Examinations and Assessment Guidelines: AAAT4
General Education and Training Certificate
Adult Basic Education and Training
NQF Level 1
EXAMINATIONS AND ASSESSMENT GUIDELINES
APPLIED AGRICULTURE AND AGRICULTURAL TECHNOLOGY L4
CODE: AAAT4
Reviewed 2013
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TABLE OF CONTENTS
1.
Introduction
3
2.
The GETC-ABET Level 4 Qualification
4
3.
Unit Standards for AAAT4 Learning Area
7
4.
LTSM in PALCs
18
5.
Weighting of the Specific Outcomes and Assessment Criteria
18
6.
Core Knowledge Areas
18
7.
Taxonomies used in scaffolding questions
24
8.
Site-Based Assessment (Formative)
24
8.1
Structure of SBA Tasks
25
8.2
Exemplar SBA Tasks
26
9.
External Assessment (Summative)
46
9.1
Structure of a question paper
46
9.2
Exemplar question paper
47
10.
Promoting the Principles of quality assessment practices
61
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1.
INTRODUCTION
This document aims to be an Examinations and Assessment Guidelines in its orientation. It should
be seen against the background of the review of the General Education and Training Certificate
(GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of
its constituent Unit Standards. Against this background, it must be seen to replace any other
guideline document that has preceded it. What it does not do, however, is signal a radical shift from
formal national assessment processes that have been managed by the Department of Higher
Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises
them into a useful reference document for mainly examiners and moderators of ABET assessment.
At the same time it is a useful guide to educators, in order to prepare their learners for assessment.
The AAAT4 Examinations and Assessment Guidelines document is based on the GETC-ABET
interim qualification with the SAQA ID number 71751. The guidelines should be viewed as
developmental in nature aimed at enhancing the quality of the implementation of assessment for
the interim qualification. The other users of this document shall be the Public Adult Learning
Centres (PALCs) management teams, departmental officials, policy analysts, learning area
coordinators or advisers and any interested stakeholder in adult education.
Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in
preparing the learner for the examination as well as the site-based assessment. It should be treated
as resource material that seeks to indicate the unit standards for the AAAT4 learning area and how
to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in
the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment
criteria are weighted. The possible teaching and learning support materials relevant to the learning
area are also highlighted.
While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer
educators more guidance in their own teaching and assessment practice. The document creates a
uniform framework for examinations and formative assessments, in order to avoid a variety of
different approaches to examinations. It must be pointed out that while the guidelines are based on
the Unit Standards, it should not be read without the accompanying unit standards, or replace the
unit standards as a guideline to teaching.
The document also contains the GETC - ABET qualification which among others reflects on the
rules of combination, core components and the academic learning areas. The structure of an
examination question paper, the taxonomies used in scaffolding of questions, an exemplar question
paper and marking memorandum together with exemplar site-based assessment tasks are
outlined.
This examination guidelines document provides guidance on how to use available resources to
achieve the specified unit standards of the learning area. The national Policy on the Conduct,
Administration and Management of the GETC - ABET Level 4 examinations and assessment has a
bearing on this document.
All users are encouraged to alert the Department of Higher Education and Training of any
unrealistic suggestions that might hinder quality implementation of the assessment for the interim
GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means
exhaustive in its suggestions of possible assessment activities. Suggestions to improve the
implementation of assessment in the AAAT4 learning area will be greatly appreciated.
2.
THE GETC-ABET LEVEL 4 QUALIFICATION
The General Education and Training Certificate (GETC) in Adult Basic Education and Training
(ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education
learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of
the qualification.
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SAQA QUAL ID
QUALIFICATION TITLE
71751
General Education and Training Certificate: Adult Basic Education and
Training
ORIGINATOR
REGISTERING PROVIDER
Task Team - Adult Basic Education and Training
QUALITY ASSURING ETQA
QUALIFICATION
TYPE
FIELD
SUBFIELD
National Certificate
Field 05 - Education,
Training and
Development
Adult Learning
ABET BAND
MINIMUM CREDITS
NQF LEVEL
QUAL CLASS
ABET Level 4
120
Level 1
Regular-Unit Standards
Based
REGISTRATION
STATUS
SAQA DECISION
NUMBER
REGISTRATION
START DATE
REGISTRATION END
DATE
Registered
SAQA 1179/08
2008-11-26
2011-11-26
LAST DATE FOR ENROLMENT
LAST DATE FOR ACHIEVEMENT
2012-11-26
2015-11-26
The purpose of the Qualification is to equip learners with foundational learning by acquiring
knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to
choose Elective Unit Standards which relate to occupational type learning relevant to their area of
interest or specialisation. In particular, the purpose of the qualification aims to:
 Give recognition to learners who achieve and meet the necessary requirements and
competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.
 Provide a solid foundation of general education learning which will help prepare learners
and enable them to access Further Education and Training learning and qualifications,
particularly occupational workplace-based or vocational qualifications.
 Promote lifelong learning to enable learners to continue with further learning.
 Prepare learners to function better in society and the workplace.
Rationale:
Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in
equipping adult learners with the necessary knowledge, skills and values in order to be functional in
society and as a person by contributing to the workforce, community and economy. This GETC:
ABET qualification provides learners with foundational learning through the acquisition of
knowledge and skills needed for social and economic development and the promotion of justice
and equality. It also seeks to promote and instill learners with a culture of life-long learning needed
for future learning. It also enables learners to acquire the necessary competencies in order to
access further education and training, career development and employment opportunities.
The achievement of the GETC: ABET qualification allow learners the following learning pathways:
 To choose a vocational route through completion of the National Certificate (Vocational)
Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.
 To access academic learning at NQF Level 2 and above.
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 To access Occupational specific qualifications at NQF Level 2, which consist of knowledge,
skills and
workplace experience and learning.
The qualification aims to equip learners to:
 Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
 Function better in and contribute to the world of work.
 Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human
rights, gender, development and change.
 Develop an appreciation for lifelong learning.
 Function better as a citizen in South Africa and contribute to cultural, social, environmental
and economic development.
 Make informed judgments about critical ethical issues.
 Develop study skills to be able to access further learning.
It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of
learning in this qualification.
Recognition of Prior Learning:
The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the
assessment of individual Unit Standards. The learner and assessor should jointly decide on
methods to determine prior learning and competence in the knowledge, skills, and values implicit in
the Qualification and the associated Unit Standards. RPL will be done by means of an integrated
assessment which includes formal, informal and non-formal learning and work experience. This
Recognition of Prior Learning may allow for accelerated access to further learning at this or higher
Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this
Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an
ETQA that has a Memorandum of Understanding with the relevant ETQA.
It is recommended that learners have achieved the following in order to access this qualification:
Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or
equivalent.
The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its
rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2
fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners
may choose 2 or more Learning Areas from the Elective component.
Learners are expected to meet the following requirements to be awarded a GETC-ABET
qualification:
RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS
FUNDAMENTALS COMPONENT: COMPULSORY
1.
2.
3.
One Official Language: 23 Credits
Mathematical Literacy: 16 Credits OR
Mathematics and Mathematical Sciences: 16 Credits NOT BOTH
CORE COMPONENT: COMPULSORY
1.
39 CREDITS
32 CREDITS
Life Orientation: 32 Credits
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ELECTIVES COMPONENT: OPTIONAL
51 CREDITS
Academic Learning Areas:
1.
2.
3.
4.
5.
6.
Human and Social Sciences: 23 Credits
Natural Sciences: 15 Credits
Economic and Management Sciences: 21 Credits
Arts and Culture: 17 Credits
Technology: 11 Credits
One Additional Official Language (Excluding the language chosen as a Fundamental): 23
Credits
Vocational Learning Areas:
7.
8.
9.
10.
11.
12.
13.
Applied Agriculture and Agricultural Technology: 20 Credits
Ancillary Health Care: 45 Credits
Small, Medium and Micro Enterprises: 17 Credits
Travel and Tourism: 38 Credits
Information Communication Technology: 23 Credits
Early Childhood Development: 26 Credits
Wholesale and Retail: 37 Credits
OPTION 1
(5 Learning Areas)
TWO Fundamentals
ONE Core and
TWO Electives
OPTION 2
(6 Learning Areas)
TWO Fundamentals
ONE Core and
THREE Electives
OPTION 3
(7 or more Learning Areas)
TWO Fundamentals
ONE Core and
FOUR Electives
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that responsible decisions using critical and
creative thinking have been made.
UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team, group, organisation and community.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral
and/or written presentation.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the
environments and health of others.
UNIT STANDARD CCFO DEMONSTRATING
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Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation.
3.
UNIT STANDARDS FOR AAAT4 LEARNING AREA
The AAAT4 Learning Area comprises the following unit standards:
SAQA
ID
13354
13355
113356
13357
13358
SAQA
ID
13354
US US TITLE
Demonstrate an understanding of agriculture as a challenging and applied
system
Demonstrate an understanding of the physical and biological environment
and its relationship to sustainable crop production
Assess the influence of the environment on sustainable livestock
production
Demonstrate an understanding of agricultural production management
practices in relation to the socio-economic environment
Implement and maintain the principles, systems, practices and technology
applicable to an agricultural venture
Total
US US TITLE
Demonstrate an understanding of agriculture as a challenging and applied
system
CREDITS
2
4
4
3
7
20
CREDITS
2
PURPOSE OF THE UNIT STANDARD
A learner credited with this competence will be capable of: discovering the nature of agriculture;
differentiating between the various agricultural disciplines; and observing and analysing the
geographical distribution and economic impact of agriculture.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Open
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Investigate the nature of
agriculture as an applied
science and relate it to other
sciences
ASSESSMENT CRITERION 1
The nature of agriculture as an
applied science is described.
ASSESSMENT CRITERION 2
Agriculture is clearly defined.
ASSESSMENT CRITERION 3
The relationship between
agriculture and the natural
sciences is established.
ASSESSMENT CRITERION 4
The significance of the
relationship between agriculture
and other sciences is
discussed.
SPECIFIC OUTCOME 2
Identify various agricultural
disciplines and describe how
they are linked
SPECIFIC OUTCOME 3
Analyse the geographical
distribution of agriculture and its
socio-economic impact.
SPECIFIC OUTCOME 4
Describe agricultural technology
and its link to applied
agriculture.
SPECIFIC OUTCOME 5
Investigate the opportunities
and challenges of agriculture in
developing society.
OUTCOME RANGE
Examples of agricultural
disciplines include crop science;
soil science; agricultural
economics; agricultural
engineering; animal science;
horticultural science; agricultural
forestry and agricultural
extension.
ASSESSMENT CRITERION 1
The links between agricultural
and other economic activities
are explained.
ASSESSMENT CRITERION 1
Agricultural technology as a
field in agriculture is described.
ASSESSMENT CRITERION 1
The role of agriculture in food
security is explained.
ASSESSMENT CRITERION 2
The principles of appropriate
agricultural technology are
explained.
ASSESSMENT CRITERION 2
The significance of commercial
agriculture for social
development is explained.
ASSESSMENT CRITERION 3
Applications of agricultural
technology are given.
ASSESSMENT CRITERION 4
The link between agricultural
technology and applied
agriculture is shown
ASSESSMENT CRITERION 3
The significance of commercial
agriculture for economic
empowerment is explained.
ASSESSMENT CRITERION 1
Various agricultural disciplines
are identified.
ASSESSMENT CRITERION 2
Agricultural disciplines are
described and listed.
ASSESSMENT CRITERION 3
Agricultural disciplines are
compared and contrasted.
ASSESSMENT CRITERION 4
Relationships between the
disciplines are discussed.
ASSESSMENT CRITERION 2
Maps to show the type and
distribution of agricultural
production are labelled,
interpreted, summarised and
presented.
ASSESSMENT CRITERION 3
Information which summarises
and demonstrates the
significance of agriculture in
society is collected and
presented.
ASSESSMENT CRITERION 4
Information which demonstrates
the significance of agriculture in
the society is summarised and
presented.
ASSESSMENT CRITERION 4
Study options in agriculture fare
investigated.
ASSESSMENT CRITERION 5
Employment opportunities in
agriculture are explained.
ASSESSMENT CRITERION 5
Link between society and
agriculture is established and
clarified.
ASSESSMENT CRITERION 6
Link between economy and
agriculture is established and
clarified.
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SAQA US ID
13355
US TITLE
CREDITS
Demonstrate an understanding of the physical and biological 4
environment and its relationship to sustainable crop production
PURPOSE OF THE UNIT STANDARD
A candidate credited with this unit standard will be capable of: identifying and describing the nature
of soil; soil as a factor in agricultural production; climatic factors influencing crop production and
their practical implications; the importance of water as a factor in agricultural production; the
influence of topography on agricultural production; biological organisms as a factor influencing crop
production and assessing the effects of crop production practices on the sustainability of the
environment.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Open
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC
OUTCOME 1
Identify and describe
the nature of soil.
OUTCOME RANGE
Physical properties of
soil
ASSESSMENT
CRITERION 1
The principle that soil
is a product of its
environment is
described.
ASSESSMENT
CRITERION 2
Soil components are
identified.
ASSESSMENT
CRITERION 3
Soil texture is
identified.
ASSESSMENT
CRITERION 4
Soil texture is
described.
ASSESSMENT
CRITERION 5
Soil structure is
identified
SPECIFIC
OUTCOME 2
Analyse soil as a
factor in crop
production
ASSESSMENT
CRITERION 1
Reasons why soil is
a factor in crop
production are
provided.
ASSESSMENT
CRITERION 2
Factors affecting the
role of soil in crop
production are
described
ASSESSMENT
CRITERION 3
The concept of soil
productivity is
explained
ASSESSMENT
CRITERION 4
Factors that
improve soil
productivity and
crop production are
investigated
ASSESSMENT
CRITERION 5
Soil limitations in
crop production are
identified
ASSESSMENT
ASSESSMENT
Examinations and Assessment Guidelines: AAAT4
SPECIFIC
OUTCOME 3
Identify and describe
climatic factors
influencing crop
production and their
practical
implications
ASSESSMENT
CRITERION 1
Climatic factors
influencing crop
production are
identified.
ASSESSMENT
CRITERION 2
Climatic factors
influencing crop
production are
described.
ASSESSMENT
CRITERION 3
The influence of
climatic factors on
crop production is
explained.
ASSESSMENT
CRITERION 4
Crop production
practices that can be
adapted to climatic
factors are
investigated and
reported
SPECIFIC
OUTCOME 4
Identify and
describe the
importance of water
as a factor in crop
production.
SPECIFIC
OUTCOME 5
Identify and
describe the
influence of
topography on crop
production.
SPECIFIC
OUTCOME 6
Identify, describe and
explain the biological
organisms as a factor
influencing crop
production.
SPECIFIC
OUTCOME 7
Assess the effects of
crop production
practices on the
sustainability of the
environment.
ASSESSMENT
CRITERION 1
Sources of water
are identified.
ASSESSMENT
CRITERION 1
Topography is
defined and
explained.
ASSESSMENT
CRITERION 1
The beneficial effects
of micro-organisms on
crop production are
identified and
described.
ASSESSMENT
CRITERION 1
The concept of
sustainability is
explained and
defined.
ASSESSMENT
CRITERION 2
The role of water in
crop production is
explained.
ASSESSMENT
CRITERION 3
The principle of
water as a finite
resource in crop
production is
explained.
ASSESSMENT
CRITERION 4
The optimal use of
water resources in
crop production is
explained.
ASSESSMENT
CRITERION 5
Conclusions
regarding the
significance of
water in crop
production are
ASSESSMENT
CRITERION 2
Topography as a
factor influencing
crop production is
explained.
ASSESSMENT
CRITERION 3
Topography as a
factor influencing
crop production
practices is
evaluated.
ASSESSMENT
CRITERION 4
Practices for
overcoming
topographical
limitations to crop
production are
investigated and
reported
GETC-ABET Level 4 ~ @ NQF Level 1
ASSESSMENT
CRITERION 2
The harmful effects of
micro-organisms in
crop production are
identified and
described.
ASSESSMENT
CRITERION 3
Control options of
harmful microorganisms in crop
production are
identified and
described.
ASSESSMENT
CRITERION 4
The beneficial effects
of invertebrates in
crop production are
identified and
described.
ASSESSMENT
CRITERION 2
Existing crop
production practices
are identified.
ASSESSMENT
CRITERION 3
Crop production
practices that
enhance agricultural
sustainability are
identified and
explained.
ASSESSMENT
CRITERION 4
Crop production
practices that have a
negative impact on
the sustainability of
the environment are
identified and
explained.
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CRITERION 6
Ways to overcome
soil limitations in
crop production are
explained and
justified.
Examinations and Assessment Guidelines: AAAT4
drawn.
ASSESSMENT
CRITERION 5
The harmful effects of
invertebrates on crop
production are
identified and
described.
ASSESSMENT
CRITERION 6
Control options for
invertebrates in crop
production are
identified and
described.
ASSESSMENT
CRITERION 7
Weeds as a limiting
factor in crop
production is
explained.
ASSESSMENT
CRITERION 8
Control options for
weeds in crop
production are
discussed.
1. The concept of
sustainability is
explained and
defined.
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Examinations and Assessment Guidelines: AAAT4
SAQA US US TITLE
ID
113356
Assess the influence of the environment on sustainable livestock
production
CREDITS
4
PURPOSE OF THE UNIT STANDARD
A candidate credited with this general competence will be able to: Describe and analyse the
different components of a typical business plan and design a business plan relevant to a selected
business idea.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Identify and describe
environmental factors
influencing the veld.
ASSESSMENT
CRITERION 1
Ecological factors that
influence the veld are
identified.
ASSESSMENT
CRITERION 2
The significance of
ecological factors that
influence the veld are
explained.
ASSESSMENT
CRITERION 3
The three major vegetation
types are identified.
ASSESSMENT
CRITERION 4
The three major vegetation
types are explained.
SPECIFIC OUTCOME 2
Assess and modify the
influence of veld
composition on livestock
feeding preferences and
habits.
ASSESSMENT
CRITERION 1
The concept of veld
composition is
investigated.
ASSESSMENT
CRITERION 2
Veld composition as a
factor in veld management
is explained.
ASSESSMENT
CRITERION 3
Palatable and nonpalatable species of plants
are distinguished.
ASSESSMENT
CRITERION 4
Browsing and grazing
habits are distinguished.
ASSESSMENT
CRITERION 5
Livestock preferences and
needs are distinguished.
Examinations and Assessment Guidelines: AAAT4
SPECIFIC OUTCOME 3
Analyse and describe
environmental factors that
influence livestock
selection.
SPECIFIC OUTCOME 4
Investigate
supplementary feeding
options for livestock
production.
SPECIFIC OUTCOME 5
Identify and describe
beneficial and harmful
organisms that influence
livestock production.
ASSESSMENT
CRITERION 1
The significance of
environment as a factor
influencing livestock
selection is investigated
and explained.
ASSESSMENT
CRITERION 1
The different ways of
supplementary feeding
are identified.
OUTCOME RANGE
Emphasis on locally
important parasites and
diseases
ASSESSMENT
CRITERION 2
Livestock breeds and their
requirements
(characteristics) are
analysed.
ASSESSMENT
CRITERION 3
The regionalisation of the
livestock industry as a
factor influencing livestock
selection, is investigated
and analysed.
ASSESSMENT
CRITERION 4
The management of
existing environmental
factors
ASSESSMENT
CRITERION 2
Ways of supplementary
feeding appropriate to
the learners` context are
distinguished.
ASSESSMENT
CRITERION 3
The different types of
cultivated pastures are
investigated.
ASSESSMENT
CRITERION 4
Different grazing control
practices on cultivated
pastures are
distinguished.
ASSESSMENT
CRITERION 5
Licks as dietary
supplements are
identified.
ASSESSMENT
CRITERION 1
Beneficial organisms are
identified and described.
ASSESSMENT
CRITERION 2
The effects of internal and
external parasites in
livestock production are
identified and described.
ASSESSMENT
CRITERION 3
Noxious plants that hinder
livestock production are
identified and described.
ASSESSMENT
CRITERION 4
Control options for
internal and external
parasites are discussed.
ASSESSMENT
CRITERION 5
Major livestock diseases
are identified and
described.
ASSESSMENT
GETC-ABET Level 4 ~ @ NQF Level 1
SPECIFIC OUTCOME 6
Conduct an investigation
into the effects of
agricultural management
practices on the
sustainability
ASSESSMENT
CRITERION 1
Principles of veld
management are
explained.
ASSESSMENT
CRITERION 2
The concept of
sustainability is
explained.
ASSESSMENT
CRITERION 3
Existing livestock
production practices are
identified.
ASSESSMENT
CRITERION 4
Livestock production
practices that enhance
agricultural sustainability
are identified and
explained.
ASSESSMENT
CRITERION 5
Livestock production
practices that have a
negative impact on the
sustainability of the
environment are
identified and explained.
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Examinations and Assessment Guidelines: AAAT4
CRITERION 6
Control and treatment
interventions and
programmes for livestock
disease are discussed.
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Examinations and Assessment Guidelines: AAAT4
SAQA US ID
13357
US TITLE
Demonstrate an understanding of agricultural production management
practices in relation to the socio-economic environment
CREDITS
3
PURPOSE OF THE UNIT STANDARD
A candidate credited with this competence will be capable of: explaining and applying ethical
business principles to an agricultural enterprise; explaining the influence of supply and demand on
agricultural production; distinguishing between different land ownership and tenure systems;
discussing the relationship between entrepreneurship and agricultural ventures; and explaining the
role and importance of human resources in agricultural production.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Open
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Examinations and Assessment Guidelines: AAAT4
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Apply ethical business
principles to an agricultural
enterprise.
SPECIFIC OUTCOME 2
Modify agricultural production
practices to a changing
business environment.
OUTCOME RANGE
Case studies and/or in the
learner`s context; the concept of
gross margin, including basic
(elementary) bookkeeping
OUTCOME RANGE
Local and national
ASSESSMENT CRITERION 1
The business principles related
to an agricultural enterprise are
identified and explained.
ASSESSMENT CRITERION 2
The concept of gross margin is
explained.
ASSESSMENT CRITERION 3
Simple enterprise budgets are
interpreted.
ASSESSMENT CRITERION 4
The significance of ethical
business principles in an
agricultural enterprise is
explained.
ASSESSMENT CRITERION 5
Ethical business principles are
applied.
ASSESSMENT CRITERION 1
The concept of supply and
demand is defined and
explained.
ASSESSMENT CRITERION
RANGE
By way of appropriate, real life,
agricultural examples.
ASSESSMENT CRITERION 2
The impact of supply and
demand in relation to
agricultural production is
analysed and explained.
SPECIFIC OUTCOME 3
Distinguish between different
land ownership & tenure
systems in relation to
agricultural production
ASSESSMENT CRITERION 1
The concepts of land tenure
systems and ownership are
explained.
ASSESSMENT CRITERION 2
Applicable land tenure systems
are identified and described.
ASSESSMENT CRITERION 3
Applicable land tenure systems
are analysed, compared and
contrasted.
ASSESSMENT CRITERION 4
Possible agricultural land
management options for the
different land tenure systems
are suggested.
SPECIFIC OUTCOME 4
Investigate the relationship
between entrepreneurship and
agricultural ventures.
SPECIFIC OUTCOME 5
Explain the role and importance
of human resources in
agricultural production.
ASSESSMENT CRITERION 1
The concept of
entrepreneurship is explained.
OUTCOME RANGE
Introduction of the principles of
basic labour relations
ASSESSMENT CRITERION 2
The link between
entrepreneurship and an
agricultural venture is
investigated and discussed.
ASSESSMENT CRITERION 1 .
Categories/types of human
resources relevant to
agricultural production are
identified.
ASSESSMENT CRITERION 3
Entrepreneurial principles are
applied.
ASSESSMENT CRITERION 2
The characteristics of the
different categories of human
resources in relation to
agricultural production are
identified and described.
ASSESSMENT CRITERION 3
The importance of the different
categories of human resources
in relation to agricultural
production is evaluated and
reported.
ASSESSMENT CRITERION 4
The roles of various human
resources in agricultural
production are defined.
ASSESSMENT CRITERION 6
The application of business
principles is evaluated.
GETC-ABET Level 4 ~ @ NQF Level 1
16 | P a g e
Examinations and Assessment Guidelines: AAAT4
SAQA US ID
13358
US TITLE
Implement and maintain the principles,
systems, practices and technology applicable
to an agricultural venture
CREDITS
7
PURPOSE OF THE UNIT STANDARD
A candidate credited with this competence will be capable of: selecting an appropriate agricultural
venture; identifying and selecting agricultural systems appropriate to the selected venture;
identifying, selecting, and implementing agricultural practices appropriate to the selected venture;
identifying and select technology appropriate to the selected agricultural venture in the learners
context.; implementing, operating and maintaining agricultural technology relevant to the selected;
and evaluating the selected agricultural venture according to applicable criteria.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
Agri/002; and/or Agri/003; Agri/004
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Select an appropriate
agricultural venture.
SPECIFICOUTCOME 2
Implement agricultural
systems appropriate to
the selected venture.
ASSESSMENT
CRITERION 1
Prevailing physical
conditions are identified
and explained.
OUTCOME RANGE
"Systems" relates to, for
example, the degree of
intensity and/or
combination of
agricultural ventures.
ASSESSMENT
CRITERION 2
Prevailing biological
conditions are identified
and explained.
ASSESSMENT
CRITERION 3
Prevailing socio-economic
factors are identified and
explained.
ASSESSMENT
CRITERION 4
An agricultural venture
appropriate to prevailing
conditions is selected.
ASSESSMENT
CRITERION 5
The choice of agricultural
venture is justified.
ASSESSMENT
CRITERION 1
The appropriate
agricultural system(s) are
identified.
ASSESSMENT
CRITERION 2
The appropriate
agricultural systems are
explained.
ASSESSMENT
CRITERION 3
The most
appropriate/suitable
agricultural system is
selected.
ASSESSMENT
CRITERION 4
The choice of agricultural
system is justified and
reported.
SPECIFIC OUTCOME 3
Identify, select, and
implement agricultural
practices appropriate to the
selected venture.
SPECIFIC OUTCOME 4
Apply technology
appropriate to the selected
agricultural venture in the
learner’s context.
SPECIFIC OUTCOME 5
Operate and maintain
agricultural technology
relevant to the selected
agricultural venture.
SPECIFIC OUTCOME 6
Evaluate the selected
agricultural venture
according to applicable
criteria.
ASSESSMENT
CRITERION 1
Appropriate agricultural
practices are identified and
explained.
ASSESSMENT
CRITERION 1
Examples of appropriate
technology relevant to the
agricultural venture are
identified and investigated.
ASSESSMENT
CRITERION 1
Conditions for successful
operation of the selected
technology are identified.
OUTCOME RANGE
Including gross margin
analysis
ASSESSMENT
CRITERION 2
Appropriate agricultural
practices are compared.
ASSESSMENT
CRITERION 3
Appropriate agricultural
practices are selected.
ASSESSMENT
CRITERION 4
Choices of agricultural
practices are justified and
reported.
ASSESSMENT
CRITERION 2
Appropriate agricultural
technology relevant to the
agricultural venture in the
learners` context is
selected.
ASSESSMENT
CRITERION 3
The choice of appropriate
technology is justified.
ASSESSMENT
CRITERION 5
Appropriate agricultural
practices are
implemented.
ASSESSMENT
CRITERION 2
Factors for successful
operation of agricultural
technology are identified
for the selected venture.
ASSESSMENT
CRITERION 3
Appropriate agricultural
technology is implemented
in the selected venture.
ASSESSMENT
CRITERION 4
Appropriate agricultural
technology is operated in
the selected venture.
ASSESSMENT
CRITERION 5
Appropriate agricultural
technology is maintained in
the selected venture.
ASSESSMENT
CRITERION 6
Operation of agricultural
appropriate technology is
sustained
GETC-ABET Level 4 ~ @ NQF Level 1
ASSESSMENT
CRITERION 1
Appropriateness of the
agricultural venture is
evaluated.
ASSESSMENT
CRITERION 2
Appropriateness of the
agricultural systems is
evaluated.
ASSESSMENT
CRITERION 3
Appropriateness of the
agricultural practices is
evaluated.
ASSESSMENT
CRITERION 4
Appropriateness of the
agricultural technology is
evaluated.
ASSESSMENT
CRITERION 5
Suggestions for
improvement of the
agricultural venture are
proposed.
18 | P a g e
Examinations and Assessment Guidelines: AAAT4
4.
LTSM IN PALCs
The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the catalogue provided by the AET Curriculum
Directorate of the Department. However, the catalogue listed
LTSM do not represent an exhaustive list, any other resources that respond positively to the prescribed learning area unit standards could be used.
5.
WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA
UNIT STANDARD
13354
13355
13356
13357
13358
TOTAL
CREDITS
Demonstrate an understanding of agriculture as a challenging
and applied system
Demonstrate an understanding of the physical and biological
environment and its relationship to sustainable crop production
Asses the influence of the environment on sustainable
livestock production
Demonstrate an understanding of agricultural production
management practices in relation to the socio-economic
environment
Implement and maintain the principles , systems, practices and
technology applicable to an agricultural venture
2
WEIGHTING
%/
MARKS
10
4
20
4
20
3
15
7
35
20
100
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
6.
CORE KNOWLEDGE AREAS
Unit standard 1: US ID 13354: Demonstrate an understanding of agriculture as a challenging and applied system
Specific Outcome 1: Investigate the nature of agriculture as an applied science and relate it to other sciences
Knowledge
Skills
AC1 & 2: Nature of agriculture
 Describing agriculture as an applied science
 Defining agriculture
AC3 & 4: Relationship between agriculture and
 Establish & discuss the relationship between agriculture
natural science
& natural sciences
Specific Outcome 2: Identify various agricultural disciplines and describe how they are linked
Knowledge
Skills
AC1-4:Various agricultural disciplines
 Identify, list, label, describe, compare and discuss
agricultural disciplines
Values
Showing insight of how various
agricultural disciplines are linked
Specific Outcome 3: Analyse the geographical distribution of agriculture and its socio-economic impact
Knowledge
Skills
AC1 & 2:The geographical distribution of
 Explain links between agriculture and other economic
agriculture and its socio-economic impact
activities. Label, interpret, summarise and present the
type and distribution of agricultural production
AC 3 - 6: The significance of agriculture in society  Collect, summarise and present information on the
significance of agriculture. Establish how agriculture link
with society & economy
Specific Outcome 4: Describe agricultural technology and its link to applied agriculture
Knowledge
Skills
AC1-4: Agricultural technology and its link to
 Describe agricultural technology
applied agriculture
 Explain principles of appropriate technology
 Give applications of agricultural technology by way of
examples (tools, technology, methods)
Specific Outcome 5: Investigate the opportunities and challenges of agriculture in developing society
Knowledge
Skills
GETC-ABET Level 4 ~ @ NQF Level 1
Values
Demonstrating an understanding of
agriculture and its relationship to other
sciences
Values
Demonstrate the impact of geographical
distribution on socio-economic conditions
Values
Care of implements (technology, tools) by way
of cleaning and servicing them after use
Values
20 | P a g e
Examinations and Assessment Guidelines: AAAT4
AC1-5:Opportunities and challenges of agriculture 
in developing society



