University of Cape Town
School of Education
PGCE 2022
EDN3200W: Module 6 (Assessment of/for/as learning)
Module presenters: Dr Osman Sadeck & Mr Toyer Nakidien
ASSIGNMENT: Assessment of/for/as learning
DUE DATE AND TIME: 10 June 2022 at 5.00 p.m.
Freddy Junior Sikhanyiso Nyezi
NYZFRE001
Please answer the following questions and submit them in an MS Word document.
Please note that no resubmissions will be allowed.
QUESTION 1
1. a) Give an example and advantage of AoL (2)
 A summative assessment: end of semester exams
 This advantage is that it can be used to identify content areas that need to be revised
or retaught
b) Give an example and advantage of AfL (2)
 A formative assessment: Exit tickets or Muddiest Point – Students write one learning
concept that was unclear after a particular lesson or group of lessons (submit via
email or generate a weekly "quiz" or "survey" with short questions to complete).
 Helps assess where students are having difficulties. Because a formative assessment
is conducted during the lesson, it can be used by a teacher to “lead to actionable
steps to improve what learners know, understand or can do” (Ibid.) and also to
identify steps that the teacher can take in order to improve their teaching. The same
can be done with summative assessments when they are used formatively.
c) Give an example and advantage of AaL (2)
 Peer and self-assessment
 With the support of the teacher, learners become aware of, accountable for and
involved in their own academic progress by determining for themselves their
strengths and weaknesses and then planning for and implementing actionable steps
to address gaps in their knowledge understanding and skills. Learners monitor and
improve their own learning (with the support of a teacher) and determine whether
their work meets the set requirements.
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d) Give one disadvantage of AoL, one of AfL and one of AaL (3)
 AoL: It relies on summative assessment for which the feedback is only released at the
end of the unit which means that by the time the feedback arrives, it is too late for
both learners and teachers to apply the feedback and make the necessary
changes/adjustments. The learners do not receive the opportunity to learn from their
mistakes and apply the feedback. And teachers do not get the opportunity to adjust
their teaching once they get the feedback that identifies a problem area.
 AfL: Teachers may not have enough time to give individualised feedback and one-onone interaction with learners and, further, may not be able to apply all the feedback
that s/he might receive from the learners.
 AaL: Learners might falsify their results when it comes to peer assessments for fear of
being embarrassed. This would mean that the learners are not being honest about
their strengths and weaknesses would minimise the possibility of them being assisted
aptly. The learners may be able to identify that their work does not meet the set
requirements but because they distorted their own results, they may hinder their
own ability to come up with ways to bridge the gap between their understanding and
the task at hand.
QUESTION 2
2. In their paper, Kanjee & Sayed state:
As noted by the Department of Education, the adoption of an OBE strategy in the NCS implies
that: (i) what learners are to learn is clearly identified; (ii) each learner’s progress is based on
demonstrated achievement; (iii) each learner’s needs are accommodated through multiple
teaching and learning strategies and assessment tools; and (iv) each learner is provided with
the time and assistance to realise his/her potential (DoE, 1997g). (p.447)
Which of the points above can be matched with which of the AfL strategies? (6)
OBE STRATEGIES
AfL STRATEGIES
(i)
what learners are to learn is clearly
Clarifying and sharing Learning Intentions
identified
(ii)
each learner’s progress is based on
Clarifying and sharing Success Criteria
demonstrated achievement
(iii)
each learner’s needs are
 Providing effective feedback
accommodated through multiple
 Peer assessment
teaching and learning strategies and
 Self-assessment
assessment tools
 Planned/spontaneous activities
(iv)
each learner is provided with the time
 Self-assessment
and assistance to realise his/her
 Providing effective feedback
potential
 Enhancing learner engagement
(increased ‘think time’, learnercentred pacing for time and
assistance)
 Peer assessment (think-pairshare)
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QUESTION 3
3. The Systemics (formalised assessments for Grades 3 and 6) are written in the last few
months of the year and the results are provided to the schools in the following year – when
the learners have mostly progressed to the following grade. Can these results be used
formatively? Give a reason for your answer? (3)
Yes, the results can be used formatively. They can be used as feedback that informs both the
teaching and learning strategies for the following year’s grades 3 and 6 (the incoming grades
3 and 6). The teachers can use the results to see where they may have faltered in their
teaching and then adjust it accordingly which then immediately affects the way in which the
learners themselves will engage with the content. This would also mean that the teachers of
the learners who have now progressed to grades 4 and 7 would know which areas of content
to make more explicit in order to make up for whatever may have been lost/unclear in the
previous year.
