Untitled - Umalusi

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part of Umalusi’s broad function of monitoring the conduct of examinations. With respect to monitoring irregularities, Umalusi utilizes the following strategies: The nature of irregularities in 2005 followed an established trend of similar kinds of irregularities that are reported to Umalusi on a yearly basis and they include the following: • Deployment of national teams to monitor the conduct of examinations. • Use of a common monitoring instrument across all assessment bodies. • Daily reports from assessment bodies. • Teleconferences with assessment body officials. 8.1 Findings In general, assessment bodies deal effectively, efficiently and quickly with irregularities that are defined as “technical” in the regulations. Part of the reason for this is that there are very clear procedures outlined in the regulations that assessment bodies must follow in handling this type of irregularity. Irregularities in this category are fairly easy to deal with. Furthermore, the recent establishment of the National Examinations Irregularities Committee (NEIC) has helped both to expedite the process of dealing with irregularities and created a structured manner of dealing • Lack of delivery of question papers. • Candidates writing without positive identification as defined in the regulations. • Candidates leaving the examination room before the stipulated time. • Power failure affecting subjects like Typing, Computyping and Computer Studies. • Candidates changing grades at the time of writing. • Bomb scares. • Disruptions. • Rains (especially in Kwazulu-Natal and the Eastern Cape). • Errors in question papers. • Negligence by invigilators, such as confusing exam starting times. • Opening the wrong question paper. • Use of crib notes. • Ghost candidates. uniformly with irregularities. It has also put pressure on assessment bodies to settle irregularities speedily. 55
There were also irregularities of a more serious nature which the concessions policy to compensate candidates. assessment bodies could not finalise quickly because they required more investigation time or they were, for one reason or the other, out of the hands of the assessment body concerned. Nonetheless, some of them were successfully resolved by the assessment body before the standardisation process. These irregularities include the following: d. A Computer Studies teacher in the Western Cape Education Department tempered with the discs containing the candidates’ answers in order to adjust their answers. This was picked up during marking and the added answers were disregarded. Action is in progress against the said teacher. a. A question paper was written prior to the date scheduled at the Kuruman Prison within the Northern Cape Department of Education. This irregularity was successfully resolved by the assessment body. The security and integrity of the examination were not compromised as the paper did not leak. e. There were alleged leakages of the Mathematics Higher Grade Paper 2 in Gauteng as well as KwaZulu-Natal Education Departments. Both assessment bodies could not establish any leaks. Both cases are being investigated by the police. b. The Animal Husbandry paper in Limpopo was discovered to be a replica of the March 2005 paper. This irregularity was successfully handled by the assessment body who rescheduled the exam to another date and administered another paper. f. The Beweging Vir Christelike Volkseie Onderwys’ chief marker arrived at the marking centre after marking had commenced. She did not provide any reason nor did she report that she would be late. When she arrived, she marked scripts from a centre where she offers extra Biology classes. She was dismissed immediately after c. The IsiXhosa Literature paper in the Kwazulu-Natal Department of Education contained setworks that were not prescribed for 2005. The assessment body called the examination off and applied the Umalusi this was discovered and the scripts were remarked. It was discovered that candidates from that centre were awarded marks they did not deserve. 56
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 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 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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