School's Report 2012 National Senior Certificate (NSC) Examination

SCHOOL’S REPORT 2012 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION
4.3.4 Printing, Packing and Distribution of Test Papers
The printing of ANA question papers for the participating learners was centralized at provincial level.
Test papers were packed per school per grade per subject in sealed envelopes which were labeled
with the name of the school. The question papers were distributed according to the LOLT of the
particular school. They were collected by the principals of schools on the day of writing from various
nodal points closer to schools. This function was performed successfully though some problems
regarding learner statistics and LOLT were encountered and resolved as soon as they were reported.
4.3.5 Training of Role-players on ANA Processes
The DBE provided all provinces with a standardized ANA administration manual in order to ensure
consistency in administration, marking, moderation and monitoring. This required the training of
different role-players including district and Head Office officials who in turn trained the chief invigilators
(principals).The chief invigilators trained the invigilators (educators). Each school was provided with
at least two copies of the manual to ensure consistency in the administration of ANA test papers.
4.3.6 Test Administration
The time-table for 2012 ANA administration was communicated to the system well in advance
to ensure adequate preparations by schools. The tests were written from 18 to 21 September
2012. The administration of tests in public schools was conducted by educators while the district
officials administered the tests in the independent state-funded schools. Special schools were also
considered in the administration of ANA. The officials from the DBE, the province and the districts
closely monitored the administration of tests in schools and reported daily to DBE.
4.3.7 Marking and Moderation at School Level
In Public Schools the marking of scripts was done by educators who are teaching Language and
Mathematics in their respective grades. School Management Teams (SMTs) moderated a 10%
sample of scripts per subject per class. With regard to the state-funded independent schools, marking
and moderation was done at a central venue by the appointed markers.
Schools were provided with an analysis instrument and educators were required to record the
responses of learners for each question per content area. This record enabled the identification
of the challenging content areas /learning outcomes (LOs) in particular grades and phases. The
awareness of the challenging content areas/learning outcomes per grade per phase enabled the
schools to develop appropriate grade and phase improvement plans pertaining to the teaching and
learning of Language and Mathematics.
4.3.8 Centralized Marking and Moderation of marks
In line with the national ANA guidelines, three scripts per subject per class per school were sampled
by the principals and submitted to the district offices for delivery to a centralized marking venue.
However, all the scripts of the higher grades, either Grade 3 or 6, for the state-funded independent
schools were marked at a centralized marking venue. Centralized moderation was done for the
first time for grades 1 – 6 and 9 at Vryheid Comprehensive High School which was approved and
selected as an Examination Centre. The DBE randomly sampled 96 schools to be prioritized for
further verification of marking.
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