QUESTION 4
4. Indicate whether the following statements are true or false:
a) The LI and SC are aimed at the teacher.
False
b) The activity planned for the learners does not have to link with the LI.
False
c) The LI is derived from the CAPS document.
True
d) The SC tells the learner what s/he needs to be able to do at the end of the lesson.
True
e) If I want to do a quick check on whether the learners have grasped an important point of
the lesson, I can use an exit ticket.
True
f) Effective feedback leads to further learning.
True
g) The ‘no hands’ rule is used to give all learners an equal chance of participating in a
lesson.
True
h) Self-assessment does not allow cognitive development in a learner.
False
(8)
5. a) A learner scored 80% on an essay. The teacher praised her and said that she was as good
as her older sister. Why is this not an example of effective feedback? What should the
teacher have commented on? (2)
 No, this is not an example of effective feedback. The teacher’s feedback is not
conducive and does not lead to learning. The feedback is also not specific and does
not improve the learner’s knowledge, understanding and skills of the essay. If
anything, this type of feedback might leave the learner feeling insecure and
demotivated because they are constantly being compared to their older sibling and
may feel as though they can never escape their sibling’s shadow in order to realise
their own potential.
 The teacher should have related the learner’s feedback to the essay and provided a
constructive response. First, the teacher should have affirmed the learner’s ability by
commending them. Then, the teacher should have provided descriptive feedback
either through oral conversation or written comments (or both) and guided the
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learner on how to achieve an even better mark to make up for the lost 20%. This may
sound like: “Well done on your mark. Here’s what you did well and here’s how you
can do it even better.”




b) You see a teacher ask a learner a question and move to the next learner for an answer
before the learner can answer. What AfL advice will you give the teacher? (2)
Firstly, affirm a learner’s presence in the classroom and acknowledge their level of
willingness to respond. Moving on to the next learner without waiting for them to respond
creates an unsafe environment in the classroom where that learner will now no longer feel
comfortable engaging with the teacher (or even the content).
So, the teacher needs to increase think time/wait time. Allow learners a few seconds to think
before providing a response. Do not rush learners to respond. Depending on the type of
question the wait time can vary from a minimum of 5 seconds upwards. Some learners take
time while others think quickly. Knowing this helps you to frame more effective questions
that allow for differentiated instruction.
If the teacher is moving on to the next learner because the previous learner is struggling with
articulating their response, the teacher needs to allow the learner to phone a friend. The
learners can pretend to phone another learner to assist with responding to the question. You
discover which learners understand the concepts. Make mental/written notes for your own
reflection and planning.
Another workaround is to make use of think-pair-share as a way of getting the shyer and/or
‘slower’ learners to engage with the work and build up their confidence to answer. The
teacher gives pairs of learners an opportunity to share their ideas and thoughts with each
other before responding to a question or task. After listening to the response of the paired
learners, you can establish their understanding and decide whether to adjust your teaching
or not.
6. Complete the attached lesson plan. Provide the LI and SC, two higher-order questions and an
exit ticket question for a lesson of your choice. Please provide a copy of the relevant page in
your CAPS document from which you are preparing your lesson. (See pp. 14-16 in the
Formative Assessment booklet.) (10)
Lesson Plan
SUBJECT: Dramatic Arts
GRADE: 11
DATE: 10/06/2022
TOPIC: CAPS TOPIC 10: POOR THEATRE
LI (WALT- We are learning to):
SC (WILF - I can):
 Identify the characteristics of Poor
 Define Poor Theatre and
understand the role of Jerzy
Theatre and discuss its history and
Grotowski as a theatre
foundation
innovator
 Identify South African plays in which
 Understand the elements of
Poor Theatre techniques were used
Poor Theatre
 Apply practically the characteristics and
 Understand the relevance of
elements of Poor Theatre techniques in
Poor Theatre techniques in
order to produce/create a performance
South Africa
Activity - What are the learners going to do?
