Untitled - Umalusi

level. Educators moderate each other’s learner and educator portfolios.
All learners’ portfolios are taken to the meeting. 10% of the portfolios
taken from the whole rating scale are moderated and not less than five
per school. Certain prescribed mark sheets and annexures are filled in at
these meetings to show that moderation has taken place. These forms are
kept in the coordinators’ and educators’ files.
5.6 The reliability of the assessment outcome
The continuous assessment scores for 2005 were, to a large extent,
reliable.
6. Areas of concern
6.1 Adherence to policy
a. The Biology exemplar document developed by the Northern Cape is
lacking in the following respects:
• There are no activities that assess experimental design (skills
30-38 listed in the National Guideline Document)
• A four-point rubric is still being used for the assessment of graphs
while the rubric used in the written papers at national level is on
a 10/11-point scale
• Guidance regarding the allocation of marks for the caption for
To ascertain whether marks awarded to learners are reliable, moderators
were required to re-assess tasks with a view to establishing whether marks
awarded to learners were reliable. In general, moderators found that there
was a high degree of correlation in the mark/s awarded by the teacher,
internal moderator (where applicable) and the external moderator.
diagrams and units for quantitative answers is absent
• The questions in the classwork activities are not graded into
ability levels, nor is there any guidance on how teachers can
grade the questions themselves
• One of the activities includes details of the dark phase of
photosynthesis, which fall outside the scope of the syllabus.
Instances where problems were picked up in relation to the reliability of the
assessment outcome will be discussed in detail under areas of concern.
b. In Biology in the Eastern Cape, the following deviations from the
National policy is apparent:
30