CAPS Assessment Requirements 2026: Complete Guide for Teachers

Understanding the CAPS assessment requirements 2026 is essential for every South African teacher, Head of Department, and school administrator. The Curriculum and Assessment Policy Statement (CAPS) assessment framework governs how learners are evaluated across all phases, from Foundation Phase through to Further Education and Training (FET). Whether you’re recording continuous assessment marks, preparing formal tests, or generating report cards, compliance with DBE assessment policy ensures your school meets national standards and provides accurate learner progress reporting.

This comprehensive guide covers everything you need to know about CAPS assessment requirements for 2026, including assessment types, weighting percentages, recording procedures, moderation processes, and reporting standards. We’ll break down the requirements phase by phase, provide practical tables for quick reference, and address common questions teachers face when implementing CAPS assessment in their classrooms.

What Is CAPS Assessment?

CAPS assessment is the Department of Basic Education’s (DBE) framework for evaluating learner progress across all subjects and phases. The system combines continuous assessment (ongoing evaluation during teaching and learning) with formal assessment (scheduled tests, examinations, and projects) to provide a comprehensive picture of each learner’s achievement.

The CAPS assessment policy emphasises:

• Assessment for learning: Using assessment to identify gaps and guide teaching
• Assessment of learning: Measuring what learners have achieved
• Assessment as learning: Helping learners understand their own progress
• Fairness and validity: Ensuring assessments accurately reflect learner capabilities
• Transparency: Clear criteria and feedback for learners and parents

All assessment activities must align with the CAPS subject-specific assessment plans, which specify the number of formal tasks, their weighting, and the types of assessment appropriate for each grade and subject.

CAPS Assessment Types

CAPS recognises several types of assessment, each serving different purposes in the teaching and learning cycle.

Continuous Assessment (CASS)

Continuous assessment (also called School-Based Assessment or SBA) happens throughout the term and year. It includes:

• Classwork activities: Daily exercises, worksheets, and practical tasks
• Homework assignments: Regular tasks completed outside class time
• Informal observations: Teacher observations during lessons
• Oral presentations: Speeches, debates, and class discussions
• Practical demonstrations: Science experiments, art projects, physical education activities
• Projects: Extended research or creative tasks spanning multiple weeks

Continuous assessment allows teachers to monitor progress regularly, provide immediate feedback, and adjust teaching strategies based on learner needs. It typically accounts for 25% to 75% of the final mark, depending on the phase and subject.

Formal Assessment

Formal assessment consists of scheduled, structured tasks that are planned in advance and recorded formally. These include:

• Tests: Written assessments covering specific topics or units
• Examinations: Comprehensive assessments covering larger portions of the curriculum
• Controlled tests: Tests written under supervised conditions
• Practical assessments: Hands-on evaluations in subjects like Life Sciences, Technology, and Arts
• Projects: Extended tasks with specific criteria and deadlines
• Oral assessments: Structured speaking tasks in Languages and other subjects

Formal assessments are typically weighted more heavily than continuous assessment and are used to determine promotion and progression decisions.

Diagnostic Assessment

Diagnostic assessment identifies learners’ strengths and weaknesses at the beginning of a learning cycle. It helps teachers understand what learners already know and plan instruction accordingly. Diagnostic assessment is not usually recorded as part of the formal mark, but informs teaching strategies.

Formative Assessment

Formative assessment occurs during the learning process to provide feedback and guide instruction. It’s often informal and not always recorded, but helps teachers identify where learners need additional support.

Summative Assessment

Summative assessment evaluates learning at the end of a unit, term, or year. It measures what learners have achieved and is recorded as part of their formal marks. Tests, examinations, and final projects are examples of summative assessment.

CAPS Assessment Weighting by Phase

The weighting of continuous assessment versus formal assessment varies significantly across phases. Foundation Phase learners rely more heavily on continuous assessment, while FET learners have a greater emphasis on formal tests and examinations.

Foundation Phase (Grades R–3)

In Foundation Phase, assessment focuses on developing foundational skills through play-based and practical activities. Continuous assessment dominates, with minimal formal testing.

