National Senior Certificate Examinations Portfolio Committee on Basic Education 7 February 2012
Introduction
Introduction • The release of the 2011 NSC examination results has attracted immense public interest. • The NSC examination results remains one of the most important indicators of performance of the schooling system. • These results have implications for: - the DBE and its targets for learner improvement. diagnostic significance in curriculum implementation national benchmark for all schools
Introducti on • The national curriculum has established itself over the past four years: ü Generally, teachers have adjusted to the national curriculum standards ü Remediation programmes have yielded steady improvements ü Improved allocation of resources to schools ü Ongoing provision of professional support to educators and administrators ü Overall, evidence of a maturing national system of education ü Tried and tested processes, policies and practices in the national examination and assessment system • Teachers, subject advisors and the examining panels have come to grips with the national curriculum and its associated assessment
Context
Context: Delivery Agreement Outputs Outcome 1: Improved quality of basic education Output Sub-outputs Output 1: Improve the quality of teaching and learning 1. 1 Improve teacher capacity and practices 1. 2 Increase access to high-quality learning materials Output 2: Undertake regular assessment to 2. 1 Establish a world-class system of track progress standardised national assessments 2. 2 Extract key lessons from ongoing participation in international assessments Output 3: Improve early childhood 3. 1 Universalise access to Grade R development 3. 2 Improve the quality of early childhood development Output 4: Ensure a credible outcomesfocused planning and accountability system 4. 1 Strengthen school management and promote functional schools 4. 2 Strengthen the capacity of district offices 6
Initiatives to improve Quality of Schooling • Action Plan to 2014: Towards the realisation of Schooling 2025. • Review of the Curriculum. • The workbook project. • Continuing teacher development. • Accelerated Schools Infrastructure Development Initiative (ASIDI) • Annual National Assessment. • Foundations for learning programme. • The National School Nutrition Programme
Initiatives to Improve Quality of Schooling • Strong focus on improving literacy and numeracy across all grades. • Dinaledi Schools. • No Fee Schools. • Funza Lushaka Bursary Programme •
Grade 12 Intervention Strategies • Intensive post-test analysis of question papers • Development of a Diagnostic Subject Report • Development of self study guides in selected subjects in 2010. • Development of additional self study guides in Economics, Business Studies and Life Sciences. • Development of Practical Assessment Tasks (16 subjects in NCS) • Revision camps for learners. • Winter classes. • Radio lessons
Number of candidates and the pass rates in NSC: 1994 to 2010 80. 0 550, 000 70. 0 500, 000 450, 000 60. 0 400, 000 50. 0 350, 000 40. 0 300, 000 30. 0 250, 000 200, 000 Percentage Number of candidates 600, 000 20. 0 150, 000 100, 000 0. 0 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Candidates (no. ) 495, 408531, 453518, 032555, 267553, 151511, 159489, 941449, 371443, 821440, 267467, 985508, 363528, 525564, 775533, 561552, 073537, 543 % passed 58. 0 53. 4 53. 8 47. 1 50. 6 48. 9 57. 8 61. 7 68. 9 73. 2 70. 7 68. 3 66. 5 65. 2 62. 6 60. 6 67. 8 10
Grade 12 completion of 19 to 24 year olds earlier and at higher levels over recent years (Stats. SA household surveys) 11
