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Oreneile Moeng - St 10145868

Phemelo Maragelo- St 10389046

The Need for a Change in Assessment 1. Restrictions of traditional assessment methods: Multiple-choice questions and rote memorization were common features of traditional assessment methods, which failed to fairly represent students' critical thinking, creativity, and problem-solving abilities. 2. Requirement for more authentic assessment: Assessment techniques that better represented students' aptitudes and equipped them for obstacles they would face in the real world were required. Development of Assessment 1. Conversion from content-based to competency-based assessment: The emphasis is now on evaluating students' application of content knowledge in practical settings rather than their content knowledge. 2. Increased emphasis on critical thinking and problem-solving: Critical thinking, problem-solving, and creative skills are now given more weight in assessments. 3. Use of diverse assessment methods: Project-based assessments and presentations are just two examples of the various methods that are now used in assessments.

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Adelaide Nelukalo -St10178960

Hlamolo Makamu - St10068388

Kitso Morulane- St10206795

Assessment in South Africa had to change because the previous systems were not effectively supporting learning and teaching. Before Curriculum 2005, assessment was rigid and focused mainly on content mastery and teacher-driven evaluation. With the introduction of Curriculum 2005 and outcomes-based education (OBE), the system aimed to transform apartheid-era education by focusing on learner achievements through broad outcomes and criteria. However, due to vague guidelines, resource challenges, and excessive administrative demands, the approach did not succeed in practice.

The evolution continued with the Revised National Curriculum Statements (RNCS) and the National Curriculum Statements (NCS), which improved clarity but still posed challenges like over-assessment. The most recent change, the Curriculum and Assessment Policy Statements (CAPS), streamlined and clarified expectations by providing specific content, detailed assessment types and weightings, and clearer guidance for teachers. What makes CAPS unique is its prescriptive structure, which helps support underqualified teachers in diverse South African contexts by giving precise, manageable expectations for both teaching and assessment .