Untitled - Umalusi

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5. 2 Cognitive skills In History, moderators found that differentiation into Higher Grade and Standard Grade was clear and in line with the guidelines. The same was the case with Biology. Physical Science moderators, on the other hand, observed that there was a very clear distinction between the Higher Grade and the Standard Grade examination question papers. This, they stated, could be determined through content selection and the weighting of items demanding high-level thinking skills. The purpose of this criterion is to establish what conceptual constructs are being tested by the examination question paper. It also seeks to find out the challenge or difficulty level of the examination question paper. In addition, the criterion investigates the extent to which the examination question paper is in line with the best and latest developments in the teaching of that particular subject. Lastly, it examines the extent to which the examination question papers differentiate between Standard Grade and Higher Grade. The testing of cognitive skills refers to the challenge or difficulty levels at which examination questions are pitched. This is central to the standards The moderators for national subjects – History, Biology, English Second/ Additional Language, Physical Science, Accounting and Mathematics – found that the 2005 Higher Grade examination papers were set in line with the latest developments in the teaching of these subjects, at least in the Higher Grade. of the examination. The overwhelming finding by the moderators in the majority of subjects – Mathematics, Biology, History, Physical Science, Accounting and English Second/Additional Language – was that the examinations contained a satisfactory weighting of questions that required the deployment of higher-order thinking skills. The History moderators applauded the 2005 Higher Grade examination question paper in the following observation: The foregoing discussion points to a general trend towards setting more questions that are regarded as cognitively more demanding. “Three years ago we set ourselves a goal to achieve – we are there now. I’m proud of the standard of this paper.” 15
5.3 Technical criteria Language, Biology and Physical Science question papers had to be moderated a number of times before they were signed off by moderators. In judging the technical aspect of the examination question papers, the moderators looked at: 5.5 Question papers set by assessment bodies • the organisation of the paper; • technical details like the cover page, layout, numbering and mark allocation; and The standard and quality of those question papers that are set at assessment body level seems to be on par with that of the national papers. Moderators noted improvements in the following subjects: • the quality of illustrations, graphs, tables, and other graphics. • Computer Studies The majority of the subject moderators – History, Biology, Mathematics Physical Science, Accounting and English Second/Additional Language, observed a significant improvement in the technical aspects of the examination question papers. They noted vastly improved layouts compared to previous question papers. On the whole, the examination • Afrikaans Primary, First and Additional Language • Sepedi Additional and Third Language • IsiXhosa Primary Language HG • Xitsonga Primary and Additional Language • Art papers were more user-friendly. 5.4 Internal moderation The Biology Paper 1 by the IEB was a cause for concern because it did not comply with national policy. The standard and quality of internal moderation has been very low for many years and has not improved at all. English Second/Additional 16
Page 2 and 3: Report to the Minister of Education
Page 4 and 5: Foreword Umalusi has approved the r
Page 6 and 7: Chapter 1 Overview of the 2005 Seni
Page 8 and 9: Umalusi is responsible for the qual
Page 10 and 11: A sample of nine subjects was ident
Page 12 and 13: Chapter 2 Moderation of question pa
Page 14 and 15: • Technical Drawing • Travel an
Page 18 and 19: 5.6 Back-up question papers • eff
Page 20 and 21: 8. Recommendations Based on the ana
Page 22 and 23: Chapter 3 Moderation of Continuous
Page 24 and 25: ASSESSMENT BODY SUBJECT NO.OF SCHOO
Page 26 and 27: 5.1 Compliance with policy informat
Page 28 and 29: e discussed later in the report. co
Page 30 and 31: • Weighting of CASS components
Page 32 and 33: • The weighting for classwork set
Page 34 and 35: f. The following was noted in Accou
Page 36 and 37: - No regard to argumentative type e
Page 38 and 39: educators marking and that of the i
Page 40 and 41: e. Still in Limpopo, History markin
Page 42 and 43: • Assessment in an outcome-based
Page 44 and 45: • ensure that there are appropria
Page 46 and 47: during the writing phase were selec
Page 48 and 49: light. This is shown by the fact th
Page 50 and 51: invigilators were seated and the re
Page 52 and 53: High School, Isaiah Christian Schoo
Page 54 and 55: 6.5 Candidates in the Western Cape
Page 56 and 57: part of Umalusi’s broad function
Page 58 and 59: g. The Independent Examinations Boa
Page 60 and 61: Umalusi has in place the required q
Page 62 and 63: • Centralised moderation of marki
Page 64 and 65: Assessment body BCVO IEB Eastern Ca
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memo discussion was held two days a
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Judging from the candidates’ resp
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full credit. - Totals and sub-total
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8.3 Examination assistants, under t
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Chapter 6 Report on the standardisa
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2.1 Standardisation of CASS marks F
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5. Recommendations for 2005 6. Conc
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an improvement was observed in the
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