Portfolio Committee on Basic Education Report on the Quality Assurance of the National Senior Certificate (NSC) Tuesday, 3 March 2015 Dr Mafu S Rakometsi
WHAT CAN WE LEARN FROM THE NSC RESULTS? Introduction to the context, principles, approaches and processes Dr Mafu S Rakometsi, Chief Executive Officer of Umalusi
Regulatory Framework Quality Assurance of Assessment NQF Act Section 27 (h) § The Quality Council (QC) must develop and implement policy and criteria for assessment for the qualifications on its sub-framework.
Section 17 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.
Framework for Quality Assurance of Learner Achievement q q q Based on established and existing practices in assessment for certification Prescribed components of external assessment (examinations) and Site-based/ internal / continuous assessment Use of systems, processes, and procedures to evaluate, inspect, monitor and report on examination systems, processes and procedures of public and private assessment bodies
Framework for Quality Assurance of Assessment q q ü ü ü Evaluation and /or accreditation of assessment bodies; Periodic inspection of assessment systems; Ongoing monitoring of assessment systems; and Quality assurance of external examinations through: Moderation of examination question papers Monitoring and moderation of SBA Monitoring the conduct of examinations Moderation of marking Standardization of assessment outcomes
Approval for the release of Results Approval is based on the following requirements: § § the examinations are conducted compliant to the applicable policies regulating the conduct and administration of the examinations; and at the time of approval, there is no serious irregularity which could undermine the credibility of the examinations.
Quality Assurance of the DBE 2014 National Senior Certificate Examination Ms Faith Ramotlhale Senior Manager: Quality Assurance of Assessment
Moderation of question papers PURPOSE: q q To ensure that the question papers are of the required standard - (CAPS and SAG’s); To ensure that the question papers are relatively: - fair - reliable - representative of an adequate sample of the curriculum - representative of relevant conceptual domains - representative of relevant levels of cognitive challenge
Moderation of the question papers Approach: q Question papers set by panel of examiners – DBE q Internally moderated by DBE q Externally moderated by Umalusi q Subsequent moderations and approval
Moderation of the question papers Criteria: q Technical criteria q q Internal moderation q q Content coverage Cognitive demands Marking memorandum/guidelines q q Text selection, types and quality of questions Language and bias q Predictability
Moderation of the question papers Areas of Good Practice: q q Percentage of question papers and memoranda approved after first and second moderation (Nov’ 2014 - 79% ; Mar’ 15 - 82%) To ensure equivalence of standards, the final and supplementary examination question papers are moderated simultaneously. Areas of Concerns q q q 6 question papers were approved in August 2014 after the fifth moderation; The use of analysis grids for content and cognitive levels; (Isi. Xhosa FAL P 1 &2; Isi. Xhosa HL P 2; Nov’ 14 and March’ 15).
