(Vocational) and - Umalusi

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CRITERION FINDINGS AND CHALLENGES SITES 3.1.4 Financial resources 3.2 Policies and planning 3.2.1 Assessment policy Despite a budget for consumables being a prerequisite for the planning and delivery of vocational subjects, 17.5% of sites did not have such a budget. Most of the sites visited had established policies but in many cases these were only partially implemented and adhered to, creating the impression that the policies at some sites were there only for the purpose of compliance with directives. Assessment policies existed at most sites, but were lacking at some. Despite the fact that the Revised ICASS Guidelines are specific, the following areas of assessment policy implementation remained contentious at some sites of delivery: Provision for learners with barriers. Information Technology component), Umlazi BB (Mathematical Literacy) and Denver (Mathematical Literacy). Makwarela (Management Practice), Temba (Theory of Policing Practices), Wilberforce (Entrepreneurship) and Ladysmith (Financial Management). Hillside View (Principles of Computer Programming), Wilberforce (Entrepreneurship), Ladysmith (Financial Management), CJC Smit Street (Food Preparation), Fort Glamorgan (Marketing), Atteridgeville (Masonry) and Ermelo (Personal Assistance). Temba (Theory of Policing Practices), Umlazi BB (Professional Engineering Practice), Seshego (Electrical Systems and Construction) and Bloemfontein (Life Orientation). Learner absenteeism. Swinton (Mathematical Literacy) and Temba (Theory of Policing Practices). Conditions for reassessment. Bloemfontein (Life Orientation), Jouberton (Life Orientation), CS Barlow (Mathematics), Umlazi BB (Professional Engineering Practice), Seshego (Electrical Systems and Construction), Swinton (Mathematical Literacy) and Germiston (Mathematics). Late/non-submission of tasks. Bloemfontein (Life Orientation), Swinton (Mathematical Literacy), Jouberton (Life Orientation) and Temba (Theory of Policing Practices) 41
CRITERION FINDINGS AND CHALLENGES SITES 3.2.2 Monitoring plans 3.2.3 Assessment plans 3.2.4 Irregularities 3.3 Portfolios of Assessment 3.3.1 Documents The structures and planning for monitoring practices were inadequate at 36% of sites visited. There was an assessment plan that provided for the setting, moderation and conduct of tasks at most sites visited. Some form of standardisation of tasks was evident at 69% of sites visited. Only 59% of the sites visited kept irregularities registers. Portfolios were found to be neatly organised at most of the sites visited. The daily/weekly/year plans as well as the formal schedules of assessment were available. There was a conspicuous lack of the following documents: Analysis/evaluation of learners’ performances in each assessment task; Evidence of review of tasks; Evidence that repeaters’ work/tasks had been assessed; Reassessment was not always applied in accordance with the Revised ICASS Guidelines (51%) and at a number of sites (29%) there was no evidence that this document had been consulted. Temba (Theory of Policing Practices), Wilberforce (Entrepreneurship), Mankwe (Personal Assistance), KwaMashu (Food Preparation), Denver (Mathematical Literacy), Pretoria Central Correctional Services (Mathematical Literacy), Atteridgeville (Masonry), Polokwane (Hospitality Services) and Umlazi BB (Professional Engineering Practice). 3.3.2 Tasks Tasks were evaluated according to content, cognitive challenge, technical accuracy, marking tools and effective implementation of policies. It was found that moderation of tasks and marking was not as effective as it should have been in 65% of the tasks evaluated. Moderation of tasks seemed to be merely an exercise in compliance. Many tasks were set and moderated just before the execution of the task, allowing no time for disclosure and correction of errors. For examples of problematic tasks see end of table. 3.4 Portfolios of Evidence 42
Page 2 and 3: REPORT ON THE QUALITY ASSURANCE OF
Page 4 and 5: Contents FOREWORD ACRONYMS vi viii
Page 6 and 7: 5. Findings 6. Areas of good practi
Page 8 and 9: The NC(V) is demanding in its asses
Page 10 and 11: Section one Overview of the report
Page 12 and 13: The moderation of question papers i
Page 14 and 15: Section two Quality assurance of NC
Page 16 and 17: 3 SCOPE Umalusi moderated a total o
Page 18 and 19: No NC(V) SUBJECTS MODERATED 2012 NO
Page 20 and 21: 5.1 SUMMARY OF FINDINGS Table 2: Mo
Page 22 and 23: CRITERIA AND FINDINGS CHALLENGES SU
Page 42 and 43: 7.4 MARKING GUIDELINES The marking
Page 44 and 45: The main objective of moderating th
Page 46 and 47: SUBJECT LEVEL PROVINCE COLLEGE/SITE
Page 48 and 49: 3 FINDINGS The following section ca
Page 52 and 53: CRITERION FINDINGS AND CHALLENGES S
Page 54 and 55: A thorough moderation had not been
Page 56 and 57: was not assessed. There was no feed
Page 58 and 59: 5.3 POLICIES AND DOCUMENTS Policy
Page 60 and 61: Part B ICASS MONITORING DURING SEPT
Page 62 and 63: Mlumati and Mpondozankomo Campuses
Page 64 and 65: 3.5 INTERNAL ASSESSMENT POLICIES, S
Page 66 and 67: 3.8 PORTFOLIO OF EVIDENCE (PE - LEA
Page 68 and 69: Staff at Mlumati Campus complained
Page 70 and 71: Marking guideline discussions shoul
Page 72 and 73: No SUBJECT PROVINCE EASTERN CAPE FR
Page 74 and 75: 2 APPROACH The centralised moderati
Page 76 and 77: CAMPUS PROVINCE SUBJECT High Street
Page 78 and 79: There was evidence of only limited
Page 80 and 81: made an attempt to correct these er
Page 82 and 83: CAMPUS PROVINCE SUBJECT Middledrift
Page 84 and 85: Too many marks were allocated to lo
Page 86 and 87: Chapter 3 Moderation of integrated
Page 88 and 89: The conduct of ISATs was monitored
Page 90 and 91: No PROGRAMME LEVEL PROVINCE COLLEGE
Page 92 and 93: 5 FINDINGS 5.1 MODERATION OF INTEGR
