Analysis of the 2016 National Senior Certificate Quality Assurance of Assessment - PowerPoint Presentation

Slide1

Analysis of the 2016 National Senior Certificate Quality Assurance of Assessment in the public and private assessment bodies

Dr MS Rakometsi

CEOSlide2

MandateSection17 of the GENFETQA Act

(5)

The Council must, with the concurrence of the Director-General and after consultation with the relevant assessment body or education institution, approve the publication of the results of learners if the Council is satisfied that the assessment body or education institution has—

(i) conducted the assessment free from any irregularity that may

jeopardise

the integrity of the assessment or its outcomes;

(ii) complied with the requirements prescribed by the Council for

conducting assessments;

(iii) applied the standards prescribed by the Council which a learner is required to comply with in order to obtain a certificate; and

(iv) complied with every other condition determined by the Council.Slide3

Regulatory Framework

Quality Assurance of Assessment

NQF Act Section 27 (h)

The QC must develop and implement policy and criteria for assessment for the qualifications on its sub-framework.Slide4

Framework for Quality Assurance of AssessmentEvaluation

and /or accreditation of assessment bodies;

Periodic inspection of assessment systems;

Ongoing monitoring of assessment systems;

Quality assurance of external examinations through:

Moderation of examination question papers, PATs and CATs (Life Orientation)

Monitoring and moderation of SBA

Monitoring of the conduct, administration and management of assessment and examination processes

Moderation of marking

Management of concessions and examination irregularities

Standardisation

of assessment outcomesSlide5

Quality Assurance of the Department of Basic EducationSlide6

Overview 1. Feedback on Quality Assurance of Assessment Processes in the public and private assessment bodiesModeration of question papers

Moderation

of school based

assessment

Statistical

moderation of SBA marks

Marker selection and training

Verification

of marking

2. Areas of poor performance in gateway subjects (verification of marking findings)

3. Tracking directives for complianceSlide7

Question Paper ModerationIn 2016 Umalusi moderated 133 NSC question papers and the following was noted:Areas of Good Practice

Percentage of QP’s approved at first moderation improved from 11,5% Nov 2015 to 22,6% Nov 2016. Details are provided in the table below:

Number of moderations

November 2015

November 2016

One

11,5%

22,6%

Two

67,7%

68,4%

Three

17,7%

8,3%

Four

2,3%

0.8%

Five

0,8%

0%Slide8

Question Paper ModerationAreas of Good PracticeDBE examiners and internal moderators are commended for achieving acceptable standards in the setting of the examination question papers in the following subjects:

QP’s approved at first moderation

CAT P1

Design P2

H.

Studies

IsiNdebele FAL

P2

Mech

Tech

Setswana FAL P2

CAT P1

Dramatic Arts

IsiNdeb

ele HL P2

IsiNdebele FAL

P3

P. Sciences P2

Tshivenda SAL P2

CAT P1

Elec Tech

IsiNdebele SAL P1

IsiZulu FAL

P2

Sesotho FAL P3

Visual Arts P1

Dance

EGD P1

IsiNdebele SAL P2

IsiZulu FAL

P3

Sesotho SAL P1

Visual Arts P2

Design P1

EGD P2

IsiNdebele FAL

P1

IsiZulu SAL

P2

Sesotho SAL P2

Xitsonga SAL P2Slide9

Question Paper ModerationAreas of weaknessesThe failure by both examiners and internal moderators to address recurrent non-compliance that led to some papers requiring more than two moderations (9%). The twelve (12) question papers concerned are:

There is still some inconsistency in how examiners and internal moderators interpret higher order cognitive skills

.

Lack of approved textbooks in Music poses a challenge to both examiners and candidates, especially with content based on Jazz and indigenous music.

Three moderation

sessions

Afrikaans FAL P2; Afrikaans HL P1, P2 and P3; IsiXhosa SAL P1; Life Sciences P1 and P2; Mathematical Literacy P1 and P2; and Sesotho FA P1 and P2

Four moderation sessions

Geography P1 Slide10

Question Paper ModerationRecommendations for ImprovementAddress the conduct of those examiners and internal moderators whose papers failed to repeatedly adhere to the requirements for compliance, which resulted in their papers requiring more than two external moderations;

Develop strategies to improve the examiners and internal moderators’ abilities to identify and set higher order questions, and balance the distribution of the cognitive levels within question papers

 Slide11

Scope of SBA Moderation

Subjects

verified in

July/August 2016

Subjects

verified in

October 2016

Accounting

Agricultural Sciences

Business Studies

Civil Technology

Computer Applications Technology

Consumer Studies

Dramatic ArtsEconomicsEnglish FALGeography

Information Technology

Life Sciences

Mathematics

Mechanical Technology

Physical Sciences

Accounting

Agricultural Management Practice

Dramatic Arts

Economics

English FAL

History

Life Sciences

Mathematics

TourismSlide12

SBA Moderation

Areas of good practice

Adequate content coverage in most subjects verified.

Many teachers' files and evidence of learner performance (ELP) were well presented, neat, dated,

organized

and indexed – this made moderation relatively

manageable.

Evidence of internal moderation observed in most of the teacher and learner files.

Use of common tasks for capacity building and promoting equivalence of standards

.Slide13

SBA Moderation

Areas of weaknesses

Poor handling of irregularities committed during the conduct of SBA. High prevalence of mass copying in most SBA tasks is identified across subjects and provinces, however, very little is done to combat this act of dishonesty.

Absence of or ineffective School Assessment Irregularity Committees (SAICS) across provinces.

Lack of internal moderation for SBA tasks at all levels in most of the schools sampled.

The availability of supplies, equipment and tools is a challenge for subjects with a practical component like Consumer Studies and Hospitality Studies.Slide14

SBA Moderation

Areas of weaknesses

Failure to provide analysis grids in some teachers’

files indicating

the spread and balance of content and cognitive skills required by each task.

The

use of textbooks, recycled DBE question papers and exemplars without adjustment compromises the fairness and reliability of assessment tasks. (Highlighted

in 2015, however this

practice is still continuing)

Poorly

developed practical tasks for Physical Sciences and Life Sciences that fail to address the purpose of developing proper scientific practical skills.

In some schools tasks that do not qualify as practical tasks are at times administered.Slide15

SBA Moderation Recommendations for Improvement

Irregularities committed during the conduct of SBA need to be recorded, reported and followed up by provincial departments.

The DBE needs to ensure that

SAICs

are established at

schools

and that they function effectively to deal with irregularities committed during the implementation of SBA.