Moderation of the question papers Definition and Purpose: q q q Internal assessment refers to any assessment conducted by the provider , the outcome of which count towards the achievement of the qualifications Ascertain the degree to which assessment bodies/DBE is attempting to ensure standardisation across Ascertain the standard and quality of the tasks Establish the extent and quality of internal moderation and feedback Verify the reliability and validity of the assessment outcomes
Moderation of Internal Assessment Approach q q q Focus Approach: Subjects Provincial Feedback on the SBA Moderation during March/ April’ 2014 Verification of the DBE SBA Moderation during June/July 2014 Verification of SBA moderation - Umalusi independent sample Oct/Nov’ 2014 Mathematics, Life Sciences, Physical Sciences Accounting, English FAL, History, Geography, Life Orientation, Music, Mechanical Technology Agricultural Technology Computer Application Technology, Civil Technology, Dramatic Arts, Maths Lit
Moderation of Internal Assessment Areas of good practice: q q Internal moderation was conducted at three levels in some subjects, and well structured moderation process was in place DBE moderation was found to be rigorous, brief, relevant and feedback was provided to teachers and learners Generally, the SBA programme was managed appropriately, and the work schedule was adherence to In some provinces marking was generally fair, marks were transferred accurately and marks were captured and calculated electronically
Moderation of Internal Assessment Areas of concern: q q Shadow marking, and incorrect allocation of marks have a negative effect on the validity, reliability and fairness of the SBA – at school and district level Marking was too lenient , wide gap between marks scored in tests, examinations and practical tasks, and essay matrix levels were applied inaccurately The use of rubrics still presents a major problem for teachers, and the marking rubrics for assignments, research projects, and practical investigations were poorly designed Inability of learners to answer questions of a higher cognitive order, and poor research skills were noted in many subjects
Monitoring of Examinations State of readiness q Umalusi shadowed the DBE in all provinces, and conducted independent verification of 82 district offices and a few schools Findings: Areas of Concerns: q Staff capacity is inadequate with a high number of vacant posts in PDE’s and districts q Inadequate resources at PDE’s and District offices q Co-ordination between PDE head office and District needs improvement
Monitoring of Examinations State of readiness q High number of independent centres, lack of capacity to audit them may affect the credibility of examinations Areas of Good Practice: q q DBE standardized the turnaround times nationally for distribution of question papers and return of answer scripts Most PED have the necessary security arrangements in place Piloting of electronic locking system in one province Most PDE’s have adequate to excellent printing, storage and distribution facilities
Monitoring of the writing phase No of exam centres No of exam centers monitored by Umalusi No of Umalusi monitors 6704 359 90 Procedure: § Umalusi reviewed the sampling procedure § Centres offering SC and NSC had records of irregularities, high enrolments, record of performance, whistle blowers Areas of Good Practice: § In most provinces appropriate practices were followed and examination regulations were adhered to
Monitoring of the writing phase q Some examination centres had resident monitors assigned for the full duration of the examination. Areas of Concerns: q Delivery of examination material to rural nodal points was not always on time, and poor record keeping of examination material collected q Inadequate monitoring by assessment bodies in some provinces q Training of chief invigilators and invigilators should be intensified in certain provinces so that compliance to examination regulations is adhered to q Training of candidates on examination rules should be enhanced
Monitoring of marking phase Number of marking centres 132 No of marking centres monitored 104 Areas of Good Practice § § § Marking centres were generally well organised and suitable for the task Adequate and experienced security personnel at the gates and entrances to the venues in most provinces; and Training of marking personnel was generally thorough and effective Areas of Concerns: § § Poor marking facilities, and shortage of ablution facilities Late arrival of markers and load shedding hampered progress
Monitoring of Marker Selection PURPOSE: § To monitor the marker selection process with the view to establishing a benchmark for the practices employed in the selection and training of markers: Umalusi monitored the following processes: § Process of marker selection § Audit of marker selection § Training of various levels of markers § Criteria used for marker selection: Resolution 6 of 1997 as amended in 2001
Monitoring Marker Selection Gauteng: (Performance of learners at 60%) § Shortage of applications for English HL – decrease number of Senior markers and extension of the marking period q Limpopo: § No documentation/ evidence to verify the list of applicants § Marker experience was captured incorrectly § List of markers declared incompetent during previous year was not available § Discrepancies in the appointment of marking personnel: Unqualified Senior Markers supervising highly qualified and experienced teachers § Unqualified markers with no subject specialization § Grade 10 teachers, principals, and teachers who were not teaching literature q
Monitoring of Marker Selection q Mpumalanga § § § Each panel had the pass rates of schools for the previous year and verified against the application form There were anomalies in the appointment of Physical Science P 2 markers: teacher with PTD and ACE, incomplete forms accepted, Grade 10 teachers, incompetent teachers; inexperienced Senior markers Placement battery Test administered q North § § West The process was thorough, corroboration of application forms, school performance, and 2013 performance evaluation The marker selection and appointment was not compromised, and training of markers was conducted satisfactory
Monitoring of Marker Selection q Kwa-Zulu § § § Though pass percentage was captured it was not considered as a selection criteria , markers with 29% of learner performance were selected to mark Physical Science Pass percentage was considered for Chief Marker positions The monitoring of the process by Umalusi was not well received q Free § Natal State The criteria were used without any enhancement, no deviation from PAM.
