Basic Education Portfolio Committee 2015 NSC Examinations (52 days to go) 2015 Annual National Assessment (13 days to go) 1 September 2015
Preserving examination integrity and promoting assessment reliability and validity 20 years of Public Examinations 5 years of National Assessment
Presentation Outline (a) Introduction (b) National Senior Certificate - Question Paper Development - Controlled Administration - Marking - Feedback and Data Utilisation (c) Annual National Assessment (ANA) - Test Development - Controlled Administration - Marking - Verification - Feedback and Data Utilisation (d) Conclusion 3
Introduction
Introduction • • • Public Examinations in South Africa have a 157 year history (since 1858). First public examination under a democratic dispensation was administered in October 1996. Significant progress has been made over the last twenty years. National Assessment (ANA) is a fast growing system that is beginning to drive improvement in learner performance The Department of Basic Education (DBE) continuously strives to improve and enhance examination and assessment functionality. 5
Gains over the last twenty years (a) Establishment of a single, national examination system that represents a national standard. (b) Development of a sound legislative framework that regulates the administration of the examinations across the nine Provincial Education Departments (PEDs). (c) Setting of national standards through the setting of national question papers for all subjects by the DBE. (d) Development of a rigorous monitoring system that ensures that all PEDs comply with the policy and regulations. (e) Strong collaboration between the DBE and the nine PEDs. 6
Gains over the last five years in National Assessment (a) Seven million learners assessed on an annual basis against a national standard. (b) Development of a diagnostic tool that identifies learner weaknesses and strengths and allows for appropriate remedial programmes to be designed. (c) Provided parents with valuable information on the performance of their learners. (d) Early warning system of systemic challenges. (e) Diagnostics have added a new dimension to teaching and learning. (f) Provides data on national, provincial and district trends. 7
The Challenges (a) Question Papers/National tests: attaining international standards. (b) Marking : inter-marker reliability. (c) School-based assessment: quality assessment at all levels. (d) Standards: Grade 10 and 11. (e) Assessment purpose: diagnostic versus systemic. (f) Feedback: effective data utilisation. (g) Trend Analysis: National versus International, and Year to Year comparisons. (h) Examinations and Assessment integrity and reliability: public perception and attempts to solicit unfair advantage. 8
National Senior Certificate 9
BRIEFING ON EXAM READINESS Enrolment 10
• • Scope and Size of 2015 NSC Examinations Total Candidates: 801 688 Full Time Candidates: 674 232 Part Time Candidates : 127 456 Question Papers: 258 Printed Question Papers: 10. 7 million Scripts: 10. 5 million Examination Centres: 6 797 Invigilators: 69 000 • Markers: • Marking Centres: 49 900 11811 11
