Untitled - Umalusi

More documents

Recommendations

Info

full credit. - Totals and sub-totals were also method marked with an inspection on the part of the markers. This was often not adhered to – either every total was just marked or in other cases these marks were not awarded. - Method marks for the final answers in the ratio calculations were subject to the fact that at least one of the items reflected in the ratio were correct. This was not always adhered to and candidates and preparing the memo. - There is a lack of consistency in the use of different coloured pens. For example, in Biology in one script you find red, green and black pens being used by the marker, senior marker and chief marker respectively. In another script, from the same province, green would represent the highest level of moderation. In North West province, internal moderators used blue pens. This should be discouraged since most learners write in blue. were awarded the method marks with no item being accurate. - The concept of foreign items was not consistently applied. - Markers did not always mark the calculations/reconciliation in question 2 HG and question 4 SG fairly. - In Physical Science Paper 1, it was reported that the memo discussion meeting was held two days after the paper was written. This afforded members very little time to carry out pre-discussion marking and in most cases members had no opportunity to do any marking as they could not source any scripts at all. - The memorandum submitted for external moderation is, in many cases, not the finalized version. In Physical Science Paper 2 SG, the memo submitted to the external moderator was not complete. Thus the first day of discussion meeting was devoted to finalizing 7.6 In isiNdebele, in Mpumalanga the external moderator mentioned the fact that out of the 34 moderated scripts, a number of computational errors were identified, e.g. - Script No.: B0000001947771 was given 32 instead of 37 - “ B0000001947750 was given 63 instead of 68 - “ B0000001947711 was given 37 instead of 53 - “ B0000001947775 was given 55 instead of 65 - “ B84041757856083 was given 49 instead of 52 In the HG P2 candidates performed poorly, especially in questions 1, 2 and 3. These questions were based on poetry. Indications are that candidates were either not properly taught or did not understand poetry at all. In another instance candidates did not 69
ead or understand instructions and sub-instructions on the question paper. 7.9 In Gauteng, IsiZulu Additional Language P3 HG, there was a tendency to award marks somewhat too generously. For example, in question 2.2 (letter) a learner was allocated 5 out of seven marks for 7.7 In the Free State, Computer Studies SG P2, one centre (Tweeling) had a problem with stiffy drives and printers. Several of the scripts were structure despite the fact that his/her letter contained no salutation, no conclusion and no paragraphing. In another instance in question 2.3 incomplete. Evidence was found in two centres of possible a learner was awarded 15 out of 20 marks for dialogue despite the irregularities. Printouts of several candidates with identical incorrect answers were found, as well as cases where the core of an incorrect answer was identical with that of another candidate although some of the surrounding material (labels, names, exam numbers, etc.) were different. The similarities in one of these cases were of such a nature that the possibility of guidance in the large group cannot be excluded. fact that his/her entire answer was given in essay form. 8. Recommendations 8.1 More time should be spent on training and standardisation so that markers are well equipped before marking commences. The photocopying of a sufficient number of specimen papers should be 7.8 In the North West, the external moderator for Needlework and Clothing, observed that the number of facts that the candidates budgeted for. The training session should continue until an acceptable level of standardisation has been achieved. were to give in their responses were not always specified. For example, “Why should garments be lined” [5]. The five stands for the number of marks, and this could confuse learners and lead them to giving five reasons. 8.2 The variation in mark allocation should be kept to a minimum. Chief markers and internal moderators should play a crucial role in this regard. 70
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 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 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
show all

Untitled - Umalusi

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

Delete template?

Save as template?