Setting of standards in FET band • With the introduction of the NSC in 2008, standards were set at the grade 10, 11 and 12 levels, which was not the case with the old Senior Certificate. • Common testing programme implemented at grades 10, 11 and 12, together with exemplar questions. • One of the reasons for the decrease in the numbers of learners qualifying for admission
Enrolment in Grade 11 & Grade 12 1999 to 2011 1, 000 900, 000 800, 000 700, 000 600, 000 500, 000 400, 000 300, 000 200, 000 100, 000 0 2003 2004 2005 2006 2007 2008 2009 2010 2011 2004 2005 2006 2007 2008 Grade 11 714, 677 495, 236 709, 100 673, 675 738, 026 821, 685 839, 009 890, 902 920, 136 902, 763 881, 728 841, 858 847, 738 19992001 2000 2002 2001 2003 2002 2000 Grade 12 554, 198 366, 112 490, 657 485, 378 476, 593 501, 304 538, 909 568, 930 625, 838 595, 219 602, 321 579, 449 534, 498 13
Standardisation of Results
Standardisation of Results Year Subjects Raw marks Adjusted downwar upwards ds 2010 58 39 10 9 2011 56 45 8 3
Senior Certificate and the National Senior Certificate • Promotion Requirements: SC - Pass two approved languages. At least one at first language SG level - Pass at least three other subjects - Aggregate of 720 marks - Pass : HG (40%): SG (33 %); Converted Pass (LG): 25%
Senior Certificate and the National Senior Certificate Promotion Requirements: NSC - Achieved Home Lang: 40% - Two (2) subjects at 40% and three (3) at 30% Higher Certificate - NSC - LOLT at 30% Diploma -- NSC - LOLT at 30% - Four (4) subjects at 40% Bachelors - NSC - LOLT at 30% - Four (4 ) subjects at 50% (designated list)
Senior Certificate and the National Senior Certificate Comparison • NSC requires a seven subject offering, SC six. • NSC: Mathematics or Maths Literacy and Life Orientation compulsory. • Candidate could pass the SC with a converted pass of 25%, provided an aggregate of 720 was obtained. • Aggregate made redundant in the NSC with the specific requirement of 3 at 30% and 3 at 40% • Admission to bachelors in the SC: pass 4 subjects at 40% and 2 subjects at 33. 3%. • Admission to bachelors in the NSC: 4 subjects at 50% and remaining subjects at 30%, (home language must be at 40%). • All subjects offered for the NSC are at one level which is equivalent to the Higher Grade.
The Magnitude and Size of the NSC Examination
Candidates Enrolled/Wrote (full time) - 2011 Candidates enrolled and wrote Province Number enrolled Difference Number wrote enrolled-wrote Eastern Cape 68 069 65 359 2 710 Free State 26 394 25 932 462 Gauteng 87 630 85 367 2 263 127 056 122 126 4 930 Limpopo 74 673 73 731 942 Mpumalanga 49 600 48 135 1 465 North West 25 930 25 364 566 Northern Cape 10 425 10 116 309 Western Cape 41 261 39 960 1 301 511 038 496 090 14 948 Kwa-Zulu Natal National
Candidates Enrolled/Wrote (part time) - 2011 Candidates enrolled and wrote Number enrolled Province Eastern Cape Difference Number wrote enrolled-wrote 16 465 11 545 4 9200 2 589 1 604 985 Gauteng 35 493 28 021 7 472 Kwa-Zulu Natal 24 752 15 719 9 033 Limpopo 12 854 9 620 3 234 Mpumalanga 6 495 4 298 2 197 North West 3 144 2 382 762 1 691 967 724 9 297 5 960 3 337 112 780 80 116 32 664 Free State Northern Cape Western Cape National
NSC Full-Time Enrolments 20082011
Enrolments - NSC Part Time candidates 2008 - 2011
Overall National Results
Numbers Wrote 2008 to 2011 600, 000 552, 073 537, 543 533, 561 496, 090 Number 500, 000 450, 000 400, 000 350, 000 300, 000 2008 2009 2010 2011 25
Calculation of Achievement rate and Bachelor passes Achievement rate: No. of candidates that obtained NSC ÷ No. of candidates that wrote. Bachelors: No. of candidates that achieved Bachelors ÷ Total no. of candidates that wrote.
