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Journal 5

5.1.1 Do you think a memorandum differs from a rubric? Why?

Yes I do, both are assessment tools but a rubric clearly outlines the marking criteria and

can be used to evaluate more than on assessment task. Criteria means the things that

are important for the learner to know and do for their performances to meet the teachers’
assessment expectations. It can be used to assess a project and an assignment while a

memorandum also assesses learners’ assessments but contains answers for each and
every single question instead of providing a criteria which learners have to follow

5.1.2 Does Question 7 (Unit 3) show evidence of across disciplinary approach to

Mathematics? Why?

Yes it does, since question 7 is mainly based on financial mathematics I see that it

includes mostly everything which learners covered in grade 10, 11 and 12. If a learner did
not understand a concept maybe in grade 11, they would not be able to do some of the

questions in question 7 which are mainly follow up questions

5.1.3 Which assessment tool would you say is most suitable to assess questions
9-10? Why?

A memorandum, because a memorandum clearly outlines the answers of each and every
single question and giving a mark for each and every single step so a memorandum would

be suitable for this question.

1 ANALYSE ASSESSMENT RESULTS AND DEVELOP REMEDIATION AND

ENRICHMENT IN MATHEMATICS

5.2.1 Briefly state the difference between qualitative and quantitative analyses.

The aim of qualitative analysis is a complete, detailed description. No attempt is made

to assign frequencies to the linguistic features which are identified in the data, and rare
phenomena receives (or should receive) the same amount of attention as more frequent

phenomena. Qualitative analysis allows for fine distinctions to be drawn because it is not

necessary to shoehorn the data into a finite number of classifications. Ambiguities, which

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