Monitoring of Marker Selection q Northern § § ü ü Cape The markers were ranked according to ranking criteria designed by the PDE: - classroom performance, quality of marking in the previous marking sessions Discrepancies in the appointment process were observed: Inexperienced and unqualified chief markers and internal moderators were appointed in certain papers; 2 markers without credentials were appointed in Life Sciences P 1.
Monitoring of Marker Selection q Western § § § Competency test administered in 11 gate way subjects Markers were expected to obtain 60% Two years teaching experience of Grade 12 between 2012 -2014 Consistency in the application of the selection criteria Training of markers covered all aspects of marking q Eastern § Cape: Selection criteria -school performance resulted in the shortage of markers, thus more than 10% of novice markers were appointed
Verification of marking PURPOSE: q Moderation of marking determines the standard and quality of marking and ensures that marking is conducted in accordance with agreed practices q Umalusi engages with the following processes during the moderation of marking: ü Pre-marking/memorandum discussion: centralised memo discussions recommended - this will ensure consistency across provinces and marking centres ü Moderation of marking (centralised and on-site)
Marking verification Memo discussion meetings: Areas of good practice: q q q The memo discussions for the approval of final memoranda went relatively well in 2014 Improved training in most subjects was observed and the introduction of the tolerance range is highly commendable Few changes were made to marking guidelines for enhancement of marking
Memo discussion meetings (cont) Areas of concern: q q q Provincial representatives often experienced problems accessing a sample of scripts to pre-mark before coming for memo discussion meetings The time between the marking dates and the memo discussions was too tight to allow pre-marking to take place This was reported in several subjects, and seriously compromised the validity of the process, as meaningful discussion and consistency depends on the pre-marking of scripts
Memo discussion meetings (cont) Areas of concern: q q Some provinces sent only one representative or none at all to the memo discussions The fact that the memo discussions for African languages, HL, SAL and FAL took place in the same time slot caused problems because these subjects share national examiners, internal moderators and external moderators Where training occurred in FAL and SAL papers, it was compromised as the time allocated was too short Se. Sotho HL P 2 up to 60% of the memorandum was changed with many alternatives added
Verification of Centralised & on-site marking Areas of good practice: q q Computer Application Technology (CAT) consultation model with national internal and external moderators is commendable for ensuring consistency of marking across the provinces The intensive and extensive training of markers had a positive effect on the quality of marking
Verification of Centralised & on-site marking (cont) Areas of concerns: q q Candidates had difficulty in the interpretation of specific verbs that denoted to cognitive level of questions Appointment of incompetent personnel as chief markers The official rubric for creative writing needs further refinement as it has advantaged candidates in the higher categories Appointment of incompetent internal moderatorsunauthorised additions to the marking guidelines
Verification of Centralised & on-site marking (cont) Areas of concerns: § § Inadequate number of internal moderators compromises the rigorous moderation of scripts Mistakes in the marking may be attributed to non compliance to the marking memorandum by markers
Examination Irregularities q q The marking moderation process was intensified by deploying external moderators to the 9 provinces for the extended period and independent sampling of scripts Irregularities that occurred in Mpumalanga, KZN and EC were identified during the verification of marking process at the various marking centre Subjects that were implicated were mostly high enrolment subjects, namely Mathematics, Physical Science, Life Sciences, English FAL, Geography, History, and Business Studies and Accounting DBE was informed to conduct an audit in the affected subjects and centres- Umalusi oversight role
