(Vocational) and - Umalusi

The marking tool did not make provision for alternative
responses and the allocation of marks was not included.
Learners had not yet started with their practical tasks. Theory
was not integrated with practice and hence the effectiveness
of teaching and learning was compromised.
Masonry The assessment policy was not current and was in conflict with
the Revised ICASS Guidelines.
Assessment scores had not been accurately transcribed.
Assessment tools were not included in the PoA.
Assessment grids were not available.
Mathematical
The development of assessment tasks required attention.
Literacy
The weighting and spread of content of the topic(s), Learning
Outcomes and Assessment Standards were not appropriate.
Internal moderation needed to be made more effective.
Personal
The learners had little opportunity for proper subject related
Assistance
assessment as the college had integrated all the subjects of a
subfield in one assessment task. The task was then marked
once and the same mark awarded for all three subjects. The
scripts were photocopied for the three portfolios.
Tasks were not properly set according to the Subject and
Learning Outcomes nor did they address different cognitive
levels.
The marks allocated to the assessment did not correspond with
the level of difficulty.
The marking tool for assessment 1 was disorganised and out of
sequence with the assessment instrument.
Feedback from the assessor did not provide any guidance on
what ought to be improved.
Physical Science The projected work plan for the year lacked detail.
The test reflected very poor item selection, focusing mainly on
recall-type questions.
The test was heavily weighted towards the opening subject
outcome (which was very limited and represented no more
than the introductory section of the syllabus).
Mark allocation was inconsistent – for example, calculations
were assigned one mark (instead of three), i.e. the same
weighting as a simple recall question.
There were a number of language/grammatical errors in the
text and an inappropriate time allocation.
Educators required professional development to equip them to
address content and pedagogical shortfalls as the lecturer did
not have the knowledge and skills to set a test of appropriate
standard.
Welding The analysis grid had not been completed for each test/task.
Task 1 (assignment) was not appropriate to L4; it should have
been a practical task (welding), not a research assignment.
Both tasks were set at L2-L3 level and not at L4 as required.
Only elementary knowledge was assessed; application of skills
Brits
Northern
Cape City
Mankwe
KwaThema
Vredenburg
46