Grade 7 EMS Bloom’s Revised Assessment & D-CAPS Reflection

Part A: Requires you to design a fully Revised Bloom’s Assessment for Grade 7 learners in EMS. Part B: Requires you to reflect on both the Bloom’s in terms of your specific school and how to incorporate the D-CAPS into the teaching of EMS.

Part A: Full Revised Blooms Assessment   [45 Marks]

As an innovative Grade 7 teacher you are exploring the use of alternate case study source formats to engage your learners in a multi-media assessment. Watch the following YouTube video and then use it to set a suitable case study assignment with using Bloom’s Revised Taxonomy with the suggested EMS CAPS weighting which you will put in the appropriate Bloom’s Taxonomy EMS CAPS Table at the start of your assessment.

HINT: Read Part B: Reflection on Revised Bloom’s Taxonomy Assessment and Inclusivity before

starting Part A, in order to get a holistic view on all the SF2 requirements.

Refer to the EMS CAPS document, the Canvas Resources and the following YouTube Video: “Takeout creates a lot of trash. It does not have to!” by clicking on the link provided to complete this assignment:

Resource Video for Grade 7 Bloom’s Assessment:

“Takeout creates a lot of trash. It does not have to!” (7.02 Minutes)

Source: https://www.youtube.com/watch?v=5qx2WFpNTPs&list=PL1FjTZ6jahYiHtkAVAw0JXrcphlZ TDX aO&index=52

Instructions

You are required to set a full 50-mark Multi-Media Revised Blooms case study assessment which is based on the designated Grade 7 CAPS Topics (Terms 3 and 4) using the given video as a theme.

Refer to SF2 Briefing Video and the additional resources provided on Canvas to assist you with this assignment.

You are required to use THIS video (“Takeout creates a lot of trash. It does not have to!”) to set your Grade 7 Multi-Media Case Study Formal Assessment.

• In the Instruction part of the assessment, give details of the video, (including the YouTube link) and the arrangements for learners to have access to/watch the video.
  • Bear in mind the constraints of your specific school environment in terms of access

to technology, power problems, learner’s access to devices etc.

• Learners need to be able to watch the video more than once to fully understand it.
  • Ensure that you also prescribe the SUB-TOPICS that will be tested so that learners know what to prepare. You cannot only designate the two main topics.
• DO NOT summarise the video or parts of it. The aim is to expose learners to multi-media inputs which test different SKAVs (Skills, Knowledge, Attitudes and Values) to that of a written case study.
• The primary goal of an assessment is to assess the CAPS theory and link it to the case study context and theme.

NOTE: It is not a comprehension – do not test proof that the video was watched – e.g. names of presenters and specific details. Ensure that the learning is based on the long term EMS concepts and learning.

Bloom’s Levels/Cognitive Skills

The assessment must measure a variety of cognitive skills: You need to set one question on each of the six Bloom’s levels, using the REVISED Bloom’s taxonomy.

NOTE that each of the MOT and HOT questions have specific criteria that must be addressed.

• LOT Questions (Questions 1 and 2) must assess the designated CAPS content.
  • See EMS CAPS (DBE, 2011) Page 27, Grade 7 Section A for examples of different short answer questions to use.
• MOT Questions (Questions 3 and 4) must introduce the specified video and assess the designated CAPS content in the context of the video.
  • Question 3 must include a cost-calculation – per Term 3, Week 5 (as above) of the EMS CAPS (DBE,2011) with the appropriate application/analysis linked to the video case study theme.
  • Question 4 must include a visual stimulus element for the question.
• HOT Questions (Questions 5 & 6):
  • The Level 5 Question must use the South African context and link to the case study video.
  • The Level 6 Question must be assessed with a mini-rubric of your own design, with a sample answer to guide markers. (Note: The mini-rubric must be included in the question for the learners).
• Start the question with the Bloom’s verb. Both the verb and the crux of the question will be considered in assessing the level of the question as a whole.
• Sub-questions (where necessary) must be numbered in the 1.1, 1.2 format.

Marking Guideline/Memorandum

Design a marking guideline/memorandum for the case study:

• Numbering in the marking guideline/memorandum must correspond exactly with the numbers on the questions in the assessment.
• Each question must show the mark allocation, correct/suggested answers and ticks to show where each mark is allocated.
• Ensure that the marking guidelines/memo/mini-rubrics supply clear guidelines on how to assess the case study.
• The marking guideline must have notes to guide markers where answers include more than factual content to ensure standardisation within a marking team.
• Information in the marking guideline/memorandum must be sourced from the textbook prescribed to the learners and must be correctly cited and referenced.

Part B: Reflection and Inclusivity     [30 marks]

In any class you teach, it is important to ensure that you target a specific audience to ensure adequate understanding and learning. This will include aspects such as, the grade level, the terminology you use, the consideration of the learner’s life-worlds/circumstances and the type of school.

In Part B, you are required to reflect on the specific set of classes that you are setting this assessment for and indicate how you have scaffolded your teaching to prepare them for this assessment.

• Reflection on Bloom’s Revised TaxonomyMaximum wording – 300 words. (Show word count in brackets at the end of this section).Describe the type of school, the average learner profile and the local community situation of the classes that you are preparing this assessment for.Evaluate YOUR personal key take away from the process of setting this assessment – outline the ONE thing that you will take forward as a learning experience into your future career.Interrogate the following statement and give ONE example of how you scaffolded your teaching prior to this assessment, to prepare learners on all the different cognitive levels:

1. Inclusivity

Assume that your school has decided to become more inclusive and you have just returned from an Inclusivity Seminar that all the HODs (Heads of Departments) attended. You are required to write an email to the teachers in your department, giving them a summary which includes the following:

• The importance of the D-CAPS curriculum, giving TWO suggestions on how this can be incorporated into the academic policies of your school.

• TWO examples of how your EMS department can incorporate practical examples of applying this in your teaching. Link your discussion to specific examples from the EMS CAPS document, using topics of your choice.

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Part A: Full revised bloom’s assessment
Instruction: The students are required to watch the video ” takeout creates a lot of trash. It does not have to. The given assessment takes into consideration the bloom’s revised taxonomy which is in line with grade 7 EMS CAPS. Learners are required to apply CAPS content in the given video’s context.
Assessment questions:
The assessment questions are:
1) provide three functions of money in South Africa.
2) What do you mean by budgeting and what is its role in managing household income and expenses?
3) calculate the cost of packaging waste for small business by considering the above video’s theme?
4) analyse the different images of packaging material by comparing their advantages and disadvantages considering their environmental impact.
5) design a short action plan to reduce waste by considering factors such as creativity, feasibility and CAPS content knowledge.
Marking guideline
Student will be accessed on the below mentioned points:
Clear mark allocations per question.
Model answer linked with EMS CAPS .
Marks based on creativity, relevance to CAPS content, feasibility and presentation.
Reflection and inclusivity
From the point of view of school, the resources were Limited and learners were from diverse socioeconomic backgrounds. Previously the lessons were mainly based on budgeting, role plays on business and environmental issues. They have all contributed towards Bloom’s level. The personal take away is that the assessment based on multimedia is good enough in facilitating good learning opportunities and also helps in balancing CAPS requirements. 

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