The DBE needs to ensure that a joint workshop on

development and moderation

of

assessment tasks

is conducted for curriculum staff at all districts across the provinces.

The DBE needs to ensure that all the schools offering subjects with a practical component have adequate supply of

resources, equipment and infrastructure.The curriculum directorate needs to ensure that the completion and submission of assessment grids is made compulsory for all SBA tasks across subjects. Slide16

SBA Moderation

Recommendations for Improvement

Educators need to be trained on how to develop quality assessment tasks and to be able to use previous question papers innovatively without opening up the question papers to a high level of

predictability

Schools

must be encouraged to use common practical assessment tasks developed by District offices.

Educators

must also be trained on the development of quality practical assessment tasks for Physical Sciences and Life Sciences.Slide17

Statistical moderation of SBA (Umalusi directives)SBA means/averages

that

are:

Between 5-10% above the adjusted examination

mean/average

is accepted as

is

(assessment of teachers is acceptable)

Less than 5% above the adjusted examination

mean/average

is brought up to 5% above the adjusted examination

mean/average

(assessment of teachers too strict)

More than 15% above the adjusted examination mean/average is brought down to 5% above the adjusted mean/average (assessment of teachers is inflated)Between 11% and 15% above the adjusted mean of the examination mark the marks are scaled down as follows - 11% scaled down to 9% (loss of 2%) - 12% scaled down to 8% (loss of 4%) - 13% scaled down to 7% (loss of 6%)

- 14%

scaled down to

5% (loss of 9%)

- 15%

scaled down to

5% (loss of 10%)Slide18

National: Schools with an SBA mean/average that is 15% and more above the adjusted examination mean/ average

Subject

No. of schools

Subject

No. of schools

Subject

No. of schools

Accounting

832

Economics

533

isiXhosa HL

5

Afrikaans SAL3Electrical Tech5isiZulu HL25

Agric. Science

1 043

EGD

71

Life Sciences

195

Agric. Tech

1

English FAL

54

Maths Lit

225

Civil Tech

22

English HL

56

Mathematics

1

618

CAT

83

Geography

859

Physical

Sciences

1

586

Consumer

Studies

47

History

430

Religion Studies

21

Design

1

Hospitality Studies

4

Sesotho FAL

2

Dramatic Arts

8

Information

Technology

20

Setswana HL

Tourism

Visual Arts

4

19

9 Slide19

Issues that can contribute to inflated SBA marksPoor standard and quality of school based

assessment.

Poor

marking and application of

rubrics.

Inability to distinguish between satisfactory, good and excellent learner

responses.

Shadow marking instead of actual

moderation.

Little and / or undirected feedback:

- Curriculum

Advisor to teacher / school

- Head

of department to the teacher - Teacher to the learners Ineffective moderation systems.Inadequate moderation of assessment tasks and feedback on the development of assessment tasks.Moderation of learner work and feedback on the quality of marking and performance inadequate.

Analysis of learner performance and identification of gaps in teaching and

learning not happening.Slide20

Areas of weaknessesLate submission of PATs for moderation leading to late approval, e.g., Civil Technology. This has a negative impact on the academic programme.Double lesson period as required by policy for subjects with a practical component (e.g. Civil Technology) not consistently adhered to by schools. This has a negative impact on the conduct of PATs at the schools.

Most schools do not include the PATs mark sheets when submitting for moderation.

Non-Agricultural schools offering Agricultural Management Practice do not have sites for implementation and conduct of PATs (Limpopo and Eastern Cape). This is of weakness since the practical component of assessment is not fully implemented.

Evidence of implementation of the practical performances in Dance are always missing as most schools do not record the dance performances.

Poor quality (lenient marking at the most) marking for PATs always leading to inflated marks.Slide21

The DBE needs to ensure that PATs are submitted timeously for moderation so as not to impact negatively on the learning programme.The DBE needs to ensure that schools offering subjects with a practical component adhere to the policy requirement for a double period learning session.DBE needs to make compulsory for schools to submit PATs mark sheets for moderation when the SBA moderation is conducted.

The DBE needs to ensure that non-agricultural schools offering Agricultural Management Practice secure a site where the practical component can be carried out.

The DBE needs to ensure that recording of live performances in Dance Studies is made compulsory for all schools and that such recordings are made available for external moderation.

The DBE needs to ensure that the quality of marking for PATs is improved for the assessment outcomes to be fair, valid, credible and reliable.

Recommendations for ImprovementSlide22

Marker selection and training An audit of marker selection and appointment was conducted in all the nine (9) PEDs.PEDs used PAM as the basis for selection of markers.

Enhanced criteria for selection of markers was observed in some PEDs.

School pass rate in the subjects ranging from (50%-80%) was accepted as the minimum requirement.

Marker evaluation outcomes.

Educator history of involvement in marking.

Competency tests in Western Cape.Slide23

Areas of good practiceGeneral adherence to PAM by all provincesTransparent and explicit criteria in addition to PAM by most provinces in marker selection is commendable; with the exception of Limpopo where only the PAM applies.

Insistence on the achievement of tolerance range during training enhanced the quality of marker training.

All PED’s successfully conducted marker training. The training was found to be more rigorous this year compared to the past except in a few cases in the Eastern Cape.

The creation and updating/maintenance of marker databases in some provinces is commendable (MP/ NW

).

Marker Selection and TrainingSlide24

Marker Selection and TrainingAreas of good practiceThe sharing of markers between Northern Cape and Free State to deal with shortages is evidence of good planning.

Criteria for appointment of Internal Moderators and Chief Markers is performance based (MP).

Use of competency test for the appointment of Examination Assistants in the Eastern Cape is commendable.Slide25

Areas of weaknesses There is a lack of clear and transparent national criteria on marker selection in addition to the basic requirements stipulated in the PAM document.Enhancement of the PAM requirements for marker selection differs from province to province.

Incomplete applications accepted without academic transcripts (EC, LP).

Marker Selection and TrainingSlide26

Marker Selection and TrainingRecommendation for Improvement The DBE must develop common set of basic / minimum criteria for marker selection and appointment.

The DBE should ensure adherence to the criteria for marker selection and training criteria.

PAM must be reviewed.Slide27

Areas of good practice Training of markers has improved marking in most subjects.The establishment and use of tolerance range has made marking more reliable.

The emphasis on strict internal moderation of scripts has reduced inconsistencies in marking.

Verification of MarkingSlide28

Verification of MarkingAreas of weaknesses Lack of nationally approved textbooks in Music, especially with limited content in Jazz and Indigenous music available, hampers the quality of teaching.