Examination Irregularities q q DBE conducted an audit in the two provinces and presented the outcome of the audits involving irregular patterns in the learners’ scripts; 39 centres were identified in KZN and 19 centres in the Eastern Cape Umalusi’s external moderators and internal staff were deployed to the provinces to monitor and verify the outcome of the audits DBE recommended the clearance of additional centres to EXCO, and after Umalusi verification additional centres were cleared in KZN and in the Eastern Cape; DBE and EC Chief Director presented reports to EXCO from their investigation (candidates, invigilators and chief invigilators), - Umalusi oversight role
Examination Irregularities q q q Methodology differed- EC invigilators, Chief invigilator and candidates were interviewed by one team on the same date; objectivity and professionalism was observed KZN- invigilators and chief invigilators were interviewed separately from candidates with the difference of a week in between by different panels; - subjectivity and lack of professionalism observed The number of implicated centres stood at 20 in KZN and 14 in the Eastern Cape, the results of the implicated candidates were blocked pending the outcome of the hearings with candidates
Examination Irregularities q q Meetings were held between Umalusi and DBE Senior Management; Umalusi Chairperson of Council and the Minister to map out the way forward; and conflicting views presented by media DBE will provide Umalusi with the plans for the conduct of the formal hearings in the two provinces- scheduled in March/April 2015
Examination Irregularities Province Number of Outcome Centres Gauteng Mpumalanga Western Cape 6 3 1 Hearings in progress North West 1 Implicated candidates barred for 1 -3 years Northern Cape 1 Implicated candidates barred for 1 -3 years Eastern cape KZN 14 20 Results blocked pending hearings Results cleared in Accounting Implicated candidates barred for 1 -3 years; Results blocked pending hearings
Standardisation and verification of resulting q Provision of GENFETQA – Council may adjust raw marks q International practice – large scale assessment systems q Standardisation – process used to mitigate the effect of factors other than learners knowledge and aptitude on the learners performance q Sources of variability – difficulty in question paper, undetected errors, learner interpretation of questions
Verification of the Resulting Process Planned Subject structures Candidate registration Generation of mark Sheets Capturing of Marks Standardisation data & Booklets Capturing of adjustments Statistical moderation & resulting Status Subject structures verified System verified during state of readiness visits Monitored Data sets received and verified Verified
WHAT CAN WE LEARN FROM THE NSC RESULTS? STANDARDISATION DECISIONS DBE NSC 2014
Statistical moderation Scope of standardisation 2014: Decision Number of subjects Subjects standardised 58 Subjects Raw marks accepted 35 subjects Moderated Upwards 13 Subjects Moderated Downwards 10 subjects
SUBJECT Physical Sciences Mathematics Geography English HL ADJUSTMENT From 0 to 107 : Raw From 107 to 300 : CA From 0 to 150 : Raw From 150 to 246 : Scale (0 to -6) At 300 : Scale to 0 From 0 to 76 : Scale (0 to 10) From 76 to 136 : Block of -10 From 136 to 212 : Scale (-10 to 0) From 212 to 300 : CA From 0 to 37 : Raw From 37 to 114 : Scale (0 to +6) From 114 to 137 : Scale (+6 to+5 ) From 137 to 300 : CA
SUBJECT Life Sciences ADJUSTMENT ½ CA History ½ CA Electrical Technology ½ CA Isi. Zulu HL, Sesotho HL, Setswana ½ CA FAL
SUBJECT Mathematics Literacy, ADJUSTMENT CA Hospitality Studies CA Religious Studies CA Business Studies CA Agricultural Management Practice, Agricultural Technology CA Information Technology, Engineering Graphics and design CA isi. Ndebele HL, Sepedi CA FAL.
