Area/ Subject (Tables 8 & 9).

• The formally recorded and reported pieces of evidence should reflect a variety of forms of assessment.

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Frequency of Recording in Grade 10 and 11

SUBJECTS TERM 1

TERM 2 TERM 3 TERM 4 TOTAL

Language 1: Home Language

Language 2: Choice of HL or FAL

Life Orientation

Mathematics or Maths Literacy

Subject choice 1** e.g. IT

2 2* 2 1* 7

Subject choice 2**

e.g. CAT

2 2* 2 1* 7

Subject choice 3

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Frequency of Recording in Grade 12

SUBJECTS TERM 1

TERM 2 TERM 3 TERM 4 TOTAL

Language 1: Home Language

5 5 4 14

Language 2: Choice of HL or FAL

5 5 4 14

Life Orientation 1 2 2 5

Mathematics or Maths Literacy

3 2* 2* 7

Subject choice 1** e.g. IT

2 2* (2*) 3* (6#) 7

Subject choice 2**

e.g. CAT

2 2* (2* ) 3* (6#) 7

Subject choice 3 2 2* (2*) 3* (6#) 7

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Recording and Reporting Formats in Grades R-12

The following is applicable to recording and reporting per phase:

(i) Foundation Phase (Grades R – 3): Record and report in national codes and their descriptors.

(ii) Intermediate Phase (Grades 4 – 6): Record and report in national codes and their descriptors and percentages.

(iii) Senior Phase (Grades 7 – 9): Record and report in national codes and their descriptors or percentages.

(iv) Grades 10 – 12: Record in marks and report in percentages.

(Protocol par. 17(1)(d))

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National Codes and Percentage Scales for Recording and Reporting

in Grades R-12Grades R-3:

RATING CODE

DESCRIPTION

4 Outstanding/Excellent Achievement

3 Satisfactory achievement

2 Partial achievement

1 Not achieved

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Grades 4-6:

RATING CODE

DESCRIPTION OF COMPETENCE

%

4 Outstanding/Excellent Achievement

70 – 100%

3 Satisfactory Achievement 50 – 69%

2 Partial Achievement 35 – 49%

1 Not Achieved 1 – 34%

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Grades 7-12:

Rating Code

Description of Competence Percentages

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%

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Recording in Grades 10 – 12

• Recording of learner performance is against the assessment task using marks

• Learner performance is not recorded against LOs and ASs

• Teachers should show in Work Schedule placed in their portfolios that they have covered all LOs and Ass (content) in the assessment tasks

• Use a record sheet which accommodates the mark structure of the subject

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Recording Tools

• Record sheet (Protocol – Annexure A)– Record of learner performance in formally

assessed (PoA) tasks

• Schedule (Protocol – Annexure C)– Quarterly record of learner performance which is

kept at the school – The end-of-year schedule is submitted to the

district at the end of the year

The record sheet(s) to be filed in the Teacher Portfolio – teacher’s responsibility

(National Protocol par 28)

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Hints for recording daily assessment in CAT & IT (Optional)

• Optional – not required to record daily assessment (Protocol par. 10)

• Marked assessment tools for daily assessment tasks such as criteria lists, checklists, etc. could be filed as part of the collection of evidence for each learner – these could be marked by self or peers

• Recording performance in daily assessment tasks could support the teaching and learning process (Protocol par. 10)

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Reporting – CAT & IT

Reporting

Informal way(Daily assessment)Frequent feedback

e.g. immediate, daily

Formal way(PoA)

Less frequent e.g. quarterly

Written comment – in exercise bookon completed assessment tool, etc

such as criterion lists, checklistsVerbally – individual/group/interview

Report cardsSchedules

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Reporting in Grades 10 – 12

• National codes and /or marks, percentages and comments can be used for reporting against the subject.

• Grades 10 – 12: Record in marks against the assessment tasks (using record sheet) and report in percentages against the subject (using report cards send end of each term).

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Frequency of Reporting• Marked assessment tools give feedback on an

ongoing (daily / weekly) basis – developmental in nature (Protocol par 7(1) indicates that daily assessment should be used to provide feedback to learners and to improve teaching(Protocol par 14 (1) indicates that one should provide regular feedback that is developmental in purpose)

• Teachers must report regularly to learners and parents on the progress of learners.

• Report cards should be sent once a term to parents (Protocol – Annexure B)

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Reporting Tool

• Report cards (PoA Tasks)- official document that is used to give

feedback to parents on the achievement of learners.

- should be sent to parents at least once a term.

- provide a clear holistic picture of the learner’s achievements in different Subjects

- Report on PoA tasks for the term- Schools should ensure that there are no

errors, erasures or corrections that will compromise the legal status of the report card

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How do I record and report in CAT & IT?

• Assessment tool with clearly defined criteria

• Provide prove that the criteria have been met

• Marked assessment tool gives specific feedback (both daily and formal)

• Evidence of learner’s performance must be clear

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Recording and Reporting – CAT and IT

• Daily– Marked criteria lists / checklists will give

immediate feedback to learners and help to improve learning and teaching (Protocol par 7(1) and 14(1))

– File sheets – criteria lists and checklists that learners / peers have marked

• PoA– File criteria lists, marked papers, etc– Record marks on record sheet

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Record sheet - CAT

• Discuss example

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Record Sheet - IT

• Discuss Example

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Activity

• Critique the record sheets for CAT and IT

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Conclusion

• A teacher needs to generate a record of learner competence and report to relevant stakeholders on the progress made by learners

• The recording and reporting process should be managed in such a way that it is not an administrative nightmare for those involved