1.1.1 True
1.1.2 False. Post-moderation is done after learners have written the task, but it is typically carried out by a
moderator or an external assessor, not the teacher. It is commonly done at the district, provincial, or
national levels to ensure consistency and fairness in assessment.
1....
, 1.1.1 True
1.1.2 False. Post-moderation is done after learners have written the task, but it is typically carried out by a
moderator or an external assessor, not the teacher. It is commonly done at the district, provincial, or
national levels to ensure consistency and fairness in assessment.
1.1.3 False. Teachers should consider the diversity of learners when planning assessments to ensure that
they are inclusive and address the varied needs and abilities of students.
1.1.4 True
1.3. The assessment instruments that could be used when assessing an activity/task may include:
Multiple-choice questions: These provide a set of options, and learners choose the correct answer.
Essays or open-ended questions: These require learners to provide detailed written responses.
Oral presentations: Learners present their work or ideas verbally.
Performance assessments: These involve observing and evaluating learners' practical skills or abilities,
such as in sports, music, or art.
Portfolios: A collection of learners' work over time, showcasing their progress and achievements.
Projects: Learners engage in an extended, independent task or project, which is then assessed.
Observations: Teachers directly observe learners' behavior, interactions, or skills during an activity.
Rubrics: A set of criteria or a scoring guide used to assess learners' work based on specific performance
indicators.
Peer reviews: Learners provide feedback and evaluation on each other's work.
Tests or quizzes: Formal assessments with a predetermined set of questions or tasks to assess
knowledge and understanding.
Note: The list above is not exhaustive, and there may be other assessment instruments depending on the
specific context and subject matter.
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