Grade	Continuous Assessment	Formal Assessment	Notes
Grade R	100%	0%	Observation-based, no formal tests
Grade 1	100%	0%	No formal tests in first term
Grade 2	100%	0%	No formal tests in first term
Grade 3	75%	25%	One formal test per term in Languages and Mathematics

Key requirements for Foundation Phase:

• Assessment is primarily observation-based and practical
• No formal tests in Grade R
• Grade 1 and 2 have no formal tests in Term 1
• Grade 3 introduces one formal test per term in Languages and Mathematics
• Assessment focuses on skills development rather than content knowledge
• Teachers use checklists, rubrics, and observation records

Intermediate Phase (Grades 4–6)

Intermediate Phase introduces more formal assessment while maintaining a strong continuous assessment component.

Grade	Continuous Assessment	Formal Assessment	Formal Tests per Term
Grade 4	60%	40%	2 per subject
Grade 5	60%	40%	2 per subject
Grade 6	60%	40%	2 per subject

Key requirements for Intermediate Phase:

• Two formal tests per term per subject (Languages and Mathematics)
• One formal test per term for other subjects
• Projects and practical assessments count as formal assessment
• Continuous assessment includes classwork, homework, and informal tasks
• End-of-year examinations are introduced in Grade 6

Senior Phase (Grades 7–9)

Senior Phase increases the emphasis on formal assessment, preparing learners for high school.

Grade	Continuous Assessment	Formal Assessment	Formal Tests per Term
Grade 7	50%	50%	2–3 per subject
Grade 8	50%	50%	2–3 per subject
Grade 9	40%	60%	2–3 per subject

Key requirements for Senior Phase:

• Two to three formal tests per term per subject
• End-of-year examinations are mandatory
• Projects and practical assessments are formal assessment tasks
• Continuous assessment includes assignments, classwork, and homework
• Grade 9 end-of-year examinations are particularly important for progression

Further Education and Training Phase (Grades 10–12)

FET Phase has the highest emphasis on formal assessment, reflecting the academic rigour required for the National Senior Certificate (NSC).

Grade	Continuous Assessment (SBA)	Formal Assessment	End-of-Year Exam
Grade 10	25%	75%	Included in formal
Grade 11	25%	75%	Included in formal
Grade 12	25%	75%	Final NSC exam (75% of year mark)

Key requirements for FET Phase:

• School-Based Assessment (SBA) accounts for 25% of the final mark
• Formal tests and examinations account for 75% of the final mark
• Grade 12 final examinations contribute 75% to the year mark
• SBA includes tests, projects, practical work, and oral assessments
• All SBA marks must be moderated internally and externally
• SBA marks are submitted to the DBE for verification

Subject-Specific Assessment Requirements

Different subjects have specific assessment requirements based on their nature and learning outcomes.

Languages (Home Language and First Additional Language)

Foundation Phase:

• Focus on reading, writing, listening, and speaking skills
• Continuous assessment through reading activities, writing exercises, and oral presentations
• Grade 3: One formal test per term

Intermediate and Senior Phase:

• Two formal tests per term
• Continuous assessment includes comprehension, creative writing, language exercises, and oral tasks
• Projects may include book reviews, research tasks, or creative writing portfolios

FET Phase:

• SBA includes two tests, one project, and one oral assessment per term
• Formal examinations test comprehension, language, literature, and writing skills
• Oral assessment is compulsory and contributes to the final mark

Mathematics

Foundation Phase:

• Practical, hands-on activities using manipulatives
• Continuous assessment through problem-solving tasks
• Grade 3: One formal test per term

Intermediate and Senior Phase:

• Two formal tests per term
• Continuous assessment includes problem-solving exercises, investigations, and practical tasks
• Projects may involve data handling, investigations, or real-world applications

FET Phase:

• SBA includes tests, investigations, and projects
• Formal examinations test problem-solving, reasoning, and application skills
• All work must show clear mathematical reasoning

Natural Sciences and Technology

Foundation Phase:

• Observation-based assessment
• Practical activities and experiments
• No formal tests

Intermediate and Senior Phase:

• One formal test per term plus practical assessments
• Continuous assessment includes experiments, investigations, and practical tasks
• Projects may involve research or design tasks

FET Phase (Life Sciences, Physical Sciences):

• SBA includes tests, practical work, and projects
• Practical assessments are compulsory
• Formal examinations include theory and practical components

Social Sciences (History and Geography)

Foundation Phase:

• Observation and practical activities
• Map work and source-based tasks
• No formal tests

Intermediate and Senior Phase:

• One formal test per term per subject
• Continuous assessment includes source-based questions, map work, and research tasks
• Projects may involve historical investigations or geographical studies

FET Phase:

• SBA includes tests, source-based tasks, and research projects
• Formal examinations test knowledge, analysis, and interpretation skills

Life Skills / Life Orientation

Foundation Phase:

• Observation-based assessment
• Practical activities and demonstrations
• Focus on skills development

Intermediate and Senior Phase:

• Continuous assessment through practical tasks and projects
• One formal assessment per term (may be project-based)
• Assessment focuses on skills, values, and attitudes

FET Phase (Life Orientation):

• SBA includes projects, assignments, and practical tasks
• Formal assessment may include examinations or portfolio assessments
• Assessment covers personal development, health, and citizenship

Recording and Reporting Assessment

Accurate recording and reporting of assessment marks is crucial for compliance and effective communication with learners and parents.

Recording Assessment Marks

Best practices for recording assessment:

1. Use a standardised mark sheet: Maintain consistent recording formats across subjects and grades
2. Record marks immediately: Enter marks as soon as assessments are completed to avoid errors
3. Keep backup records: Maintain both digital and physical copies of mark sheets
4. Document assessment dates: Record when each assessment was conducted
5. Include learner names and numbers: Use official learner numbers for accurate identification
6. Calculate percentages correctly: Ensure weighting is applied accurately when calculating term marks

Common recording errors to avoid:

• Incorrect weighting calculations
• Missing assessment marks
• Transposed learner numbers or names
• Inconsistent mark entry formats
• Failure to record all required assessments

Calculating Term and Year Marks

Term mark calculation:

For most subjects, the term mark is calculated as:

Term Mark = (Continuous Assessment × Weight) + (Formal Assessment × Weight)

Example (Grade 7 Mathematics, 50/50 weighting):

If a learner has:

• Continuous assessment average: 65%
• Formal assessment average: 72%

Term mark = (65 × 0.50) + (72 × 0.50) = 32.5 + 36 = 68.5%

Year mark calculation:

The year mark combines all four term marks. Typically:

• Terms 1–3: Each contributes equally (e.g., 25% each)
• Term 4: May include end-of-year examination (varies by phase)

For FET Phase:

• SBA (Terms 1–4): 25% of final mark
• End-of-year examination: 75% of final mark (Grade 12)

Report Card Requirements

Report cards must include:

1. Learner information: Name, grade, class, learner number
2. Subject marks: Term marks and year-to-date marks
3. Rating codes: CAPS rating codes (1–7) for each subject
4. Percentage marks: Actual percentages achieved
5. Comments: Teacher comments on progress and areas for improvement
6. Attendance: Days present and absent
7. Promotion status: Whether learner is promoted, retained, or conditional

Report cards must be issued:

• Term 1: End of April
• Term 2: End of June
• Term 3: End of September
• Term 4: End of November/December

For detailed information on generating CAPS-compliant report cards, see our guide on CAPS Report Card Generator.

CAPS Rating Codes

CAPS uses a 7-point rating scale to indicate learner achievement levels. These codes must appear on all report cards alongside percentage marks.

Rating Code	Percentage Range	Description
7	80–100%	Outstanding achievement
6	70–79%	Meritorious achievement
5	60–69%	Substantial achievement
4	50–59%	Moderate achievement
3	40–49%	Adequate achievement
2	30–39%	Elementary achievement
1	0–29%	Not achieved

Important notes:

• Rating codes are based on percentage marks, not raw scores
• The same percentage always corresponds to the same rating code
• Rating codes must be included on all report cards
• Schools cannot create custom rating codes

For a complete explanation of rating codes and how to apply them, see our article on CAPS Rating Codes Explained.

Moderation and Quality Assurance

Moderation ensures that assessment is fair, consistent, and aligned with CAPS requirements across teachers, subjects, and schools.

Internal Moderation

Internal moderation happens within the school and involves:

1. Subject moderation: Teachers teaching the same subject review each other’s assessments
2. Grade moderation: Teachers teaching the same grade review assessment standards
3. HoD moderation: Heads of Department review assessments in their subjects
4. Management moderation: School management reviews overall assessment practices

Internal moderation should check:

• Assessment tasks align with CAPS requirements
• Marking is consistent and fair
• Weighting is applied correctly
• Recording is accurate
• Feedback is constructive and helpful

External Moderation

External moderation involves review by officials outside the school:

1. Circuit moderation: Circuit managers or subject advisors review school assessments
2. District moderation: District officials moderate a sample of assessments
3. Provincial moderation: Provincial education departments moderate FET assessments
4. DBE moderation: National department moderates Grade 12 SBA marks