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NSC Full-Time Enrolments per Province 2011 to 2015 Province Entered Entered 2011 2012 2013 2014 2015 Eastern Cape 68 174 69 199 74 998 69 860 93 115 Free State 26 510 24 760 28 019 26 899 35 389 Gauteng 87 631 91 475 99 504 101 340 112 128 127 053 132 272 150 154 148 925 171 714 Limpopo 74 669 78 182 83 594 73 546 102 633 Mpumalanga 49 592 48 989 51 206 46 187 56 104 North West 25 931 27 575 29 539 26 382 33 841 Northern Cape 10 426 9 281 10 693 9 556 12 732 Western Cape 41 273 45 602 48 783 48 893 56 576 511 259 527 335 576 490 551 588 674 232 Kwa. Zulu-Natal National 13
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NSC 2015 - Part-Time Enrolments 2014 and 2015 15 15
NSC Full-Time Subject Enrolments 2011 to 2015 Subject Accounting Entered 2011 Entered 2012 Entered 2013 Entered 2014 Entered 2015 140 849 137 527 148 374 129 352 145 464 Afrikaans First Additional Language 69 287 76 797 88 727 83 817 88 546 Agricultural Sciences 79 680 79 828 85 098 80 476 107 326 Business Studies 191 850 199 377 223 467 212 630 256 059 Economics 136 652 137 524 153 644 141 339 171 520 English First Additional Language 424 346 430 521 464 997 444 689 560 227 Geography 203 805 217 875 244 457 241 921 313 319 88 290 96 481 111 568 118 758 159 708 Life Sciences 270 540 283 611 307 303 291 317 359 187 Mathematical Literacy 281 613 297 074 330 789 319 191 400 794 Mathematics 229 371 230 194 245 663 232 432 273 348 Physical Sciences 184 052 182 083 187 170 172 259 199 150 History 16
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2013 - 2015 NSC Enrolments Accounting Provinces EASTERN CAPE 2013 Entered 2014 Entered 2015 Entered 18 689 15 884 19 180 7 433 6 653 7 876 GAUTENG 25 607 24 007 24 639 KWAZULU-NATAL 45 608 39 298 41 581 LIMPOPO 20 454 17 415 23 074 MPUMALANGA 11 209 9 344 10 327 NORTH WEST 6 482 4 404 6 104 NORTHERN CAPE 1 980 1 735 1 921 10 488 9 627 10 762 FREE STATE WESTERN CAPE 20
2013 - 2015 NSC Enrolments Accounting 50, 000 45, 000 40, 000 35, 000 30, 000 Enrolments 25, 000 20, 000 15, 000 10, 000 5, 000 E TE RN ES W 1, 980 AP AP C RN RT HE NO 6, 482 WESTERN CAPE C E T ES W RT H 11, 209 NO M AL AN PU 20, 454 MPUMALAN NORTH WEST NORTHERN GA CAPE GA PO PO LIM UNA UL 45, 608 LIMPOPO M KW AZ 25, 607 KWAZULUNATAL TA L G UT EN AT E ST 7, 433 GAUTENG GA 18, 689 FR AP C ER N EA ST 2013 Entered FREE STATE EE EASTERN CAPE E 0 10, 488 2014 Entered 15, 884 6, 653 24, 007 39, 298 17, 415 9, 344 4, 404 1, 735 9, 627 2015 Entered 19, 180 7, 876 24, 639 41, 581 23, 074 10, 327 6, 104 1, 921 10, 762 21
2013 - 2015 NSC Enrolments – Business Studies Provinces 2013 Entered 2014 Entered 2015 Entered EASTERN CAPE 26 379 24 094 30 985 FREE STATE 11 731 11 082 14 486 GAUTENG 44 587 45 436 49 779 KWAZULU-NATAL 61 654 62 136 72 621 LIMPOPO 24 615 20 835 28 493 MPUMALANGA 19 163 16 559 20 225 NORTH WEST 10 412 7 882 11 401 3 943 3 280 4 447 20 444 20 297 23 622 NORTHERN CAPE WESTERN CAPE 22
2013 - 2015 NSC Enrolments – Business Studies 80, 000 70, 000 60, 000 50, 000 Enrolments 40, 000 30, 000 20, 000 10, 000 E TE RN ES W 3, 943 AP AP RN C NO RT HE 10, 412 WESTERN CAPE C E T ES W RT H 19, 163 NO M AL AN PU 24, 615 MPUMALAN NORTH WEST NORTHERN GA CAPE GA PO PO LIM UNA UL 61, 654 LIMPOPO M KW AZ 44, 587 KWAZULUNATAL TA L G UT EN AT E ST 11, 731 GAUTENG GA 26, 379 FR AP C ER N EA ST 2013 Entered FREE STATE EE EASTERN CAPE E 0 20, 444 2014 Entered 24, 094 11, 082 45, 436 62, 136 20, 835 16, 559 7, 882 3, 280 20, 297 2015 Entered 30, 985 14, 486 49, 779 72, 621 28, 493 20, 225 11, 401 4, 447 23, 622 23
