Untitled - Umalusi

e. Still in Limpopo, History marking guidelines are often incomplete in
that they:
Currently all assessment bodies, policies reflect that moderation and
monitoring will take place at site, cluster/regional and provincial level. This
is the ideal, but in reality given the various constraints such as a lack of human
• do not provide alternative answers.
• do not indicate a mark allocation.
• do not identify the skills needed.
• do not provide guidelines on how evidence should be used.
• do not provide evidence of how to apply the rubric.
resources to long distances between schools, this is not being implemented.
Assessment bodies are urged to re-visit these policies on an annual basis so
that what’s in theory is practicable and implementable in practice.
7.2 Appropriateness and standard of the assessment tasks
7. Recommendations
7.1 Policy
Assessment bodies are urged to ensure that their CASS policy and
guideline documents do not in any way deviate from the minimum
requirements set by National policy and guidelines. In instances where
assessment bodies feel the need to increase the number of assessment tasks,
assessment bodies are cautioned to look at the impact thereof on the teacher,
learner and teaching and learning needs to be considered. With the current
national requirements for CASS teachers feel overburdened. Such a decision
should not adversely affect the implementation of CASS.
The over-reliance on past examination papers should be clamped down
on by assessment bodies. As discussed during the CASS feedback
sessions held with assessment bodies in 2004, exemplars that cover a
range of forms of assessment need to be developed centrally by
subject specialists and experienced teachers. These should then be
internally moderated and distributed to schools to assist teachers in the
implementation of CASS.
7.3 Standardisation across assessment bodies
The National Department of Education needs to take the lead in this
regard. Clearly defined standards together with appropriately developed
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