National Senior Certificate
Examinations
Portfolio Committee on Basic
Education
7 February 2012
Introduction
Introduction
•
The release of the 2011 NSC examination results has
attracted immense public interest.
•
The NSC examination results remains one of the most
important indicators of performance of the schooling
system.
•
These results have implications for:
- the DBE and its targets for learner improvement.
-
diagnostic significance in curriculum implementation
national benchmark for all schools
Introduction
•
The national curriculum has established itself over the past four years:






•
Generally, teachers have adjusted to the national curriculum standards
Remediation programmes have yielded steady improvements
Improved allocation of resources to schools
Ongoing provision of professional support to educators and administrators
Overall, evidence of a maturing national system of education
Tried and tested processes, policies and practices in the national examination
and assessment system
Teachers, subject advisors and the examining panels have come to
grips with the national curriculum and its associated assessment
Context
Context: Delivery Agreement Outputs
Outcome 1: Improved quality of basic education
Output
Sub-outputs
Output 1: Improve the quality of teaching and
learning
1.1 Improve teacher capacity and practices
Output 2: Undertake regular assessment to track
progress
2.1 Establish a world-class system of standardised
national assessments
1.2 Increase access to high-quality learning
materials
2.2 Extract key lessons from ongoing participation
in international assessments
Output 3: Improve early childhood development
3.1 Universalise access to Grade R
3.2 Improve the quality of early childhood
development
Output 4: Ensure a credible outcomes-focused
planning and accountability system
4.1 Strengthen school management and promote
functional schools
4.2 Strengthen the capacity of district offices
6
Initiatives to improve Quality of
Schooling
• Action Plan to 2014: Towards the realisation of Schooling 2025.
• Review of the Curriculum.
• The workbook project.
• Continuing teacher development.
• Accelerated Schools Infrastructure Development Initiative (ASIDI)
• Annual National Assessment.
• Foundations for learning programme.
• The National School Nutrition Programme
7
Initiatives to Improve Quality of
Schooling
• Strong focus on improving literacy and numeracy across all grades.
• Dinaledi Schools.
• No Fee Schools.
• Funza Lushaka Bursary Programme
•
8
Grade 12 Intervention Strategies
• Intensive post-test analysis of question papers
• Development of a Diagnostic Subject Report
• Development of self study guides in selected subjects in 2010.
• Development of additional self study guides in Economics, Business
Studies and Life Sciences.
• Development of Practical Assessment Tasks (16 subjects in NCS)
• Revision camps for learners.
• Winter classes.
• Radio lessons
• Common tests, examinations
9
600,000
80.0
550,000
70.0
500,000
60.0
450,000
400,000
50.0
350,000
40.0
300,000
30.0
250,000
20.0
200,000
10.0
150,000
100,000
Percentage
Number of candidates
Number of candidates and the pass rates in NSC: 1994 to 2010
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
0.0
Candidates (no.) 495,408 531,453 518,032 555,267 553,151 511,159 489,941 449,371 443,821 440,267 467,985 508,363 528,525 564,775 533,561 552,073 537,543
% passed
58.0
53.4
53.8
47.1
50.6
48.9
57.8
61.7
68.9
73.2
70.7
68.3
66.5
65.2
62.6
60.6
67.8
10
Grade 12 completion of 19 to 24 year olds earlier and at
higher levels over recent years (StatsSA household surveys)
11
Setting of standards in FET band
•
With the introduction of the NSC in 2008, standards
were set at the grade 10, 11 and 12 levels, which was
not the case with the old Senior Certificate.
•
Common testing programme implemented at grades
10, 11 and 12, together with exemplar questions.
•
One of the reasons for the decrease in the numbers of
learners qualifying for admission to Grade12.
