ENABLNG FACTORS TO ENHANCE LEARNER PERFORMANCE IN

PROJECT BASED TASKS

P Bennie

OUTLINE OF THE PRESENTATION

• Understanding the value of planning , preparing and

presentation for good performance

• Setting the task

• Standardising the task

• Technical aspects of the task

• Content to be assessed

• Implementing the task

BACKGROUND• How to implement a project: using the

- Tourism CAPS Policy

- Work schedule

- Content breakdown for assessment

- Management plan

- Assessment tool

- Checklist

- Additional notes and resources for learners

• Prepare the project & resources for learners

• Teaching and learning activities

• Standardising the task: Analysis grid for Cognitive demand

BACKGROUNDcontinued

• Technical aspects

✓ Cover page

✓ Table of Contents

✓ Numbering of pages

✓ Numbering of headings

✓ Bibliography

EXPECTED OUTCOMESTeachers will be able to:

• Follow correct guidelines when setting quality assessment tasks.

• Implement the Work Schedule and the Examination Guidelines when developing an assessment task.

• Scaffold the topics that are assessed in a range from

easier to more difficult.

• Ensure that cognitive levels and levels of difficulty are balanced. (analysis grid)

• Show the weighting of topics assessed in the task.

• Apply the Principles of Assessment: - Validity

- Reliability

- Fairness

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GENERAL GUIDELINES

Refer to the following documents to set a

standardised, good quality task:

• Tourism CAPS Policy document

• 2017 Examination Guidelines

• Grade 10 Work Schedule

NOTE

• Validity and fairness: Only assess what is indicated

in the Tourism CAPS Policy.

• Refrain from using the textbook as a reference for

setting the task.

• Set the task and marking guideline simultaneously for

accuracy and to avoid repetition.

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CRITERIA AND REQUIREMENTS IN RELATION TO THE CAPS POLICY

• Determine the content and skills to be addressed.

Set a standardised task

• Give clear instructions to guide every learner.

• Set clear assessment criteria to ensure that every learner is able to implement the task.

• Determine the distribution of marks to align with the cognitive demand of the task.

• Review the accuracy of the distribution of marks.

• Set realistic timelines versus the scope of the task.

• Determine/ select / develop the resources to ensure that every learner is able to complete the task effectively.

• Set realistic time frames and due dates for submission per sub-section.

• Set the marking guideline simultaneously.

PLANNING FOR IMPLEMENTATION

Plan effectively...

• Familiarise yourself with the content and topics selected for assessment. (Tourism CAPS policy)

• EAC Strategy: Terminology – Identify the focus terms that will enable the learner to understand the content better (eg. inbound/ outbound tourism/ regional tourism/ international tourism etc.)

• Update the Work Schedule to include the informal and formal assessment for the task.

• Explain what plagiarism is.

MANAGEMENT PLAN FOR IMPLEMENTATION

• Break down the scope of the task into a manageable

plan for implementation.

• Develop teaching activities and informal assessment

activities. Keep evidence of the learner preparation for

formal assessment of the task.

• Each topic must be taught before informal /formal

assessment . (Aligns with the ATP)

• Prepare teaching Activities and class work

• Align the time frames with the ATP.

• Compile the assessment tool.

• Develop /design the resources for learners.

• Prepare the Recording sheet. ( mark sheets)

STANDARDISE THE TASK• Teacher Checklist

• Analysis Grid – Cognitive levels (Align to CAPS )

- Remembering -30%

- Understanding 20%

- Applying 30%

- Evaluating

- Analysing 20%

- Creating

• Analysis Grid – Levels of Difficulty (Align to CAPS )

- Easy – 30%

- Average - 50%

- Difficult - 20%

- (Very Difficult)

IMPLEMENTING COGNTIVE DEMAND

• Ensure that the task is balanced with regard to

cognitive demand:

✓ Content

✓ Cognitive Levels

✓ Levels of Difficulty

• Use an action verb

to open a question for

clear instruction.

• Avoid repetition of

action verbs in

simultaneous questions.

