Portfolio Committee on Basic Education Report on the Quality Assurance of the National Senior...

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 AssessmentNQF Act Section 27 (h) The Quality Council (QC) must develop

and implement policy and criteria for assessment for the qualifications on its sub-framework.

Section17 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

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

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:

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:

Question papers set by panel of examiners – DBE

Internally moderated by DBE

Externally moderated by Umalusi

Subsequent moderations and approval

Moderation of the question

papersCriteria:

Technical criteria

Internal moderation

Content coverage

Text selection, types and quality of questions

Cognitive demands

Marking memorandum/guidelines

Language and bias

Predictability


Areas of Good Practice:

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

6 question papers were approved in August 2014 after the fifth moderation;

The use of analysis grids for content and cognitive levels;

(IsiXhosa FAL P1 &2; IsiXhosa HL P2; Nov’14 and March’15).

Moderation of the question papersDefinition and Purpose:

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:

Approach Focus 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 SciencesAccounting, English FAL, History, Geography, Life Orientation, Music, Mechanical TechnologyAgricultural TechnologyComputer Application Technology, Civil Technology, Dramatic Arts, Maths Lit

Moderation of Internal AssessmentAreas of good practice: 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 AssessmentAreas of concern: 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 ExaminationsState of readiness Umalusi shadowed the DBE in all provinces, and

conducted independent verification of 82 district offices and a few schools

Findings: Areas of Concerns: Staff capacity is inadequate with a high number

of vacant posts in PDE’s and districts Inadequate resources at PDE’s and District

offices Co-ordination between PDE head office and

District needs improvement

Monitoring of ExaminationsState of readiness High number of independent centres, lack of

capacity to audit them may affect the credibility of examinations

Areas of Good Practice: 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

Procedure:

Umalusi reviewed the sampling procedure

Centres offering SC and NSC had records of irregularities, high enrolments, record of performance, whistle blowers


In most provinces appropriate practices were followed and examination regulations were adhered to

No of exam centres No of exam centers monitored by Umalusi

No of Umalusi monitors

6704 359 90

Monitoring of the writing phaseSome examination centres had resident monitors

assigned for the full duration of the examination.

Areas of Concerns:

Delivery of examination material to rural nodal points was not always on time, and poor record keeping of examination material collected

Inadequate monitoring by assessment bodies in some provinces

Training of chief invigilators and invigilators should be intensified in certain provinces so that compliance to examination regulations is adhered to

Training of candidates on examination rules should be enhanced

Monitoring of marking phase

Areas of Good PracticeMarking 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

Number of marking centres

132 No of marking centres monitored

104

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

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

Monitoring of Marker SelectionMpumalanga

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 P2 markers: teacher with PTD and ACE, incomplete forms accepted, Grade 10 teachers, incompetent teachers; inexperienced Senior markers

Placement battery Test administeredNorth 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


Kwa-Zulu Natal 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

Free State The criteria were used without any

enhancement, no deviation from PAM.


Northern 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 P1.


Western Cape 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

Eastern Cape: Selection criteria -school performance resulted

in the shortage of markers, thus more than 10% of novice markers were appointed

PURPOSE: Moderation of marking determines the standard

and quality of marking and ensures that marking is conducted in accordance with agreed practices

Umalusi engages with the following processes during the moderation of marking:

Pre-marking/memorandum discussion: centralised memo discussions recommended - this will ensure consistency across provinces and marking centres

Moderation of marking (centralised and on-site)

Verification of marking

Marking verificationMemo discussion meetings:

Areas of good practice:

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: 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: 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

SeSotho HL P2 up to 60% of the memorandum was changed with many alternatives added

Verification of Centralised & on-site marking


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:

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 moderators- unauthorised 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 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 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 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 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 IrregularitiesProvince Number

of CentresOutcome

Gauteng 6 Hearings in progress

Mpumalanga 3 Results cleared in Accounting

Western Cape 1 Implicated candidates barred for 1-3 years;

