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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 39
and assessed tasks need to be developed by a team of subject specialists (representatives from the various assessment bodies) at national level. <strong>Umalusi</strong>’s moderators should then moderate these. Once these tasks have been finalised, they should then be distributed to assessment bodies that can use them during teacher development sessions and for the development of exemplars at assessment body level. moderation takes place at the various levels, i.e. site, district/regional and provincial, on a continuous basis. Moderation should involve the re-mark of a selection of assessment tasks (both teachers’ and learners’ portfolios) with a view to determining the standard and appropriateness thereof. Moderation should also at all times be undertaken by subject specialists, based on criteria that’s been developed at provincial level and that is aligned to that used by <strong>Umalusi</strong>. Assessment bodies also need to put measures in place to ensure that schools within and across districts/regions develop assessment tasks that are relatively standardized. District/regional officials as well as subject advisors should be tasked with this so that there is not too much of a deviation in the standard of tasks developed for CASS across the assessment body. 7.4 The extent and quality of internal moderation and teacher development Qualitative feedback to both teachers and learners needs to take place immediately after moderation has taken place. A moderation report must be generated after each moderation session, which highlights strengths and areas of concern in relation to the criteria used for moderation. Measures need to be put in place at site/district/regional/provincial level to ensure that there is indeed implementation of feedback. Focused teacher development programmes around the following is required: As mentioned under “Policy”, in most cases, internal moderation of CASS is not effective and lacks rigour. Qualitative feedback is lacking and where it does take place, it’s too late to make an impact on the current cohort of learners. Assessment bodies need to ensure that internal • Implementation of CASS and integration into the normal teaching and learning. • Difference between forms of assessment and types of assessment. 40
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 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 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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