2013 - 2015 NSC Enrolments – Computer Applications Technology Provinces 2013 Entered 2014 Entered 2015 Entered EASTERN CAPE 4 527 4 364 4 649 FREE STATE 3 989 3 856 4 412 11 666 11 142 10 819 KWAZULU-NATAL 6 866 6 063 5 567 LIMPOPO 2 006 1 461 1 387 MPUMALANGA 3 207 3 032 2 993 NORTH WEST 2 544 2 257 2 273 NORTHERN CAPE 1 420 1 273 1 445 WESTERN CAPE 9 191 8 057 8 618 GAUTENG 24
2013 - 2015 NSC Enrolments – Computer Applications Technology 12, 000 10, 000 8, 000 Enrolments 6, 000 4, 000 2, 000 E TE RN ES W 1, 420 AP AP C RN RT HE NO 2, 544 WESTERN CAPE C E T ES W RT H 3, 207 NO M AL AN PU 2, 006 MPUMALAN NORTH WEST NORTHERN GA CAPE GA PO PO LIM UNA UL 6, 866 LIMPOPO M KW AZ 11, 666 KWAZULUNATAL TA L G UT EN AT E ST 3, 989 GAUTENG GA 4, 527 FR AP C ER N EA ST 2013 Entered FREE STATE EE EASTERN CAPE E 0 9, 191 2014 Entered 4, 364 3, 856 11, 142 6, 063 1, 461 3, 032 2, 257 1, 273 8, 057 2015 Entered 4, 649 4, 412 10, 819 5, 567 1, 387 2, 993 2, 273 1, 445 8, 618 25
2013 - 2015 NSC Enrolments – Information Technology Provinces 2013 Entered 2014 Entered 2015 Entered EASTERN CAPE 253 222 298 FREE STATE 230 197 207 GAUTENG 1 402 1 602 1 308 KWAZULU-NATAL 1 678 1 275 1 095 LIMPOPO 192 180 176 MPUMALANGA 127 216 178 NORTH WEST 234 263 240 38 28 22 753 889 891 NORTHERN CAPE WESTERN CAPE 26
2013 - 2015 NSC Enrolments – Information Technology 1, 800 1, 600 1, 400 1, 200 Enrolments 1, 000 800 600 400 200 197 1, 602 1, 275 180 2015 Entered 298 207 1, 308 1, 095 176 263 28 178 240 22 E AP AP ES TE RN C RN RT HE 216 WESTERN CAPE C E T W RT H NO M AL AN PU 38 W 222 234 NO 2014 Entered 127 ES GA PO 192 M 1, 678 PO TA L UNA UL AZ KW 1, 402 LIMPOPO MPUMALANG NORTH WEST NORTHERN A CAPE LIM KWAZULUNATAL G UT EN AT E ST 230 GAUTENG GA 253 EE AP C ER N EA ST 2013 Entered FREE STATE FR EASTERN CAPE E 0 753 889 891 27
2013 - 2015 NSC Enrolments Mathematics Provinces EASTERN CAPE 2013 Entered 2014 Entered 2015 Entered 37 423 31 997 41 676 9 683 10 175 11 782 GAUTENG 37 081 35 805 37 840 KWAZULU-NATAL 74 695 74 397 88 880 LIMPOPO 35 861 32 240 40 906 MPUMALANGA 19 651 17 947 21 053 NORTH WEST 10 972 9 526 10 867 3 153 2 426 3 258 16 825 15 375 17 086 FREE STATE NORTHERN CAPE WESTERN CAPE 28
2013 - 2015 NSC Enrolments Mathematics 90, 000 80, 000 70, 000 60, 000 Enrolments 50, 000 40, 000 30, 000 20, 000 10, 000 E TE RN ES W 3, 153 AP AP RN C NO RT HE 10, 972 WESTERN CAPE C E T ES W RT H 19, 651 NO M AL AN PU 35, 861 MPUMALAN NORTH WEST NORTHERN GA CAPE GA PO PO LIM UNA UL 74, 695 LIMPOPO M KW AZ 37, 081 KWAZULUNATAL TA L G UT EN AT E ST 9, 683 GAUTENG GA 37, 423 FR AP C ER N EA ST 2013 Entered FREE STATE EE EASTERN CAPE E 0 16, 825 2014 Entered 31, 997 10, 175 35, 805 74, 397 32, 240 17, 947 9, 526 2, 426 15, 375 2015 Entered 41, 676 11, 782 37, 840 88, 880 40, 906 21, 053 10, 867 3, 258 17, 086 29
2013 - 2015 NSC Enrolments – Mathematical Literacy Provinces 2013 Entered 2014 Entered 2015 Entered EASTERN CAPE 37 705 37 308 51 439 FREE STATE 17 801 16 581 23 607 GAUTENG 62 504 65 405 74 296 KWAZULU-NATAL 75 259 72 949 82 833 LIMPOPO 47 707 41 303 61 725 MPUMALANGA 31 504 27 953 35 049 NORTH WEST 18 561 16 856 22 973 7 417 6 524 9 474 31 871 33 436 39 398 NORTHERN CAPE WESTERN CAPE 30
