(Vocational) and - Umalusi

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CRITERION FINDINGS AND CHALLENGES SITES 3.4.1 Documents While most PoEs (93%) contained the required documents, 31% had not taken adequate measures to record assessment scores. 3.4.2 Tasks Performance In terms of performance, learners dealt with the assessment tasks according to their abilities with an identifiable range of success. Marking quality The quality and standard of the marking of 57% of the moderated subject tasks was considered acceptable. Feedback The use of feedback to build on the strengths and weaknesses of learners was problematic with relevant evidence found at only 31% of sites. Moderation The lack of evidence of effective internal moderation of assessment tasks was a concern, with only 39% judged as properly implemented. The quality, standard and relevance of inputs from the internal moderation were not appropriate. Improvement was required at Mashamba (Advanced Plant Production), Jouberton (Life Orientation - Life Skills component), Makwarela (Management Practice), Atteridgeville (Masonry), Brits (Masonry), Denver (Mathematical Literacy), High Street (New Venture Creation), Ermelo (Personal Assistance), Temba (Theory of Policing Practices) and Hillside View (Principles of Computer Programming). SUBJECT FINDINGS AND CHALLENGES SITE The following are examples of problematic tasks which were not up to standard (possible contributing factors are cited): Afrikaans The test/task was not set according to the requirements set down in the Revised ICASS Guidelines. Tests were too short and did not meet the requirements of length, content or mark allocation. There was limited content compliance and the task was not appropriate to the outcomes assessed. The weighting and spread of outcomes was inappropriate. Cognitive levels were not set at the appropriate level and were limited in skills testing. No analysis grids indicating the distribution of cognitive levels were included. No memoranda or marking guidelines for the first two tasks were available. Upington 43
Marks per question were not indicated. There was a rubric attached to the oral task; however, it needed revising. Sixty percent of the marks were allocated to presentation and only 10% to content and another 10% to language use. The PoA contained no evidence of moderation, analysis or review of tasks. Business Practice In general, policies existed but were not always adhered to strictly, especially in the moderation process. The weighting and spread of content of the topic(s)/Learning Outcomes and Assessment Standards was not appropriate. Theory of Policing The lecturing staff misguidedly maintained that moderation was Practices no longer a requirement. The marking tool was not aligned with the set assignment. Feedback was not provided. Electrical Systems Practical tasks were not properly presented to candidates and and Construction an appropriate assessment instrument (e.g. rubric) was not used. The task was not of a practical nature, where a learner’s cognitive ability and creativity, as well as his acquired skills, are tested. No appropriate marking tool was available – marks were indicated on the instrument. The contents of the PoE were not aligned with the Revised ICASS Guidelines. Entrepreneurship The college did not have an assessment policy and it did not adhere strictly to the provisions in the Revised ICASS Guidelines. Tasks did not comply with basic content and cognitive criteria. There was no evidence of qualitative feedback on their performance being provided to candidates. Food Preparation An assessment policy was not available to guide the assessment process. The pre- and post-assessment moderation did not ensure that the standard was acceptable and that mark allocations were the same in the question paper and in the marking guideline. There was no evidence of the reviewing of tasks. An assessment grid as required by the new ICASS Guidelines had not been compiled. The lecturer did not ensure a suitable spread of learning outcomes in the question paper. The rubric for the assignment (task 2) was not correctly applied. Food Preparation The instructions to the practical assessment were not clear. Questions which required answers which came verbatim from the textbook were incorrectly regarded as higher order cognitive level questions. As task 2 was very vague without any indication of an assessment grid, the cognitive level could not be determined. Bonamelo Temba Seshego Wilberforce CJC Smit Street KwaMashu 44
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 50 and 51: 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
Page 100 and 101: 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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Page 128 and 129:
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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