Untitled - Umalusi

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ASSESSMENT BODY SUBJECT NO.OF SCHOOLS NO.OF PORTFOLIOS Limpopo History 7 21 Afrikaans Second Language 7 21 Mpumalanga History 7 21 English Second Language 7 21 North West Physics 7 21 History 7 21 Northern Cape Physics 7 21 Biology 7 21 Western Cape Mathematics 7 21 The schools were selected on the basis of their overall performance in the Grade 12 examinations of 2004. The portfolios selected fell into the following categories: • 80% and above • 50 – 60% • Below 40% • Average performing school – pass rate of 50% • Low performing school – pass rate of 20% and below Each school was required to provide one portfolio from each of the following ranges: 4. Approach to the moderation of Continuous Assessment Moderators were deployed to assessment bodies for a period of three days to moderate continuous assessment portfolios. Umalusi’s 23
approach to the moderation of CASS portfolios comprises three stages, namely: Post-moderation sessions were held with the same officials that attended the pre-moderation session, during which Umalusi’s moderator highlighted both the strengths and areas of concern that were identified • A pre-moderation session; • The moderation of portfolios; and • A post-moderation session. during the moderation session. 5. Findings Pre-moderation sessions were held during which assessment body officials involved in providing support to teachers and ensuring the proper and In order to judge the standard of continuous assessment, Umalusi uses a set of criteria to assess portfolios. These criteria are as follows: effective implementation of CASS were interviewed on the following aspects: • Adherence to national policy and guidelines. • The appropriateness and standard of the assessment tasks being • Compliance with policy • Teacher training on CASS • Quality of internal moderation developed within assessment bodies. • The degree of standardisation within the assessment body. • The extent and quality of internal moderation. • Teacher development with regard to CASS implementation. Moderators then proceeded with the moderation of portfolios. This • The reliability of CASS scores. required a re-mark of the portfolio after which moderators were required to pronounce judgment on the quality of the portfolio. This chapter will discuss general findings, proceed to identify strengths, highlight problem areas and suggest solutions through recommendations. 24
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 16 and 17: 5. 2 Cognitive skills In History, m
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 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
Page 66 and 67: memo discussion was held two days a
Page 68 and 69: Judging from the candidates’ resp
Page 70 and 71: full credit. - Totals and sub-total
Page 72 and 73: 8.3 Examination assistants, under t
Page 74 and 75:
Chapter 6 Report on the standardisa
Page 76 and 77:
2.1 Standardisation of CASS marks F
Page 78 and 79:
5. Recommendations for 2005 6. Conc
Page 80 and 81:
an improvement was observed in the
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