Overall performance of candidates in the 2011 NSC examination Province 2011 Total wrote Total Achieved % achieved Eastern Cape 65 359 37 997 58. 1 Free State 25 932 19 618 75. 7 Gauteng 85 367 69 216 81. 1 122 126 83 204 68. 1 Limpopo 73 731 47 091 63. 9 Mpumalanga 48 135 31 187 64. 8 North West 25 364 19 737 77. 8 Northern Cape 10 116 6 957 68. 8 Western Cape 39 960 33 110 82. 9 496 090 348 117 70. 2 Kwa. Zulu Natal National
NSC performance, 2008 to 2011 100. 0 90. 0 80. 0 70. 0 62. 6 60. 6 67. 8 70. 2 60. 0 50. 0 40. 0 30. 0 20. 0 10. 0 2008 2009 2010 2011 28
Candidates who wrote by gender 300, 000 250, 000 Number 200, 000 150, 000 100, 000 50, 000 0 Total wrote 230, 846 Total wrote Male Female 265, 244 Total pass 166, 057 Total pass 182, 060
Female Male Achieved W C N W M P Female Male Male K Z Female N Male LP Female G P F S E C Number Performance by Gender 2011 (Achieved/Not Achieved) 70, 000 60, 000 50, 000 40, 000 30, 000 20, 000 10, 000 0 Not Achieved 30
Numbers Achieved per Achievement Level 600, 000 500, 000 400, 000 300, 000 200, 000 100, 000 0 Total Entered Total Wrote Series 1 511, 038 Wrote Achieve with Achieve NSCNSC Not achieved Achieve with Achieve Higher Not achieved Bachelors. Diploma Certificate Higher Certificate 496, 090 120, 767 141, 584 85, 296 467 146, 288 31
2011 NSC passes by type of qualification Total Wrote Achieve with Bachelor s % Achieve achieved with Diploma Bachelor s % achieve with Diplomas Achieve Higher Certificat e % Achieve NSC with Higher Certificat e % Achieve NSC Total Achieved EC 65 359 10 291 15. 7 15 530 23. 8 12 102 18. 5 74 0. 11 37 997 FS 25 932 6 817 26. 3 8 371 32. 3 4 413 17. 0 17 0. 07 19 618 GP 85 367 30 037 35. 2 27 776 32. 5 11 394 13. 3 9 0. 01 69 216 KZN 122 126 27 397 22. 4 34 190 28. 0 21 331 17. 5 286 0. 23 83 204 LP 73 731 12 946 17. 6 18 868 25. 6 15 253 20. 7 24 0. 03 47 091 MP 48 135 8 866 18. 4 13 195 27. 4 9 072 18. 8 54 0. 11 31 187 NW 25 364 7 187 28. 3 8 373 33. 0 4 177 16. 5 0 0. 00 19 737 NC 10 116 2 012 19. 9 2 871 28. 4 2 074 20. 5 0 0. 00 6 957 WC 39 960 15 214 38. 1 12 410 31. 1 5 480 13. 7 6 0. 02 33 110 RSA 496 090 120 767 24. 3 141 584 28. 5 85 296 17. 2 470 0. 09 348 117
National Achievement Levels 2008 - 2011 0, 000 0, 000 0 Number wrote Total achieved 2008 533, 561 2009 Achieve Bachelors Achieve Diplomas Achieve Higher Certificate 333, 744 Achieve Bachelors 107, 274 Achieve Diplomas 124, 258 Achieve Higher Certificate 102, 032 552, 073 334, 718 109, 697 131, 035 93, 356 2010 537, 543 364, 147 126, 371 146, 186 91, 947 2011 496, 090 348, 117 120, 767 141, 584 85, 296 33
Comparison of Bachelors passes by provinces 2008 to 2011 29. 3 19. 9 12. 3 12. 2 16 21. 4 33. 9 25. 7 15. 6 15. 7 26. 3 35. 2 22. 4 17. 6 No l na tio pe Ca 20. 1 20. 8 16. 9 32. 0 19. 9 15. 8 27. 7 21. 1 31. 5 23. 5 18. 4 28. 3 19. 9 38. 1 24. 3 W 33. 0 rth 20. 1 No pu National Na 20. 3 es te n 14. 0 er 19. 4 rth 13. 1 Western Cape rn Ca es W an 12. 6 m 18. 2 ul 30. 5 M al pe t ga po Lim u. Na po l ta g en ut te St a 21. 0 a. Z 2011 14. 4 Kw 2010 Kwa. Zulu- Limpopo Mpumalan North West Northern Natal ga Cape Ga 2009 Free State Gauteng ee 2008 Eastern Cape Fr Ea st er n Ca pe 50. 0 45. 0 40. 0 35. 0 30. 0 25. 0 20. 0 15. 0 10. 0 5. 0 0. 0
Overall performance of Learners with Special Needs in the 2011 NSC examinations Eastern Cape Free State Gauteng Kwa. Zulu Natal Limpopo Mpumalanga North West Northern Cape Western Entered Wrote 81 41 383 Achieved 78 64 36 33 369 340 6 6 5 206 0 4 179 0 4 96 0 4 118 117 61 118 92 60
Gini coefficient of pass rates (2009 to 2011) 0. 300 0. 257 0. 203 0. 250 0. 192 0. 200 0. 150 0. 100 0. 050 0. 000 2009 2010 2011
