Assessment / Assessering
BACKGROUND
Prospectus Novus School follows the normal curriculum as used in the mainstream. Continuous Assessment (CASS) is managed as directed in the National and Provincial documents / guidelines. The educator endeavours to vary methods of assessment in at least five ways, of which only one is formal testing and evaluation. In order to support identified learners, tape aid, accommodations and extra time is offered during assessment.
PLANNING
Provisional annual assessment programs per subject are available to learners as well as parents in advance. It is revised per term according to circumstances. Learners also receive an assessment programme each term to indicate when the different assessments in all the subjects will take place accordingly.
RECORDING
Results and outcomes are recorded, moderated and eventually calculated to be presented as a term mark on the report card. The judgement / discretion on the progress of a learner, is done by a team of role players and minuted during a multidisciplinary (SBST) meeting.
REPORTING
From the end of the first term, learners whose progress awakes concern, receive a letter of concern together with their report card. These letters inform the parent / guardian regarding our concern and encourage the parents to attend the following parents evening or, alternatively, make an appointment with the teachers involved.
IN CONCLUSION
The emotional and academic achievements of our learners are of great concern to us and therefore we share this responsibility with the parents / guardians. Continuous motivation and involvement by all role players takes place. By doing so, we endeavour to make sure that every learner tries his / her best and that all parties involved are informed regarding the learners’ progress in time.
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AGTERGROND
In Prospectus Novus wored die normale kurrikulum gevolg (soos in hoofstroomskole) en daarom vind deurlopende assessering (DASS) ook plaas, streng volgens Nasionale asook Provinsiale voorskrifte. Die onderwyser wissel die metodes / tegnieke van assessering op ten minste vyf verskillende maniere af, waarvan slegs een formele toetsing is. Om geïdentifiseerde leerders te ondersteun, word bandhulp, akkommodasies en ekstra tyd toegestaan tydens assessering.
BEPLANNING
Voorlopige assesseringsplanne per vak, vir elke kwartaal, is jaarliks vooruit beskikbaar vir leerders, sowel as ouers. Hulle het volle toegang tot hierdie beplanningsdokumente. Dit word kwartaalliks verfyn en aangepas na gelang van omstandighede. Leerders ontvang ook ‘n assesseringsprogram elke kwartaal waarop hulle gewysig word wanneer die verskillende assesserings in onderskeie vakke sal geskied.
REKORDERING
Resultute en uitkomste word elke kwartaal gerekordeer, gemodereer en uiteindelik verwerk tot ‘n rapportpunt. Die oordeel / diskresie t.o.v. ‘n leerder se vordering word in spanverband gedoen en genotuleer op ‘n multidissiplinêre vergadering (SAS).
VERSLAGGEWING
Reeds vanaf die eerste kwartaal ontvang leerders, wie se vordering kommer wek, sogenaamde kommerbriewe, wat die rapport vergesel. Hierdie briewe lig die ouer in dat daar kommer heers oor die leerder se vordering en moedig die ouer dan aan om die volgende oueraand by te woon, of alternatiewelik ‘n afspraak met die betrokke onderwysers by die skool te maak.
TEN SLOTTE
Die emosionele en akademiese welstand van ons leerders is vir ons baie belangrik en ons deel graag hierdie verantwoordelikheid met die ouers / voogde. Deurlopende motivering en betrokkenheid deur alle rolspelers vind gedurig plaas. Hiermee word gepoog om te verseker dat die leerder te alle tye haar / sy beste sal lewer en dat all partye te alle tye ten volle ingelig is oor die leerder se vordering.