Enrolment in Grade 11 & Grade 12 1999 to 2011
1,000,000
900,000
800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
0
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
Grade 11 714,677 495,236 709,100 673,675 738,026 821,685 839,009 890,902 920,136 902,763 881,728 841,858 847,738
Grade 12 554,198 366,112 490,657 485,378 476,593 501,304 538,909 568,930 625,838 595,219 602,321 579,449 534,498
13
Standardisation of Results
Standardisation of Results
Year
Subjects
Raw marks
Adjusted
Adjusted
downwards
upwards
2010
58
39
10
9
2011
56
45
8
3
Senior Certificate and the National
Senior Certificate
Promotion Requirements: SC
•
-
Pass two approved languages. At least one at first
language SG level
-
Pass at least three other subjects
-
Aggregate of 720 marks
-
Pass : HG (40%): SG (33 %); Converted Pass (LG):
25%
Senior Certificate and the National Senior Certificate
Promotion Requirements: NSC
NSC
-
Achieved Home Lang: 40%
-
Two (2) subjects at 40% and three (3) at 30%
Higher Certificate
-
NSC
-
LOLT at 30%
Diploma
--
NSC
-
LOLT at 30%
-
Four (4) subjects at 40%
Bachelors
-
NSC
-
LOLT at 30%
-
Four (4 ) subjects at 50% (designated list)
Senior Certificate and the National
Senior
Certificate
Comparison
•
NSC requires a seven subject offering, SC six.
•
NSC: Mathematics or Maths Literacy and Life Orientation compulsory.
•
Candidate could pass the SC with a converted pass of 25%, provided an aggregate of
720 was obtained.
•
Aggregate made redundant in the NSC with the specific requirement of 3 at 30% and
3 at 40%
•
Admission to bachelors in the SC: pass 4 subjects at 40% and 2 subjects at 33.3%.
•
Admission to bachelors in the NSC: 4 subjects at 50% and remaining subjects at 30%,
(home language must be at 40%).
•
All subjects offered for the NSC are at one level which is equivalent to the Higher
Grade.
The Magnitude and Size of the NSC
Examination
Candidates Enrolled/Wrote (full time) - 2011
Candidates enrolled and wrote
Province
Number enrolled
Difference
Number wrote
enrolled-wrote
Eastern Cape
68 069
65 359
2 710
Free State
26 394
25 932
462
Gauteng
87 630
85 367
2 263
127 056
122 126
4 930
Limpopo
74 673
73 731
942
Mpumalanga
49 600
48 135
1 465
North West
25 930
25 364
566
Northern Cape
10 425
10 116
309
Western Cape
41 261
39 960
1 301
511 038
496 090
14 948
Kwa-Zulu Natal
National
Candidates Enrolled/Wrote (part time) - 2011
Candidates enrolled and wrote
Difference
Province
Number enrolled
Number wrote
enrolled-wrote
16 465
11 545
4 9200
2 589
1 604
985
Gauteng
35 493
28 021
7 472
Kwa-Zulu Natal
24 752
15 719
9 033
Limpopo
12 854
9 620
3 234
Mpumalanga
6 495
4 298
2 197
North West
3 144
2 382
762
Northern Cape
1 691
967
724
Western Cape
9 297
5 960
3 337
112 780
80 116
32 664
Eastern Cape
Free State
National
NSC Full-Time Enrolments 2008-2011
22
Enrolments - NSC Part Time candidates 2008 - 2011
Overall National Results
Numbers Wrote 2008 to 2011
600,000
552,073
550,000
537,543
533,561
Number
496,090
500,000
450,000
400,000
350,000
300,000
2008
2009
2010
2011
25
Calculation of Achievement rate and
Bachelor passes
Achievement rate:
No. of candidates that obtained NSC ÷ No. of candidates
that wrote.
Bachelors:
No. of candidates that achieved Bachelors ÷ Total no. of
candidates that wrote.