North West 1 Implicated candidates barred for 1-3 years

Northern Cape 1 Implicated candidates barred for 1-3 years

Eastern cape 14 Results blocked pending hearings

KZN 20 Results blocked pending hearings

Standardisation and verification of resulting

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 learners knowledge and aptitude on the learners performance

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

Verification of the Resulting Process

Planned Status

Subject structures Subject structures verified

Candidate registration System verified during state of readiness visits

Generation of mark Sheets Monitored

Capturing of Marks Monitored

Standardisation data & Booklets

Data sets received and verified

Capturing of adjustments Verified

Statistical moderation & resulting

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 ADJUSTMENT

Physical SciencesFrom 0 to 107 : RawFrom 107 to 300 : CA

Mathematics

From 0 to 150 : RawFrom 150 to 246 : Scale (0 to -6)At 300 : Scale to 0

Geography

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

English HL

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 ADJUSTMENTLife Sciences ½ CA

History ½ CA

Electrical Technology ½ CA

IsiZulu HL, Sesotho HL, Setswana FAL

½ CA

SUBJECT ADJUSTMENTMathematics Literacy, CAHospitality Studies CAReligious Studies CABusiness Studies CAAgricultural Management Practice, Agricultural Technology CAInformation Technology, Engineering Graphics and design CAisiNdebele HL, Sepedi HL, Sepedi FAL.

CA

SUBJECT ADJUSTMENTAgricultural Science; Raw Tourisms, Consumer Studies RawDance Studies, Design , Dramatic Arts, Visual Arts, Music RawCAT, Civil Technology, Mechanical Technology RawAccounting, Economics, RawSesotho SAL, Sesotho FAL, Sepedi SAL, Setswana HL

Raw

Afrikaans HL, English SAL, English FAL

Raw

IsiXhosa HL, IsiXhosa SAL, IsiSwati HL, isiNdebele FAL, IsiNdebele SAL, IsiZulu FAL, IsiZulu SAL, IsiSwati SAL, IsiSwati FAL

Raw

SUBJECT ADJUSTMENTXitsonga HL, Tshivhenda HL, Tshivhenda FAL, Xitsonga FAL,

Raw

Life Orientation Raw


Areas for Concern

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


Areas of Good Practice: Percentage of question papers and memoranda

approved after first and second moderation (97% Nov 2014/ March 2015)

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: 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 papersAreas of concern:

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


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 AssessmentFindings: Areas of Good Practice 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 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


Scope:No of exam

centresNo of exam

centers monitored by

Umalusi

No of Umalusi deployed for IEB

monitoring

184 20 15


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


Absence of serious irregularities commendable

Areas of concerns:

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


Scope

No of marking centres

No of marking centers

monitored by Umalusi

No of Umalusi deployed for IEB

monitoring

2 2 1

Monitoring of the marking phase

Scope:

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 markingFocus:

Memo discussion and on-site marking verification


100% participation in memo discussions, discussions of potential problems and alternative answers

Verification of marking

Areas of improvement:

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

The selection of senior markers is based on merit onlyExperienced markers were assigned to mark the more challenging questions

Areas of concern

Lack of differentiation of the levels of moderationMark allocation and breakdown of marks was cited as a serious concernThe changes to the memorandum did not follow due process, nor Umalusi moderators have control over the process



65 subjects standardised

Raw marks accepted: 43 subjects

Moderated Upward : 7 subjects

Moderated Downward : 15 subjects


Areas of concern:

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 ADJUSTMENT

Accounting

From 0 to150: RawFrom 150 to 244: Scale (0 to -4) From 244 to 300: Scale (-4 to 0)

Hebrew SAL From 0 to 300: Block+7

Life Orientation

From 0 to 83: RawFrom 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 ADJUSTMENT