Educators marking literature sections which they do not teach at their schools or have limited knowledge of in languages is a weakness.

The 1:5 ratio of Senior Markers to markers is not consistently followed by all provinces in all subjects which compromises the quality of moderation at the marking centres.

Non-synchronised marking times for the provinces leads to disadvantages to candidates at provinces that marked earlier when approved changes to marking guidelines are made.Slide29

Recommendations for Improvement The curriculum directorate at DBE must to ensure that a catalogue of text books in Music is made available for use at schools.It must be compulsory that

educators

mark the prescribed test works they are teaching and not others

The DBE needs to ensure that 1:5 ratio for Senior Markers to markers is enforced across provinces and across

subjects.

Marking across provinces needs to be synchronised to ensure that none of the candidates are advantaged or disadvantaged by changes made to marking guidelines.

Verification of MarkingSlide30

Areas of poor performance ACCOUNTINGQuestions 3(Audit

Report and Income Statement

: content taught

at grade 11 and examined at grade 12. Poorly taught or poorly revised

)

Question 4 (Cash flow statement and interpretation: This section is usually not sufficiently taught in some schools

)

Question

5

(

Inventories: Most learners from sample did not do this question. It might be that some

learners did not finish the paper)

Question 6 (Budgeting: Most of the sampled learners did not finish this section when writing)Slide31

Areas of poor performance BUSINESS STUDIESQuestions 2 and 6 (Strategic Management: Candidates failed to differentiate between National Skills

Development Strategy and Human Resources Development Strategy. Candidates failed to respond to questions on content taught at Grades 10, 11 and examinable at Grade 12.

)

Question 3 (Shares: Calculations

in this section proved to be difficult for most candidates)

Question 9 (

Strategic

Management

: Candidates struggled to differentiate

between decision – making and problem solving and only gave definitions)Slide32

Areas of poor performance ECONOMICS

Paper

1

Questions 2, 3 and 4 (Data Response: Most of sampled learners struggled to respond to source

based questions. Learners showed poor understanding of the NDP

)

Question

5

(Data response – choice question

: Learners poorly interpreted this question)

Paper 2

Question 2,

3 and 4 (Data response and interpretation of graphs: Candidates poorly responded to calculation based questions and failed to interpret graphsSlide33

Areas of poor performance GEOGRAPHY

Paper

1

Questions 2(Climate,

Weather and Geomorphology

: Most candidates

struggled with definitions and explanation of weather elated processes

),

Question

3

(Rural Settlement

:

candidates struggled to explain the impact of development such as rood construction on the status of a settlement

)Question 4(Urban settlement: Learners battled with the interpretation of graphs)Paper 2Question 2(Map Calculations and Techniques: Candidates struggled with interpretation of calculations)Question 3 (Application and interpretation: Candidates failed to identify primary and secondary agricultural related activities)Question 4 (Geographical Information System: Indication are that this section is poorly taught or not taught at all in some schools)Slide34

Areas of poor performance HISTORY

Paper

1

Questions 2 (Source-based on the History of Angola: Content on this section is not easily available, May not

have been taught thoroughly

)

Paper 2

Question 3 (Source-based on Globalisation

: Many teachers are unfamiliar with this topic. May have been poorly taught)Slide35

Areas of poor performance

LIFE SCIENCES

Paper 1

Questions 2 (Human reproduction: Candidates struggled to answer question on graphical representations and practical investigations. This might be due to lack of classroom practice)

Question 3 (Thermal Pollution: Content taught at Grade 11 and may not have been effectively revised in Grade 12)

Question 4 (Essay Writing: Inability of learners to express ideas in English as a second language could be the reason for poor performance)

Paper 2

Question 3 (Multiple Alleles: This section seems to have been poorly taught in some schools)

Question 4 (Essay writing and data response: Poor language usage in writing essays and the abstract nature of the given comprehension could have contributed to poor performance)Slide36

Areas of poor performance MATHEMATICS

Paper

1

Questions 3 (Sequences and Series: the content cognitive level of this section is higher and most learners struggle to understand it,

poorly taught

at some schools

),

Question 4 (Exponential

Graphs: content cognitive level is high. Poorly taught at some schools)

Question

5

(

Graphs: Hyperbola and Parabola: Different form of formula was used. Some learners failed to recognise it)Question 7 (Financial Maths: A number of teachers struggle to teach this section)Question 12 (Counting Principle: Poorly taught section. Teachers struggle with content)Paper 2Question 5 (Trigonometry: Learners struggled with derivation of formulae)Question 6 (Trigonometry: Learners failed to work out solutions for involving double angles)Question 7 (Trigonometry: 3 dimensional trigonometric problems are usually poorly taught)Question 9 & 10 (Circle Geometry: Learners lacked knowledge, skills and reasoning ability to attempt this question)Slide37

Areas of poor performance MATHEMATICAL LITERACY

Paper

1

Questions 3 (Sequences and Series: the content cognitive level of this section is higher and most learners struggle to understand it,

poorly taught

at some schools

),

Question 4 (Exponential

Graphs: content cognitive level is high. Poorly taught at some schools)

Question

5

(

Graphs: Hyperbola and Parabola: Different form of formula was used. Some learners failed to recognise it)Question 7 (Financial Maths: A number of teachers struggle to teach this section)Question 12 (Counting Principle: Poorly taught section. Teachers struggle with content)Paper 2Question 5 (Trigonometry: Learners struggled with derivation of formulae)Question 6 (Trigonometry: Learners failed to work out solutions for involving double angles)Question 7 (Trigonometry: 3 dimensional trigonometric problems are usually poorly taught)

Question 9 & 10 (Circle Geometry: Learners lacked knowledge, skills and reasoning ability to attempt this question)Slide38

Areas of poor performance PHYSICAL SCIENCES

Paper

1

Questions 8 (Electric Circuits: the

section is mainly based on calculations. Historically, learners do poorly in this section due to calculation and interpretation which is usually at a higher cognitive level

)

Question 10

(Photoelectric Effect

: This section is usually poorly taught due to teacher lack of knowledge and understanding)

Paper 2

Question

3 & 4 (Organic Chemistry: Learners struggled to respond to questions needing explanations and deductions)Question 5 (Mole Ratios: Candidates showed poor understanding of this section, maybe due to poor teaching)Question 6 (Chemical Equilibrium: Candidates battle with interpretation and calculations in this section. The content cognitive demand is higher and usually poorly taught to learners in some schools)Question 7 (Acids and Bases: This section is usually poorly taught in some schools)Slide39

Tracking of directives for compliance / areas of weakness

Area of weakness

2014

2015

2016

Comment

Non-compliance: QP Moderation Criteria

(Technical Aspects, poorly developed marking guidelines, Inappropriate distribution of Cognitive levels)

Yes

Yes

Yes

Clear guidelines to improve quality of QPs must be given/ enforced.