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




Learners are going to participate in the hook activity, unwittingly making use of
elements of Poor Theatre (Refer to Addendum 3 for details)
As an entrance ticket, learners will engage in a discussion where they share:
o what they think makes a play a play and
o Their understanding of what Poor Theatre is
Learners will engage with the glossary that is provided in their notes bundle
Learners will reflect on the hook/practical activity that we started the class with
and attempt to identify which elements of Poor Theatre they had made use of
unwittingly – this is after I have equipped them with the knowledge and
languaging of Poor Theatre in the lesson
As an exit ticket, learners will reflect on the lesson: what they feel could have
been done better in the lesson and a thing that they learnt in the lesson that they
did not know before etc.
How will I share LI & SC with
learners?
☒ Use hand-outs
☐ Whole class read aloud
☒ I will read the LI & SC aloud
☐ Write on chart/ board
☐ Put up a chart
☒ I will explain EACH LI & SC to the class
☐ Other - Specify
How and when will I remind my
learners about the LI & SC?
☐ After activity 1, learners to read out LI &
SC
☒ I will remind learners about the SC as
they complete sections of work
☐ Other - Specify
How will I check if learners understand the LI
and SC?
☒ Go over exemplars to point out the SC
☒ Ask 1/2/more learners to explain the LI & SC
☒ Ask learners questions related to the LI and SC
☐ Other - Specify
How will I check if the SC has been attained
before the end of the lesson?
☒ Use exit tickets
☒ Review and discuss work that learners produce
☒ Select learners to show how they accomplished
the SC
☒ Check learners’ work at their desks for the
attainment of SC
☐ Other – Specify
What AfL techniques am I going to use?
☒ Name Sticks ☒ Pair-Share ☐ Basketball ☐ Carousel ☒ Group ☒ Exit tickets ☒ Entrance
tickets
☒ Phone-a-friend ☐ White-boards ☐ Robot cards ☐ Thumbs up/ down ☐ Hot-potato
☐ ABCD cards
☐ Class vote ☒ Wait-time
QUESTIONING
Two key questions that I will ask:
 Considering the fact that Woza
Albert was workshopped
during Apartheid South Africa,
discuss why it was beneficial
for the production to make use
FEEDBACK

The feedback provided in this lesson will
be verbal and not written. However,
learners will be presented with a notes
bundle that they can refer to, that will
visually and textually reinforce what they
are learning verbally.
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
of Poor Theatre techniques.
Are Poor Theatre techniques
still relevant today?

My feedback will focus on the learners’
responses to the hook/practical activity
that we started the class with and how it
can be seen as having made use of Poor
Theatre techniques. I would be providing
effective & descriptive feedback,
affirming their correct responses and
explaining why the responses are correct
and also, providing corrections to their
incorrect responses, guiding their trains
of thought
Exit Ticket question:
Exit tickets (discussion):
I will be using the last five minutes of the lesson
as a way for the students to reflect on what they
have learned. This will happen in the form of
questions which they have to answer with
leading sentences, e.g.:
 Q: What did you learn today? A: Today I
learnt that…
 Q: What is something you learned today?
A: I did not know … before today / Q:
What is one thing that stood out to you?
A: Today I leave this class with…
 Q: What was something you did not quite
understand? A: I didn’t quite
understand… / Q: What is something you
feel could have been explained or done
better? A: I feel that … could have been
explained or done better.
I will also use this time to tie up any loose ends
if I/or the students identify any.
Anticipated problems & possible solutions
 Time may escape the learners when they are busy with the hook/practical
activity. A workaround for this is to designate time for each component that they
have to work on and have a timer that they can all see. I would also yell out the
remaining time and alert them when it is time to move on to the next component
of the activity.