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PROVINCEDISTRICTNAME OF SCHOOLNAME OF TEACHERDEPARTMENT HEAD/SUBJECT

HEAD

ACTIVITY APPROACH RESOURCE

15-17 Jan Preparation of learners for

subject

Awaiting projects from

districts

20-24 Jan • Develop a checklist for

project requirements

• Develop a

management plan for

project execution

• Copy project for each

learner

• Develop a power point

presentation / use

content loaded onto

smartboards to

introduce the topic

• Develop resources for

project implementation

EXEMPLAR MANAGEMENT PLANNOTE: To be developed before teaching and

assessment commences

EXEMPLAR COVER PAGES

ASSESSMENT CRITERIA- COVER PAGE

A well prepared COVER PAGE includes:

• Topic

• Name of learner

• Grade and Class group

• Name of teacher

• Date

• Creativity / presentation

Exemplar cover page (Practical activity)

ASSESSMENT CRITERIATECHNICAL ASPECTS

Exemplar cover page (Practical activity)

• MS Word – Arial Font 12

• Blank document/ insert page

• Type: ✓ Topic

✓ Name

✓ Grade and Class group

✓ Teacher name

✓ Subject and Task number

• Creativity

• Presentation and Layout

TABLE OF CONTENTS

• HEADINGS

✓ Align with the prescribed assessment criteria for the task.

✓ The layout is placed in the correct sequence to the align with the content of the task.

• NUMBERING OF PAGES

✓ Page numbers are to align and correspond with the layout of the task.

EXAMPLE

TABLE OF CONTENTSPractical Activity

STEPS TO FOLLOW

1. Open a Word document.

2. Click on the References tab.

3. Right- click on table of contents

4. Click on ‘automatic’ table

5. Information will be updated automatically to align with

the content of the task.

6. At the end – click ‘update table’

BIBLIOGRAPHY

• Layout: At the end of task.

• Include all references that were used for the task.

• Grade 10: A minimum of 2 different types of sources must be indicated.

Harvard method

✓ Alphabetically listed

✓ Different format for books, articles, journals. Internet sources etc

✓ Google is not a source !!!

✓ Websites must be listed correctly.

✓ Check the validity and timeline of the reference.

APPLYING THE HARVARD METHOD

BOOKS:

Book with one authorAdair, J. (1988) Effective time management: How to save time and spend it wisely, London: Pan Books.Book with many authors

Wilson, S. (Et al). (2005) The History of Tourism to Cape Town, Cape Town: Penguin Books.

MAGAZINE OR NEWSPAPER ARTICLECumming, F. (1999) ‘Tax-free savings push’, Sunday Mail, 4 April, p. 1.Nkomana, X. (2008) ‘Hiking the Drakensberg’, Getaway Magazine, 16 August, p.45.

OR, IF THE AUTHOR IS UNKNOWN‘Tax-free savings push’, Sunday Mail (4 April 1999), p. 3.

INTERNET AND WEB PAGESArticle or story with an author and date

Young, C. (2001) English Heritage position statement on the Valletta Convention, [Online], Available: http://www.archaeol.freeuk.com/EHPostionStatement.htm [24 Aug 2001].

Article or information without an author or dateThe fabulous fusion of Cape Malay Cuisine: Cape Malay Culinary Chic, http://www.southafrica.net/za/en/articles/entry/article-southafrica.net-cape-malay-culinary-chic [25

Feb 2013].The date above [25 Feb 2013] is the date you accessed/downloaded the information.

NB: REMEMBER TO LIST YOUR SOURCES IN ALPHABETICAL ORDER IN YOUR BIBLIOGRAPHY.

PRACTICAL ACTIVITYApplying the Harvard method

STEPS TO FOLLOW

1. Open a Word document.

2. Click on the References tab.

3. Right- click on Bibliography

4. Click on ‘manage sources’ to insert sources.

5. The table updates automatically

STANDARDISE & QUALITY ASSURE

• Checklist

• Layout

• Technical aspects

• Assessment principles

• Analysis Grids

✓ Content assessed

✓ Cognitive levels

✓ Levels of Difficulty

• Feedback to learning and teaching.

• Encourage best practice to improve learner performance

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CONCLUSIONTo improve learner performance……..

"Teamwork is the ability to work together toward a common vision. The ability to direct

individual accomplishments toward organizational

objectives. It is the fuel that allows common people to attain uncommon results.”

- Andrew Carnegie