The paper focused on the model of assessment and reported on the use of formative assessment resources, forming
part of an overarching model for assessment that includes a monitoring function, a classroom-based component and a professional development component.
Dr Caroline Long together with Marietjie Potgieter and Sarah Bansilal (from UKZN) conducted a Rasch workshop. The main purpose of the workshop was to provide a hands-on experience of transforming raw-scores into linear measures, aligning both person proficiency and item difficulty on the same scale. Some debate and controversy around the use of Rasch measurement theory (RMT) was included, as well as applications of RMT by the presenters.