Explain the role of agriculture in food security.
Explain the significance of commercial agriculture for
economic and social empowerment.
Investigate study options (career opportunities) in
agriculture.
Explain employment opportunities
Application of knowledge acquired in assisting
subsistence farmers, commercial farmers and
the society
Unit standard 2: US ID 13355: Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop
production
Specific Outcome 1: Identify and describe the nature of the soil
Knowledge
Skills
AC1-5: Physical and biological environment
 Describe soil as a product of the environment
 Identify components of the soil.
 Identify and describe soil texture(sand, loam, clay)
and structure (single grain and crumb)
Specific Outcome 2: Analyse soil as a factor in crop production
Knowledge
Skills
AC1-4: Soil as a production factor
 Give reasons why soil is a factor in crop production.
 Describe factors affecting soil as a production factor
 Explain soil productivity and limitations
(shortcomings)
Values
Care of soil (preventing soil erosion, leaching
of nutrients, water runoff)
Appreciation of soil as a natural resource
Values
Appreciation of soil as a production factor
Specific Outcome 3: identify and describe climatic factors influencing crop production and their practical implications
Knowledge
Skills
Values
AC1-4: Climatic factors influencing crop
Displaying understanding of the role of climatic
 Identifying, explaining and describing climatic factors
production
factors (rainfall, temperature, wind)
influencing crop production
Specific Outcome 4: Identify and describe the importance of water as a factor in crop production
Knowledge
Skills
AC1-4: Importance of water in crop production  Identify sources, quality and quantity of water
 Explain role of water in crop production
 Explain the principles, optimal use and significance of water
as a finite resource
GETC-ABET Level 4 ~ @ NQF Level 1
Values
Responsible use of water (conservation)
Maintenance of water sources
Water recycling
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Examinations and Assessment Guidelines: AAAT4
Specific Outcome 5: Identify and describe the influence of topography on crop production
Knowledge
Skills
AC1-4: Topography as a factor influencing
 Define and explain topography as a crop production factor
crop production
 Evaluate topography as a factor influencing crop
production practices
 Investigate and report practices for overcoming
topographical limitations (shortcomings)
Specific Outcomes 6: Identify, describe and explain the biological organisms as a factor in crop production
Knowledge
Skills
AC1-7:The micro-organisms as a factor
 Identify, describe and explain both the beneficial and harmful
influencing crop production
effects of micro-organisms
 Indicate the control measures of both harmful microorganisms and invertebrates
 Explain the harmful effects of weeds and their control thereof
Specific Outcome 7: Assess the effects of crop production practices on the sustainability of the environment
Knowledge
Skills
AC1-4: Crop production practices on the
 Define the concept sustainability
sustainability of the environment
 Identify and explain both positive and negative impact of
existing crop production practices on the sustainability of the
environment
Values
Demonstrate understanding of topography
as a factor influencing crop production
(contour planting)
Values
Have an insight into soil micro-biology as a
factor influencing crop production
Values
Evidence of an understanding of the crop
production practices is displayed
Unit standard 3: US ID 13356: Assess the influence of the environment on sustainable livestock production
Specific Outcome 1: Identify and describe environmental factors influencing the veld
Knowledge
Skills
AC 1-4: Environmental factors influencing the  Identify and explain the ecological factors and their
veld
influence on the veld
 List and explain the different types of veld)
sweetveld,sourveld, mixed veld)
Values
Show an insight into the environmental
factors influencing the veld
Specific Outcomes 2: Assess and modify the influence of veld composition on livestock feeding practices and habits
Knowledge
Skills
Values
AC1-5: Veld composition as a factor
Display an understanding of the influence
 Explain and describe the composition of the veld
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
influencing livestock feeding preferences and
habits