SUBJECT ADJUSTMENT Raw Agricultural Science; Tourisms, Consumer Studies Raw Dance Studies, Design , Dramatic Arts, Visual Arts, Music Raw CAT, Civil Technology, Mechanical Technology Raw Accounting, Economics, Raw Sesotho SAL, Sesotho FAL, Sepedi SAL, Raw Setswana HL Raw Afrikaans HL, English SAL, English FAL Isi. Xhosa HL, Isi. Xhosa SAL, Isi. Swati HL, isi. Ndebele FAL, Isi. Ndebele SAL, Raw Isi. Zulu FAL, Isi. Zulu SAL, Isi. Swati FAL
SUBJECT ADJUSTMENT Xitsonga HL, Tshivhenda HL, Raw Tshivhenda FAL, Xitsonga FAL, Life Orientation Raw
Statistical moderation Areas for Concern q q q Some recommendations for adjustments were not in line with the principles of standardization Essay questions that were left out of English FAL remains a concern Late submission and inaccurate standardisation data delays the approval of results
Quality Assurance of the Independent Examinations Board (IEB) 2014 National Senior Certificate Examination Ms Faith Ramotlhale Senior Manager: Quality Assurance of Assessment
Moderation of the question papers Areas of Good Practice: q Percentage of question papers and memoranda approved after first and second moderation (97% Nov 2014/ March 2015) q In general, the IEB internal moderation was of high standard, as evidenced by many papers that were approved at first moderation (72 papers) Directives for compliance: q Since CAPS is new, cognitive level grids have been reviewed training of examiners for the interpretation and analysis and balancing cognitive levels of questions
Moderation of the question papers Areas of concern: q q The criteria for text selection, cognitive levels and language bias should be given attention to address the papers that were subjected to third moderation The consistent failure of both examiners and internal moderators to address the problems that led to low compliance levels in some papers
Moderation of Internal Assessment Term 4 moderation- focus on learner evidence and teacher files IEB Subjects Mathematics, Maths Lit, Life Sciences, Geography, Physical Sciences, Accounting, English HL, History, Life Orientation, Business Studies, Economics, Afrikaans FAL,
Moderation of Internal Assessment Findings: Areas of Good Practice q q q The teachers and learners are files were well presented The IEB monitoring processes is rigorous, as evidenced by high compliance in the adherence to policy criterion CAPS workshops were conducted Findings: Areas of Concern q q q The use of previous years question papers without adjustment as assessment tasks lacks originality Errors found in assessment instruments and marking guideline attributed to lack of pre-moderation The erroneous awarding of marks compromises the reliability and validity of SBA marks
Monitoring of the writing phase Scope: No of exam centres 184 No of exam centers monitored by Umalusi 20 No of Umalusi deployed for IEB monitoring 15
Monitoring of the writing phase Findings: Management of the examinations: § The implementation of the electronic locking system for question papers and answer scripts is innovative and reduce security risks § The school facilities and the environment was generally good and conducive to the writing of examinations § Adherence to the examination regulations § Adequate and appropriate security systems
Monitoring of the writing phase q Absence of serious irregularities commendable Areas of concerns: q q The conduct of audits of ablution facilities prior to the commencement of writing posed a security risk Some centres did not allocate time for checking the question papers this might disadvantage candidates if there are technical irregularities
Monitoring of the writing phase Scope No of marking centres 2 No of marking centers monitored by Umalusi 2 No of Umalusi deployed for IEB monitoring 1
Monitoring of the marking phase Scope: q q Facilities used for marking were of the acceptable standard, safety and security measures were in place The standardisation of marking guidelines and training of marking personnel was conducted appropriately
Verification of marking Focus: q Memo discussion and on-site marking verification Areas of good practice: q 100% participation in memo discussions, discussions of potential problems and alternative answers
Verification of marking Areas of improvement: q q A need to modify the time allowed for memo discussions in order to deal with cases for ill prepared markers To avoid too many changes to the memorandum it might confuse markers