FET Phase external moderation:

• All Grade 12 SBA marks are moderated externally before finalisation
• Schools must submit SBA portfolios for moderation
• External moderators verify marks and provide feedback
• Schools must address moderation feedback before finalising marks

Moderation Best Practices

1. Schedule regular moderation meetings: Set aside time each term for moderation
2. Use moderation checklists: Ensure all aspects are reviewed systematically
3. Document moderation decisions: Keep records of moderation discussions and outcomes
4. Provide moderation feedback: Share feedback with teachers to improve practice
5. Follow up on moderation recommendations: Ensure issues identified are addressed

Common Assessment Challenges and Solutions

Teachers and schools often face challenges when implementing CAPS assessment requirements. Here are common issues and practical solutions.

Challenge 1: Managing Multiple Assessment Tasks

Problem: Teachers struggle to fit all required assessments into the term while maintaining teaching time.

Solutions:

• Plan assessments at the beginning of the term using the CAPS assessment plan
• Combine assessment tasks where possible (e.g., project that covers multiple learning outcomes)
• Use classwork as continuous assessment rather than creating separate tasks
• Coordinate with other subjects to avoid assessment overload for learners

Challenge 2: Accurate Weighting Calculations

Problem: Errors in calculating weighted marks lead to incorrect term and year marks.

Solutions:

• Use standardised mark sheets with built-in formulas
• Double-check all calculations before finalising marks
• Use assessment software that automatically calculates weighted marks
• Have a colleague verify calculations for important assessments

Challenge 3: Recording and Reporting Efficiency

Problem: Manual recording and reporting is time-consuming and error-prone.

Solutions:

• Use digital mark books or school management software
• Create templates for common assessment tasks
• Automate report card generation where possible
• Train admin staff on efficient recording procedures

Challenge 4: Ensuring Moderation Consistency

Problem: Different teachers apply assessment standards inconsistently.

Solutions:

• Develop school-wide assessment rubrics and marking guidelines
• Conduct regular moderation meetings before marking
• Use exemplar scripts to establish marking standards
• Provide professional development on assessment practices

Challenge 5: Meeting Reporting Deadlines

Problem: Report cards are not ready by DBE deadlines.

Solutions:

• Set internal deadlines earlier than DBE deadlines
• Start report card preparation well before the end of term
• Use automated reporting systems where possible
• Allocate specific time for report card completion

Assessment Planning and Preparation

Effective assessment planning ensures all CAPS requirements are met while supporting teaching and learning.

Annual Assessment Planning

At the beginning of the year, schools should:

1. Review CAPS assessment plans: Ensure all subjects have assessment plans aligned with CAPS
2. Create school assessment calendar: Schedule all formal assessments to avoid clashes
3. Allocate assessment time: Ensure adequate time for assessment, marking, and moderation
4. Plan moderation schedule: Schedule internal moderation meetings for each term
5. Prepare assessment resources: Ensure all necessary materials and templates are ready

Term Assessment Planning

At the start of each term:

1. Review term assessment requirements: Check what assessments are due this term
2. Schedule formal assessments: Set dates for tests and examinations
3. Plan continuous assessment: Identify classwork and homework that will count as assessment
4. Prepare assessment tasks: Develop or source assessment tasks aligned with CAPS
5. Inform learners and parents: Communicate assessment schedule and requirements

Pre-Assessment Preparation

Before conducting assessments:

1. Review learning outcomes: Ensure assessment covers intended learning outcomes
2. Prepare assessment materials: Print tests, prepare practical materials, set up venues
3. Brief learners: Explain assessment requirements, criteria, and expectations
4. Arrange support: Organise invigilation, special accommodations, or technical support
5. Check moderation requirements: Ensure assessment tasks are ready for moderation

Technology and Assessment Management

Modern school management systems can significantly streamline CAPS assessment processes.