Examiners to respond timeously to identified errors

Continuous training of examiners required.

Quality of SBA Tasks

(Lack or Non-availability of Internal Moderation reports, Analysis grids, Inappropriate distribution of cognitive levels, poor usage of marking rubrics)

Yes

Yes

Yes

Evidence points to absence or poor internal moderation of SBA tasks, both pre and post moderation.

Inflation of marks in SBA tasks, especially in Life Orientation

Yes

Yes

Yes

Rigorous moderation and strict marking of SBA tasks is required.

Verification of Marking, Synchronising marking of subjects across provinces

(Poor marking in Maths Lit, especially in KZN and GP).

Yes

Yes

Yes

DBE need to consider synchronisation of marking across provinces. Consistency in marking in Maths Lit needs to be improved, especially in KZN and GP. Slide40

Tracking of directives for compliance / areas of weakness

Area of weakness

2014

2015

2016

Comment

Non-compliance: Registration of foreign candidates

(The DBE has not followed the requirement for the registration of foreign candidates)

----

----

Yes

A national policy with clear guidelines on the processes to be followed when foreign candidates are registered must be developed.

Criteria for appointment of Markers across provinces

(The various provinces use different criteria as enhancement to the PAM for the appointment of markers)

----

----

Yes

The DBE needs to develop a national set of criteria for the appointment of markers. The criteria should be clear and transparent to all stakeholders.

Development of functional SAICS in all centres across provinces

----

----

Yes

Irregularities committed during the conduct of SBA are usually not attended to.

The DBE needs to ensure that SAICs are available and functional to deal with SBA based irregularities.Slide41

Evidence based reportsAreas of good practiceHuge improvement in the quality and content of the report

Recommendations

DBE should strengthen the interventions and support to progress learners

The DBE should link the magnitude of the interventions with the final outcome of results for future reference.

The DBE to distinguish between the real, the perceived and the envisaged impact of the interventions strategies for future interventions.

Identify the interventions that worked with evidence of the impact.

Focus on sustainability of interventions.

Distinguish interventions on national, provincial and district level as provincial and district intervention will have little impact nationally

. Slide42

QUALITY ASSURANCE OF THEINDEPENDENT EXAMINATIONS BOARDSlide43

Question Paper ModerationIn 2016 Umalusi moderated 81 NSC question papers and the following was noted:Areas of Good Practice

Percentage of QP’s approved at first moderation declined from 45% Nov 2015 to 42% Nov 2016. Details are provided in the table below:

Number of moderations

November 2015

November 2016

One

45%

42%

Two

46%

51%

Three

7%

7%

Four

2%

0%Slide44

Question Paper ModerationAreas of Good PracticeIEB examiners and internal moderators are commended for achieving acceptable standards in the setting of the examination question papers in the following subjects:

QP’s approved at first moderation

Afrikaans

HL P1

Xitsonga

FAL P2

Geography P2

German

HL P1

IsiZulu FAL

P2

German

HL P2Sepedi HL P1German SAL P1

Sepedi HL P2

German SAL P2Slide45

Question Paper ModerationAreas of weaknessesThe failure by both examiners and internal moderators to address recurrent non-compliance that led to some papers requiring more than two moderations (7%). The six (6) question papers concerned are:

There is still some inconsistency in how examiners and internal moderators interpret higher order cognitive skills

.

Three moderation sessions

IsiZulu HL Paper 1; Mathematical Literacy Paper 1; Mathematics Paper 1; Sesotho FAL Paper 1; Sesotho HL Paper 1 and Xitsonga FAL Paper 1.Slide46

Question Paper ModerationRecommendations for ImprovementAddress the conduct of those examiners and internal moderators whose papers repeatedly failed to adhere to the requirements for compliance, which resulted in their papers requiring more than two external moderations; Retrain some (maybe new) examiners and internal moderators in the art of setting of question papers, especially with respect to: the technical details, the quality of questions and the development of marking guidelines – the three criteria which had the lowest levels of compliance at the first moderations; and

Continue to develop strategies to improve examiners and internal moderators’ abilities to identify and set higher order questions, and balance the distribution of the cognitive levels within question papersSlide47

Scope of SBA Moderation

Subjects

verified in

July/August 2016

Subjects

verified in

October 2016

Accounting

Afrikaans First Additional Language (FAL)

Computer Applications Technology

Economics

English Home Language (HL)

Geography

HistoryLife SciencesPhysical SciencesLife OrientationMathematicsMathematical Literacy

Dramatic Arts

Information Technology

Geography

History

Information Technology

Economics

Life Orientation Slide48

SBA Moderation

Areas of good practice

Educators’ files were found meeting the IEB Subject Assessment

Guideline

(

SAG).

Files were found orderly arranged and easily accessible.

Learners’ were found performing well in general in all the assessment tasks provided

.

The mark sheets containing learners’ marks for the formal assessment tasks were

available in

the educators’ files.

The assessment tasks adequately covered the prescribed topics and sub-topicsSlide49

SBA Moderation

Areas of weaknesses

Technical aspects of assessment tasks

- the technical aspects of the tasks such as the time allocation and mark allocation were found not indicated on the assessment tasks in some of the schools verified, e.g. Accounting, Physical Sciences where non-correlation of the total mark and the duration of the assessment paper was detected.

Internal moderation of assessment tasks

- It was noted during moderation that no moderation of learners’ tasks is conducted in most schools moderated. It was further noted that the assessment tasks were not moderated at all levels of moderation as prescribed by the SAG, e.g. Accounting,

Feedback to learners

- No evidence could be found during moderation that learners are provided with any feedback after every task has been administered, e.g. Accounting.

Cognitive demands

- The questions set in some of the assessment tasks in some schools were found to be cognitively low and not on grade 12 standard. It was further noted that some tasks were only addressing lower order level of difficulty, e.g. Accounting

.Slide50

SBA Moderation

Areas of weaknesses

Marking

of assessment tasks

- Leniency in the marking of laws/ statements and force diagrams was found in some subjects such as Physical Sciences. It was further noted that shadow marking was practiced in some subjects. Omission of other alternative answers in the marking guidelines.