Achievement rates within different percentage categories 3000 40. 0 35. 0 2500 Number 2000 25. 0 1500 20. 0 15. 0 1000 10. 0 500 5. 0 0 0. 0 Ex ac tly 0% o 0 t . 9 19 % % to 20 . 9 39 % t 40 . 9 59 o % t 60 . 9 79 o Number of schools 80 t 0% 10 o Ex l act y pass % by school 0% 10 Percentage 30. 0
School Achievement by Quintiles 2011 600 500 400 300 200 100 0 Quintile 1 0 -19. 9% Quintile 1 2 49 Quintile 3 2 33 38 Quintile 4 Quintile 5 Quintile 11 9 20 - 39. 9% 236 131 152 47 36 40 -59. 9% 440 293 359 150 77 60 -79. 9% 506 377 457 261 139 80 - 100% 413 342 445 313 562 Exactly 100% 48 55 58 44 192 Exactly 0% 4 0 3 0 2 5
Candidates’ performance in selected subjects 2008 – 2011 (at 30% level) 100. 0 60. 0 40. 0 20. 0 71. 1 2011 61. 6 71. 3 78. 6 nc es ics cie ica l. S he at M ica m l. L ite at ra cy nc es Sc Lif e ys 62. 6 Ph 62. 8 at 2010 54. 9 65. 5 74. 7 46 36. 8 99. 6 74. 6 86 47. 4 47. 8 99. 6 73. 2 85. 9 46. 3 53. 4 72. 3 72. 2 99. 6 75. 2 69. 2 75. 8 64 70 75. 9 m 71. 6 45. 4 he 71. 9 78. 6 99. 5 at 51. 7 70. 5 68. 7 M 61. 5 ie io at nt ie Or 80. 4 Ag ric n y or st Hi ph y og ra Ge on Ec 78 Lif e 2009 om es di 74. 1 Bu 52. 5 ul 61. 3 sin tu ra es s. S l. S cie tu nc tin un 2008 ics Accounti Agricultu Business Economi Geograp History Life Mathem Physical ng ral Studies cs hy Orientati Sciences atical atics Sciences on Literacy es g 0. 0 Ac co Percentage 80. 0
Candidates’ performance in selected subjects 2008 – 2011 (at 40% level) 100. 0 90. 0 80. 0 60. 0 50. 0 40. 0 30. 0 20. 0 10. 0 nc es ics l. S ica ys 39. 9 51. 0 29. 4 20. 6 98. 8 51. 7 64. 7 30. 9 29. 7 98. 9 46. 2 65. 0 30. 1 33. 8 40 36. 0 21. 9 46. 7 31. 2 39. 2 46. 9 98. 5 2010 35. 3 32. 1 45. 9 46. 3 40. 6 52. 5 2011 35. 8 39. 5 55. 4 33. 1 42. 2 52. 7 M 2009 at he Ph m at M at he m cie at ra l. L ite Lif e ica Sc ie io at nt ie Or Lif e cy nc es n y or st Hi ph y og ra Ge on Ec tu s. S Bu ul tu sin es l. S cie ra om es di es nc tin un Ag ric ics Accounti Agricultu Business Economi Geograp History Life Mathema Physical ng ral Studies cs hy Orientati Sciences tical tics Sciences on Literacy 2008 31. 1 14. 6 42. 6 35. 2 40. 9 37. 5 96. 8 39. 4 54. 9 29. 7 28. 3 g 0. 0 Ac co Percentage 70. 0
Mathematics achieved at 30% & 40% level 2009 to 2011 300, 000 250, 000 200, 000 150, 000 100, 000 50, 000 0 Total Wrote 2009 290, 407 2010 2011 263, 034 224, 635 Achieved at 30% and above 133, 505 124, 749 104, 033 Achieved at 40% and above 85, 356 81, 374 67, 541 41 2009 2010
Physical Sciences achieved at 30% & 40% level 2009 to 2011 250, 000 200, 000 150, 000 100, 000 50, 000 0 2009 2010 Total Wrote 2011 2009 2010 2011 220, 882 205, 364 180, 585 Total achieved at 30% and above 81, 356 98, 260 96, 441 Total achieved at 40% and above 45, 452 60, 917 61, 109
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District performance by achievement interval and province 2011 Province EC FS GP KZN LP MP NW NC WC Total number of Districts 23 5 14 12 6 4 4 5 8 81 Below 50% 5 0 0 0 0 5 50% to 59. 9% 6 0 0 1 1 1 0 10 60% to 70% 8 0 1 7 3 2 0 1 0 22 70% to 80% 4 4 1 1 2 2 1 23 80% & above 0 1 10 0 2 1 7 21 46
District Performance by achievement interval 2011 25 23 22 21 20 Number 15 10 10 5 5 0 w Belo 50% to 50% 60% to 60% 70% to 70% 80 d ab % an ove 47
Bachelor Targets – Short Term National Targets Year 2009 2010 2011 2012 2013 2014 Target 110 000 123 000 136 000 149 000 162 000 175 000 Achiev ed 109 697 126 371 120 767 ? ? ?