List and explain different types of feeding habits of animals
(browsers., grazers)
Explain the concept selective grazing as one of the feeding
preferences and needs by animals
Specific outcome 3: Analyse and describe environmental factors that influence livestock selection
Knowledge
Skills
AC1-4: Environmental factors influencing
 Investigate and explain the importance of environment as a
livestock selection
factor influencing livestock selection
 Analyse and investigate livestock breeds and their needs
(requirements)
 Analyse livestock breeding areas (regions-national,
provincial, local)
 Discuss the management of the environmental factors
Specific Outcome 4: Investigate supplementary feeding options for livestock production
Knowledge
Skills
AC1-5: Supplementary feeding options for
 Identify different ways (methods) of supplementary feeding
livestock production
(green fodder, silage, roughage, concentrate)
 Distinguish different types of cultivated pastures
 Distinguish different grazing control practices on cultivated
pastures
 Identify licks as dietary supplements (rumovite block)
Specific Outcome 5: Identify and describe beneficial and harmful organisms that influence livestock production
Knowledge
Skills
AC1-5: Beneficial and harmful organisms
 Identify and describe beneficial (useful) and harmful
influencing livestock production
organisms (parasites)
 Identify and describe effects of both internal and external
parasites
 Identify and describe noxious (poisonous) plants which affect
livestock products ( skin/ hides, meat, milk )
 Discuss the control of internal (e.g. dosing) and external (e.g.
dipping, injection by tramisol) parasites
 Identify and describe major livestock diseases
GETC-ABET Level 4 ~ @ NQF Level 1
of veld composition on livestock feeding
preferences and habits
Values
Demonstrate understanding of the influence
of environment on livestock selection
Values
Use of appropriate supplementary feeding
methods for livestock production
Values
Ability to indicate effects of both beneficial
and harmful organisms (internal & external
parasites)
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Examinations and Assessment Guidelines: AAAT4
Specific Outcome 6: Conduct an investigation into the effects of agricultural management practices on the sustainability of environment
Knowledge
Skills
Values
AC1-5: Effects of agricultural management
Demonstrate understanding of principles
 Explain principles of veld management
practices on sustainability of livestock
of veld management and how they
 Explain the concept ‘sustainability’
production
impact on agricultural sustainability and
 Identify livestock production practices and indicate how they
environment
enhance agricultural sustainability
 Identify and explain negative impact of livestock production
practices on sustainability of the environment
Unit standard 4: US ID 13357: Demonstrate an understanding of agricultural production management practices in relation to the socio-economic
environment
Specific outcome 1: Apply ethical business principles to an agricultural enterprise
Knowledge
Skills
AC 1-6: Ethical business principles to an
 Use case studies to identify, explain and apply business
agricultural enterprise (venture)
principles related to an agricultural enterprise
 Explain and interpret concepts such as gross margin and
simple enterprise budget
 Evaluate application of business principles
Specific Outcome 2: Modify agricultural production practices to a changing business environment
Knowledge
Skills
AC 1-2: Agricultural production practices in a
 Define and explain the concepts supply and demand
changing business environment
 Explain and analyse the impact of supply and demand in
agricultural production
Values
Uphold ethical business principles in
agricultural
Values
Illustration using real life agricultural
examples
Specific Outcome 3: Distinguish between different land ownership and tenure systems in relation to agricultural production
Knowledge
Skills
values
AC 1-4 : Different land ownership and tenure  Identify and explain the concepts land tenure systems and
Display an insight into different land
systems in relation to agricultural production
ownership and tenure systems for effective
ownership
agricultural production
 Identify, describe, analyse and compare applicable land
tenure
 Suggest possible agricultural management options for
different land tenure systems
GETC-ABET Level 4 ~ @ NQF Level 1
24 | P a g e
Examinations and Assessment Guidelines: AAAT4
Specific Outcome 4: Investigate the relationship between entrepreneurship and agricultural ventures
Knowledge
Skills
AC 1-3:The relationship between
 Explain the concept ‘ entrepreneurship’
entrepreneurship and agricultural ventures
 Discuss the link between entrepreneurship and agricultural
venture
 Use case studies to apply entrepreneurial principles
Specific Outcome 5: Explain the role and importance of human resource in agricultural production
Knowledge
Skills
AC 1-4: The role and importance of human
 Identify types (categories) of human resources (labourer)
resource in agricultural production
relevant to agricultural production
 Identify and describe characteristics of different types
(categories) of human resources
 Define roles of different human resources in agricultural
production
 Identify principles of basic labour relations prescripts
Values
Demonstrate an understanding of
entrepreneurial principles applicable to
agricultural ventures
Values
Display sound knowledge of the role and
importance of human resources in
agricultural production
Unit standard 5: US ID 13358: Implement and maintain the principles, systems, practices and technology applicable to an agricultural venture
Specific Outcome 1: select an appropriate agricultural venture
Knowledge
Skills
AC1-5: Appropriate agricultural venture
 Identify & explain prevailing physical and biological
conditions
 Identify & explain prevailing socio-economic factors
 Motivate the choice of an appropriate agricultural venture
Specific Outcome 2: Implement agricultural systems appropriate to the selected venture
Knowledge
Skills
AC 1-4: Agricultural systems appropriate to
 Select and explain appropriate agricultural systems
the selected venture
 Select and motivate the most appropriate/suitable
agricultural system
GETC-ABET Level 4 ~ @ NQF Level 1
values
Showing an understanding of relevant and
appropriate agricultural venture
Values
Ability to select and motivate the most
appropriate agricultural systems
25 | P a g e
Examinations and Assessment Guidelines: AAAT4
Specific Outcome 3: Identify, select and implement agricultural practices appropriate to the selected venture
Knowledge
Skills
AC 1-5: Agricultural practices appropriate to
 Identify, select ,explain and compare appropriate
the selected venture
agricultural practices
 Motivate the choice of agricultural practices
 Use scenarios showing implementation of appropriate
agricultural practices
Specific Outcome 4: Apply technology appropriate to the selected agricultural venture in the learners context
Knowledge
Skills
AC 1-3: Technology appropriate to the
Give examples of appropriate technology relevant to the
selected agricultural venture in the learners
agricultural venture
context
Select appropriate technology relevant to the agricultural
venture in the learners context
Motivate the choice of appropriate technology
Specific Outcome 5: Operate and maintain agricultural technology relevant to the selected venture
Knowledge
Skills
AC 1-6: Agricultural technology relevant to the  Identify conditions for successful operation of the selected
selected venture
venture
 Identify factors for successful operation of agricultural
technology for the selected venture
 Show how to implement appropriate agricultural technology
in a selected venture
 Show how to sustain operation of agricultural appropriate
technology
Specific outcome 6: Evaluate the selected agricultural venture according to applicable criteria
Knowledge
Skills
AC 1-5: Evaluating the selected agricultural
 Use of scenarios to evaluate the appropriateness of
venture according to applicable criteria
agricultural venture, systems, practices and technology
 Suggesting for improvement of the agricultural venture
GETC-ABET Level 4 ~ @ NQF Level 1
Values
Display an understanding of appropriate and
relevant agricultural practices
Values
Show an understanding of appropriate
technology selected for agricultural venture
Values
Indicating the maintenance and operation of
agricultural technology relevant to
agricultural ventures
Values
Understanding of relevant criteria and
suggestions for appropriateness of venture,
systems, practices and technology
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Examinations and Assessment Guidelines: AAAT4
7.
TAXONOMIES USED IN SCAFFOLDING QUESTIONS
There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area
assessment will be mainly focused on Bloom’s taxonomy and will include the following:

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation
8.
SITE-BASED ASSESSMENT (FORMATIVE)
The ABET level 4 site-based assessment tasks are part of a developmental process aimed at
increasing capacity in the ABET sector and enhancing the level of teaching and learning in the
PALCs. The tasks are also aimed at quality assurance and standardisation of site-based assessment
in all PALCs across the country.
In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be
integrated into planning for teaching and learning and implemented in conjunction with the
assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning
for assessment is an integral part of planning for teaching and learning. It is therefore strongly
recommended that the assessment tasks should be conducted as part of the teaching and learning
process. This means that the assessment tasks should be incorporated into an educator’s work
schedule for the year. It is further recommended that educators use different teaching strategies and
informal assessment to ensure that learners are adequately prepared for the formal assessment
tasks.
The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area
and that the unit standards and assessment criteria are adequately covered. The performance-based
tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks
should be administered under controlled conditions.
It is recommended that the tasks be used as part of the formal site based assessment programme at
PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners.
Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio
while the learners’ evidence of learning must contain the recorded pieces of evidence for each
assessment. Continuous moderation at site level, cluster level, district level and provincial level is
strongly recommended.
The results of assessment should be used to support the learners’ development and make
improvements to the learning and teaching process. It is important that learners who might
experience barriers to learning and development are identified early, assessed, and provided with
learning support. In such cases the assessment tasks should be adapted to accommodate these
learning needs. We expect you to critically engage with the assessment tasks as we are aware that
they do not reflect a “zero-defect” or a “one-answer-solution”.
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
9.1
STRUCTURE OF SBA TASKS
The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each
learning area contain five assessment tasks focusing on the unit standards that should be covered in
formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum,
rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate
assessment strategies and different forms of assessment of which one is a project as prescribed by
Umalusi.
Additional is a learning area assessment plan which is aimed at assisting the educator with the
spreading of the formal assessment tasks throughout the year.
Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal
assessment leading to formal moderation must be recorded accordingly. These marks should be
converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA
tasks must be done according to the provincial management plan on the conduct, administration and
management of the GETC-ABET Level 4 examinations and assessment.
Exemplar Learning Area Assessment Plan
LEARNING AREA: APPLIED AGRICULTURE AND AGRICULTURAL
TECHNOLOGY
LEARNING AREA CODE: AAAT
Assessmen
1
2
t Tasks
Form(s) of
TEST
ASSIGNMENT
assessmen
t
US IDs and US ID 13354 US ID 13356
SOs and
SO 1: AC1-3
SO 1: AC 1-3
ACs
SO 2: AC 2,3 SO 2: AC
SO 3: AC 1,2 1,2,4,5
SO 3: AC 1-4
US ID 13355 SO 5: AC 1-6
SO 1-7
SO 6: AC 1,2,3
US ID 13356
SO 1-6
US ID 13357
SO 1: AC 1,4,5
US ID 13357
S0 1, 2,3,5
USID13358
Marks
50
Tools of
MEMORAND
Assessmen UM
t
Dates to be
AUGUST
completed
50
MEMORANDU
M
GETC-ABET Level 4 ~ @ NQF Level 1
APRIL
Year: 2008
3
4
5
PROJECT
PRACTICAL
DEMONSTRA
TION
US ID 13355
SO 1: AC
1,3,4,5
SO 2 AC 1-6
SO 3 AC
1,2,3
SO 4 AC
1,2,3,4,5
SO 7 AC
1,2,3,4
INVESTIGATIO
N
50
MARKING
GUIDELINE
CHECKLIST
MARCH
50
MARKING
GUIDELINE
US ID 13355
SO 1: AC 3,4
SO 2: AC 2,3,4
SO 4: AC 2,4
SO 6: AC 3,4
SO 7: AC 2,3
US ID 13358
SO 3: AC 1,3
SO 4: AC 2,3,5
SO 5: AC3,4
50
RUBRIC
MAY
US ID 13354
SO 4 AC 2,3
SO 5 AC 1,2
US ID
SO 3
SO 6
SO 7
13355
AC 1,2,3
AC 3,7
AC 2,3,4
MAY
28 | P a g e
Examinations and Assessment Guidelines: AAAT4
9.2
EXEMPLAR SBA TASKS
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SITE-BASED ASSESSMENT
LEARNING AREA
:
APPLIED AGRICULTURE AND
AGRICULTURAL TECHNOLOGY
CODE
:
AAAT4
TASK
:
TEST
TIME
:
1 HOUR
MARKS
:
50
This assessment task consists of 5 pages.
INSTRUCTIONS AND INFORMATION
1.
This test consists of TWO sections:
2.
Section A: 20 marks
Section B: 30 marks.
3.
This task should be completed within an hour.
4.
Answer ALL questions.
SECTION A
QUESTION 1
Various possible options are provided as answers to the following questions. Choose the
correct answer and write only the correct letter (A – D) next to the corresponding question
number (1.1 – 1.10) in the ANSWER BOOK.
1.1
An example of an agricultural venture is …..
A
B
piggery.
budgeting.
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
C
D
1.2
(1)
Tick
Tapeworm
Blowfly
Louse
(1)
A tertiary agricultural industry renders the following service:
A
B
C
D
1.5
economics.
geomorphology.
meteorology.
botany.
A ... is a parasite found inside the body of an animal.
A
B
C
D
1.4
(1)
The science that helps us to understand weather and climate better is known as ….
A
B
C
D
1.3
motivation.
grazing.
Producing crops.
Harvesting crops.
Irrigating the soil.
Packaging produce.
(1)
The type of soil that can be rolled into a sausage and bent into a ring is …
A
B
C
D
silt.
loam.
sand.
clay.
(1)
[5]
QUESTION 2
Indicate whether the following statements are TRUE or FALSE. Choose the correct answer
and write only ‘true’ or ‘false’ next to the corresponding question number (2.1 – 2.5) in the
ANSWER BOOK.
2.1
Soil texture plays an important role in crop production.
(1)
2.2
It is important to practice rotational grazing on a farm.
(1)
2.3
Farm workers are not affected by labour legislation.
(1)
2.4
Agriculture is about cultivating land and rearing
stock, piggery, poultry).
(1)
2.5
Technology is not important in milk production as a venture.
domestic animals (livestock, small
(1)
[5]
QUESTION 3
Complete the following sentences by filling in the missing word(s).Write only the word(s) next
to the question number (3.1 – 3.5) in the ANSWER BOOK.
3.1
3.2
Water … with automatic valves is used to ensure a supply of cold and clean water all
the time.
(1)
… property is when the land has been passed from generation to generation.
(1)
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3.3
The loss of water from the soil in the form of vapour is known as …
(1)
3.4
The method of ploughing along the slope is known as … ploughing.
(1)
3.5
… is the physical feature of the landscape.
(1)
[5]
QUESTION 4
Choose a/an item/word/description from COLUMN B that matches a/an
item/word/description in COLUMN A. Write only the correct letter (A – G) next to the
corresponding question number (4.1 –4.5) in the ANSWER BOOK.
COLUMN A
COLUMN B
4.1
A place where fruit trees are grown
A
Human resources
When animals are allowed to walk around
freely and choose plants they eat
B
Skilled workers
4.2
C
Freehold
D
Selective grazing
E
Concentrates
F
Orchard
G
Market
Feed made up as a balanced ration
4.3
People who help the farmer in production
4.4
4.5
A system whereby a person owns land
‘
(5)
SECTION B
QUESTION 5
Read the case study below and answer the questions that follow.
Sibusiso is a small scale farmer who in the past five years was using things like hand hoes and
ox- driven ploughs for his crop production venture. He wanted to use modern technology but
did not have much information. He therefore went to seek advice from the local extension
officer.
He was advised by the local extension officer that there is a wide variety of farming
technologies. The extension officer also informed him that the technology to be used should be
affordable. Sibusiso was also informed that technology will help to make better use of water,
save time, make work easier and save energy. Sibusiso took the advice of the extension officer
and bought affordable technology for his crop production. This led to improved production.
( Adapted from Applied Agriculture Book 3)
5.1
State FIVE ways in which the use of modern technology will help Sibusiso.
(5)
5.2
List TWO traditional technologies used by Sibusiso.
(2)
5.3
Name THREE modern technologies that Sibusiso may use for crop production.
(3)
5.4
Mention FIVE ways in which to handle and keep technology correctly.
(5)
[15]
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QUESTION 6
Study the table below on crop rotation and answer the questions that follow:
Plot
First year
Second year
Third year
A
Maize
Sunflower
Beans
B
Fallow
Beans
Maize
C
Beans
Maize
Fallow
D
Sunflower
Fallow
Sunflower
6.1
Explain the term ‘crop rotation.’
(2)
6.2
Mention FOUR advantages of a crop rotation system.
(4)
6.3
State the reason why sunflower cannot be planted on the same plot year after year.
(2)
6.4
List TWO crops from the table that can be easily damaged by frost.
(2)
6.5
What is the role of a fallow in a crop rotation system?
(2)
6.6
Identify TWO ventures from the table..
(2)
6.7
List ONE produce made from the crop in plot D.
(1)
[15]
GRAND TOTAL:
50
TASK 2: ASSIGNMENT
INSTRUCTIONS AND INFORMATION
1.
This task consists of TWO activities.
2.
This task must be completed within an hour.
In order for you to complete the task, you must have read about broiler and layer farming. You
should also have information on market survey and feasibility study.
ACTIVITY 1: BROILERS AND LAYERS
Read the passage and answer the questions that follow.
Transporting broilers or old hens live, you need something to carry them. You could use a
plastic crate or just a big cardboard box with holes cut on the sides so that the birds can
breathe. It is important that you do not put too many chickens into a container. If you treat
chickens badly, you may be fined by the Society for the Prevention of Cruelty to Animals
(SPCA) inspectors.
Eggs are usually sold according to grade (different weight categories). If you do not have a
proper egg grader, you could sell mixed sizes. It is helpful to have proper egg trays or egg
boxes. This will mean less egg breakages. Some producers sell boiled eggs when there is a
demand.
(Source: The South African Chicken Book )
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1.1
Explain the terms ‘broiler chicken’ and ‘layer chicken’.
(4)
1.2
State TWO ways from the passage through which you could transport broilers.
(4)
1.3
At what age are broilers ready to be sold?
(1)
1.4
Mention THREE different weight categories (grades) of eggs.
(3)
1.5
According to the passage, what can be used to carry eggs?
(1)
1.6
Name the organisation which will fine people who handle chickens badly.
(1)
1.7
Mention TWO professionals/institutions that can give you advice on poultry farming.
(2)
1.8
List TWO most common diseases in chicken.
(2)
1.9
List SEVEN equipment/technologies you will need for your chicken farming business.
(7)
1.10
State FOUR ways that could be used to improve village chicken farming.
(4)
[29]
ACTIVITY 2: FEASIBILITY STUDY AND MARKET SURVEY
2.1
It is important to do a feasibility study before you start a business. Mention SIX items
that can be part of a feasibility study for poultry /chicken venture.
(6)
Mention FIVE questions that you should ask yourself when you do market survey for
poultry/chicken venture.
(5)
2.3
Name FIVE places where you can sell boiled eggs.
(5)
2.4
Name FIVE points that you should consider when you evaluate your poultry/chicken
venture.
2.2
GRAND TOTAL:
(5)
[21]
50
TASK 3: PROJECT
INSTRUCTIONS AND INFORMATION
1.
This project consists of THREE activities.
2.
The project is a group task and should be done in groups of not more than four
learners.
3.
Each activity should be submitted on the due date.
4.
The project should be completed within three weeks from the date it was issued.
The project is about the importance of drainage in plant growth. You are therefore expected to
plant two bean seeds in two separate tins in order to observe how drainage affects plant
growth. The planted seeds should be watered daily. Pour the same amount of water in each
tin. You are further expected to write your findings as guided by the given questions.
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ACTIVITY 1: COLLECT MATERIAL
For you to start with the project, you must collect the following materials:
 Two tins of the same size (you can use jam tins).
 Nail and hammer.
 Good planting soil.
 Two bean seeds.
 250 ml container for watering.
(10)
ACTIVITY 2: PREPARATION AND PLANTING THE SEEDS
Follow the steps below to prepare the material.