Overall performance of candidates in the 2011 NSC
examination
Province
2011
Total wrote
Total Achieved
% achieved
Eastern Cape
65 359
37 997
58.1
Free State
25 932
19 618
75.7
Gauteng
85 367
69 216
81.1
122 126
83 204
68.1
Limpopo
73 731
47 091
63.9
Mpumalanga
48 135
31 187
64.8
North West
25 364
19 737
77.8
Northern Cape
10 116
6 957
68.8
Western Cape
39 960
33 110
82.9
496 090
348 117
70.2
KwaZulu Natal
National
NSC performance, 2008 to 2011
100.0
90.0
80.0
70.0
62.6
60.6
67.8
70.2
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2008
2009
2010
2011
28
Candidates who wrote by gender
300,000
250,000
Number
200,000
150,000
100,000
50,000
0
Male
Female
Total wrote
230,846
265,244
Total pass
166,057
182,060
Performance by Gender 2011 (Achieved/Not Achieved)
70,000
60,000
40,000
30,000
20,000
10,000
EC
FS
GP
KZN
Achieved
LP
MP
NW
NC
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
Male
Female
0
Male
Number
50,000
WC
Not Achieved
30
Numbers Achieved per Achievement Level
600,000
500,000
400,000
300,000
200,000
100,000
0
Series1
Total
Entered
Total Wrote
511,038
496,090
Achieve
with
Bachelors
120,767
Achieve
with
Diploma
141,584
Achieve
Higher
Certificate
85,296
Achieve
NSC
Not
achieved
467
146,288
31
2011 NSC passes by type of qualification
Total
Wrote
Achieve
with
Bachelor
s
%
Achieve
achieved with
with
Diploma
Bachelor
s
%
achieve
with
Diploma
s
Achieve
Higher
Certificat
e
%
Achieve
Achieve NSC
with
Higher
Certificat
e
%
Achieve
NSC
Total
Achieved
EC
65 359
10 291
15.7
15 530
23.8
12 102
18.5
74
0.11
37 997
FS
25 932
6 817
26.3
8 371
32.3
4 413
17.0
17
0.07
19 618
GP
85 367
30 037
35.2
27 776
32.5
11 394
13.3
9
0.01
69 216
KZN
122 126
27 397
22.4
34 190
28.0
21 331
17.5
286
0.23
83 204
LP
73 731
12 946
17.6
18 868
25.6
15 253
20.7
24
0.03
47 091
MP
48 135
8 866
18.4
13 195
27.4
9 072
18.8
54
0.11
31 187
NW
25 364
7 187
28.3
8 373
33.0
4 177
16.5
0
0.00
19 737
NC
10 116
2 012
19.9
2 871
28.4
2 074
20.5
0
0.00
6 957
WC
39 960
15 214
38.1
12 410
31.1
5 480
13.7
6
0.02
33 110
RSA
496 090
120 767
24.3
141 584
28.5
85 296
17.2
470
0.09
348 117
National Achievement Levels 2008 - 2011
600,000
500,000
400,000
300,000
200,000
100,000
0
2008
2009
2010
2011
Number wrote
Total achieved
533,561
552,073
537,543
496,090
333,744
334,718
364,147
348,117
Achieve
Bachelors
107,274
109,697
126,371
120,767
Achieve
Diplomas
124,258
131,035
146,186
141,584
Achieve Higher
Certificate
102,032
93,356
91,947
85,296
33
Comparison of Bachelors passes by provinces 2008 to 2011
50.0
40.0
30.0
20.0
10.0
0.0
Free
State
21.0
Gauteng
2008
Eastern
Cape
14.4
Limpopo
30.5
KwaZuluNatal
18.2
North
West
19.4
Northern
Cape
20.1
Western
Cape
33.0
National
12.6
Mpumala
nga
13.1
2009
14.0
20.3
29.3
19.9
12.3
12.2
20.8
16.9
32.0
19.9
2010
16.0
21.4
33.9
25.7
15.6
15.8
27.7
21.1
31.5
23.5
2011
15.7
26.3
35.2
22.4
17.6
18.4
28.3
19.9
38.1
24.3
20.1
Overall performance of Learners with Special Needs in the 2011
NSC examinations
Entered
Eastern Cape
Free State
Gauteng
KwaZulu Natal
Limpopo
Mpumalanga
North West
Northern Cape
Western Cape
National
Wrote
81
41
383
6
206
0
4
118
118
957
Achieved
78
36
369
6
179
0
4
117
92
881
64
33
340
5
96
0
4
61
60
663
Gini coefficient of pass rates (2009 to 2011)
0.300
0.257
0.203
0.250
0.192
0.200
0.150
0.100
0.050
0.000
2009
2010
2011
Achievement rates within different percentage
categories
3000
40.0
35.0
2500
Number
2000
25.0
1500
20.0
15.0
1000
10.0
500
5.0
0
0.0
Number of schools
pass % by school
Percentage
30.0
School Achievement by Quintiles 2011
600
500
400
300
200
100
0
0 -19.9%
20 - 39.9%
40 -59.9%
60 -79.9%
80 - 100%
Exactly 100%
Exactly 0%
Quintile 1
49
236
440
506