2013 - 2015 NSC Enrolments – Mathematical Literacy 90, 000 80, 000 70, 000 60, 000 Enrolments 50, 000 40, 000 30, 000 20, 000 10, 000 E TE RN ES W 7, 417 AP AP RN C NO RT HE 18, 561 WESTERN CAPE C E T ES W NO 31, 504 RT H M AL AN PU 47, 707 MPUMALAN NORTH WEST NORTHERN GA CAPE GA PO PO LIM UNA UL 75, 259 LIMPOPO M KW AZ 62, 504 KWAZULUNATAL TA L G UT EN AT E ST 17, 801 GAUTENG GA 37, 705 FR AP C ER N EA ST 2013 Entered FREE STATE EE EASTERN CAPE E 0 31, 871 2014 Entered 37, 308 16, 581 65, 405 72, 949 41, 303 27, 953 16, 856 6, 524 33, 436 2015 Entered 51, 439 23, 607 74, 296 82, 833 61, 725 35, 049 22, 973 9, 474 39, 398 31
2013 - 2015 NSC Enrolments – Physical Sciences Provinces EASTERN CAPE 2013 Entered 2014 Entered 2015 Entered 25 972 22 384 29 356 8 344 8 684 10 341 GAUTENG 30 034 29 321 31 084 KWAZULU-NATAL 51 429 46 776 52 189 LIMPOPO 30 963 26 803 33 855 MPUMALANGA 17 185 15 374 17 921 NORTH WEST 9 033 8 231 9 169 NORTHERN CAPE 2 558 2 093 2 928 11 591 11 191 12 307 FREE STATE WESTERN CAPE 32
2013 - 2015 NSC Enrolments – Physical Sciences 60, 000 50, 000 40, 000 Enrolments 30, 000 20, 000 10, 000 E TE RN ES W 2, 558 AP AP C RN RT HE NO 9, 033 WESTERN CAPE C E T ES W RT H 17, 185 NO M AL AN PU 30, 963 MPUMALAN NORTH WEST NORTHERN GA CAPE GA PO PO LIM UNA UL 51, 429 LIMPOPO M KW AZ 30, 034 KWAZULUNATAL TA L G UT EN AT E ST 8, 344 GAUTENG GA 25, 972 FR AP C ER N EA ST 2013 Entered FREE STATE EE EASTERN CAPE E 0 11, 591 2014 Entered 22, 384 8, 684 29, 321 46, 776 26, 803 15, 374 8, 231 2, 093 11, 191 2015 Entered 29, 356 10, 341 31, 084 52, 189 33, 855 17, 921 9, 169 2, 928 12, 307 33
Female % Male % Female Male Province Enrolments NSC 2015 in terms of Gender Eastern Cape 42 120 51 006 45. 2 54. 8 Free State 16 371 19 018 46. 3 53. 7 Gauteng 50 568 61 552 45. 1 54. 9 Kwa. Zulu-natal 80 586 91 039 47. 0 53. 0 Limpopo 46 403 56 230 45. 2 54. 8 Mpumalanga 25 069 31 035 44. 7 55. 3 North West 15 393 18 448 45. 5 54. 5 Northern Cape 5 865 6 866 46. 1 53. 9 Western Cape 24 319 32 253 43. 0 57. 0 306 694 367 447 45. 5 54. 5 National 34 34
Percentage Male / Female Enrolments NSC 2015 60 50 40 30 20 10 W 53. 9 57. 0 NA L TI O 43. 0 NATIONAL NA ES TE 46. 1 RN C AP E PE N CA ER RT H 54. 5 NORTHERN WESTERN CAPE T 45. 5 NO 55. 3 W RT H NO AL AN GA 54. 8 44. 7 NORTH WEST ES PO PO PU M 53. 0 45. 2 M 54. 9 47. 0 LIMPOPO MPUMALAN GA LIM TA L UL U- NA EN UT GA ST AT E 53. 7 45. 1 AZ 54. 8 46. 3 KW Female % 45. 2 FR EE AP N C ER EA ST Male % G EASTERN FREE STATE GAUTENG KWAZULUCAPE NATAL E 0 45. 5 54. 5 35
BRIEFING ON EXAM AND ANA READINESS Managing a high quality examination 36
High Quality Examinations High Quality Question Papers Controlled Administration High Quality Marking Feedback and Improvement 37
BRIEFING ON EXAM READINESS Question papers 38
Setting of Question Papers a) All 258 question papers for November 2015 and March 2016 examinations have been set and moderated by the DBE and approved by Umalusi. b) Pre-writing of selected subjects (Accounting, Physical Sciences, Mathematical Literacy and Agricultural Sciences). c) Fairness review has been conducted on selected question papers. d) The approved question papers have been edited, quality assured and handed over to PEDs based on their printing plans. e) Adaptation of the question papers for the blind, partially sighted and deaf candidates is complete. 39 f) Brailing of the adapted papers for the blind is in progress.
