Untitled - Umalusi

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• The weighting for classwork set in the National policy is 50% while the Eastern Cape Education Department has set it as 30%. While a reduction in weighting of this component is in the right direction, it needs to be discussed at National level so that implementation can be standardised for the entire country to ensure fairness. In this circumstance it probably disadvantages learners of the Eastern Cape Education Department. • The policy lacks prescriptions in terms of topic and type for the various forms of assessment for the purposes of standardisation. However, it does indicate in general terms, for example, that practicals should be assessed by way of at least two worksheets and at least three practical experiments. But it lacks details with respect to the differences between a worksheet and an experiment or how these should be employed. • The weighting of the practical work component is also reduced, from 20% to 10%. This could have an advantageous effect on the CASS marks of the learners from the Eastern Cape. • An additional formal test in the form of the June exams is prescribed. This could increase the total average of the exam c. The Beweging vir Christelike Onderwys (BCVO) continues to use Gauteng’s policy and guideline documents despite <strong>Umalusi</strong> having brought to their attention the need for them to develop their own documentation based on National policy. marks, thus making it unfair when compared with other assessment bodies. • The policy attempts to distinguish between the various components of CASS. However, while it indicates the size and extent of control of the tasks, it does not indicate the variety and d. Teachers in the North West are making great effort to satisfy internal policy requirements. However, it seems as though many schools are falling short as a result of an overload regarding the number of portfolio pieces teachers and learners are required to complete. the outcomes/skills to be assessed. The negative effect of this omission was revealed in the portfolios, in that, almost every task in the portfolio was a test-type of activity. This goes against the rationale for continuous assessment. 31
6.2 Standard of assessment tasks should not be there, i.e. there is still too much summative assessment. CASS is therefore dominated by tests in this province. a. A critique of the assessment tasks developed in the Free State is that in many aspects of Literature questions are language/textual based and do not allow for learners to express various points of view. d. Biology portfolios from Gauteng revealed that there is no differentiation between tasks given to higher and standard grade learners. b. The national policy stipulates that process writing should be encouraged. However, in the Free State, there was little evidence of process writing in either of the districts as manifested in the learners’ files. e. In the Eastern Cape, Biology tasks in general assessed low cognitive ability levels. Most tasks consisted of items, which contained multiple-choice questions, biological terms, matching, providing labels c. The purpose of practical work in Physical Science is to assess learners’ science investigative skills. However, in the North West, Rustenberg and Bergsig High schools combine content and attitudes with science skills and this inclination is not appropriate to the purpose of practical work. In the case of Sewagodimo Secondarty School, theoretical practicals are used but they are just content tests. Practical work should be assessed with rubrics but this was not done in spite of the provincial subject policy that prescribes the use of rubrics. Therefore, in the case of Sewagodimo SS, and functions to diagrams. Classwork focused primarily on objectivetype questions, which assessed the recall of knowledge. Most projects were a very simplistic exercise for Grade 12 learners, such as collecting and sticking pictures of different foods. Practical work is not investigative in nature, but merely required learners to access information. Very little or no attention is paid to the principles of investigations. Most of the tasks are invalid, as it does not assess the relevant skills as indicated in the policy document. assessment tasks are largely summative and dominated by tests. In the case of Rustenberg and Bergsig there is performance-based tasks in practical work but there is also content and attitude testing included that 32
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 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 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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