Take the two tins and label them clearly as S and T.
Use the nail and hammer to make holes at the bottom of tin S.
Do not make holes in tin T.
Put equal amounts of good planting soil in both tins.
Plant a bean seed in each tin.
Water the tins with the same amount of water every day for three weeks.
(15)
ACTIVITY 3: OBSERVE AND WRITE DOWN YOUR FINDINGS
After three weeks, the seeds should have germinated. Observe the two plants
Write your findings as guided by the following questions:
3.1
Describe the differences in the plants by looking at the following:
 appearance above soil.
 height of plant.
 colour.
 root growth.
 water drainage.
(10)
3.2
Indicate the tin with the better growth.
(1)
3.3
Indicate the tin with poor growth.
(1)
3.4
Mention THREE possible reasons why plants in one tin have better growth.
(3)
3.5
State TWO possible reasons why plants in the other tin have slower growth.
(2)
3.6
List your conclusion based on the growth of the two plants in both tins.
(4)
3.7
List steps that are to be taken to improve the growth of plants that shows slow
growth.
GRAND TOTAL:
(5)
[25]
50
TASK 4: INVESTIGATION
INSTRUCTIONS AND INFORMATION
1.
This task consists of THREE activities.
2.
Follow the guidelines as given in each activity.
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
3.
This investigation is a group task and must be completed in two weeks from the date
it was issued.
4
You will be assessed on the effort of your visit, submission on time and the provision
of relevant information.
In order for you to complete the task, you must visit either a local livestock owner, a local
farmer, an agricultural school/college or a local feedlot.
ACTIVITY 1: Investigate feeding/grazing habits of farm animals.
1.1
In a group of not more than four learners, you must investigate the feeding/grazing
habits of each of the farm animals listed below. Observe the animals as they
feed/graze. Use the table below as a guide/example. Redraw the table below and
record two observations for each animal.
FARM ANIMAL
Goats
Sheep
Cattle
Poultry
Pigs
OBSERVATIONS
(10)
ACTIVITY 2: Investigating farm animal diseases
2.1
Ask the owner/farmer/livestock breeder to indicate which farm animals are mainly
affected by the diseases in the table below. Get information about the agents that
cause these diseases and two symptoms of each disease. Redraw the table given
below as an example and record as the owner/farmer/breeder is providing you with
information.
Name of disease
Farm animal
affected
What causes the
disease
Symptoms
(Two for each
disease)
Redwater
Tuberculosis
Mastitis
Anthrax
Foot and mouth
Newcastle
Fowlpox
Blue tongue
(32)
ACTIVITY 3: Investigating the economic disadvantages of the diseases.
3.1
3.2
Ask the farmer/owner/breeder to indicate FOUR reasons why diseases in farm
animals are economically important.
(4)
You will be assessed on the effort of your visit, submission on time and the relevant
information you supply.
TOTAL:
GETC-ABET Level 4 ~ @ NQF Level 1
50
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Examinations and Assessment Guidelines: AAAT4
TASK 5: WORKSHEET
INSTRUCTIONS AND INFORMATION
1.
This worksheet consists of TWO activities.
2.
This is an individual task and must be completed within an hour.
3.
Answer the task on the provided worksheet.
A farm manager like any other entrepreneur has to draw up a budget as a plan of the future
income and expenditure of the venture.
ACTIVITY 1: Drawing up a budget.
Make use of the worksheet provided to draw up a budget for a tomato venture. One table is for
expected expenses and the other is for expected income.
Use the following steps for expected expenses.
1.1

List SEVEN expenditure items in a tomato venture.

List the amount (how much/how many) you will need for each expense item.

List the price that you shall have to pay for each item at a time.

Write down the total price that you are expected to pay for each expense item.
Use the following steps for expected income.
1.2

Write down the products you will sell for income.

Write down the profit that you expect to receive for one item that you are going to
sell.

Write down the number of boxes that you expect to sell.

Indicate the total income that you hope to receive from selling all boxes.