Grade 11

- The tasks in grade 11 were found not of the same standard as those in grade 12, e.g. Life Orientation, Accounting

. Slide51

SBA Moderation

Recommendations for Improvement

The

technical aspects of the assessment tasks need to be improved to ensure that the tasks are valid and reliable and are not unfairly disadvantaging the learners.

All the assessment tasks need to be internally moderated and evidence of such moderation should be available in the teachers’ files.

Learners should be provided with feedback after every assessment task being administered.

All the assessment tasks need to address all the cognitive levels and ensure that problem solving questions are included where applicable.

All assessment tasks need to be assessed objectively and fairly.

Grade 11 assessment tasks need to be at the required standard as required by SAG.

Learners

should be provided with feedback after every assessment task being administered

.Slide52

SBA Moderation

Recommendations for Improvement

Grade

11 assessment tasks need to be at the required standard as required by SAG.

Consider designing the marking tools that will be fair and that will be applied constituently.

The

recycling of previous papers without any modification need to be discouraged in all papers.

Objective

rubric need to be used to ensure that the tasks are objectively and fairly assessed.

The

curriculum directorate needs to ensure that the

completion and submission of assessment grids is made compulsory for all SBA tasks across subjects. Slide53

Areas of good practiceElectronic system used for marker selection which assist with the sifting.Markers are selected from each region.

Areas of weaknesses

No evidence of academic transcripts from markers. Principals sign that the educator is qualified to mark with no evidence to support.

Recommendation

for Improvement

Academic transcripts should be attached to the application for marker

Marker Selection and TrainingSlide54

Areas of good practice Marking was found to be fair, valid and reliable. No candidates were advantaged or disadvantaged during the marking process. General adherence to marking guidelines and high level of consistency in marking was observed.

The answer scripts were found moderated by both

the internal moderators and the examiners. The

standard of internal moderation was very good

.

Variances in marks were within the agreed tolerance range.

The

variance between 1% and 3% across the randomly selected sample of scripts that was subjected to internal moderation/verification.

Verification of MarkingSlide55

Areas of good practice Some discrepancies were evident in the allocation of marks by the markers, internal moderators and examiners in

some

subjects. However

, the few deviations were found not large enough to impact

on

the candidates’ final performance.

The level of marking has improved due to the consistent application of the marking guidelines.

Moderation of more than 10% at the various levels was

achieved.

Verification of MarkingSlide56

Areas of weaknesses In Economics P1 and Physical Sciences P1, it was noted that markers

did not award

marks

to candidates for some alternative

answers.

In

English P2 bullets used in the essay topics were found to be confusing to the candidates

.

Verification of MarkingSlide57

Recommendations for ImprovementMarkers, internal moderators and examiners in Economics and Physical Sciences P1 should ensure that correct alternative responses provided by learners are marked appropriately although they may not be featuring on the marking guideline.

Verification of MarkingSlide58

Areas of poor performance ACCOUNTING

PAPER 1

Question 1

– Inventory systems

The majority of candidates verified struggled to answer question 1.7 for 4 marks that was based on accounting equation, it seems teachers are not doing enough in class with this in all sections.

Question 3

– Cash Flow Statements

Some candidates struggled to complete the financing activities section of the cash flow statement

Question 4

– Manufacturing

It was evident during verification that with some candidates the last part of this question was not attempted.Slide59

Areas of poor performance ACCOUNTING

PAPER 2

Question 2

– Reconciliations

An explanation for poor performance in this section could be that curriculum change where this section had been moved from grade 10 to grade 11, has had an effect

Question 3

- Company Analysis

It would seem that teachers might not be practising enough questions in class that would assist the candidates to deal with practical scenario questions in general

. Slide60

Areas of poor performance

BUSINESS STUDIES P1

Question 2

Many learners could not explain the difference between the National Skills Development Strategy and the Human Resources Development Strategy.

Question 3

No learner attained the full 10 marks in the calculation question in Question 3.4. This was despite of the fact that similar questions appeared in the pastSlide61

Areas of poor performance

BUSINESS STUDIES P1

Question 4

Learners failed to identify the job analysis components of Question 5.1. Quality indicators (Question 5.5) appeared in the past

Question 6

Question 6.5 was a recap from grade 10/11 work which is examinable in grade 12. Many learners failed to correctly tabulate the differences.

Question 9

Candidates failed to distinguish between decision making and problem solving. Slide62

Areas of poor performance

ECONOMICS

Paper 1

Question 1

Candidates were challenged with calculations and graphs

Question 2.1.2

Candidates mostly struggled with calculations

Question 3.5

Candidates struggled with questions on elasticity and market Slide63

Areas of poor performance

GEOGRAPHY

Paper 1

Question 2

The majority of candidates struggled in drawing a sketch to explain how a superimposed drainage pattern develops.

Question 3

Some candidates struggled to write and some did not write a report required for Question 3.5.4, which had 24 marks.

Paper 2

Question 1

Some struggled with the topographic map grid in question 1.2.1 which showed a lack of knowledge of the map index. The cross section in question 1.2.4 also proved challenging.

Question 2

Some candidates were not able to create a buffer

zone.Slide64

Areas of poor performance HISTORY

Paper

1

Questions 2

Source-based on the History of Angola: Content on this section is not easily available, May not have been taught thoroughly

Paper 2

Question 3

Source-based on Globalisation: Many teachers are unfamiliar with this topic. May have been poorly taughtSlide65

Areas of poor performance

LIFE SCIENCES

Paper 1

Question 4

Essay Writing: Inability of learners to express ideas in English as a second language could be the reason for poor performance.

The average performance was below 45.8%

Paper 2

Question 3

This question was the most

poorly answered amongst the three questions.

The average performance

was at 55.8%Slide66

Areas of poor performance

MATHEMATICS

Paper 1

Question 8

: Graph:

Using a graph to answer questions that are not easily answered algebraically, posed a problem for a large number of learners. 8a and 8g were very poorly answered.

Question 11

Probability: Generally poorly answered, especially the questions that require calculations of probabilities. Question 11c was however, admittedly a difficult question.

Question 12

: Problem:

On measurement involving 3-D objects. This problem was a complex one, having several parts to it, and requiring a good visual sense. Along with 11c, it was one of the most poorly answered questions in the paper.

Paper 2

Question 3

: Analytical Geometry

Question 10

: Geometry:

Very poorly answered. Learners find ratios difficult to handle.

