Assessment is a process of collecting, synthesising and interpreting information to assist teachers, parents and other stakeholders in making decisions about the progress of learners.

Classroom assessment provides an indication of learner achievement in the most effective and efficient manner by ensuring that adequate evidence of achievement is collected using formal and informal assessment.

Both forms of assessment are essential for constructive feedback given to learners to enhance the learning experience.

Informal assessment is the daily monitoring of learners' progress. It is done through observations, learner-teacher conferences, informal classroom interactions, etc. It is most often used to give feedback to learners.

Formal assessment offers teachers a systematic way of evaluating how well learners are progressing in a Grade and in a particular Learning Programme, Learning Area or Subject.

The above-mentioned forms of assessment all boils down to the recording and reporting of learner performance. Reporting is a process of communicating learner performance to learners, parents, schools and other stakeholders, such as employers, tertiary institutions, etc.

Progression and promotion of learners to the next Grade is based on recorded evidence/information. Tasks that are used for formal assessment are documented/recorded and subsequently used to decide the learners progression or promotion to the next Grade. Most importantly the recorded information informs or simply have an influence on the planning of teaching and learning activities, and also the intervention strategies.

Sebake K A
Assessment committee member

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