Untitled - Umalusi

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Judging from the candidates’ responses to questions, the question papers learner was required to also give the topic of the essay. were deemed to be fair. The questions were clear and easily understood, and the candidates had a fair opportunity to exhibit their knowledge. The papers were of an appropriate standard. In English Second Language HG P1, the candidates’ responses revealed that levels of proficiency in English were generally low. In Accounting, it is noted that many HG candidates could not answer the ratio/theory type of questions. The formulae were often not even known. There was evidence of internal moderation in that senior markers moderated their groups and in turn the deputy chief marker moderated his/her number of scripts. All internally moderated scripts were written ‘moderated’ and signed by the internal moderator. 6. Strengths 5. Provincially examined subjects 6.1 The memo discussions are constructive with the chief markers participating freely, and in good spirit. Generally the marking memorandum agreed upon by the chief marker, senior markers and markers was followed strictly. However, some new alternatives from candidates’ responses were also considered and added 6.2 The chief markers are conscientious about sticking to the memorandum during marking. to the existing memorandum. For example in IsiZulu Additional Language P3 HG in Gauteng, question,1 more detail was added under each of the listed sub-categories for the letter, e.g. word division, and spelling under 6.3 It is clear that all assessment bodies have internal moderation procedures in place during the marking session. language, paragraphing under style, relevance to the theme of the letter under content, etc. In question 2.2, the topic of the letter (for1 mark) was added. In question 3.3, an example of what an acceptable Curriculum 6.4 The external moderators found no evidence of any irregularities in the sample drawn from the provinces. Vitae may possibly look like, was added. In question 1.3 and 1.4, the 67
6.5 The marking process was well controlled. 7.2 The bunching of marks was a problem in some cases, and this could probably also be traced to insufficient training at the 6.6 The chief marker was supported immediately by the external moderator on issues of marking. beginning of the marking session. An uncertain marker tends to take the safe route and avoids awarding very high or very low marks. 6.7 Candidates’ responses were included as alternative answers to the memorandum. 7.3 Chief markers and internal moderators need to take the task of the Examination Assistants very seriously, as several cases were found where the adjusted mark had not been captured in the total. Every 6.8 Accuracy in the calculation and recording of marks improved as the chief marker became vigilant. script should be checked for computational errors. This issue was prevalent in the Limpopo and Free State province in English, Physical Science and History. 6.9 Marks for each question were entered in a pencil on the cover of the answer sheet and re-written with a red pen only after being 7.4 The levels of proficiency in English is generally low. verified by the Examination assistant and the Chief marker. 7. Areas of concern 7.1 The external moderators were not convinced that every examining body devoted sufficient time to training before markers began marking and this issue requires urgent attention. 7.5 In Accounting the following exceptions were noted: - The theory (HG and SG), ratio and analysis (HG only) markers are not familiar with this type of questioning and thus candidates are often penalized. - Theory questions/opinions also needed to be marked in terms of the candidate’s calculations. Some conclusions of candidates were absolutely correct in terms of their working and were not given 68
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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
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Umalusi is responsible for the qual
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A sample of nine subjects was ident
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Chapter 2 Moderation of question pa
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• Technical Drawing • Travel an
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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 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 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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