Calculate and indicate the profit.
[40]
WORKSHEET
NAME OF LEARNER:__________________________________
LEARNING AREA :____________________________________
DATE OF SUBMISSION:________________________________
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations
and Assessment
Guidelines: AAAT4
EXPECTED
EXPENSES
AMOUNT(How
PRICE PER UNIT
TOTAL PRICE
much/how many)
ITEMS
TOTAL EXPENSES
EXPECTED INCOME
ITEMS
AMOUNT(How many
much)
PRICE PER UNIT
TOTAL PRICE
TOTAL INCOME
EXPECTED PROFIT
[40]
ACTIVITY 2: Answer the following questions on budget.
2.1
Explain the term budget.
______________________________________________________________
2.2
Name TWO institutions that may assist you with a loan.
______________________________________________________________
2.3
(2)
Name TWO technologies that may assist you in drawing a budget.
______________________________________________________________
2.5
(2)
Which TWO documents will be able to assist you to draw a budget?
_____________________________________________________________
2.4
(2)
(2)
Mention TWO types of farming systems in agriculture.
(2)
[10]
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
GRAND TOTAL:
50
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SITE-BASED ASSESSMENT
LEARNING AREA
:
APPLIED AGRICULTURE AND
AGRICULTURAL
TECHNOLOGY
CODE
:
AAAT4
TOOL
:
TEST
TIME
:
1 HOUR
MARKS
:
50
This assessment tool consists of 4 pages.
INSTRUCTIONS AND INFORMATION
1.
This assessment task consists of the following unit standards:
US 13354 SO1 AC2 SO3 AC 1 SO2 AC 4 SO5 AC1 US 13355 SO1 AC 1,4,
SO2 AC4,6 SO3 AC 1,3 SO4 AC 3 SO5 AC1 US 13356 SO2 AC4,6 SO3 AC 3
SO4 AC6 SO5 AC 1,4 SO6 AC 1 US 13357 SO1 AC4 SO3 AC 1,6 SO5 AC 1,4
US 13358 SO2 AC4 SO3 AC1,2 SO4 AC2,3 SO5 AC1,3
2.
Learners have to complete the test within an hour.
3.
Learners must answer All questions.
QUESTION 1
1.1
A
(1)
1.2
C
(1)
1.3
B
(1)
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
1.4
D
(1)
1.5
D
(1)
[5]
QUESTION 2
2.1
True/T
(1)
2.2
True/T
(1)
2.3
False/F
(1)
2.4
True/T
(1)
2.5
False/F
(1)
[5]
QUESTION 3
3.1
Troughs
(1)
3.2
Inherited
(1)
3.3
Evaporation
(1)
3.4
Contour
(1)
3.5
Topography
(1)
[5]
QUESTION 4
4.1
F
(1)
4.2
D
(1)
4.3
E
(1)
4.4
A
(1)
4. 5
C
(1)
[5]
QUESTION 5
5.1
5.2
5.3
FIVE ways in which the use of modern technology will help Sibusiso.
- better use of water
- save water
- make work easier
- save energy
- improved production.
(5)
TWO traditional technologies used by Sibusiso
- hand hoes
- ox-driven ploughs
(2)
THREE modern technologies that Sibusiso may use for crop production
- tractors
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
5.4
harrowers
planters
water pumps/irrigators
maize shelling machine
harvesters
Any three
FIVE ways on how to handle and keep technology correctly.
- equipment must be kept neat
- equipment must be stored away when not used
- used for the purpose that it was meant for
- the condition of the equipment must be good
- service regularly those that need service
- must be cost effective
- must be washed and kept clean
- store under the roof shed/garage away from rain and sun burn
(3)
Any five
(5)
[15]
QUESTION 6
6.1
6.2
6.3
6.4
6.5
6.6
6.7
Crop rotation is a practice whereby different crops are planted on the same land
every year. 
(2)
FOUR advantages of a crop rotation system.
- helps the soil to stay rich and healthy
- helps to control pests
- helps to control diseases
- gives resting time
- prevent one sided use of plant food
(4)
Any four
Sunflower cannot be planted on the same plot year after year
- it will lead to a build up of diseases and pests.
(2)
TWO crops from the table that can be easily damaged by frost.
- Beans
- Maize
(2)
The role of a fallow in a crop rotation system
- Allows the land to rest/allows the soil to regain the texture
(2)
TWO ventures from the table.
- Maize production
- Sunflower production
- Bean production
Any two
(2)
List ONE produce made from the crop in plot D.
- oil
- seeds
Any one
(1)
[15]
GRAND TOTAL:
50
TOOL 2: ASSIGNMENT
INSTRUCTIONS AND INFORMATION
1.
This assignment consists of the following unit standards:
US 13358 SO2 AC SO3 AC3,5 SO4 AC1 US 13357 SO1 AC1,6 US 13356 SO5
AC5 SO6 AC5 US 13354 SO5 AC4
GETC-ABET Level 4 ~ @ NQF Level 1
40 | P a g e
Examinations and Assessment Guidelines: AAAT4
2.
For this assignment, the learners must have read about farming on broilers and
layers. They should also know market survey and feasibility study.
3.
This assignment should be completed within an hour.
ACTIVITY 1:BROILERS AND LAYERS
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
Broiler chicken – chicken kept mainly for meat
layer chicken – chicken kept mainly for eggs
(4)
TWO ways from the passage in which you could transport broilers
- may use a plastic crate
- may use a big cardboard box with holes
(4)
Age at which broilers are ready to be sold
- six(6) weeks
(1)
THREE different weight categories (grades) of eggs.
- jumbo
- extra large
- large
- medium
- small
(3)
Any three
Material used to carry eggs
- egg trays/egg boxes
(1)
An organisation that will fine people who handle chickens badly
- SPCA
(1)
TWO professionals/institutions that can give you advice on poultry farming
- extension officer/office
- veterinarian
- Department of Agriculture
Any two
(2)
TWO most common diseases in chicken
- Newcastle disease
- fowl pox
(2)
SEVEN equipment/technologies you will need for your chicken farming business
- gas brooders
- gas cylinders
- paraffin
- chick feed pans
- chick founts
- tubular plastic feeders
-
automatic drinkers 
electricity infrared tube
drinkers
laying nests
water tanks
plastic crates
buckets
wheelbarrows
hard brooms
shovels
chicken wire fencing
egg trays/egg boxes
GETC-ABET Level 4 ~ @ NQF Level 1
Any seven
(7)
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Examinations and Assessment Guidelines: AAAT4
1.10
FOUR ways to improve village chicken keeping
- good housing to keep them safe
- better diet/feed
- clean water
- vaccination against common diseases/pests
- extra protection for broody hens and chicks
Any four
(4)
[29]
ACTIVITY 2 FEASIBILITY STUDY AND MARKET SURVEY
2.1
2.2
2.3
Six items that can be part of a feasibility study
- chicken/broiler/layer cost
- feed cost
- equipment cost
- medicine cost
- salaries/wages
- electricity
- transport
- water
- market/ buyers
(6)
FIVE questions that you should ask yourself when you do market survey
- Where will I sell broilers/layers/meat/eggs/my produce? 
- Who will I sell to? 
- Will I sell chicken live or dressed? 
- Who else are selling/competitors? 
- How much are they charging? 
- How old are their chicks? 
- Why will people buy from me? 
- What will be my price of live/dressed chick? 
- How can I sell per week? 
- Will I sell boiled or raw eggs? 
Any five
(5)
FIVE places where boiled eggs could be sold
- buses
- trains
- schools
- taxi ranks
- mini markets
- stations
-
2.4
Any six
bus stops
sports grounds
industrial areas
Any five
(5)
FIVE points that you should consider when you evaluate your business after selling
your produce
- How many chickens/eggs did I sell? 
- Can I be able to sell more?
- Were there extra costs I did not think of
- How much did I spend on the business? 
How much did I receive from selling? 
- Did I make profit? (Was it reasonable?)
- Did I make loss this year? 
- Is there any competitors in my area? 
- Is the demand high for my business venture? 
Any five
GRAND TOTAL:
GETC-ABET Level 4 ~ @ NQF Level 1
(5)
[21]
50
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Examinations and Assessment Guidelines: AAAT4
TOOL 3: PROJECT
INSTRUCTIONS AND INFORMATION
1.
This project covers the following unit standards:
US 13355 SO1 AC2 SO2 AC 2,4 SO3 AC 1-2
2.
The project consists of THREE activities. to be spread over three weeks
3.
This project should be done in groups of not more than four learners.
4.
Provide submission dates for each activity.
5.
Assess each activity according to memorandum and rubric provided. Give each
group a copy of rubric for activity 1 and activity 2.
Learners are expected to plant two bean seeds in two separate tins. The planted seeds should
be watered daily with equal amount of water in each tin. Learners are further expected to
observe the seeds as they germinate and write a report .This is to check the role of drainage in
plant growth.
ACTIVITY1: COLLECT MATERIALS
Assess learners on the collection of material by using the rubric below.
Group members:________________________________
________________________________
________________________________
________________________________
Submission date:________________________________
Criteria
Marks
0
Tins
One tin
Nail and hammer
Good planting soil
No nail and no
hammer
No soil
Bean seeds
No bean seeds
Container for
watering
No container
GETC-ABET Level 4 ~ @ NQF Level 1
1
Two tins but not equal
sizes
Only nail or hammer
Good soil but not equal
amounts 
Two seeds but not bean
seeds
Wrong size container
2
Two tins of equal
size
Both nail and
hammer
Good soil with equal
amounts
Two bean seeds
Correct size
container
(10)
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Examinations and Assessment Guidelines: AAAT4
ACTIVITY 2: PREPARATION AND PLANTING THE SEEDS
Assess learners on the preparation of the material by using the rubric below.
Group members:___________________________________
___________________________________
___________________________________
___________________________________
Submission date:___________________________________
Criteria
Marks
Labelling
1
Tins not labelled
2
Only one tin
labelled/Both tins
incorrectly labelled
Holes in both tins
Making holes
No holes
Putting soil
Poor soil in tins
Planting seeds
No bean seeds
planted
Good soil but not in
equal amounts 
Two seeds planted in
one tin
Watering
Watered once
Not watered daily
3
Both tins correctly
labelled
Holes on one
tin/correctly done
Good soil with equal
amounts
A bean seed planted
in each tin
Watered daily with
equal amounts 
(15)
ACTIVITY3: OBSERVATION AND FINDINGS
Use the memorandum below to assess learners on their observations and findings.
3.1
Describe the differences in the plants by looking at the following
Tin S
Appearance above soil
3.2
3.3
3.4
Tin T
Height of plant
The seedling/plant
appeared first
Good and clearly visible
Colour
Green
The seedling/plant took
time to appear
The seedling/plant is
short
Yellowish
Root growth
Long and strong roots
Short and weak roots
Water drainage
Good/well drained
Poorly drained
(10)
The tin with better growth
 Tin S 
(1)
The tin with poor growth
 Tin T
(1)
Mention THREE possible reasons why a tin have better growth.
 The plant could breath/air is circulating/soil is aerated.
 The tin is well drained/water has drained through the holes.
 There is enough water.
(3)
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: AAAT4
3.5
3.6
3.7
State TWO possible reasons why a tin have slow growth
 The plant could not breath properly/air is not circulating/soil not well
aerated
 The tin had too much water/water is not drained/no holes
(2)
Your conclusion based on the growth of the two plants
 Plants need enough air to grow well
 Too much water destroys the plants
 The well drained soil will lead to normal plant growth
 The poorly drained soil will lead to poor plant growth
(4)
Four steps to improve the growth of the plant with slow growth.
 The soil must be drained
 Allow air to circulate in the soil/make holes
 Loosen the soil
 Add manure/compost to the soil/add nutrients to the soil
(4)
[25]
GRAND TOTAL:
50
TOOL 4: INVESTIGATION
INSTRUCTIONS AND INFORMATION
1.
The investigation covers the following unit standards:
US 13356 SO1 AC4 SO5 AC 5 SO6 AC5
2.
For this investigation, learners must visit a local livestock owner, a local farmer, an
agricultural school/college or a local feedlot.
3.
The investigation is a group task and should be completed within 2 weeks from the
date it was issued.
4
Use the checklist to assess the groups on the effort of their visits, submission on time
and the relevant information.
5.
Groups will have to redraw the tables below in their answer books.
ACTIVITY 1: Investigating feeding/grazing habits of farm animals
1.1
TWO observations on the investigated feeding/grazing habits of the farm animals
FARM ANIMAL
Goats
Sheep
Cattle
Poultry
Pigs
OBSERVATION
- prefer trees and tall grass 
- like to graze early in the morning
- prefer low lying grass
- like to graze early in the morning
- needs access to 30 litres of water per day
- use tethers and herd division
- like to graze early in the morning
Any two
- prefer feeding troughs
- prefer to feed for the whole day
- prefer to be fed indoors
Any two
- eat all sorts of household waste
- eat both plants and meat
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ACTIVITY 2: Investigating farm animal diseases
NAME OF
DISEASE
Redwater
FARM ANIMAL
AGENT
SYMPTOMS
cattle
protozoa
Tuberculosis
cattle
bacteria
Mastitis
dairy cattle
bacteria
Anthrax
sheep
goats
(Any one)
Bacteria
-
Foot and
mouth
virus
- blisters on mouth and feet
- lameness
Newcastle
cattle
goats
sheep
(Any one)
poultry
virus
Fowlpox
poultry
virus
Blue tongue
sheep
cattle
(Any one)
virus
-
reddish urine
from pale to dark coffee colour urine
loose cough
discharge from eyes and nose
swollen udder/teats of milk cows
blood in milk
blood stained faeces
death within 24 hours
coughing and sneezing
birds twist their heads around
difficult breathing
yellow diarrhoea
(Any two)
sores on the comb
ulcers in the mouth
difficult breathing
wattles on the skin or the wings
(Any two)
fever
loss of appetite
rapid breathing
bluish red mucus membrane of
tongue
(Any two)
[32]
ACTIVITY 3: Investigating economic disadvantages of diseases
 .
Loss of production
 .
Poor quality of carcass/meat
 .
Decrease in revenue income
 .
Loss of stock/death of animals
 .
Cannot market ill stock/animals
 .
Cost for caring for animals increase/maintenance costs increase Any four
[4]
CHECKLIST
Assess groups on the following criteria
CRITERIA
Has the group visited any of the mentioned places/people?
Is there proof/evidence of the visit?
Has the group used the correct template to record information?
Has the group submitted on time?
YES
[4]
GRAND TOTAL:
GETC-ABET Level 4 ~ @ NQF Level 1
NO
50
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TOOL 5: WORKSHEET
INSTRUCTIONS AND INFORMATION
1.
This project covers the following unit standards:
US 13357 SO1 AC 3-4 SO4 AC3 US 13358 SO1 AC4 SO3 AC1 US 13354 SO3
AC4
2.
For this project your learners will use the provided answer sheet.
3.
Learners must submit on the due date from the date it was issued.
Learners are expected to use the provided answer sheet to indicate a budget as a plan of the
future income and expenditure of a tomato venture. Note that items, figures and prices shown
are examples. They will differ from one learner to the other, however calculations should be
correct.
ACTIVITY 1:Drawing a budget
EXPECTED EXPENSES
ITEMS
AMOUNT (How
much/ how many)
PRICE PER UNIT
TOTAL PRICE
1.Seed
2.Fertiliser
3.Transport for fertilizer 
4.Wages
5.Spraying (fungicides,
insecticides)
6.Tomato boxes
7.Transport to market
TOTAL EXPENSES
3kg
50kg
15 bags
5 people
500g
R300-00 per kg
R 70-00 per 50kg
R 8-00 per bag
R270-00 per worker
R165-00 per 500g
R 900-00
R1050-00
R 120-00
R1350-00
R 165-00
2000
6 trips
R 2-00 per box
R300-00 per trip
R4000-00
R1800-00
R9385-00
Other relevant expenditure items may be included like: weeding, trellising costs and
harvesting. Mark allocation is 30 and extra information should not affect this mark allocation.
EXPECTED INCOME
PRICE PER UNIT
ITEMS
AMOUNT
Tomatoes
2000 boxes
R15-00 per box
(2)
TOTAL PRICE
R30 000-00
TOTAL INCOME
R30 000-00
EXPECTED PROFIT=INCOME-EXPENSES
R20 615-00
[40]
ACTIVITY 2: Answers on budget
2.1
2.2
2.3
A budget is a plan of the future income and expenses(expenditure) of a
business(venture) 
(2)
TWO institutions that may assist you with a loan.
- Land bank
- Commercial bank/bank (name of a bank) 
- Insurance policies
- Agricultural co-operatives 
(2)
Any two
TWO documents that will assist you to draw a budget.
- Receipts
- Quotations
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2.4
Price lists
Labour cost in the market/farm
Previous Budget 
Any two
TWO technologies that may assist in drawing a budget.
- Computer/laptop
- Calculator
2.5
(2)
TWO types of farming systems in agriculture.
- subsistence farming
- commercial farming
(2)
[10]
TOTAL:
9.
(2)
50
EXTERNAL ASSESSMENT (SUMMATIVE)
The summative assessment component of the AAAT4 learning comprises 50% of the total
assessment. The policy on the conduct, administration and management of the GETC-ABET Level 4
examinations gives details on how this component of assessment should be managed. It prescribes
the examination processes like registration of PALCs as examination centres, registration of
candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to
mention but a few.
9.1
Structure of a Question Paper
The examination question paper in AAAT4 is written out of 100 marks. The duration of the paper is 3
hours. The paper consists of three sections namely Section A, Section B and Section C.
SECTION A is compulsory and consists of FOUR questions (20 marks)




