Hester Catharina de Lange


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Kevin F Martins



Please note that the South African Qualifications Authority (SAQA) evaluates each submission of a foreign qualification on a case by case basis. The GED is eligible for evaluation as a South African National Senior Certificate.

The GED exam is internationally recognised as a high school leavers equivalent or foreign Matric. Therefore, there is no need for the institutions that offer foreign qualifications to register with the Department of Education.

*Register with your GED service provider.

If you have any queries, do not hesitate to contact us for further assistance.

NQF Advisory Service
South African Qualifications Authority (SAQA), Pretoria, South Africa
Career Advice Helpline: 0860 111 673 |  27 (0)12 431-5000 eMail: | Fax:  27 (0)12 431 5039
Evaluation of Foreign Qualifications call centre:  27 (0)12 431-5070


What Purposes Do Grading Serve?

Barbara Walvoord and Virginia Anderson identify the multiple roles that grades serve:

  • as an evaluation of student work;
  • as a means of communicating to students, parents, graduate schools, professional schools, and future employers about a student’s performance in college and potential for further success;
  • as a source of motivation to students for continued learning and improvement;
  • as a means of organizing a lesson, a unit, or a semester in that grades mark transitions in a course and bring closure to it.

Additionally, grading provides students with feedback on their own learning, clarifying for them what they understand, what they don’t understand, and where they can improve. Grading also provides feedback to instructors on their students’ learning, information that can inform future teaching decisions.

Watch how to download your grade sheet here:

Developing a Grading Criteria:

  • Consider the different kinds of work you’ll ask students to do for your course.  This work might include: quizzes, examinations, lab reports, essays, class participation, and oral presentations.
  • For the work that’s most significant to you and/or will carry the most weight, identify what’s most important to you.  Is it clarity? Creativity? Rigor? Thoroughness? Precision? Demonstration of knowledge? Critical inquiry?
  • Transform the characteristics you’ve identified into grading criteria for the work most significant to you, distinguishing excellent work (A-level) from very good (B-level), fair to good (C-level), poor (D-level), and unacceptable work.

Developing criteria may seem like a lot of work, but having clear criteria can

  • save time in the grading process
  • make that process more consistent and fair
  • communicate your expectations to students
  • help you to decide what and how to teach
  • help students understand how their work is graded
  • Providing Meaningful Feedback to Students:

  • Use your comments to teach rather than to justify your grade, focusing on what you’d most like students to address in future work.
  • Link your comments and feedback to the goals for an assignment.
  • Comment primarily on patterns — representative strengths and weaknesses.
  • Avoid over-commenting or “picking apart” students’ work.
  • In your final comments, ask questions that will guide further inquiry by students rather than provide answers for them.

Good Responding Strategies:

Constructive comments aim at helping writers not only to understand their problems with the specific text in question, but also to develop a critical approach and strategy that can be used in future writing situations.

  • Talk about "the essay" not the student: When explaining problems in the text, avoid using "you." "You do not explain well enough" can be read as a personal attack, but "the text doesn't explain well enough" locates the problem in a more detached manner.
  • Ensure your comments reflect your priorities: Respond with the assignment's primary goals in mind, using a hierarchy of priorities for responding to various elements. If 80% of your comments are about grammar, the message this may send is that grammar is more important than other elements.
  • Advise future action: Comments should also provide guidance for future revision or learning, even if it is a final draft. In your terminal comments, you may wish to give students a few things to revise or pay attention to next time. Instead of just telling them what to avoid in the future, try finding positive verbs for the same action (organize, look up, create transitions, introduce, explain, remember, include).
  • Positive comments: It is important to praise the text for what is done well. When revising, a student who has received no positive comments is unlikely to know what is worth keeping in the draft. The student may actually revise portions of the text that needed no correction if they receive only negative comments from their instructor.
  • Explain good elements: Positive comments also function to support the students in their learning, and reinforce good writing strategies. The word "good" may give students a nice feeling, but if the comments do not explain why, they may think it is only your personal preference.
*Term Test marking information

1. Activities Tasks and Pre-tests are open book assessments.
2. Students not working with a tutor or at a learning centre can send an email to to request tasks and pre-test grading

3. *Level 3 Students must Complete the GED-Exam Practice course that teach them the exam format and essential Critical Thinking Skills before going for their examinations!

***Ensure your facilitator submits the "Facilitators task" in the Disclaimer notice!

In an open book Pre-Test
you are evaluated on understanding/comprehension rather than recall and memorization.

Access to content (books, notes, etc.) varies by instructor.
The exam can be take home or in the classroom
with questions seen or unseen before exam time

Do not underestimate the preparation needed for an open book exam:
your time will be limited, so the key is proper organization in order to quickly find
data, quotes, examples, and/or arguments you use in your answers.

Guard against over-quoting
It is your words and your argument;
extensive quoting may detract from your point or argument

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