Verification of marking (cont) Areas of Good Practice q q The selection of senior markers is based on merit only Experienced markers were assigned to mark the more challenging questions Areas of concern q q q Lack of differentiation of the levels of moderation Mark allocation and breakdown of marks was cited as a serious concern The changes to the memorandum did not follow due process, nor Umalusi moderators have control over the process
Statistical moderation Scope of standardisation 2014: q 65 subjects standardised q Raw marks accepted: 43 subjects q Moderated Upward : 7 subjects q Moderated Downward : 15 subjects
Statistical moderation Areas of concern: q q Adherence to prescribed colors as prescribed in the directives for specification and requirement for standardization Lack of IT personnel on standby during the standardisation period
SUBJECT Accounting Hebrew SAL Life Orientation ADJUSTMENT From 0 to 150: Raw From 150 to 244: Scale (0 to -4) From 244 to 300: Scale (-4 to 0) From 0 to 300: Block+7 From 0 to 83: Raw From 83 to 237: Scale (0 to +3) From 237 to 300: Scale(+3 to 0) Arabic SAL; English FAL; French SAL; CA Life Sciences; Physical Science CA Economics; Sports Sciences CA
SUBJECT Business Studies; ADJUSTMENT ½ CA History, Geography ½ CA Design, Visual Arts, Dramatic ½ CA Arts ½ CA Hindi SAL, ½ CA Sesotho FAL, Setswana FAL Marine Economics ½ CA
SUBJECT ADJUSTMENT Afrikaans FAL, Afrikaans HL, Raw English HL, German SAL, Gujarati FAL, Gujarati SAL, Hebrew SAL, Hindi FAL, Urdu SAL, Latin SAL; Modern Greek SAL, Portuguese SAL; Spanish SAL, Tamil FAL, Tamil SAL, Telegu SAL Raw Isi. Xhosa FAL, Isi. Zulu HL, Isi. Zulu FAL, Si. Swati HL, Si. Swati FAL, Raw Xitsonga FAL, Sepedi HL Raw
SUBJECT Tourism, Hospitality, Consumer Studies ADJUSTMENT Raw Music, dance Studies, Raw Computer Applications Technology, Civil Technology, Information Technology, Engineering Graphics and Design, Mathematics and Mathematical Literacy Raw Equine Studies, Nautical Science Raw Advanced Programme in Afrikaans Raw Advanced Programme in English Advanced Programme in Mathematics
Quality Assurance of the South African Comprehensive Assessment Institute (SACAI) 2014 National Senior Certificate Examination Ms Faith Ramotlhale Senior Manager: Quality Assurance of Assessment
Moderation of the question papers Areas of Good Practice: q Percentage of question papers and memoranda approved after first and second moderation ( 82% Nov 2014) q q q Directives for compliance: Non compliance to CAPS guidelines Papers approved after the fourth and fifth moderation Re-use of questions from previous papers promotes predictability Internal moderation was sub-standard
Moderation of the question papers q q Directives for compliance: High levels of non compliance in the area of internal moderation, content coverage, and cognitive levels Failure of both examiners and internal moderators to interpreted analyse cognitive levels Submission of question papers with many technical errors
Moderation of Internal Assessment Approach q q Focus Approach: Subjects Verification of the SBA 13 gateway subjects were Moderation during August moderated 2014 Verification of SBA moderation - Umalusi independent sample Nov’ 2014 14 gateway subjects were moderated
Moderation of Internal Assessment Areas of Good Practice: q q Compliance level on technical aspects Good practice was observed in Agricultural Science, History, Business Studies and Economics in the final moderation Areas of Concern: q q The quality of internal moderation remains a concern Lack of constructive feedback to learners was observed in most subjects
Moderation of Internal Assessment Areas of Concern: q q q Non compliance in terms of the standard of tasks, rubrics, and the use of marking tools was still observed in November The use of common papers that do not conform to CAPS persists Learners performed well in internal examinations but poorly in preliminary examinations
Monitoring of Writing Scope: No of marking centres No of Marking centres monitored No of Umalusi monitors deployed to SACAI 65 10 5
Monitoring of writing Areas of Good Practice: q q Invigilators arrived early in the examination rooms Sufficient time was allocated for the admission of candidates to the examination room and to perform other exam related administrative duties Areas of Concern: q Training of invigilators was not conducted at some centres q Lack of mark sheets in some of the centres