 Because it is a group activity, there might be some noise. A fix for this would be to
remind them about the difference between a stage whisper and their class voices
and remind them to use the latter.
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ADDENDUM 1
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ADDENDUM 2:
ADDENDUM 3:
Towards a Poor Theatre with Jerzy Grotowski (and Mr Freddy Nyezi): Jerzy to the Centre of
the Theatre (Lesson Plan)
The topic for the Lesson (as in the CAPS curriculum)
 CAPS Topic 10: Poor Theatre
Key Question to be addressed in the lesson
 What is Poor Theatre?
Sub questions
 What is Poor Theatre?
 Why did Grotowski come up with Poor Theatre?
 How did he envision it/put it into practice?
 Poor Theatre in South Africa
Time (lesson length)
35 minutes
Class size Resources:
Ten (10)
Paper plates, printed notes, projector +
screen, computer and speakers, printed
tickets, open and safe spaces for outdoor
activities, tables, chairs, a label that
reads ‘New Jerzy’ so the pun is not lost
on the learners.
Outcomes:
What do I want the learners to learn and be able to do as a result of this lesson?
- At the end of this lesson learners should be able to … (e.g., list, name, explain,
debate, calculate, compute, describe, analyse, interpret, contrast, create etc)
 Learners should be able to identify the characteristics of Poor Theatre
 Learners should be able to identify South African plays in which Poor
Theatre techniques were used
 Learners should be able to practically apply the characteristics of Poor
Theatre in order to create a performance
Lesson Content
What are the key ‘facts’, concepts, and procedures that I want learners to
understand as a result of this lesson?
 Understand the concept of Poor Theatre
 Understand the elements of Poor Theatre: Actor-audience relationship,
Sound, Lighting
 Understand the role of Jerzy Grotowski as a theatre innovator
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
Understand the relevance of Poor Theatre techniques in South Africa
Introduction (Part 1: Starter, ‘The Hook’)
How will I get the learners motivated, curious and ready to learn?
Who? Where? Why?
I introduce a game to the students where they will be asked to create physically a
setting, character and plot. Once they perform this for the class, the other learners
have to guess who it is, where they are and why they are doing what they are
doing. They are working in groups and this scenario is decided by them – they are
working in groups of 3 (and maybe one group of two). The only prompt that they
get from me is that their scenario must start with a specific letter of the alphabet.
E.g., Group 2 will perform a scenario that starts with the letter ‘C.’ Their
performance could then be, for e.g., a cat stuck in a tree. They will also be tasked
with making use of soundscape and characterising the audience. The audience
characterisation, however, must not be fully developed.
(Part 2: The Method)
Teacher Activities
What am I going to be doing
during the lesson?
I hand the learners their tickets to
board the Jerzy Back to the Future
train. As they are boarding the
train, I let them know that we are
in a Poor Lecture Theatre in New
Jerzy. They will hand these tickets
back to me when we return to the
Seminar Room. Once they have
boarded this fictional train, we
chug-a-chug-chug our way to the
benches in between the Rosedale
building and Arena foyer.
Learner Activities
What are the learners going to be
doing during the lesson?
TIME
Learners heed the instructions and
split into groups. They spend 3 mins
improvising/quickly putting together a
scenario to show to the class.
10
mins



Here I am facilitating the hook. I
am providing the learners with
clear instructions on what to do.
I spend about two (2) mins
explaining the activity and
clarifying any misunderstood
instructions. I then divide the
learners into groups randomly – all
the one 1s work together and the
2s work together etc.

First 30 secs: Deciding on their
plot motivated by the letter
they have been given
Next 30 secs: Coming up with
a
soundscape
for
the
performance (or dialogue, if
they wish)
Minute 2: Coming up with the
action for the performance
Last
minute:
Piecing
it
together/rehearsing
The remaining time is for the
showings – this I calculate to be
about 2 mins (their showings need
only take 30 secs per group)
While they are working, I am
walking between groups and offer
them clarity should they need it.
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After the showings occur, I ask
them what they needed to make
the performances happen. Ideally,
they should answer with ‘voice’
and ‘body’.