413
48
4
Quintile 2
33
131
293
377
342
55
0
Quintile 3
38
152
359
457
445
58
3
Quintile 4
11
47
150
261
313
44
0
Quintile 5
9
36
77
139
562
192
2
Candidates’ performance in selected subjects 2008 – 2011
(at 30% level)
100.0
Percentage
80.0
60.0
40.0
20.0
0.0
Accoun Agricult Busines
ting
ural
s
Science Studies
s
2008 61.3
52.5
74.1
2009 61.5
51.7
71.9
Econo
mics
Geogra
phy
History
Life
Life
Mathe
Orienta Science matical
tion
s
Literacy
Mathe
matics
78.0
80.4
68.7
99.5
70.5
78.6
45.4
Physica
l
Science
s
54.9
71.6
72.3
72.2
99.6
65.5
74.7
46.0
36.8
2010
62.8
62.6
71.1
75.2
69.2
75.8
99.6
74.6
86
47.4
47.8
2011
61.6
71.3
78.6
64.0
70.0
75.9
99.6
73.2
85.9
46.3
53.4
Candidates’ performance in selected subjects 2008 – 2011
(at 40% level)
100.0
90.0
80.0
Percentage
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
2008
2009
2010
2011
Accounti Agricultu Busines
ng
ral
s
Sciences Studies
31.1
14.6
42.6
36.0
21.9
46.7
35.3
32.1
45.9
35.8
39.5
55.4
Economi Geograp
cs
hy
35.2
31.2
46.3
33.1
40.9
39.2
40.6
42.2
History
37.5
46.9
52.5
52.7
Life
Life
Mathema Mathema Physical
Orientati Sciences
tical
tics
Sciences
on
Literacy
96.8
39.4
54.9
29.7
28.3
98.5
39.9
51.0
29.4
20.6
98.8
51.7
64.7
30.9
29.7
98.9
46.2
65.0
30.1
33.8
40
Mathematics achieved at 30% & 40% level 2009 to 2011
300,000
250,000
200,000
150,000
100,000
50,000
0
Total Wrote
Achieved at 30% and above
Achieved at 40% and above
2009
290,407
133,505
85,356
2010
263,034
124,749
81,374
2011
224,635
104,033
67,541
41
Physical Sciences achieved at 30% & 40% level 2009 to 2011
250,000
200,000
150,000
100,000
50,000
0
Total Wrote
Total achieved at 30% and above
Total achieved at 40% and above
2009
220,882
81,356
45,452
2010
205,364
98,260
60,917
2011
180,585
96,441
61,109
45
District performance by achievement interval and province 2011
Province
EC
FS
GP
KZN
LP
MP
NW
NC
WC
Total
Total
number of
Districts
23
5
14
12
6
4
4
5
8
81
Below 50%
5
0
0
0
0
0
0
0
0
5
50% to 59.9%
6
0
0
1
1
1
0
1
0
10
60% to 70%
8
0
1
7
3
2
0
1
0
22
70% to 80%
4
4
4
4
1
1
2
2
1
23
80% & above
0
1
10
0
0
0
2
1
7
21
46
District Performance by achievement interval 2011
25
22
23
21
Number
20
15
10
10
5
5
0
47
Bachelor Targets – Short Term
National Targets
Year
2009
2010
2011
2012
2013
2014
Target
110 000
123 000
136 000
149 000
162 000
175 000
Achieved 109 697
126 371
120 767
?
?
?
Bachelor Targets - Provincial
Prov
2010
Pass
2011
Target
2011
Pass
2012
Target
2013
Target
2014
Target
EC
10 225
11 004
10 291
12 056
13 108
14 159
FS
5 890
6 339
6 817
6 945
7 551
8 157
GP
31 301
33 686
30 037
36 905
40 124
43 343
KZN
31 466
33 863
27 397
37 099
40 335
43 571
LP
14 757
15 881
12 946
17 399
18 917
20 436
MP
8 147
8 768
8 866
9 607
10 446
11 285
NW
8 021
8 633
7 187
9 459
10 285
11 111
NC
2 152
2 316
2 012
2 538
2 760
2 982
WC
14 412
15 510
15 214
16 992
18 474
19 956
Nat
123 000
136 000
120 767
149 000
162 000
175 000
Provinces 2010 vs. 2011
• Free State and Mpumalanga exceeded their targets, even
though the numbers that wrote dropped in 2011
• E Cape had a drop, even though the numbers that wrote
increased in 2011.
• All other provinces had a drop in the numbers that wrote
• Factors such as enrolments and previous targets not met
need to be factored in when setting targets for 2012 – 2014
Diagnostic Subject Report
Scope
The following 11 subjects with high enrolments were
analysed:
•
•
•
•
•
•
•
Physical Science
Mathematics
Mathematical Literacy
Geography
History
Agricultural Sciences
Life Sciences
•
•
•
•
Accounting
Business Studies
Economics
English First Additional
languages
52
Methodology
• 100 scripts per paper were randomly selected at each marking centre.