Question 12

: Geometry: Most were able to find the area using the area formula. 12b required a construction to solve. Some ingenious constructions surfaced. Learners came up with at least six different solutions . They struggled with the 3-D problem 12d.Slide67

Areas of poor performance MATHEMATICAL LITERACY

Paper

1

Question 2

: Measurement

conversions using imperial system and rounding off

Question 3

: Measurement and Maps and Plans questions which created challenges for some candidates

Question 5

: Candidates struggled with number formats involving tons

Paper 2

Question 1.3

was answered poorly as candidates struggled with scale concept and calculation of perimeter and volume.

Question 2 also contained Measurement skills which learners found challenging. Question 4 presented challenges to candidates as they found it difficult to interpret given data and thereafter perform calculations involving measures of central tendencies.Slide68

Areas of poor performance PHYSICAL SCIENCES

Paper

1

Question 8

Electrodynamics (The logical reasoning and relating explanations to relevant scientific equations was a big challenge to learners)

Paper 2

Question 7

Learners struggled to respond to questions needing explanations and deductionsSlide69

Tracking of directives for compliance / areas of concern

Area

of concern

2014

2015

2016

Comment

Non-compliance: QP Moderation Criteria

(Technical Aspects, poorly developed marking guidelines, Inappropriate distribution of Cognitive levels)

----

Yes

Yes

Clear guidelines to

improve quality of QP’s need to be given.Examiners to respond timeously to identified errorsContinuous training of examiners required.Quality of SBA Tasks

(Lack or Non-availability

of

Internal Moderation reports, Inappropriate distribution of cognitive levels,)

----

Yes

Yes

Evidence points to absence or

poor internal moderation of SBA tasks, both pre and post moderation.

Alternative responses to questions by candidates not fully considered in Economics and Physical Sciences P1

----

----

Yes

IEB

needs to ensure that emerging alternative responses during marking are fully discussed and considered where necessary

One person is used for both capturing and verification of marks. The double capture method employed by IEB is not fully functional.

-----

-----

Yes

The responsibility of capturing the marks and verifying should be assigned to different people.Slide70

Tracking of directives for compliance / areas of concern

Area

of concern

2014

2015

2016

Comment

Non-compliance: Registration of foreign candidates

(The DBE has not followed the requirement for the registration of foreign candidates)

----

----

Yes

A

national policy with clear guidelines on the processes to be followed when foreign candidates are registered must be developed.Criteria for appointment of Markers across provinces(The various provinces use different criteria as enhancement to the PAM for the appointment of markers)----

----

Yes

The

DBE needs to develop a national set of criteria for the appointment of markers. The criteria should be clear and transparent to all stakeholders.

Development

of functional SAICs in all centres across provinces

----

----

Yes

Irregularities

committed during the conduct of SBA are usually not attended to

.

The DBE needs to ensure that SAICs are available and functional to deal with SBA

based irregularities.Slide71

Evidence based reportsAreas of good practiceGood security: Using the electronic locking system; surveillance equipment (to tap in at any point of time to spot check and record what is happening at the exam centre)

Piloting of an on-line marking system in 2017 in certain subjects

.

Recommendations

IEB should continue to develop strategies to improve examiners’ and internal moderators’ ability to identify and set higher order questions and balance the distribution of cognitive demands within question papers.

Control measures should be put in place for shredding and disposal of examination related waste material.

Both the examiner and the internal moderator in each subject are expected to remain at the marking venue for the duration of the entire marking period to moderate and assist the marking personnel where necessarySlide72

QUALITY ASSURANCE OF THESOUTH AFRICAN COMPREHENSIVE ASSESSMENT INSTITUTESlide73

Question Paper ModerationIn 2016 Umalusi moderated 46 NSC question papers and the following was noted:Areas of Good Practice

Percentage of QP’s approved at first moderation improved from 18,8% Nov 2015 to 21,7% Nov 2016. Details are provided in the table below:

Number of moderations

November 2015

November 2016

One

18,8%

21,7%

Two

41,6%

58,7%

Three

31,3%

19,6%

Four

8,3%

0%Slide74

Question Paper ModerationAreas of Good PracticeThere was evidence that all question papers were internally moderated and that all Internal moderators (IM) submitted their reports;

That for the large majority of question papers, there is sufficient evidence to show that the recommendations of the IM were adopted;

Question papers were representative of the latest developments of the subject;

Question papers included a variety of question types as commanded by the subject;

The large majority of the subjects showed that the source materials were subject specific and of the required length;Slide75

Question Paper ModerationAreas of Good PracticeFor the MCQ questions, the options followed grammatically from the stem, were free from absolute terms (e.g. ‘always’ and ‘never), and were approximately of the same length and were language comparable;

The overwhelming majority of the question papers showed that the questions relate to what is pertinent to the subject and were free from ambiguities that might have arisen from the use of double negatives;

Foreign names, terms and jargon across all subjects were accompanied by a glossary;

Questions allowed for the adaptations and modifications for assessing special need students in the interest of inclusivity; andSlide76

Question Paper ModerationAreas of Good PracticeWith

regard to the marking guidelines, they were complete with mark allocation and mark distribution within each of the questions; encouraged a spread of marks; awarded marks positively and

utilized

level responses and analytical approaches where appropriate.Slide77

Question Paper ModerationAreas of weaknessesThe failure by both examiners and internal moderators to address recurrent non-compliance that led to some papers requiring more than two moderations. The nine (9) question papers concerned are:

There is still some inconsistency in how examiners and internal moderators interpret higher order cognitive skills

.

Three moderation

sessions

Afrikaans FAL Paper 2, Afrikaans HL Paper 1, Business Studies, CAT Paper 2, English HL Paper 1 and Paper 2; Life Sciences Paper 1, and Mathematical Literacy Paper 1 and Paper 2Slide78

Question Paper ModerationRecommendations for ImprovementThe subjects for which question papers were approved at third level should be investigated to ensure that a repeat is avoided in the next examination session;SACAI should train its internal moderators on:

applying the moderation instrument to the question papers and marking guidelines;

applying the relevant educational taxonomy effectively; and

enhancing editorial and proofreading skills. Slide79

Scope of SBA Moderation

Subjects

verified in

July/August 2016

Subjects

verified in

October 2016

Accounting

Business Studies

Civil Technology

Computer Applications Technology

Economics

Life Orientation

English FALLife Sciences

Mathematics

Physical Sciences

Accounting

Business Studies

Civil Technology

Computer

Applications Technology

Economics

Life Orientation

English FAL

Life Sciences

Mathematics

Physical SciencesSlide80

SBA ModerationAreas of good practiceModeration thorough across centres.