Monitoring of the writing q q Non adherence to the examination time table might have compromise Security at some centres was substandard, keys for strong rooms were kept by cleaners Monitoring was not conducted extensively by the assessment body Appointment of markers was questionable, as no proof of appointment was observed in some of the centres
Monitoring of marking Areas of good practice: q As a new assessment body no major systemic irregularities were identified or reported q Highly satisfactory facilities for marking are commendable Areas of Concerns: q The security of the marking venue was inadequate lack of security guards at the marking doors
Memorandum Discussion Area of Good practice: q High number of subjects in which potential problems were discussed and changes were made to the memorandum with in-depth discussions and rigour Areas of concern: q Too many changes were made to the memoranda soaring 55 changes in Business Studies
Verification of Marking Areas of good practice: q q q The verification of marking was thorough during marking guideline discussion the standard of marking was found to be adequate Very few instances were found where internal moderators and markers had to improve on marking; where it happened it was technical errors This assessment body has fairly a small number of candidates, therefore challenges were easily detected and corrected
Verification of Marking Areas of concern: q q q There are still some novice markers who require further training and guidance especially when assessing higher cognitive level assay questions Some internal moderators tend to be lax and ignore errors and discrepancies in mark allocation made by some markers this compromises the reliability of scores The substitution and replacement of accounting markers during the marking process is a worrying factor
Standardisation and Verification of Results Scope of standardisation 2014: q 27 subjects standardised q Raw marks accepted: 24 subjects q Moderated Upward : 3 subjects q Moderated Downward : 0 subjects
Standardisation and Verification of Results Areas of good practice q SACAI standardisation data was presented in accordance with Umalusi requirements, considering that it was the first NSC examination Areas of Concern: q Incorrect calculations on raw scores and adjustments in languages; corrections were submitted during the standardisation meeting q There was no alignment between the table of content and the page numbers in the pairs analysis booklets
SUBJECT Afrikaans HL ADJUSTMENT From 0 to 153 : Raw From 153 to 228: Scale (0 to +12 From 228 to 300: Scale (+12 to 0) From 0 to 300 : Block +6 Tourism Afrikaans FAL, English HL, English Raw FAL Raw Accounting, Economics, Business Studies Raw Life Sciences; Physical Science History, Geography Raw
SUBJECT Consumer Studies, Hospitality Dramatic Arts, Visual Arts ADJUSTMENT Raw Raw Computer Application Technology, Civil Technology, Information Technology, Mechanical Technology, Electrical Technology, Engineering Graphics and Design Raw Agricultural Science Mathematics, Mathematics Literacy
Conclusion q q q The findings of the quality assurance processes are a clear indication of a maturing system that has, on the one hand, made positive strides towards improvement in certain areas of assessment and examination But on the other hand, still has a few challenges that need to be addressed as the current regulations do not address how systemic irregularities can be addressed The quality assurance of each of these processes presented above was conducted based on Umalusi criteria. Umalusi uses criteria that are subjected to constant review and refinement, to ensure that they are in line with current trends in assessment and examinations
Conclusion… q q q Despite the group copying in the EC and KZN, generally Umalusi is pleased with the manner in which the 2014 NSC examination was administered Umalusi takes this opportunity to express appreciation to the national & provincial departments of education for their concerted effort in ensuring a credible examination Umalusi expresses appreciation also to all the relevant stakeholders, including whistle blowers who are striving to ensure that credibility and the integrity of the examinations are not compromised
Thank you!
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