• The scripts were randomly selected from a range of districts, to cover low,
medium and high scores.
• The individual scripts were scrutinized per question, to provide a detailed
understanding of the nature of responses, areas of weakness.
• In addition, markers, senior markers and chief markers noted learners’
responses to questions, paying particular attention to common errors and
misconceptions.
53
General findings
•
Improvements in the quality of responses of candidates in most subjects
•
Even where candidates did not obtain full marks, they were not “totally
off the mark” which confirms that there is improvement in teaching and
learning in most schools.
•
Inability to answer questions assessing higher order thinking skills like
problem solving, critical thinking, analysis and evaluation
•
Inadequacies relating to foundational competencies and basic concepts,
which negatively impact on advanced learning and understanding
Inadequate literacy and numeracy skills required to write proper
paragraphs and do simple calculations respectively, across all subjects.
•
54
Mathematical Literacy
Issue
Possible Cause
Over reliance on ‘algorithmic procedures’
Learners do not know when to multiply whenever solving mathematical problems, often
and when to divide when doing
without visualizing the problem.
conversions in a metric system.
Learners often know that there is a 100 involved in
a relationship between cm and m. What they
For example, multiplying by 100 instead forget and have to remember is whether they must
of dividing when converting cm to m.
divide or multiply.
This seems to be a pedagogical problem.
Poor understanding of space, shape and Lack of use of physical objects like models and
measurement.
paper cuttings when dealing with aspects of
For example, most learners do not know space, shape and measurement.
the difference between radius and
diameter.
It is always difficult for a learner who cannot draw
Poor interpretation of graphs.
a graph to interpret one.
Mathematics
Issue
Lack of basic foundational competencies
• basic knowledge of algebra
• basic trigonometric definitions and
identities
• spatial perception impeding the solving
of 2D and 3D problems.
• understanding of gradients
Possible Cause
Poor knowledge skills by teachers in lower
grades.
Lack of curriculum coverage in the lower
grades
Poor understanding of concepts in the
curriculum that required deeper
conceptual understanding.
Learners are exposed to ‘stimulusresponse’ methods and rote learning
Learners cannot factorise a simple
expression
Lack of basic knowledge.
Physical Sciences
Issue
Possible Cause
Extremely low marks for recall questions
Learners do not study hard enough, no
textbooks/study material
Lack of practical work
Teachers do not conduct experiments
Lack of mathematical skills
No proper foundation
Lack of higher order thinking skills
Learners not exposed to these type of
exercises or not practised enough
No linkages between topics in chemistry,
knowledge isolated to chapters and confined to
chapters-not used anywhere else
Teaching methodology, shallow teaching,
lack of deeper understanding
Redox reactions still a problem due to mainly the
names associated with these reactions, e.g.
Teaching methodology
reducing agent, being reduced and vice versa
IUPAC in organic chemistry and naming of
organic molecules still a big challenge
Poor teaching
Life Sciences
Issue
Possible Cause
Evolution
Confusion of out-of- Africa theory with
fossil findings in Africa.
Genetics
Could not identify sex gametes
Sound Amplification through biological
structural adaptation
Lack of application of knowledge
Biological negative impacts
Lack of understanding of the functions of
hormones e.g. insulin
Accounting
Issue
Possible Cause
Teaching these concepts such as Cash flow
appears not to be taking place in some of the
Challenges with:
schools
The format, analysis and interpretation of
Analysis and interpretation of financial
financial statements (Income statement, Balance statements is ignored.
sheet and Cash flow statement)
Basic mathematical calculation is a challenge to
most candidates
No exam preparation, e.g. previous papers
Challenges with:
•Debtors’ collection schedule
•Debtors average collection period
•Analysis and interpretation of the debtors’ age
analysis - Favourable and unfavourable
variances
•Calculation of the percentage increase in
salaries and wages
Most candidates could not perform the basic
calculations of:
•debtors’ collection schedule
•debtors average collection period
Interpreting the variances and offer valid solutions
to rectify negative variances
Learners not grounded in basic concepts
Teaching in earlier grades
Economics
Issue
Possible Cause
Learners experienced difficulty with questions based
on contemporary economic issues
Teaching methodology
Cannot link content studied to issues
Most candidates did not understand certain
economic concepts, for example, Economies of
scale Industrial Development Zones, etc.