Setting of Question Papers • Life Orientation Common Assessment Tasks (LO CAT) set, externally moderated and to be written on Friday, 4 September 2015. • Visual Arts and Design Practical examination question papers were released to PEDs on 18 June 2015, and candidates have commenced with section A of the examination. • Feedback from 2014 has been considered in the setting of the 2015 question papers. • International benchmarking on 2015 question papers, post the writing thereof. 40
Printing, Packing and Distribution a) Printing and packing are progressing according to plan. For security reasons, question papers will be made available to PEDs only a week before printing commences. b) Printing commenced on 24 August 2015 in three PEDs and the others will follow as per their printing plans. c) Storage facilities and distribution points across all PEDs are currently being inspected to ensure that the security norms and standards are maintained. d) Question papers will be distributed to examination centres on the morning of the examination, except in 41 the Western Cape. 41
Printing, Packing and Distribution e) In the Northern Cape, question papers will be stored at schools that are far from the districts. f) Western Cape will deliver to schools in weekly consignments, using pre-programmed locking devices. 42 42
BRIEFING ON EXAM READINESS Controlled administration 43
Registration of Candidates/Centres a) All candidates have been registered on the Examination Computer System. b) Most PEDs registered candidates in Grade 10 and data is rolled over each year. c) Two schedules of entries have been sent to all schools to verify accuracy of registration data. d) Subject changes, immigrant candidates and special concessions have been appropriately managed. e) The DBE is conducting an audit of the provincial registration data. 44
Registration of Candidates/Centres f) Concessions have been granted to candidates with special needs and include: • Additional time; • Amanuensis; and • Scribe. g) All centres by independent Umalusi accredited must in be order to administer the examination. h) To ensure improved management of the centres, all centres are being audited to categorise them in accordance with their risk profile: - High Risk Centres (HRC); - Medium Risk Centres (MRC); and - Low Risk Centres (LRC). 45
Registration of Candidates/Centres i) The risk status of the centre will determine the management of the centre. j) High Risk Centres – examinations administered by the province; Medium Risk Centres – placement of resident monitors; and Low Risk Centres – allocation of a roving monitor. k) Schools with previous irregularities are classified as high risk centres and will not be allowed to administer the examinations. This task will be taken over by the PED. 46
Writing of the examination a) The examination commences on 26 October 2015 and concludes on 27 November 2015. b) Invigilators who supervise the writing of exams are currently being trained across all PEDs. c) The DBE has conducted standardised training of all officials responsible the for training of invigilators. A National Procedure Manual on Invigilation has been developed. d) To inculcate a sense of commitment to complying with the examination code of conduct, all learners will sign a Pledge, at a Pledge Signing Ceremony. 47 47
Writing of the examination e) The writing of the examinations will be monitored by DBE, PEDs and Umalusi. The DBE has appointed 81 independent monitors who will be deployed to the districts. e) All schools will be closely monitored in accordance to their risk profile. f) All scripts to be returned to the district office the same day. g) Scripts to enjoy the same attention and security as the question paper. h) Specific norm times allocated for the return of scripts between the different collection points. 48 48
BRIEFING ON EXAM READINESS Marking and resulting 49
Marking a) Focus on the appointment of competent markers. b) Markers have been selected for appointment based on the Personnel Administration Measures (PAM) criteria and most PEDs have added learner performance as an additional criteria. c) The DBE is currently conducting an audit of marker appointments across all PEDs. The 10 subjects with the highest enrolment have been selected for this purpose. b) National Marking Guideline discussions will be hosted in Pretoria for all subjects, to ensure standardisation of marking across all PEDs. d) Internal moderators to be appointed for each paper at each marking centre. 50
Marking e) The DBE will appoint external moderators to evaluate the marking at each centre. f) The increased enrolment of candidates for the 2015 examination has necessitated the appointment of additional markers for 2015. g) Additional quality control mechanisms have been adopted and are being refined. 51 51
Tolerance Range • Tolerance range (TR) was introduced for the first time in 2014 and piloted in the 7 key subjects to control differences in moderation. This has improved the quality of marking. • This will be extended to include other subjects in 2015. Tolerance range (TR) is the agreed degree of deviation between the marked and moderated mark. • Tolerance range should not exceed 2 – 3% - at the total mark level and at the question level • TR exceeded: - in more than 50% of the scripts – remark batch. - in 50% of the scripts – moderate additional scripts. - less that 50% of the scripts – accept. 52