Page 94 and 95: CRITERIA Instruments/tools for asse
Page 96 and 97: Table 16: Status of schedules/timet
Page 98 and 99: ISSUE ISAT SITE/CAMPUS OBSERVED IMP
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ISSUE ISAT SITE/CAMPUS OBSERVED IMP
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Marketing L2, 3 ISAT Evander Harris
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ISAT SITE/CAMPUS PROBLEMS ENCOUNTER
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ISAT SITE/CAMPUS PROBLEMS ENCOUNTER
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ISAT SITE/CAMPUS EFFECT Consumer Be
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Lecturers at Newcastle Technology C
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Implementation and assessment of pr
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Umalusi verified the marking of a s
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NC(V) SUBJECT NUMBER OF PROVINCES E
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NC(V) SUBJECT NUMBER OF PROVINCES N
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NC(V) SUBJECT NUMBER OF PROVINCES N
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The table below provides a summary
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CRITERIA FINDINGS AND CHALLENGES SU
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CRITERIA FINDINGS AND CHALLENGES EX
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CRITERIA FINDINGS AND CHALLENGES EX
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Graph 1 below indicates that most o
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CRITERIA AND FINDINGS Adherence to
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CRITERIA AND FINDINGS CHALLENGES SU
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CRITERIA AND FINDINGS adequately pr
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CRITERIA AND FINDINGS subjects. The
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CRITERIA AND FINDINGS Handling of i
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CRITERIA AND FINDINGS good quality.
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to be followed. This process ensure
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7.2 VERIFICATION OF MARKING The fol
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Chapter 5 Standardisation of result
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4.1 PRE-STANDARDISATION MEETING Pre
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all centres. Examples of these subj
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8 CONCLUSION The standardisation pr
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Chapter 1 Moderation of question pa
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The criteria observed in the modera
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6 AREAS OF GOOD PRACTICE Question p
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Chapter 2 Monitoring/moderation of
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5 FINDINGS The following section pr
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c. Adequate facilities for enrolled
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wrote two. There appears to be a te
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Table 44: Sites not complying with
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are of a practical nature and shoul
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Chapter 3 Verification of marking 1
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In addition, Umalusi staff visited
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CRITERIA FINDING AND CHALLENGES SUB
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CRITERIA FINDING AND CHALLENGES SUB
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6 AREAS OF GOOD PRACTICE 6.1 MARKIN
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Chapter 4 Standardisation of result
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Very low numbers of irregularities
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5.3 STANDARDISATION MEETING In tota
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e ensured that such a common unders
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1 INTRODUCTION The monitoring of th
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PROVINCE COLLEGE AND TYPE CAMPUS Ea
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PROVINCE COLLEGE AND TYPE CAMPUS We
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provided by the DHET. Marking Suita
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Security They were sealed in thick
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Candidates’ preparation Candidat
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5.3 Monitoring of Level 2 and Level
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6 AREAS OF GOOD PRACTICE 6.1 EXAMIN
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8 CONCLUSION Umalusi completed its
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1 BACKGROUND It is evident that cer
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2.1.2 Certification of NC(V) Level
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Section six Conclusion 209
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The degree of compliance with the R
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Examination writing-, learning- and
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Internal moderation of internal ass
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Table 33: Table 34: Table 35: Table
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The consolidated report was compile
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(Vocational) and - Umalusi

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