Business Studies; ½ CA

History, Geography ½ CA Design, Visual Arts, Dramatic Arts

½ CA

Hindi SAL, ½ CA

Sesotho FAL, Setswana FAL

½ CA

Marine Economics½ CA

SUBJECT ADJUSTMENTAfrikaans FAL, Afrikaans HL, English HL,

Raw

German HL, German SAL, Gujarati FAL, Gujarati SAL, Hebrew SAL, Hindi FAL, Urdu FAL, Urdu SAL, Latin SAL; Modern Greek SAL, Portuguese SAL; Spanish SAL, Tamil FAL, Tamil SAL, Telegu SAL

RawIsiXhosa FAL, IsiZulu HL, IsiZulu FAL, SiSwati HL, SiSwati FAL, RawXitsonga FAL, Sepedi HL Raw

SUBJECT ADJUSTMENTTourism, Hospitality, Consumer Studies

Raw

Music, dance Studies, Raw

Computer Applications Technology, Civil Technology, Information Technology, Engineering Graphics and Design,

Raw

Mathematics and Mathematical Literacy

Raw

Equine Studies, Nautical Science Raw

Advanced Programme in AfrikaansAdvanced Programme in EnglishAdvanced Programme in Mathematics

Raw

Quality Assurance of the South African Comprehensive

Assessment Institute (SACAI) 2014 National Senior Certificate

Examination

Ms Faith Ramotlhale Senior Manager: Quality Assurance of Assessment


Areas of Good Practice: Percentage of question papers and memoranda

approved after first and second moderation ( 82% Nov 2014)

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


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 and analyse cognitive levels

Submission of question papers with many technical errors

Moderation of Internal AssessmentApproach:Approach Focus Subjects

Verification of the SBA Moderation during August 2014

Verification of SBA moderation - Umalusi independent sample Nov’2014

13 gateway subjects were moderated

14 gateway subjects were moderated



Compliance level on technical aspectsGood practice was observed in Agricultural Science, History, Business Studies and Economics in the final moderation

Areas of Concern:

The quality of internal moderation remains a concernLack of constructive feedback to learners was observed in most subjects


Areas of Concern:

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 writingAreas of Good Practice:

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:

Training of invigilators was not conducted at some centres

Lack of mark sheets in some of the centres

Monitoring of the writing 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:As a new assessment body no major systemic irregularities were identified or reportedHighly satisfactory facilities for marking are commendable

Areas of Concerns:The security of the marking venue was inadequate lack of security guards at the marking doors

Memorandum Discussion

Area of Good practice:

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:

Too many changes were made to the memoranda soaring 55 changes in Business Studies

Verification of Marking


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: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


27 subjects standardised

Raw marks accepted: 24 subjects

Moderated Upward : 3 subjects

Moderated Downward : 0 subjects

Standardisation and Verification of Results

Areas of good practice SACAI standardisation data was presented in

accordance with Umalusi requirements, considering that it was the first NSC examination

Areas of Concern: Incorrect calculations on raw scores and

adjustments in languages; corrections were submitted during the standardisation meeting

There was no alignment between the table of content and the page numbers in the pairs analysis booklets

SUBJECT ADJUSTMENT

Afrikaans HL

From 0 to153 : Raw From 153 to 228: Scale (0 to +12From 228 to 300: Scale (+12 to 0)

TourismFrom 0 to 300 : Block +6

Afrikaans FAL, English HL, English FAL

Raw

Accounting, Economics, Business Studies

Raw

Life Sciences; Physical Science

Raw

History, Geography

Raw

SUBJECT ADJUSTMENTConsumer Studies, Hospitality

Raw

Dramatic Arts, Visual Arts RawComputer Application Technology, Civil Technology, Information Technology, Mechanical Technology, Electrical Technology, Engineering Graphics and Design

Raw

Agricultural ScienceRaw

Mathematics, Mathematics Literacy

Conclusion 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… 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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