Benefits of Assessment Software

Efficient recording:

• Digital mark books eliminate manual calculation errors
• Automatic weighting calculations ensure accuracy
• Quick entry and retrieval of marks
• Integration with learner information systems

Automated reporting:

• Report cards generated automatically from recorded marks
• CAPS rating codes applied automatically based on percentages
• Consistent formatting across all report cards
• Quick generation of progress reports

Moderation support:

• Easy sharing of assessment tasks and marks for moderation
• Audit trails showing who entered or modified marks
• Moderation checklists and workflows
• Historical records of moderation decisions

Compliance assurance:

• Built-in CAPS assessment requirements
• Automatic validation of assessment weighting
• Reminders for missing assessments
• Reports showing compliance status

Choosing Assessment Software

When selecting school management software for assessment, consider:

1. CAPS alignment: Does it support CAPS assessment requirements?
2. Ease of use: Can teachers use it without extensive training?
3. Reporting capabilities: Can it generate CAPS-compliant report cards?
4. Integration: Does it integrate with SA-SAMS or other systems?
5. Support: Is training and technical support available?
6. Cost: Is it affordable for your school’s budget?

Fundisa’s CAPS-aligned assessment module handles recording, weighting calculations, moderation workflows, and report card generation, making it easier for schools to meet CAPS assessment requirements while saving teachers time.

Conclusion

Understanding and implementing CAPS assessment requirements 2026 is essential for every South African school. The framework balances continuous assessment with formal evaluation, ensuring learners receive comprehensive feedback while meeting national standards. By following the weighting requirements, recording marks accurately, conducting proper moderation, and generating compliant report cards, schools can support learner progress while maintaining DBE compliance.

Key takeaways:

• Foundation Phase relies heavily on continuous assessment with minimal formal testing
• Intermediate and Senior Phase balance continuous and formal assessment (60/40 to 50/50)
• FET Phase emphasises formal assessment with SBA contributing 25% to final marks
• Recording and reporting must be accurate, timely, and compliant with CAPS requirements
• Moderation ensures consistency and fairness across assessments
• Technology can streamline assessment processes and reduce administrative burden

Whether you’re a teacher planning your term assessments, a Head of Department moderating marks, or a school administrator ensuring compliance, this guide provides the foundation for effective CAPS assessment implementation. For schools looking to streamline their assessment processes, Fundisa’s assessment module handles recording, calculations, and report card generation while ensuring CAPS compliance.

Frequently Asked Questions

What is the difference between continuous assessment and formal assessment in CAPS?

Continuous assessment (also called School-Based Assessment) includes ongoing evaluation during teaching and learning, such as classwork, homework, oral presentations, and practical tasks. It happens throughout the term and provides regular feedback to learners. Formal assessment consists of scheduled, structured tasks like tests, examinations, and projects that are planned in advance and recorded formally. The weighting between continuous and formal assessment varies by phase, with Foundation Phase relying more on continuous assessment and FET Phase emphasising formal assessment.

How many formal tests are required per term in CAPS?

The number of formal tests per term depends on the phase and subject:

• Foundation Phase: Grade R–2 have no formal tests; Grade 3 has one formal test per term in Languages and Mathematics
• Intermediate Phase: Two formal tests per term in Languages and Mathematics; one per term in other subjects
• Senior Phase: Two to three formal tests per term per subject
• FET Phase: Two formal tests per term plus end-of-year examinations

Schools should refer to the CAPS subject-specific assessment plans for exact requirements.

What percentage weighting does continuous assessment have in Grade 12?

In Grade 12 (FET Phase), School-Based Assessment (SBA) accounts for 25% of the final mark, while formal assessments and the end-of-year examination account for 75%. The final NSC examination contributes 75% to the year mark, with SBA contributing the remaining 25%. All Grade 12 SBA marks must be moderated externally before finalisation.

How do I calculate a learner’s term mark in CAPS?

To calculate a term mark, apply the weighting percentages for continuous and formal assessment. For example, in Grade 7 (50/50 weighting):

1. Calculate the average of all continuous assessment marks
2. Calculate the average of all formal assessment marks
3. Apply weighting: (Continuous average × 0.50) + (Formal average × 0.50)

Ensure you’re using the correct weighting for the specific grade and phase. Assessment software can automate these calculations to reduce errors.

What are the CAPS rating codes and when are they used?

CAPS rating codes are a 7-point scale (1–7) that indicate achievement levels based on percentage marks:

• 7: 80–100% (Outstanding)
• 6: 70–79% (Meritorious)
• 5: 60–69% (Substantial)
• 4: 50–59% (Moderate)
• 3: 40–49% (Adequate)
• 2: 30–39% (Elementary)
• 1: 0–29% (Not achieved)

Rating codes must appear on all report cards alongside percentage marks. They provide a standardised way to communicate achievement levels across all South African schools.