Question 1 Multiple Choice (5 marks)
Question 2 True /False (5 marks)
Question 3 Fill in the missing word(s) (5 marks)
Question 4 Match Type (5 marks)
SECTION B consists of THREE choice questions (20 marks each question)
 Answer only TWO questions for 40 marks.
 Questions in this section shall include among others data handling (graphs, tables,
illustrations, scenarios and case studies).
SECTION C consists of THREE questions (20 marks each question)
 Answer only TWO questions for 40 marks.
 Questions in this section shall include among others data handling (graphs, tables,
illustrations, scenarios and case studies)
In all sections, questions will require recall, comprehension and application
Recall (low order questions) - 40%
Comprehension (middle order questions) – 30%
Application (high order questions) - 30%
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9.2
Exemplar Question Paper
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SUMMATIVE ASSESSMENT
LEARNING AREA
:
APPLIED AGRICULTURE AND
AGRICULTURAL TECHNOLOGY
CODE
:
AAAT4
DATE
:
NOVEMBER 2011
TIME
:
3 HOURS
MARKS
:
100
This question paper consists of 7 pages.
INSTRUCTIONS AND INFORMATION
1.
ALL questions must be answered in the ANSWER BOOK. Make sure that you write
your CENTRE NUMBER and EXAMINATION NUMBER on the ANSWERBOOK.
2.
Make sure that you write your CENTRE NUMBER and EXAMINATION NUMBER.
3.
The question paper consists of THREE COMPULSORY sections:
SECTION A: QUESTION 1, 2, 3 & 4 = 20 marks.
SECTION B: QUESTION 5 & 6 = 40 marks.
SECTION C: QUESTION 7 & 8 = 40 marks.
4.
Read the instructions for each section carefully before answering the questions.
_____________________________________________________________________________
SECTION A
Answer ALL questions.
QUESTION 1
Various possible options are provided as answers to the following questions. Choose the
answer and write only the letter (A – D) next to the question number (1.1 – 1.5), in the
ANSWER BOOK
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1.1
Livestock farming involves …
A
B
C
D
1.2
(1)
Jersey.
Hereford.
Sussex.
Drakensberger.
(1)
… is a summer vegetable and is not damaged by frost.
A
B
C
D
1.5
plough.
roller.
harrow.
planter.
An example of a milk breed is a …
A
B
C
D
1.4
(1)
The appropriate technology used to destroy weeds just after they have germinated is
a …
A
B
C
D
1.3
growing crops.
soil preparation.
animal production.
irrigating the land
Tomato
Onion
Peach
Pumpkin
(1)
The farmer as an entrepreneur uses a … to plan for farming activities.
A
B
C
D
credit card
bank
loan
budget
(1)
[5]
QUESTION 2
Indicate whether the following statements are TRUE or FALSE. Write only the word ‘true’ or
‘false’ next to the question number (2.1 – 2.5) in the ANSWER BOOK.
2.1
Economics is the science that helps to understand business and management
principles better.
(1)
2.2
The vegetation remains palatable during all seasons.
(1)
2.3
Migrant workers live permanently on the farm.
(1)
2.4
Technology helps to improve agricultural production.
(1)
2.5
Dipping of livestock is used to control roundworms.
(1)
[5]
QUESTION 3
Read the sentences below and fill in the missing word(s) to complete the statement. Write only
the missing word(s) next to the question number (3.1 – 3.5) in the ANSWER BOOK.
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3.1
… rock is the solid bedrock that lies below the subsoil layer.
(1)
3.2
A … is a building used for young growing plants that need protection from bad
weather conditions.
(1)
3.3
Weeds that live for a number of years are called … weeds.
(1)
3.4
Land ownership where a person owns land is known as … .
(1)
3.5
Merino sheep are known for the production of … .
(1)
[5]
QUESTION 4
Match the statement(s) in COLUMN B with the word(s) in COLUMN A. Write only the letter (A
– G) next to the question number (4.1 – 4.5) in the ANSWER BOOK.
4.1
COLUMN A
Wheat production
COLUMN B
A land owned by one person
4.2
Frost
B land received from a line of ancestors
4.3
Lung-worm
C environmental factor damaging crops
4.4
Labour Relations Act
D protects interests of labourers
4.5
Inherited land
E appoints labourers
F sucks blood and cause anaemia
[5]
G agricultural venture
TOTAL SECTION A:
20
SECTION B
This section consists of QUESTIONS 5 and 6, answer BOTH.
QUESTION 5
The picture below is an illustration of agricultural food production. Study it and answer the
questions that follow.
PICTURE 1
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SUN
MEAT
PORRIDGE
BREAD
SUGAR
FAMILY
EGGS
MIELIES
WHEAT
SUGAR
CANE
GRASS
COW
CHEESE
CHICKEN
(Source: Animal Traction Level 4 Module 2)
5.1
Name the TWO farming animals from the above illustration.
(2)
5.2
List THREE field crops shown in the above illustration.
(3)
5.3
Indicate one by-product for each plant, namely maize, wheat and sugar cane as
indicated in the illustration only that are needed by the family.
(3)
5.4
Name the TWO milk products shown in the illustration.
(2)
5.5
State FOUR environmental factors that may affect livestock in a bad way.
(4)
5.6
Indicate THREE livestock ventures from the illustration.
(3)
5.7
What is the type of farming called where food is only produced for the family?
(1)
5.8
Explain what the family can do with their surplus produce.
(2)
[20]
QUESTION 6
The picture below shows a crop rotation system on a farm. Study it and answer the questions
that follow.
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PICTURE 2
First Season
Fruit vegetables
Tomatoes and
pumpkins: do not
need a lot of plant
food
Fifth Season
Leave the soil bare:
allow for a growth period
Second Season
Leguminous vegetables
Peas and beans:
improve the soil’s fertility
Fourth Season
Root vegetables
Carrots and onions:
do not need fertilizer
like farm manure
Third Season
Leafy vegetables
Cabbage and
celery: need a lot of
plant food
(Source: Your farming venture book 3)
6.1
Explain crop rotation.
(2)
6.2
Name TWO crops that are planted in the fourth season.
(2)
6.3
Indicate TWO fruit vegetables in the above crop rotation system.
(2)
6.4
State a reason why leguminous vegetables are planted before leafy vegetables.
(2)
6.5
Explain why the soil is left bare in the fifth season.
(2)
6.6
State FOUR importance of crop rotation.
(4)
6.7
Indicate THREE appropriate manual and mechanical technologies that may be used
to control weeds.
(3)
6.8
Name THREE types of workers that may be used on the farm.
(3)
[20]
TOTAL SECTION B:
40
SECTION C
This section consists of QUESTIONS 7 and 8, answer BOTH.
QUESTION 7
The table below shows the amount of water given to citrus trees over different ages.
TABLE 1
Tree age
1 to 2 years
3 to 4 years
5 to 6 years
7 to 8 years
9 to 10 years
GETC-ABET Level 4 ~ @ NQF Level 1
July to March
(water every 2 weeks)
55 litres
110 litres
165 litres
220 litres
285 litres
April to June
(water every 4 weeks)
55 litres
110 litres
165 litres
220 litres
285 litres
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11 to 12 years
13 to 14 years
15 to 20 years
20 years onwards
345 litres
400 litres
480 litres
560 litres
345 litres
400 litres
480 litres
560 litres
(Source: The People’s Guide to FARMING)
7.1
How often are citrus trees watered from July to March?
(1)
7.2
How much water is used for the trees with age of 9 to 10 years?
(2)
7.3
At what age of the citrus trees do we use 400 litres of water?
(1)
7.4
Name THREE examples of citrus fruit.
(3)
7.5
In what type of soil do most citrus trees grow well?
(1)
7.6
Calculate the litres of water used during the period April to June for the age
1 to 10 years.
(3)
7.7
In which season of the year is there a high demand for oranges?
(1)
7.8
Explain what will happen when the supply of oranges is higher than the demand of
oranges.
(2)
7.9
Explain THREE ways to control pests in citrus trees.
(3)
7.10
Give the ripening time for:
7.10.1
Naartjie
(1)
7.10.2
Grapefruit
(1)
7.10.3
Lemon
(1)
[20]
QUESTION 8
Vuyo has a small pig business. She keeps pigs and sells them to a local abattoir. Some of the
pigs are sold to the community members in the village. The pig manure is used for her garden.
Things started to go wrong one morning, the piglets developed sores inside the mouth, on the
tongue and between the hooves. They had a spit running out of the mouth. They were eating
and walking little. They did not die but were weak.
Vuyo went to a local veterinarian who came and diagnosed the piglets problem. The
veterinarian indicated that the piglets suffer from foot and mouth disease.
8.1
Name Vuyo’s agricultural venture.
(1)
8.2
Name THREE things that Vuyo may have done before starting the business.
(3)
8.3
What is the function of an abattoir?
(2)
8.4
Name TWO places in the case study where Vuyo sold her pigs.
(2)
8.5
State THREE importance of pig farming.
(3)
8.6
What disease were Vuyo's piglets suffering from?
(1)
8.7
State FOUR signs or symptoms of the disease in QUESTION 8.6 as in the case
study.
(4)
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8.8
Explain what is a veterinarian.
(2)
8.9
Name TWO other places where Vuyo would have gone to look for assistance.
(2)
[20]
TOTAL SECTION C:
GRAND TOTAL:
40
100
GENERAL EDUCATION AND TRAINING CERTIFICATE
NQF LEVEL 1
ABET LEVEL 4 SUMMATIVE ASSESSMENT
LEARNING AREA
:
CODE
:
APPLIED AGRICULTURE AND
AGRICULTURAL TECHNOLOGY
AAAT4
DATE
:
NOVEMBER 2011
TIME
:
3 HOURS
MARKS
:
100
This memorandum consists of 6 pages.
SECTION A
QUESTION 1
1.1
C
(1)
1.2
C
(1)
1.3
A
(1)
1.4
B
(1)
1.5
D
(1)
[5]
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QUESTION 2
2.1
True.
(1)
2.2
False. 
(1)
2.3
False. 
(1)
2.4
True. 
(1)
2.5
False
(1)
[5]
QUESTION 3
3.1
Parent. 
(1)
3.2
Greenhouse. 
(1)
3.3
Perennial. 
(1)
3.4
Freehold. 
(1)
3.5
Wool. 
(1)
[5]
QUESTION 4
4.1
G. 
(1)
4.2
C. 
(1)
43
F.
(1)
4.4
D.
(1)
4.5
B.
(1)
[5]
TOTAL SECTION A:
20
SECTION B
QUESTION 5
5.1
5.2
5.3
TWO farming animals in the illustration
 Cow/cattle/bull/ox/beast
 chicken
(2)
THREE field crops shown in the illustration.
 Mielies
 Wheat
 Sugar cane
(3)
THREE products of plants that are needed by the family.
 Porridge
 Bread
 sugar
(3)
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5.4
5.5
5.6
TWO milk products shown in the illustration.
 Maas
 cheese
FOUR environmental factors that may affect livestock in a bad way.
 Heavy rainfall/rainfall/floods
 Storm
 Hail
 Drought
 Snow
 Frost 
 Veld fires
THREE livestock ventures from the illustration.
 Cattle farming/production
 Dairy/milk production
 Beef production
 Poultry/chicken farming/ production
 Broiler farming/production
 Layer farming/ production/ egg production
5.7
Subsistence farming
5.8
They can give/sell to neighbours
Give to orphanage/old age homes
Give to home based centres. 
(2)
(4)
Any four
(3)
Any three
(1)
Any one
(2)
[20]
QUESTION 6
6.1
Crop rotation is the practice of growing different crops on the same land year after
year./cultivating a different kind of vegetable in the same place every year
(2)
6.2
6.3
6.4
6.5
6.6
6.7
TWO crops planted in the fourth season.
 Carrots
 Onions
(2)
TWO fruit vegetables in the above crop rotation system.
 Pumpkins
 Tomatoes 
(2)
A reason why leguminous vegetables are planted before leafy vegetables.
 Improves the soil’s fertility
 Provides nitrogen to the soil
Any one
(2)
To allow for a growth period
To allow for a resting period
Any one
(2)
FOUR importance of crop rotation.
 Avoid one sided use of the nutrients
 To control weeds
 To control pests and diseases
 To allow for a growth period
 Prevents competition for nutrients
Any four
(4)
THREE appropriate manual and mechanical technologies that may be used to
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control weeds.
 Hand hoe
 Harrow
 Subsoiler
 Rake
 Fork 
6.8
(3)
Any three
THREE types of workers that may be used in the crop rotation system.
 Permanent workers
 Temporary/ Seasonal/part time workers
 Casual workers
 Migrant workers
Any three
(3)
[20]
TOTAL SECTION B:
40
SECTION C
QUESTION 7
7.1
Every two(2) weeks
(1)
7.2
285 + 285 = 570
(2)
7.3
13 to 14 years
(1)
7.4
THREE examples of citrus fruit.
 Oranges
 Grapefruit
 Naartjies
 Lemons
 Lime
(3)
Any three
7.5
Deep and well drained soil/loam soil
(1)
7.6
55 + 110 + 165 +220 + 285 = 835
(3)
7.7
Winter/May to July/cold season
(1)
7.8
- The price of oranges will be less/cheaper/price drops/price goes down
- oranges may be spoiled/rot/decay/decompose/loose value if not bought
Any one
(2)
THREE ways to control pests in citrus trees.
 Spraying/boom spray
 Dig and burn infected trees
 Buy grafted trees
 Use mineral oil
 Use of a predator(biological control) 
(3)
7.9
Any three
7.10.1
May to July
(1)
7.10.2
May to July
(1)
7.10.3
All year/ any time during the year
(1)
[20]
QUESTION 8
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8.1
Piggery/pig farming
(1)
8.2
THREE things that Vuyo may have done before starting the business
 Check the availability of land
 Establish funds needed
 Determine the needs of the community
 Budgeting 
 Do correct selection of an animal
 Check the resources available 
 Needs assessment/ viability study/ market analysis study
Any three
(3)
8.3
Is to slaughter animals/livestock for meat/sell meat/make meat available
(2)
8.4
TWO places in the case study where Vuyo sold her pigs.
 Abattoir
 Community/village
(2)
8.5
THREE importance of pig farming





