GRADE 11 – CAPS

Assessment

27 June 2012Initialled Signed

2

Concept “Assessment”

Program of Assessment

Types of Assessment

Types: Formal Assessment

GRADE 11 – CAPS

GRADE 11 – CAPS

Assessment

27 June 2012

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).

Assessment

Assessment

Formative Evaluation

Diagnostic

Summative Evaluation

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.

Formal and Informal Assessment

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Not required to recordUsed to improve learning and teaching

INFORMALDaily Assessment

RecordedUsed for promotion / certification

FORMALProgramme of Assessment

Assessment

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Informal and Formal Assessment Cont.Informal FormalDaily assessment Programme of Assessment

Monitor learner’s progress Systematic way of evaluating learner progress

Improve teaching Used for promotion / certification

Scaffold learning Recorded

Stepping stones to tasks in Programme of Assessment

Not required to record

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Programme of Assessment

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25%75%Tasks during school yearEnd of year

300 marks converted into 75%

End-of-year Midyear 300 marks

ExaminationsTwo

First Term and

Third Term = 100

TestsTwo

Terms 1, 2 & 3 = 50

Not tests or exams

Assignment, Presentation and Project

POA

Grade 11

Programme Of Assessment The Programme of Assessment in Grade 11

Term 1 Term 2 Term 3 Term 4

Assessment Assignment

Test Presentation

Mid-year

Project

Test Year mark

Final exam

Total

Total marks 50 100 50 300 50 100 650 300

Converted to a mark out of:

650÷6.5 = 100

300 400

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

Data Response

Examinations

ReportsControl Test

Case Studies

Oral presentation

Report

Memorandum

AssignmentAssignment 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)

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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).

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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.

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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.

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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.

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ProjectA 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) asevidence or constructing a model.

Research will always form part of the project, in other words the project is the evidence of the Research conducted.

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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”.

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Project

Purpose • Research skills• Critical thinking skills• Problem solving skills • Writing skills

• All grades

• Minimum requirements

• 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

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

SOD

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 then-University 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

Access

Facilitate

Transition

Profile

Recap

PROJECT

Transition from school to HEI’s

A lack of academic 'preparedness', in terms of both social classand the high school curriculum is cited as one of the reasons why students fail to or take longer to masterdegree 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

Cover PageOwn

words

One side of page

ParagraphsIntroduction

Index Page

Font 12

Body

Essay

Spacing 1.5Conclusion

Due Date

Group work

Typed / Written: 2000 Words

Addendum

List of reference RubricIn text

referencing

PROJECTIntroduction Tell the reader something

about your research topic

Body

• 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• Give a summary

of the essay and findings of your research project

PROJECT

CELL C

1 Platinum Focus – Gr. 112 Via Afrika – Business Studies – Gr 113 Local Newspapers & Magazines4 TV and Radio5 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

POSSIBLE SOURCES

Project - RubricCriteria Indicators Max

Mrks %1 Technical

aspectsCover Page, Index, Font, Spacing, Length, Structure, Paragraphs

10 20

2 Introduction Relevant, Captivating, 5 10

3 Body Quality of the content / Own words / Sub headings / Recommendations /

25 50

4 Conclusion Summary / Findings 10 20

5 Reference list & Referencing

Number / Source written out correctly / In text referencing 5 10

PROJECTReference list

Bibliography

list of all those sources you looked at.

contains only those sources you actually referred to in your assignment.

Monash. n.d. Difference between bibliography and reference. http://www.monash.edu.au/lls/OffCampus/Improve/11.5.html [11 June 2012]

PROJECTReference list

Bibliography

10 Sources

6 Sources

Monash. n.d. Difference between bibliography and reference. http://www.monash.edu.au/lls/OffCampus/Improve/11.5.html [11 June 2012]

PROJECT

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.

IN TEXT REFERENCING

REFERENCE LISTBonikowske, 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 LISTBurger, 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 1INSTRUCTIONS

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)

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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 examinationsGrade 11 should write a 3-hour mid-year examination of 300 marks and final examination.

Paper Time Marks Business Environment

Business Venture

Business Role

Business Operation

Grade 11 1 3 hours 300 25% 25% 25% 25%

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SECTION DESCRIPTION MARKS AND TIME GUIDE

A (Compulsory) 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)

40 30 min

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.

180 90 min

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.

80 60min

TOTAL 300 3 hours

Structure of Mid and End of the Year Exam

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Suggested Structure of Controlled Tests SECTION DESCRIPTION MARKS AND TIME

GUIDE

A (Compulsory) 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)

20 10min

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.

40 20min

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.

40 30min

TOTAL 100 1 hour

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SECTION DESCRIPTION MARKS AND TIME GUIDE

A (Compulsory) 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)

30 15 min

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.

90 45 min

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.

80 60 min

TOTAL 200 2 hours

Suggested Structure of Grade 10 Midyear Exam Paper

Activity 2

• Choose a scribe • Choose a spokesperson for the group• Report to plenary• Feedback to group

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

Activity 1Group 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.,