**For time’s sake, on the day of
the lesson, I may only call up three
(3) people and have them do the
activity as a group while the rest of
the learners spectate and answer
the questions at the end that I ask:
“What do you think they used to
make the performance
believable?” And then flip the
question to the performers: “What
do you think you used to make the
performance believable?”
I guide them towards the “voice
and body” answer and use that to
link them to the next section of
how Grotowski wanted to elevate
the actor from a factor of theatre
into being the essence of theatre
so that the story, sound and
setting (and other design
elements) would emanate from the
actor instead of luxuriating the
performance space with elaborate
lights and set design etc.
Essence > Excess
Entrance tickets (discussion):
The learners are contributing to the
discussion.
5
mins
Gauge the learners’ understanding
of what they believe makes a play
a play. I am expecting responses
such as: ‘script,’ ‘costume,’ ‘props’
etc. After this, I then ask them for
their understanding of what Poor
Theatre is.
We are walking from Rosedale
around to Fay’s and I am telling
them about Poor Theatre and its
historical context and everything. I
am discussing Poor Theatre in
Every time I use a keyword, I ask one
of the students to refer to the glossary
in their notes bundle and to read it out
loud.
Students are also asking questions if
10
mins
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South Africa, its role and its
importance.
We are sitting at Fays with the
paper plates with the nuggets of
information. On the plates are
keywords of the characteristics of
Poor Theatre. We are using these
to reflect on the ‘Who? Where?
Why?’ activity that they did. Each
paper plate has its own keyword. I
call a student and they need to
hold up their paper plate and read
what it says on there. If it says
‘space’ then the learner needs to
give an example of a moment in
the activity where space was used
in a Poor Theatre way. I am
supplementing their responses.
they arise.
5
Learners become aware of the dining mins
setting and notice the paper plates.
They listen to why there are paper
plates with words in front of them.
They read what’s on their paper plate
and provide examples of when they
saw whatever has been written on the
paper plate evident in the ‘Who?
Where? Why?’
5
mins
CONCLUSION:
We return to the Stimela Room
(Seminar Room) where we are in
a train-like setting again.
Whenever we are moving between
spaces or seated in the Stimela
Room, the learners have to move
as if they are on an actual train. If
they are standing, then they make
as if they are holding on to the
imaginary train’s handlebars.
Each time a student adds a response,
they get up to speak and jiggle their
bodies as if they are on a train, hand
raised to hold on to an imaginary
handlebar. They are reflecting on
what they have learnt/what they are
taking away from the lesson.
Closure (Part 3: Closure)
How will I bring the lesson to a logical conclusion?
Exit tickets (discussion):
I will be using the last five minutes of the lesson as a way for the students to reflect
on what they have learned. This will happen in the form of questions as well as
leading sentences such as:
 Today I learnt that…
 I did not know … before today
 Today I leave this class with…
I will also use this time to tie up any loose ends if I/or the students identify any.
Learner Assessment
How will I know whether the learners achieved what I wanted them to achieve in
this lesson?
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I am assessing them informally by asking them questions related to the content
that I teach them. They engage in a practical activity which I use as a way of
putting the theory to practice. However, they only get the theory after they have
done this exercise. I use this deliberately so that the practice activity later becomes
a thing to reflect on so that they can see just how much they relied on Poor
Theatre techniques without even knowing it. I want them to first do it and then think
about it so that they do not intellectualise the activity – if they do, it may take them
a while longer to complete the activity.
I will also be issuing homework questions for them to think back on. It is a more
formal way of assessing their understanding of Poor Theatre; they will be
using/applying what they have learnt by answering questions. This helps as it is a
way of taking the learning beyond just the classroom.
ADDENDUM 4:
Please visit this link to view the notes bundle that I would present the learners with:
https://uctcloudmy.sharepoint.com/:w:/g/personal/nyzfre001_myuct_ac_za/EYV5pxE7_8NEgT13XnnQOzsB6g
92wLXWxMrYqYh6rZ2m1w?e=NYUqbN
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