The quality of the files presented generally good.

Detailed feedback provided to teachers

Question papers generally complied with the necessary prescribed technical requirements.Slide81

SBA Moderation Areas of weaknesses

Cognitive demands of the assessment tasks very low, the June Mathematics Paper 2 did not comply with the prescribed cognitive weighting norms.

Marking of the assessment tasks was inconsistent in some subjects, (Civil Technology), the number of ticks did not correspond with mark/s for each sub-question and the extra ticks in the test and June marking guideline led to confusion of the total mark.

No analysis grid in Hospitality Studies and Life Sciences;

No detailed constructive qualitative feedback provided to learners after moderation.Slide82

Cont. Areas of ConcernIn Accounting, the case study recorded as controlled test.There is evidence of poor quality of tasks for Civil Technology with particular reference to Excelsior Akademie

Rooihuiskraal

and

Auxilio

Learning AcademySlide83

SBA Moderation Recommendations for Improvement

An analysis grid

must

be developed clearly indicating the weightings used in the distribution of cognitive demands.

Assessment tasks should address all levels of cognitive demands.

Centres must provide constructive feedback to learners after every assessment administered.

Avoid recycling DBE previous question papers and set well designed question papers for the preliminary examinations.

W

eaker centres must be trained, supported

and

guided

for the development and implementation of SBA

tasks.Slide84

SBA Moderation Recommendations for ImprovementEducators need to be trained on how to develop quality assessment tasks and to be able to use previous question papers innovatively without opening up the question papers to a high level of predictability

Schools must be encouraged to use common practical assessment tasks developed by District offices.

Educators must also be trained on the development of quality practical assessment tasks for Physical Sciences and Life Sciences.Slide85

Marker selection and training Areas of good practiceCriteria for appointment of marking personnel was transparent.

Training was informative and covered all aspects related to marking.

Areas of weaknesses

The CM’s and IM’s were not trained by SACAI.

Recommendation for Improvement

SACAI should thoroughly train the CM’s and IM’s Slide86

Verification of Marking Areas of good practice Thorough and judicious marking practices of the IM, CM and Markers for Consumer Studies, Economics, English HL, EGD, Geography and Mathematics was observed. Slide87

Verification of MarkingAreas of weaknessesSACAI ignored irregularities: learners did not use prescribed answer books ; typed answers accompanied by concessional letters; and the final mark reflected the mark of the marker and not that of the final moderator(BS)

Learner performance is extremely poor and is probably as a result of home-schoolers who do not receive any kind of formal teaching and/or exposure to cognitive academic language proficiency, (CALP) skills.

The

internal moderator

was not always present to address marker inconsistencies, (English

HL)Slide88

Verification of MarkingRecommendations for Improvement Formal teaching sessions for the acquisition of CALP, English language usage and subject content knowledge must be put in place and/or carefully monitored. The current status of learner performance has provided great cause for alarm.

Policies and procedures to manage irregular practices should be in place.

SACAI should make every effort to ensure that appointed IMs, CMs and Markers are able to report for duty for the full duration of the marking process (unless, of course, if absence is due to unforeseen circumstances).Slide89

Areas of poor performance

ACCOUNTING

Candidates performed generally poor in the subject although large number of alternatives were given for opinion based questions.Slide90

Areas of poor performance

BUSINESS STUDIES

Question 2

Challenging topics were 2.3 (EEA), 2.6 (SETAs), 2.7 (Rights consumers)

Question 3

Challenging topics were 3.2 (Leadership styles), 3.5 (Success factors), 3.6 (impact investments).

Question 4

Challenging topics were 4.3 (CSR v/s CSI), 4.4 (Aspects King

Code III), 4.6 (Impact teamwork), 4.7 (Role JSE).

Question 5

Challenging topics were 5.2 (TQM), 5.4 (Quality standards HR), 5.7 (elements TQM).

Question 7

Candidates performed poorly in all the essays, they could not analyse and

interpret essays.

Many were not able to express themselves in full logical sequence, some

opted not to answer any essays, or answered only one of the two required

essays. Slide91

Areas of poor performance

ECONOMICS

Paper 1& 2

The majority of the candidates performed poorly in both P1 and P2.

A number of candidates did not score any marks for their essay responses.

Most candidates lacked current Economics knowledge; poor spelling and grammar; ‘sloppy’ sentence construction; irrelevance; and unsubstantiated arguments.

A major concern was the inability of candidates to use standard Economics vocabulary in their responses.Slide92

Areas of poor performance

GEOGRAPHY

Paper 1

Question 2

-

Climatology and geomorphology

Cold front occlusion, river capture and rejuvenation

were challenging concepts for candidates.

Question 3

-

Settlement and the economy of RSA

Candidates need to be more familiar with terminology e.g. Urban profile and food security.

Paper 2

Questions 2

-

Cross section and Calculations

Candidates could not apply scale distance and could not measure accurately.

Cross section-Candidates did not know the meaning of “Intervisibility”

Questions 3

-Interpretation

Learners were unable to apply concepts of range and sphere

of influence of Worcester in relation to the relief depicted on the map

Learners could also not distinguish between heavy and light industry properly.

Question 4

–

GIS

Very poorly performed, learners had no confidence for applicationSlide93

Areas of poor performance HISTORY

Paper

1

Inability to develop and sustain a line of argument in essay writing.

Candidates struggled to select evidence from sources to answer source-based questions

Paper 2

Inability to develop and sustain a line of argument in essay writing

Candidates struggled to select evidence from sources to answer source-based questions.Slide94

Areas of poor performance

LIFE SCIENCES

Paper 1

Question 1

: Candidates were not exposed to the subject terminology.

Question 2

: Inability to interpret diagrams.

Question 3

: Candidates didn’t know how to draw a flow diagram

Paper 2

Question 1

: Candidates were not exposed to the subject terminology.

Question 3

: Candidates lacked the knowledge of subject language as they battled to use the terms ‘alleles’Slide95

Areas of poor performance

MATHEMATICAL LITERACY

Paper 1

Questions 2

Based on Measurement, created some problems for candidates.

The performance of candidates in the question on the topics of Measurement on both papers was much lower than for the other topics.

Question 5

Candidates struggled with number formats involving tons. The inability of candidates to express reasons and explanations clearly.

The performance in Questions 2 and 5 relating the Topics Measurement and

Maps were much lower than for the other questions

Paper 2

Question 2

Answered poorly as candidates struggled with scale concept and calculation of perimeter and volume.

Question 3

Contained Measurement skills which learners found challenging.