Authorisation of CMs and IMs • Chief markers (CM) and Internal moderators (IM) during the national training session will be evaluated on their compliance to the TR. • After multiple opportunities, if the TR is not reached, then the CM or the IM will not be authorised. • Given that the CMs and IMs have already been appointed, their services cannot be terminated. • Therefore, the DBE will arrange for support for these officials at the marking centre. 53
Authorisation of Markers • Prior to the commencement of marking, each marker will be given a batch of 10 scripts to mark. • If 50% of the scripts are within the TR, the marker is authorised to mark. • If less than 50% of the scripts are within the TR, the marker is given a second batch of scripts. • If the marker is still outside the TR, then he/she is called to a consultative meeting where his/her future involvement in the marking process is determined. • Need for a reserve pool of markers. 54
Centralised Marking • Two subjects: Agricultural Technology and Dance studies were centrally marked in Pretoria in 2014. • In 2015, Music and Agricultural Management Practice, together with the previous two subjects, will be centrally marked in Pretoria. • In addition, there is centralised marking of Isindebele and Siswati which will take place at Mpumalanga. • This responsibility would entail: – Appointment of markers, senior markers and chief marker and internal moderator; – Training of the markers; – Venue for marking; – Accommodation of the markers; – Management of the marking process; and – Control and security of the scripts. 55
Centralised Marking - 2015 • In addition , PEDs will continue to have bilateral arrangements where the number of scripts is less than 1000. • The DBE will co-ordinate and monitor the process nationally to ensure there are no glitches. • No PED will be allowed to mark subjects where all the QA levels cannot be complied with. • Centralised marking of deaf and Braille scripts by Western Cape and Gauteng Education Departments. 56
School-based assessment 57
a) School Based Assessment (SBA) The DBE deployed a team of 80 national moderators to conduct: Ø Audit of provincial SBA systems; Ø Conduct a sample moderation of assessment tasks and learner evidence in 18 districts across all PEDS, in July 2015; and Ø Moderation was conducted in 10 key subjects as a whole and in 7 subjects per province. This included Grade 11 and Grade 12. b) Second national moderation will be conducted in October 2015 and will evaluate the assessment tasks and the learner evidence. c) Provincial moderation to be completed by 16 October 2015. d) All SBA marks will be captured by 02 November 2015. 58
Moderation of PATs • Performance Assessment Tasks (PATs) are required in 16 NCS subjects. They contribute to 25% of the final assessment marks. • The DBE will conduct external moderation of Practical Assessment Tasks (PATs). • The moderation of PATs will follow the format of SBA. • This will be done in October 2015 during the final moderation of SBA. 59
BRIEFING ON EXAM READINESS Processing, release and appeals 60
Processing, Release and Appeals a) Marking will be completed by 15 December 2015 across all PEDs. b) Mark Capture will be completed by 18 December 2015. c) Proposals in respect of adjustments for the prestandardisation meeting – 20 December 2015. d) Pre-standardisation meetings will be held on 21 - 22 December 2015. e) Umalusi standardisation meeting to be held on 23 December 2015. f) Results will be thoroughly checked by the DBE, PEDs and Umalusi from 23 – 30 December 2015. 61
Processing, Release and Appeals h) Ministerial announcement on the 2015 NSC Results: 5 January 2016. i) Release of results to candidates by schools: 6 January 2016. j) Remark and re-check will take place early in February 2016. k) Candidates given 14 days after the release of the results, to apply for a re-mark or re-check. l) If candidates are still not satisfied with the outcome, candidates will be allowed to view his/her script. m) Based on specific criteria, candidates are allowed to write the supplementary examination. 62
BRIEFING ON EXAM READINESS Analysis and feedback 63
Analysis and Feedback a) Detailed analysis of results per school, per district, per province, per subject will be made available. b) Qualitative analytical reports from chief markers/internal moderators will be consolidated into a National Diagnostic Report. c) Outcomes of the Umalusi standardisation meetings will be made available to curriculum specialists and examining panels. d) Workshops will be conducted with teachers and subject advisors on the Diagnostic Report. e) Under-performing schools will be brought to account and improvement plans will be designed. 64
BRIEFING ON EXAM READINESS Irregularities 65
Irregularities • The 2014 NSC examination was marred by incidents of group copying which were identified in KZN and Eastern Cape in the main. • Since then, the DBE and PEDs have put special plans in place to curb irregularities in 2015 and to improve the credibility of the NSC examination. • Intensive monitoring will be undertaken by the DBE, PEDs and the district offices. • National and provincial hotline to allow for public to call in on any suspicious practice. • Close working relationship with the NATJOINTS. • Zero tolerance at all levels. 66
