1. Attached are the WCED Assessment Guidelines for the GET Band. These guidelines indicate significant streamlining and consolidation of assessment requirements for the GET Band and have been drawn up to assist schools to design assessment programmes for Grades R to 9. The legal framework for the guidelines is indicated on page 2 of the document.

2. Please note the following requirements for 2004:

2.1 RECORDING
2.1.1 Grades R to 9 will use the following national coding system (codes 1 to 4) for the formal recording of learner achievement from January 2004 onwards:

4 = Learner’s performance has exceeded the requirements of the learning outcome for the grade.

3 = Learner’s performance has satisfied the requirements of the learning outcome for the grade.

2 = Learner’s performance has partially satisfied the requirements of the learning outcome for the grade.

1 = Learner’s performance has not satisfied the requirements of the learning outcome for the grade.

(a) Senior Phase

  • Percentages will only be attached to these codes and descriptors in the Senior Phase (refer to Circular 122/2003 ).
(b) Intermediate Phase

  • In the Intermediate Phase the dual coding system of NY to 5 (formative) and 1 to 10 (summative) will be replaced by the national coding system (codes 1 to 4).

  • Whilst individual tests may still be scored in marks or percentages, the formal recording of learner achievement must be done against the learning outcomes, using the national coding system.
(c) Foundation Phase

  • In the Foundation Phase the coding system of NY to 5 will be replaced by the national coding system (codes 1 to 4).

  • Formal recording of learner achievement must be done against the learning outcomes, using the national coding system.
2.1.2 The attached guidelines provide details of the different kinds of records that must be kept, e.g. record books, portfolios, profiles and progression schedules.
2.1.3 Formal recording of learner achievement must be done once a term as per the attached guidelines.

2.2 MODERATION
2.2.1 Internal moderation of CASS at school level by the subject, grade or phase head in the whole of the GET Band is of the utmost importance. It is the responsibility of the principal to ensure that thorough internal moderation is done.
2.2.2 There will also be external moderation in Grade 9. Not more than 3 formal cluster meetings may be held for Grade 9 teachers in 2004. These meetings will deal with standard-setting, support and final moderation respectively.

2.3 PROGRESSION AND PROMOTION
2.3.1 A system of progression with the age cohort applies to Grades R to 8 (refer to Circular 111/2003 ). In Grade 9 a system of promotion is applicable.
2.3.2 The current Grade 9 promotion requirements provided in Circular 111/2003 will also be applicable in 2004.
2.3.3 In Grade 9 the CTA comprises 25% of the final promotion mark of a learner. The CTA will be conducted towards the end of 2004.

2.4 CONTINUOUS ASSESSMENT (CASS)
2.4.1 Teachers must assess continually, learners must generate evidence continually and the items that best represent the overall achievement of the learner must be selected as evidence for progression and moderation purposes.
2.4.2 All teachers are encouraged to employ a variety of assessment strategies.
2.4.3 The learner portfolios must serve as a collection of evidence of learner achievement of the outcomes. Portfolios must be kept for a minimum of three months after the end of a school year.
2.4.4 In Grades R to 8 CASS accounts for 100% of the progression of a learner in each learning area or learning programme.
2.4.5 In Grade 9 CASS accounts for 75% of the promotion mark of a learner.

  • The assessment requirements per learning area in the Senior Phase are set out in the Senior Phase Assessment Guidelines that were issued with Circular 0004/2003 and which remain applicable in Grades 7 to 9.

  • No single form of assessment in the Senior Phase may count for more than 25% of CASS.

  • The items chosen for progression or promotion must cover a range of outcomes.

  • Senior Phase teachers can employ forms of assessment other than the ones that are recommended for their learning areas and can refer to the Generic Section of the Senior Phase Assessment Guidelines for examples.
3. PLANNING
3.1 In the Foundation Phase the RNCS Learning Area statements are the source documents for planning. The tables for planning that were made available to schools during the Foundation Phase training can also serve as valuable planning tools.
3.2 The Intermediate and Senior Phases will use the WCED C2005 Guidelines as primary planning source. The RNCS Learning Area statements may be used as a resource to assist in determining the correct level of lessons and assessment.

4. A WCED GRADE 8 COMMON TASK FOR ASSESSMENT (CTA) IN 2004
4.1 During the first term of 2004 the WCED will provide a single copy of a CTA for each Learning Area for Grade 8. There will be separate CTAs for Afrikaans, Xhosa and English at each of three levels: Home Language, 1st Additional Language and 2nd Additional Language. The CTAs are designed to be completed in the middle of the Grade 8 year, to take 2 hours (one week) and to include a 30-minute Section B (individual task). The aim of this exercise is to assist teachers to find an appropriate level for CASS.
4.2 The CTAs have been developed as exemplars of best practice and will therefore not be compulsory. However, teachers will derive great benefit from the utilisation of these tasks in their Grade 8 assessment programme.

5. GENERAL
5.1 The accompanying document discusses all the above points in full and should be studied carefully. In addition it deals with “Appeals” (stating the right of parents or guardians to appeal against progression and promotion decisions), “Intervention and support”, and “Alternative or adaptive methods of assessment”.
5.2 Reporting must be done once a term, using formal report cards.
5.3 Principals are requested to bring the contents of this circular to the attention of all concerned, including educators, parents and learners.
5.4 Enquiries regarding the contents of this circular may be directed to directors and chief curriculum advisors attached to EMDCs.


SIGNED: P.A. VINJEVOLD
HEAD: EDUCATION
DATE: 2003:11:19