Bachelor Targets - Provincial Prov 2010 Pass EC 10 225 FS 5 890 GP KZ N LP 2011 Target 2011 Pass 2012 Target 2013 Target 2014 Target 11 004 10 291 12 056 13 108 14 159 6 817 6 945 7 551 8 157 31 301 33 686 30 037 36 905 40 124 43 31 466 33 863 27 397 37 099 40 335 43 571 14 757 15 881 12 946 17 399 18 917 20 436 6 339 MP 8 147 8 768 8 866 9 607 10 446 11 285 NW 8 021 8 633 7 187 9 459 10 285 11 111 NC 2 152 2 316 2 012 2 538 2 760 2 982 WC 14 412 15 510 15 214 16 992 18 474 19 956 Nat 123 136 120 149 000 162 000 175 000
Provinces 2010 vs. 2011 • Free State and Mpumalanga exceeded their targets, even though the numbers that wrote dropped in 2011 • E Cape had a drop, even though the numbers that wrote increased in 2011. • All other provinces had a drop in the numbers that wrote • Factors such as enrolments and previous targets not met need to be factored in when setting targets for 2012 – 2014
Diagnostic Subject Report
Scope The following 11 subjects with high enrolments were analysed: • Physical Science • Mathematics • Mathematical Literacy • Geography • History • Agricultural Sciences • Life Sciences • • Accounting Business Studies Economics English First Additional languages 52
Methodology • 100 scripts per paper were randomly selected at each marking centre. • The scripts were randomly selected from a range of districts, to cover low, medium and high scores. • The individual scripts were scrutinized per question, to provide a detailed understanding of the nature of responses, areas of weakness. • In addition, markers, senior markers and chief markers noted learners’ responses to questions, paying particular attention to common errors and misconceptions. 53
General findings • Improvements in the quality of responses of candidates in most subjects • Even where candidates did not obtain full marks, they were not “totally off the mark” which confirms that there is improvement in teaching and learning in most schools. • Inability to answer questions assessing higher order thinking skills like problem solving, critical thinking, analysis and evaluation • Inadequacies relating to foundational competencies and basic concepts, which negatively impact on advanced learning and understanding 5 Inadequate literacy and numeracy skills required to write 4 •
Mathematical Literacy Issue Possible Cause Over reliance on ‘algorithmic procedures’ whenever solving mathematical Learners do not know when to problems, often without visualizing the multiply and when to divide when doing conversions in a problem. Learners often know that there is a 100 metric system. involved in a relationship between cm For example, multiplying by 100 and m. What they forget and have to instead of dividing when remember is whether they must divide or converting cm to m. multiply. This seems to be a pedagogical problem. Poor understanding of space, Lack of use of physical objects like shape and measurement. models and paper cuttings when dealing For example, most learners do with aspects of space, shape and not know the difference between measurement. radius and diameter. It is always difficult for a learner who
Mathematics Issue Lack of basic foundational competencies • basic knowledge of algebra • basic trigonometric definitions and identities • spatial perception impeding the solving of 2 D and 3 D problems. • understanding of gradients Possible Cause Poor knowledge skills by teachers in lower grades. Lack of curriculum coverage in the lower grades Poor understanding of concepts in Learners are exposed to ‘stimulusthe curriculum that required response’ methods and rote deeper conceptual understanding. learning Learners cannot factorise a simple Lack of basic knowledge. expression
