Report on the National Senior Certificate Examination Results 2010.

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REPORT ON THE NATIONAL SENIOR CERTIFICATE EXAMINATION RESULTS • 2010 4. SCHOOL BASED ASSESSMENT (SBA) 4.1 General requirements of School Based Assessment School Based Assessment mark (SBA) in terms of the Regulations pertaining to the Conduct, Administration and Management of Assessment for the National Senior Certificate, “is a compulsory component of the final promotion mark for all candidates registered for the National Senior Certificate (NSC)”. school based Assessment (SBA) constitutes 25% of the final promotion mark in all the subjects offered as part of the National Senior Certificate (NSC). in the case of the subjects with a practical component and the languages, the weighting of sba is higher than 25%. In the case of Life Orientation the assessment is totally school based (i.e. 100% SBA). The composition of sba and what is to be done for each subject is spelt out in the subject assessment Guideline . in terms of the National Policy on the Conduct, Administration and Management of the National Senior Certificate: A Qualification at Level 4 on the National Qualifications Framework (NQF), the absence of a School-Based Assessment and/or a Practical Assessment Task mark in any subject, without a valid reason, will result in a candidate receiving an incomplete result . the candidate is, however, given three months to submit outstanding work or present himself or herself for School-Based Assessment and/or a Practical Assessment Task. If the candidate fails to fulfil the outstanding School-Based Assessment and/or Practical Assessment task requirements, such a candidate is not resulted and he or she must repeat the subject and redo the School-Based Assessment and/or Practical Assessment Task component for that subject. in case of repeater candidates, they are allowed to keep their sba marks for a period of two years . However, they may redo the sba, if they intend improving the sba mark attained in the previous year . 4.2 Moderation of SBA different provinces have different systems and approaches depending on their circumstances . However, all provinces follow a system of moderation targeting the different levels of governance, which includes moderation at school, cluster, district and at provincial level. The efficiency and effectiveness at each of these levels differ from province to province . 4.2.1 School moderation moderation at school level is conducted once per term by the Head of department or subject Head or subject Specialist or the School Management Team. Ten percent (10%) of learner evidence is sampled per subject. Moderation reports are submitted to the school principal and the district office. this level of monitoring is implemented in most functional schools and at the schools where the subject head is a teacher who has the necessary expertise in that subject. In schools where the HoDs do not have specialized 29
30 Educational mEasurEmEnt, assEssmEnt and Public Examinations content knowledge in the subjects they head, moderation is not thorough . it becomes merely monitoring . in some provinces in cases where schools do not have subject Heads of Department (HoDs) who are experts in those subjects, subject heads are identified within the district or cluster of schools in the circuit and they are appointed to take on the moderation role for a number of schools . 4.2.2 Cluster moderation At the cluster level schools are grouped together according to their proximity to each other and per subject. A cluster leader is selected from these schools, to play a supervisory role and to coordinate the activities of the cluster. Teachers exchange teacher files (peer moderation), share good assessment practices and reflect on their own teaching and assessment strategies . the cluster moderation takes place once per term and a ten percent (10%) sampling principle applies in some provinces, but in most provinces only three (3) pieces of learner evidence and one (1) teacher portfolio are sampled, per school . at this level, moderation is conducted by teachers, i .e . peer moderation, although under supervision of subject advisors. The moderation involves: checking for compliance in terms of the Subject Assessment Guidelines (SAGs), as well as evaluating the assessment tasks, to ascertain whether they are pitched at the appropriate level . While these are considered good practices, the checking of assessment tasks in most of the provinces does not serve the purpose as it is done after the assessment tasks are administered and marked . in some cases this is done late in the year . therefore, there are cases where the standard of the assessment tasks is not pitched at the appropriate level and learners receive inflated marks which gives them a misleading picture of their performance . this also does not prepare learners to answer questions pitched according to the required cognitive levels . in some provinces there is a lack of commitment in terms of participation and attendance by teachers, to these cluster meetings . it would also appear that teachers do not effect the changes suggested during these moderation processes . 4.2.3 District moderation the subject specialists appointed at district level normally select a sample of schools to moderate, while other provinces that have adequate number of subject specialists at this level moderate all schools in the district . <strong>Report</strong>s are produced that are sent to the school and to the provincial head office. In provinces where there is a large number of schools and insufficient Subject/Curriculum Advisors, some schools are moderated late in the year and therefore do not benefit as they should from the moderation process and the support .
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