BRIEFING ON EXAM READINESS Progress chart (14 target indicators) 67
Progress Chart TARGET INDICATORS 1. High quality question papers are set and moderated. PROGRES S ü 2. Examination centre and candidates are accurately registered on ü the examination computer system. 3. Question papers are accurately printed. In progress 4. Question papers are distributed on time to all schools and candidates and strict security measures adhered to in the distribution process. All preparations in place 5. All candidates including learners with special needs are accommodated in the examination. ü 6. Examinations are conducted under controlled conditions across all examination centres. All preparations in place 68
Progress Chart TARGET INDICATORS PROGRESS 7. Answer scripts accurately marked and moderated. Marker appointments being finalised; marking centres established 8. All examination marks are accurately captured on the examination computer system. Data capturers being appointed; capture centres established 9. SBA is completed in accordance with policy prescripts and moderated. In progress 10. All examination and SBA marks are accurately captured. Data capturers being appointed; capture centres established. 11. All examination irregularities are appropriately managed. Structures and training in process 12. All candidates are resulted accurately and on time. System enhancements being finalised 13. Effective feedback provided to schools. Diagnostic analysis 14. All eligible candidates receive certificates. Systems in place 69
BRIEFING ON EXAM READINESS ANNUAL NATIONAL ASSESSMENT 70
Introduction (a) Administration of ANA 2015 in schools scheduled for 15 18 September 2015. (b) ANA will be administered in all grades from Grades 1 – 9. (c) Support and monitoring provided through: - bi-monthly meetings with Heads of Examinations; - monitoring of state of readiness for ANA 2015; - visits by the DBE to PEDs requiring most support; and - working sessions with relevant officials. (a) Printing and packing of tests are underway and distribution to schools is scheduled to be complete by 11 September 2015. 71
High Quality National Assessment Quality Test Development Controlled Administration Quality Marking Verification of ANA Outcomes Feedback and Data Utilisation 72
BRIEFING ON EXAM READINESS High quality tests 73
Test development and quality assurance • Language and Mathematics tests for all the affected grades were developed by teams of selected educators and subject advisors. • For quality assurance, separate teams moderated and edited the tests. • Tests for Grades 3, 6 and 9 were piloted in selected schools across the provinces in February 2015. • In addition, the tests for Grades 3, 6 and 9 were submitted to experts who serve on the ANA Advisory Committee for comments and all received inputs were used to finalise the tests. 74
Test development and quality assurance • For the Foundation Phase, all tests are versioned into the eleven official languages. • Tests were subjected to intensive editing and quality assurance. • All tests were print-ready by end of May 2015, and adaptations for learners with special learning needs have been completed which include Brailling for learners who are blind and large font size for those who experience sight challenges. 75
BRIEFING ON EXAM READINESS Controlled administration 76
Registration of learners (a) Registration of learners includes capturing essential information that will be used in: • Determining the numbers of test booklets to print, pack and distribute per grade, subject and language; and • Preparing reporting templates so that results can be reported at national, provincial, district, school and individual learner levels. (b) To date around 8. 3 million learners have been registered on the GET national database. (c) Provincial and school verification is ongoing. 77
Printing, packing and distribution • Eastern Cape, Kwa. Zulu-Natal, Mpumalanga, Northern Cape and Western Cape opted to print their tests using their existing facilities. All five provinces are finalising printing and will commence with the distribution of tests towards the end of August 2015 for tests to be in or closest to schools by 11 September 2015. • Tests for Free State, Gauteng, North West and Limpopo are being printed. Printing and distribution to Nodal Points must be completed by 4 September 2015. 78
Administration of tests in schools • Tests will be written in all schools from 15 to 18 September 2015. • Principals will allocate teachers to invigilate classes that they do not teach. • Independent schools that participate in ANA for purposes of being evaluated for subsidies will be invigilated by a district official. • PEDs will monitor the test administration process. • The DBE will employ independent monitors to reinforce monitoring that will be done by the DBE, PED and District officials. 79
BRIEFING ON EXAM READINESS High quality marking 80