Physical Sciences Issue Possible Cause Extremely low marks for recall questions Learners do not study hard enough, no textbooks/study material Lack of practical work Teachers do not conduct experiments Lack of mathematical skills No proper foundation Lack of higher order thinking skills Learners not exposed to these type of exercises or not practised enough No linkages between topics in chemistry, knowledge isolated to chapters and confined to chapters-not used anywhere else Teaching methodology, shallow teaching, lack of deeper understanding Redox reactions still a problem due to mainly the names associated with these Teaching methodology reactions, e. g. reducing agent, being reduced and vice versa IUPAC in organic chemistry and naming Poor teaching of organic molecules still a big challenge
Life Sciences Issue Possible Cause Evolution Confusion of out-of- Africa theory with fossil findings in Africa. Genetics Could not identify sex gametes Sound Amplification through biological structural adaptation Lack of application of knowledge Biological negative impacts Lack of understanding of the functions of hormones e. g. insulin
Accounting Issue Possible Cause Challenges with: The format, analysis and interpretation of financial statements (Income statement, Balance sheet and Cash flow statement) Teaching these concepts such as Cash flow appears not to be taking place in some of the schools Analysis and interpretation of financial statements is ignored. Basic mathematical calculation is a challenge to most candidates No exam preparation, e. g. previous papers Challenges with: • Debtors’ collection schedule • Debtors average collection period • Analysis and interpretation of the debtors’ age analysis - Favourable and unfavourable variances • Calculation of the percentage increase in salaries and wages Most candidates could not perform the basic calculations of: • debtors’ collection schedule • debtors average collection period Interpreting the variances and offer valid solutions to rectify negative variances Learners not grounded in basic concepts Teaching in earlier grades
Economics Issue Possible Cause Learners experienced difficulty with Teaching methodology questions based on contemporary economic Cannot link content studied to issues Most candidates did not understand certain economic concepts, for example, Economies of scale Industrial Development Zones, etc. Candidates could not interpret action verbs correctly, e. g. the different between explain and discuss. Language deficiency Reading comprehension Most candidates could not understand the action verb/key word and thus gave a wrong response Data-response questions and the calculation of the Trade balance. Analysis and calculation of figures seem to be a huge problem for learners Lack of higher order thinking skills, e. g. analyse and interpret data. Basic mathematical calculations, e. g. figures in the Balance of Payment and the format of the Balance of payment Drawing, analysis and interpretation of graphs. Interpretation of cartoons is challenging Teaching of graphs. Lack of interpretation and calculation skills as well as basic knowledge relating to
