Untitled - Umalusi

More documents

Recommendations

Info

• ensure that there are appropriate security measures in place for the safekeeping of the examination material; • establish the state of readiness of the assessment bodies to administer the October/November 2005 Senior Certificate Examination; • ensure that processes related to the administration and conduct of the Senior Certificate Examination are credible; • ensure that marking is done in a fair manner and is of appropriate and acceptable standard; • ensure that the processing and capture of results does not advantage or disadvantage learners. 4. The approach Umalusi deployed 23 monitors to monitor the conduct of Senior Certificate Examination. The deployment of monitors took into consideration the vastness of the province. For example, Limpopo, Eastern Cape, KwaZulu-Natal and Gauteng were each allocated three monitors whereas other provinces were allocated two monitors each. Each monitor was required to monitor two schools in a day over three days; however, the convenors were allocated two days to monitor the writing phase as one day was reserved for monitoring the design phase. 3. The scope The monitoring exercise extends across the eleven assessment bodies, namely, the nine provincial departments of education, the Independent Examination Board (IEB) and the Beweging vir Christelike Volkseie Onderwys (BCVO). All the phases of examination were monitored during the 2005 Senior Certificate Examinations. Umalusi selected a sample of two subjects per assessment body across all assessment bodies that were tracked from the monitoring of the design phase through to the capture and processing of results. The sampling of subjects was informed by the 2004 Senior Certificate Examination monitoring reports. Subjects that had problems were tracked. However, some assessment bodies had no problems in The monitoring exercise started on 09 September 2005 and ended on 19 December 2005 after the standardization meetings 2004 but the same route was taken to maintain uniformity and to ensure that that proper systems are in place. were finalized. 43
The table below indicates the subjects monitored across assessment bodies. During the design phase, the monitoring focused on the quality processes with regard to the editing, translation (where applicable) and printing of the following question papers: 8. North West • Setswana • Hotel Keeping and Catering 9. Free State • Sesotho • Geography ASSESMENT BODY SUBJECTS 10. IEB • Mathematics • Business Economics 11. BCVO • Computer Science 1. Mpumalanga • Geography • Accounting • Economics 2. Eastern Cape • Economics • Technical Drawing 3. Limpopo • Business Economics • Travel and Tourism Umalusi staff were also deployed to assessment bodies to shadow monitors as they monitored the conduct of examinations. The purpose thereof was to get an understanding of what monitors actually do when they monitor schools and also to provide guidance and support where necessary. 4. Western Cape • Geography • Computer Studies 5. Gauteng • Geography • Business Economics 6. KwaZulu-Natal • Business Economics • IsiZulu First Language 7. Northern Cape • Home Economics • Technical drawing Furthermore, Umalusi requested monitoring plans from assessment bodies which was used to verify that monitoring was taking place. The selection of sample of examination centres to be monitored during the 2005 Senior Certificate was based on the 2004 Senior Certificate Examination monitoring reports and the 2005 monitoring plans. Examinations centres that reported irregularities in the 2004 examinations were also targeted. During the monitoring of marking, a sample of subjects which reported irregularities 44
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 40 and 41: e. Still in Limpopo, History markin
Page 42 and 43: • Assessment in an outcome-based
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

Untitled - Umalusi

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?