Marking and moderation of scripts • Marking ANA tests is always preceded by memo discussions at national and district levels. National discussions have been completed and district discussions are underway, to be completed by 31 August 2015. • Teachers will mark the scripts of their learners. • SMTs will moderate the marking before schools issue reports to parents. • Samples of Grade 3, 6 and 9 scripts from all schools will be moderated by appointed markers at centres managed by PEDs and monitored by the DBE. • Marking centres will provide feedback to schools on the findings of moderation. 81
Marking and moderation of scripts • All participating independent schools will be marked by appointed markers at the centres that have been selected and will be managed by the PEDs. • Independent school organisations are invited to observe the marking process. 82
Capturing, cleaning and analysis of data • All marks and relevant assessment data per learner will be captured on existing IT systems such as SA-SAMS, CEMIS and others, but will eventually be uploaded onto the national GET system. • Trained Systems Administrators will clean the data and prepare it for analysis. 83
Reporting • DBE professionals will compile reports – a national report that reflects provincial and district results and a diagnostic report that identifies the skills and knowledge that learners were able or not able to demonstrate in the assessment. • The Minister will release the national report in December 2015. • The diagnostic report will be disseminated to schools in January 2016, so that teachers can plan how they will address the identified learning deficiencies in the new year. 84
BRIEFING ON EXAM READINESS Verification of ANA outcomes 85
Verification of ANA • For independent verification of all the processes as well as the outputs of ANA, the DBE has appointed a service provider to conduct the verification. • The service provider will monitor the administration of the tests in a random sample of 125 schools per province during the week of 16 to 19 September 2015. • They will independently mark, process and report performance from the sampled schools at Grades 3, 6 and 9 86
BRIEFING ON EXAM READINESS Mitigating the Challenges in 2015 87
Addressing the Challenges Remedial Measures (a) Standard of Question Papers/Tests • • Review of the panel of examiners; Pre-writing of question papers (QPs); Appointment of a third tier of editing; Language simplification; International benchmarking of QPs; Piloting of ANA tests; and Review of tests by external experts. (b) Quality of Marking • Stringent monitoring by the DBE to ensure compliance with agreed appointment criteria; Authorisation of chief markers (CMs) to ensure that only competent CMs manage the marking process; Application of the Tolerance Range to minimise deviation in marking; Use of learner performance as an 88 appointment criteria; and • • •
Addressing the Challenges Remedial Measures (c) Quality of School Based • Assessment (SBA) • • • (d) Variable standard of • assessment in Grade 10 and Grade 11 (e) Feedback and Data Utilisation • • • Statistical moderation conducted by Umalusi; DBE conducted a SBA systems audit across all nine PEDs; Moderation conducted by the DBE in June and October; and Moderation of PATs (assessment evidence) Setting of national examinations in Mathematics and Physical Science in Grade 10 and 11 by the DBE. Development of a detailed Diagnostic Report for Grade 12 and GET; Mediation of Diagnostic Report by subject advisors; 89 Tracking of performance; and
Addressing the Challenges (f) Examination Irregularities Remedial Measures • • (g) Progressed Learners • • • (h) Increased enrolment • • Categorisation of exam centres based on risk profile; Intensive monitoring that is streamlined and structured; Standardisation of Invigilator training; and National and provincial hotlines. Curriculum support as part of the NSLA programme; Identification of learners and understanding the profile of these learners; and Improved advocacy of policy to ensure uniform implementation. Appointment of additional markers and where necessary extend the marking duration; Procuring additional marking centres or 90 marking centres with additional
BRIEFING ON EXAM READINESS Conclusion 91
Conclusion • The DBE, together with PEDs, has monitored the preparations for ANA 2015 through bi-monthly meetings. All reports from PEDs indicate that PEDS are ready for ANA 2015. • Visits were conducted to KZN, Eastern Cape and Limpopo. The three are high priority provinces for support. • All schools have received the time table for ANA 2015. • Based on an evaluation of the key components of ANA, the system is ready for ANA 2015. 92
Conclusion • The DBE and the PEDs are ready to administer the 2015 NSC examination and ANA 2015. With an exercise of this magnitude there may be incidents of non-compliance and disruptions. Contingency plans are in place to address these occurrences. • The DBE will vigorously pursue its agenda of building a national examination and assessment system, that is internationally comparable and credible. • The DBE is harnessing the untapped potential of learner assessment, data analysis and data utilisation to enhance teaching and learning. 93
Thank You Website: www. education. gov. za Call Centre: 0800 202 933 | callcentre@dbe. gov. za Twitter: @DBE_SA | Facebook: DBE SA
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