Candidates could not interpret action verbs
correctly, e.g. the different between explain and
discuss.
Language deficiency
Reading comprehension
Most candidates could not understand the
action verb/key word and thus gave a wrong
response
Lack of higher order thinking skills, e.g.
Data-response questions and the calculation of the
analyse and interpret data.
Trade balance.
Basic mathematical calculations, e.g.
Analysis and calculation of figures seem to be a
figures in the Balance of Payment and the
huge problem for learners
format of the Balance of payment
Drawing, analysis and interpretation of graphs.
Interpretation of cartoons is challenging for learners
Teaching of graphs. Lack of interpretation
and calculation skills as well as basic
knowledge relating to graphs.
Business Studies
Issue
Possible Cause
Case Studies:
Some learners were unable to recognise
challenges from a case study.
HIV/Aids and its impact on business: the
answer was aligned to Life Orientation.
Teaching methodology
Cannot link content studied to issues
Difficulty in reading, understanding and
contextualising case studies and scenarios to
their specific subjects
Not enough exposure/practise in these type of
questions
Calculations on Rate of Return and
assumptions they had to make concerning the
investments was a challenge.
Basic mathematical calculations, e.g.
calculation of the returns on Investments,
simple interest
Candidates could not interpret action verbs
correctly, e.g. explain advertisement.
Candidates could not obtain full marks due to
language.
Language is still a problem to most of the
candidates.
Interpretation of the action verbs
Geography
Issue
Physical Geography (Climatology &
Geomorphology) is still a major challenge
to learners
Interpretation of graphs and other
diagrams.
Possible cause
Too abstract for teachers and learners
Cannot read graphs properly
Mapwork
Calculations of gradient, magnetic
declination and vertical exaggeration
Formulae are still a problem
Cross sections
Cannot draw or identify features
Geographic Information System (GIS):
Concepts and processes
Most teachers still not conversant with content
History
Issue
Unable to ascertain usefulness, compare
evidence, make judgements or interpret
and analysis of sources.
Possible Cause
Poor teaching and learning
Learners not exposed to these type of
homework/classwork
Failure to grasp words such as ‘limitations’,
Poor teaching and learning
‘bias’, ‘similarities’ and ‘differences’.
Inability to write a coherent paragraph
using evidence from the sources.
Poor teaching and learning
Inability to write a coherent and wellbalanced essay following the given line of
argument.
Poor teaching and learning
Umalusi Report
Umalusi Findings
Question Papers
(a)
Adherence to the 18 month cycle
• Question papers are ready for external moderation as from 1
February 2012.
• External moderation to be completed by 30 June 2012.
(b)
Concurrent moderation
• Currently being implemented
(c)
Poor standard of English First Additional Language
• DBE to appoint an independent panel to investigate this issue and
will implement recommendations.
Umalusi Findings
School Based Assessment
(a)
Synergy between DBE and Umalusi Moderation processes.
• Pre-moderation discussions with Umalusi to be facilitated.
(b)
Sub-standard Assessment Tasks
• Exemplar assessment tasks to be set.
• Common Assessment Tasks set for Life Orientation
(c)
Application of marking rubrics
• Training of teachers
Umalusi Findings
School Based Assessment
(d)
•
Lack of rigour of moderation at school and district levels
DBE to implement focused district moderation approach
(e)
•
Hypothesis testing in Life Sciences
Teacher development programme.
Umalusi Findings
Conduct of the examination
(a)
(b)
(c)
(d)
(e)
Security
Vacant posts
Storage facilities
Independent centres.
Shortage of question papers/answer books
Remedial Strategies
•
Norms and standards for key examination processes.
•
Focus on provincial co-ordination and support.
•
Differentiated monitoring approach.
•
Audit of all independent centres, de-registration of centres with
recurrent irregularities.
.
Umalusi Findings
Marking
(a)
•
Large number of marking centres.
Phased in reduction of marking centres.
(b)
Competency of markers
• Competency test for all prospective markers.
• Training of markers.
(c)
Quality Control measures in marking
• Enhancement of verification measures.
.
Conclusion
•
Set a new benchmark in attainment of achievement rate.
•
Improvement in percentage passes in five gateway subjects,
including Physical Science.
•
Basic Education Sector will focus on under-performing districts.
•
Specific attention on Mathematics, Physical Science, Life
Sciences, Economics and Accounting.