Psychology Answers

What conditions have to be met before a person can be diagnosed with post-traumatic-stress disorder

Design at least five criteria to be included in the instrument – these criteria must be directly related to the CAPS CONTENT of the topic or skill assessed. Do not include technical criteria related to technical aspects of the product. Also, do not copy an existing instrument –list the observable and measurable aspects of the product or performance assessed by the criteria you designed. This means that the criteria must all be SUBJECT and TOPIC/SKILL related as required in the CAPS for your subject/phase. Your subject-matter expertise must be Illustrated here. 

2.1. Only the teacher should make assessment judgements on learners' performances related to topics in CAPS. (4) 2.2. Assessment may be regarded as the vehicle driving teaching and learning towards the destination. This analogy explains the role of the learners very well as they are the passengers in the vehicle while the teacher is the driver. (4) 2.3. Not all assessments occurring in school contexts are planned. (4) 2.4. Continuous assessment is one of the various assessment approaches used in teaching and learning at school. (4) 2.5. Promotion and progression of learners cannot be done without assessing learners both formatively and summatively. 

what conditions have to be met before a person can be diagnosed with post traumatic stress disorder

Which committee in the school deals with the assessment?

Refer to the specific CAPS subject to respond to the following statements regarding assessment. Indicate whether you agree or disagree with the statement and why you agree or disagree by referring to an example in teaching, learning and assessment in the CAPS context.. 2.1. Only the teacher should make assessment judgements on learners' performances related to topics in CAPS. (4) 2.2. Assessment may be regarded as the vehicle driving teaching and learning towards the destination. This analogy explains the role of the learners very well as they are the passengers in the vehicle while the teacher is the driver. (4) 2.3. Not all assessments occurring in school contexts are planned. (4) 2.4. Continuous assessment is one of the various assessment approaches used in teaching and learning at school. (4) 2.5. Promotion and progression of learners cannot be done without assessing learners both formatively and summatively. (4) (20) 

Which statement is inappropriate regarding assessment in an Ubuntu context? (2) a) Knowledge, skills, values, and attitudes were acquired over a long period. The notion of an external assessment agency did not exist. Educational content was natural, relevant, concrete, and uncomplicated. c) The assessment focuses on the relevance of knowledge and learning to solve or alleviate real-life problems and challenges, similar to knowledge generation for its own sake, as practised in Western educational contexts. d) The knowledge that children were exposed to and assessed on was drawn from their immediate social and natural environments. They learned skills related to community life through practical activities and by emulating the examples of others. Values and attitudes were related to the customs, rituals, and taboos that shaped people's lives and conduct. d) None of the above.

The analogy "assessment is the vehicle that drives teaching and learning towards the destination", contested issues or problem areas that should be considered when dealing with assessment. These are referred to as "steep hills''. Which statement about steep hills is NOT accurate in this regard? (2) a) Standardised assessment, high-stakes assessments, and recognition of excellence b) High-stakes assessments, recognition of excellence, and recognition of prior learning c) Recognition of prior learning, standardised assessment, and low-stakes assessments d) CAPS assessment, high-stakes assessments, and recognition of excellence.

What does the statement describe? (2) To provide it is a skill that should be acquired and largely depend on our attitude towards our learners and their needs. It must always be constructive, never destructive or counterproductive. It is an excellent tool for successful teaching and learning. It is our most important opportunity to influence, shape, direct and improve the learning process. a) Providing effective teaching, instruction, or facilitation in class b) Providing information on performances when learners are/were assessed c) Providing inspiration so that learners will be motivated to learn d) Providing support to those who struggle with barriers to learning  

When is an assessment regarded as valid? (2) a) When the evidence is produced by the candidates assessed and nobody else, and with no assistance from anybody else. b) When the evidence produced is enough for the assessor to make a substantiated judgement. c) When the evidence is recently produced or relatively ''fresh''. d) None of the above.