Question 4

This question was poorly answered. Slide96

Areas of poor performance

PHYSICAL SCIENCES

Paper 1

Question 2,3,4,5 and 10

– Poorly answered. Vertical projectile motion, work/energy theorem and momentum problems need to receive more attention. Waves/Sound and Light questions were also poorly answered.

Paper 2

Question 6,7 and 10

– Poorly answered.

Questions requiring language and writing proved to be a challenge.

Equilibrium Constant problems need a lot of attention.

Candidates also performed poorly in Acids and Bases and Chemical Systems.Slide97

Tracking of directives for compliance / areas of concern

Area

of concern

2014

2015

2016

Comment

Non-compliance:

QP Moderation Criteria

(Technical Aspects, poorly developed marking guidelines, Inappropriate distribution of Cognitive levels)

Yes

Yes

Yes

Clear guidelines to improve quality of QP’s need to be given.Examiners to respond timeously to identified errorsContinuous training of examiners required.

QP Moderation Criteria

Repeated non –compliance in

the setting of English Home Language and Mathematical Literacy question papers.

----

Yes

Yes

SACAI needs to investigate the cause of non

– compliance to criteria for setting of question papers in the two subjects.

Quality of SBA Tasks

:

Poor quality

SBA tasks administered in some centres including Excelsior Academy,

Rooihuis

Kraal,

Oxilio

Learning Academy, Free2BMe and Alpha Education SA.

----

----

Yes

SACAI needs to provide training,

support and guidance for the development and implementation of SBA tasks.

Verification of Marking

Learner performance is generally low in most subjects owing to poor

command of the Language of Learning and Teaching.

Yes

Yes

Yes

Formal teaching sessions are needed to improve the learners usage of cognitive academic language proficiency (CALP) skills.Slide98

Tracking of directives for compliance / areas of concern

Area

of concern

2014

2015

2016

Comment

Standardisation and Resulting

Incorrect usage of colour coding and lack

of a bold line to divide the statistical information according to years.

----

----

Yes

SACAI needs to ensure that the correct colour coding for graphs in the standardisation booklet and the use of the bold line is adhered to.Over-reliance on outside programme administrator (IT service provider)YesYesYes

SACAI needs to ensure that its staff is capacitated to manage the exam

IT system.

Certification

The processes followed for the registration of immigrant learners are incomplete and do not comply with the policy.

----

Yes

Yes

The

DBE needs to develop a national set of criteria for the appointment of markers. The criteria should be clear and transparent to all stakeholders.Slide99

Evidence based reportsAreas of good practice

Remarkable improvement in the setting of question papers and compliance to policy

Recommendations

SACAI should screen their markers carefully to ensure that they have the necessary subject content knowledge. This is critical for the marking of alternative and implicit responses that cannot be included in the marking guideline.

Formal teaching sessions for the acquisition of CALP, English language usage and subject content knowledge must be put in place and/or carefully monitored. The current status of learner performance has provided great cause for concern.Slide100

StandardisationSlide101

Why Umalusi

Standardises

Results and How

Provision of GENFETQA – Council may adjust raw marks;

International practice – large scale assessment systems;

Standardisation – process used to mitigate the effect of factors other than the learners’ knowledge and aptitude on the learners performance.

Sources of variability – difficulty in question paper, undetected errors, learner interpretation of questions.Slide102

Objectives of Standardisation

To ensure that a cohort of learners is not advantaged or disadvantaged by extraneous factors other than their knowledge of the subject, abilities and their aptitude.

To achieve comparability and consistency from one year to the next.

To deliver

a constant product to stakeholders: TVETs, HE, employers, and societySlide103

Why Umalusi

standardises

results and how cont.

Assumptions – for large populations the distribution of aptitude and intelligence does not change appreciably ;

Process of standardization:

Moderation of question papers;

Review of learner performance against historical performance of candidates in each subject;

Historical average (norm) constructed using past 3 to 5 years data;

Pairs analysis provides further comparisons of raw means;

Statistical moderation of

i

nternal assessment.Slide104

Why Umalusi standardises results, and how cont.

Qualitative input meetings;

Reports (Moderator,

C

hief

M

arker and Internal Moderator);

Umalusi research (maintaining standards & post exam analysis);

Responsibility of Assessment Standards Committee:

Committee of Council;

Responsible for setting and maintaining standards;

Observers (SAQA,

USAf

, Teacher Unions).Slide105

Process of

Standardisation

Continuation of JMB and SAFCERT model;

Assessment Standards Committee;

Qualitative Reports;

Pre-

standardisation

and

Standardisation

meetings;

Standardisation booklets (data) – subject raw mark distributions (external written component only) of entire cohort;

Subjects are standardised individually, in a linear and non- iterative manner.Slide106

Standardization principlesThe

method applied has remained the same since the Joint Matriculation Board (JMB) era: 1918 – date

Generally,

no adjustment should exceed 10% of the historical

average in either direction (upward or downward)

If the distribution of the raw marks is below

or above the

historical average, the marks may be adjusted

either way subject

to limitations

In

the case of

an individual candidate,

the adjustment effected should not exceed half of the raw mark obtained by the candidateAfter considering qualitative & quantitative reports, the ASC formulates positions on each subject: ‘accept raw marks’, ‘downward adjustment’ or ‘downward adjustment’ Slide107

EXAMPLESSlide108

2016 NSC Standardisation DecisionsSlide109

109DBE 2016 DECISIONS

Description

Total

Number of instructional offerings presented

58

Raw marks

26

Adjusted(mainly upward)

28

Adjusted (mainly downwards)

4

Number of instructional offerings standardised:

58Slide110

IEB 2016 DECISIONS

Description

Total

Number of learning areas presented

64

Raw marks

52

Adjusted (mainly upwards)

7

Adjusted (mainly downwards)

5

Number of learning areas standardised:

64Slide111

111SACAI 2016 DECISIONS

Description

Total

Number of learning areas presented

28

Raw marks

16

Adjusted (mainly upwards)

9

Adjusted (mainly downwards)

3

Number of learning areas standardised:

28Slide112

ConclusionBoth private and public assessment bodies should be commended for the consistent improvement in assessment practices over the years.Umalusi has witnessed a high level of compliance by assessment bodies in executing its directives for improvement issued to each one of them after each examination cycle.

D

espite a few areas of concern raised, and a few irregularities reported during the administration of the 2016 NSC examinations,

Umalusi

was satisfied with all the assessment processes from the three assessment bodies and their results were duly approved in December 2016. Slide113

THANK YOU