Business Studies Issue Possible Cause Case Studies: Some learners were unable to recognise challenges from a case study. HIV/Aids and its impact on business: the answer was aligned to Life Orientation. Teaching methodology Cannot link content studied to issues Difficulty in reading, understanding and contextualising case studies and scenarios to their specific subjects Not enough exposure/practise in these type of questions Calculations on Rate of Return and assumptions they had to make concerning the investments was a challenge. Basic mathematical calculations, e. g. calculation of the returns on Investments, simple interest Candidates could not interpret action verbs correctly, e. g. explain advertisement. Candidates could not obtain full marks due to language. Language is still a problem to most of the candidates. Interpretation of the action verbs
Geography Issue Possible cause Physical Geography (Climatology & Too abstract for teachers and Geomorphology) is still a major learners challenge to learners Interpretation of graphs and other Cannot read graphs properly diagrams. Mapwork Calculations of gradient, magnetic Formulae are still a problem declination and vertical exaggeration Cannot draw or identify features Cross sections Geographic Information System Most teachers still not conversant with content (GIS): Concepts and processes
History Issue Unable to ascertain usefulness, compare evidence, make judgements or interpret and analysis of sources. Possible Cause Poor teaching and learning Learners not exposed to these type of homework/classwork Failure to grasp words such as ‘limitations’, ‘bias’, ‘similarities’ and Poor teaching and learning ‘differences’. Inability to write a coherent paragraph using evidence from the Poor teaching and learning sources. Inability to write a coherent and well-balanced essay following the given line of argument. Poor teaching and learning
Umalusi Report
Umalusi Findings Question Papers (a) (b) (c) Adherence to the 18 month cycle • Question papers are ready for external moderation as from 1 February 2012. • External moderation to be completed by 30 June 2012. Concurrent moderation • Currently being implemented Poor standard of English First Additional Language • DBE to appoint an independent panel to investigate this issue and will implement recommendations.
Umalusi Findings School Based Assessment (a) (b) (c) Synergy between DBE and Umalusi Moderation processes. • Pre-moderation discussions with Umalusi to be facilitated. Sub-standard Assessment Tasks • Exemplar assessment tasks to be set. • Common Assessment Tasks set for Life Orientation Application of marking rubrics • Training of teachers
Umalusi Findings School Based Assessment (d) • Lack of rigour of moderation at school and district levels DBE to implement focused district moderation approach (e) • Hypothesis testing in Life Sciences Teacher development programme.
Umalusi Findings Conduct of the examination (a) (b) (c) (d) (e) Security Vacant posts Storage facilities Independent centres. Shortage of question papers/answer books Remedial Strategies • Norms and standards for key examination processes. • Focus on provincial co-ordination and support. • Differentiated monitoring approach. • Audit of all independent centres, de-registration of centres with recurrent irregularities. .
Umalusi Findings Marking (a) • Large number of marking centres. Phased in reduction of marking centres. (b) Competency of markers • Competency test for all prospective markers. • Training of markers. (c) Quality Control measures in marking • Enhancement of verification measures. .
Conclusion • Set a new benchmark in attainment of achievement rate. • Improvement in percentage passes in five gateway subjects, including Physical Science. • Basic Education Sector will focus on underperforming districts. • Specific attention on Mathematics, Physical Science, Life Sciences, Economics and Accounting.
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