Meat production(pork, bacon, sausages) 
Manure
Fat 
Job creation/provides job opportunities/reduce poverty/economy
Profit making
Any three
(3)
8.6
Foot and mouth disease
(1)
8.7
FOUR signs or symptoms of the disease in 8.6 as in the case study.
 Sores inside the mouth/tongue
 Sores in between the hooves
 A spit running out of the mouth
 Walking little
 Eating little
 piglets become weak
Any four
(4)
8.8
Veterinarian is an animal doctor/one who specialises in animal diseases/ animal
pathologist
8.9
TWO other places where Vuyo would have gone to look for assistance.
 Local extension office/officer
 Department of agriculture. 
 Agricultural college/office/research council
Any two
TOTAL SECTION C:
GRAND TOTAL:
(2)
(2)
[20]
40
100
Hints of marking of the answer scripts:
Once candidates have completed the examination they entrust their confidence in a marking process
for which they have no control. It is up to markers to ensure that the integrity of the process of
marking is beyond question and the quality is excellent.
Marking of the answer scripts is part of an assessment process. It is therefore important to ensure
that marking is done according to marking guidelines like the above cited. The marking guidelines
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should have well structured model answers to questions. Marking of the learning area should
therefore be done by people well conversant with the learning area unit standards. It is also
imperative that before starting to mark, there must be a training session of all marking personnel. The
marking procedure should accommodate the following hints:




Effective use of marking guidelines
Adherence to the marking guidelines
All answers (responses) to be marked
One tick, one mark
 Use appropriate ink for marking( red for markers and green for moderators)
 Ensure uniform standard throughout the marking session (marking guideline to be adapted to
accommodate all possible answers)
 Ensure correct transfer of marks on both the scripts and the mark sheets
10.
PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES
The Department of Higher Education and Training views assessment as a process of making
decisions about a learner’s performance. It involves gathering and organising evidence of learning, in
order to review what learners have achieved. It informs decision making in education, and helps
educators to establish whether learners are performing according to their full potential and are making
process towards the required unit standards credits as outlined in the qualification cited above.
Principles of assessment that are always considered when assessment tasks and tools are
developed include among others the following:
Validity
Assess what is supposed to be assessed. Examination question papers and SBAs
take the US, and their related assessment criteria into account in setting appropriate
types of questions.
Reliability
Assessment should produce reliable results instructions that are clear, consistent
and unambiguous.
Assessment criteria are strictly adhered to.
Marking guidelines/memoranda are clear and markers apply the same standard.
Transparency
Accomplished through guidelines, uniform SBAs and national examinations which
are moderated internally and externally.
Question Papers and SBAs are moderated externally by Umalusi.
Stakeholders know what to expect and candidates have the right to appeal.
Fairness
Assessment does not disadvantage anybody (based on age, race, gender, ethnicity,
geographic location, etc)
Assessment is accessible to all candidates
Covers different cognitive levels
Nature of the learning environment of learners is considered.
Currency
Assessment keeps up with current events and life-world of ABET learners. This is
reflected in the content and nature of the texts selected, and the topics offered for
interaction.
Authenticity
Assessment is original and encourages originality, creativity and avoids repetition. It
consciously tries to avoid predictability.
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The different types, descriptions and uses of assessments are given below to serve as a reminder to
everybody with an interest in adult education that only quality assessment practices is suitable for this
sector of our education system.
Baseline Assessment:
Usually used at the beginning of a learning experience to establish what
learners already know, can do or value. It assists educators with the
planning of learning programmes and learning activities.
Formative Assessment:
It is developmental and used to inform both the teacher and the learner
about how the learner has progressed (or not). It enhances teaching
and learning. Teachers use it to adapt learning activities to the learner
needs. It is also known as assessment for learning
Summative Assessment:
It gives an overall and final picture of the achievements of a learner at a
given time. The examination is an example of summative assessment
for ABET Level 4. This could be viewed as a “snapshot” whilst formative
assessment is viewed as a “video” of a learner’s progress.
Diagnostic Assessment:
It is a form of formative assessment that leads to intervention, remedial
action or revision programme. It identifies both the strengths and
weaknesses of either the learner or the teaching methodology
Systemic Assessment:
It is an external way of monitoring the education system by comparing
learners’ performance to national indicators of learner achievenement. It
involves monitoring learner attainment at regular intervals using national
or provincially defined measuring instruments.
Note of the following Assessment Strategies should also be taken.
Methods
(WHO)
Forms
(WHAT)
Instruments/Tools
(HOW)
Purposes
(WHY)
Educator
assessment,
Selfassessment,
Peerassessment
and
Groupassessment.
Tests, Drawings,
Paintings,
Graphs,
Physical
activities,
Projects,
Demonstrations,
Poems, Dramas,
Role-plays,
Stories,
Songs/music,
Oral
presentations,
Written
presentations,
Worksheets,
Questionnaires,
Cassettes,
Posters,
Assessment grids,
Rubrics,
Memoranda and
Observation
sheets.
Baseline,
Diagnostic,
Formative,
Summative and
Systemic.
In conclusion please note that assessment must always be fair to learners and all possible barriers
preventing learners from expressing their knowledge, skills and values in an assessment task, must
be considered when developing, marking and moderating the assessment task.
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