National Senior Certificate
Examinations - 2012
Presentation to Portfolio Committee
12 February 2013
Presentation Outline
1.
Introduction
2.
Overall systemic improvements
3.
Quality improvements
4.
Lessons from Standardisation
5.
Diagnostic subject analysis
6.
Interventions
7.
Qualification challenges
8.
Umalusi Concerns
9.
Conclusion
2
Introduction
Introduction
• The education enterprise is a complex activity which is
multifaceted and dependent on a host of intervening
variables.
• The outcome of the NSC examination is the most important
indicator of the performance of the system.
• The NSC as a qualification has been implemented for the
last five years
• Therefore it is appropriate to reflect on the NSC:
- as a qualification
- learner performance
Introduction
•
The national curriculum has established itself over the past five years:
 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
 Established 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
The Class of 2012
• Entered Grade 1 in 2001.
• Born in the year when the new democratic
dispensation was ushered in.
• Education systems and processes were fairly
stable.
• Exposed to implementation of new curriculum
Introduction
Action Plan 2014, Towards Schooling 2025, sets specific
targets:
– Increase the number of learners eligible for bachelors
study.
– Increase the number of Grade 12 learners who pass
Mathematics
– Increase the number of learners who pass Physical
Science
Overall Systemic
Improvements
NSC performance: 2008 to 2012
9
% Achieved
Difference
% Achieved in
2011
Ranking
% Achieved
Total Achieved
Total Wrote
Province
EASTERN CAPE
63 989
39 443
61.6
9
58.1
3.5
FREE STATE
24 265
19 676
81.1
3
75.7
5.4
GAUTENG
89 627
75 214
83.9
1
81.1
2.8
127 253
93 003
73.1
6
68.1
5.0
LIMPOPO
77 360
51 745
66.9
8
63.9
3.0
MPUMALANGA
47 889
33 504
70.0
7
64.8
5.2
NORTH WEST
27 174
21 609
79.5
4
77.8
1.7
NORTHERN CAPE
8 925
6 661
74.6
5
68.8
5.9
WESTERN CAPE
44 670
36 974
82.8
2
82.9
-0.1
511 152
377 829
73.9
70.2
3.7
KWAZULU-NATAL
NATIONAL
2012 NSC passes by type of qualification
Province
Total
Wrote
Achieved
%
achieved
%
Achieved
%
Achieved
%
Bachelor achieved Diploma achieved Higher
achieved
NSC achieved
Bachelor
Diploma Certificate Higher
NSC
Certificate
EC
63 989
11 246
17.6
16 148
25.2
11 998
18.8
51
0.1
FS
24 265
6 937
28.6
8 553
35.2
4 181
17.2
5
0.0
GP
89 627
32 449
36.2
30 422
33.9
12 335
13.8
8
0.0
KZN
127 253
34 779
27.3
36 841
29.0
21 274
16.7
109
0.1
LP
77 360
15 324
19.8
20 103
26.0
16 301
21.1
17
0.0
MP
47 889
9 495
19.8
14 277
29.8
9 633
20.1
99
0.2
NW
27 174
7 445
27.4
9 151
33.7
5 010
18.4
3
0.0
NC
8 925
2 055
23.0
2 787
31.2
1 819
20.4
0
0.0
WC
44 670
16 317
36.5
14 599
32.7
6 053
13.6
5
0.0
26.6 152 881
29.9
88 604
17.3
297
0.1
National 511 152 136 047
Admission to Bachelor Studies (target of 32%)
12
Proportion of 22-25 year-olds with
matric since 2002
50%
45%
40%
35%
30%
2002
2003
2004
2005
2006
2007
2008
2009
2010
Source: STATS SA General Household Surveys, 2002-
2011
Achievement - Bachelor Studies
• Sector on track to achieve target for 32% of Grade 12s
able to be admitted for Bachelor degree studies (currently
at 26,6% in 2012 from 24.3% in 2011 and 19.9% in 2008)
– Over 15, 000 increase year on year
– 2011 was low for historical reasons so growth in
improvements of the order of 10% anticipated
Achievement Status per Quintile
Achievement Status
Quintile Quintile Quintile Quintile Quintile Quintile Quintile
1
2
3
4
5
99
None
Totals
Achieved Bachelor
16 296
19 752
25 252
18 497
46 795
9 253
202 136 047
Achieved Diploma
26 885
30 251
34 476
24 179
29 851
7 113
126 152 881
Achieved H-Cert
21 208
22 504
22 083
11 660
8 052
3 067
30 88 604
167
72
39
8
0
11
64 556
Quintiles:72 579
81 850
54 344
84 698
19 444
Achieved NSC
Total Achieved
1 to 5
99
None
0
297
358 377 829
Lowest to highest ranked
Independent/Special/Private Schools
No Quintile not available
15
Number of candidates in schools per percentage interval per quintile
% Interval (Schools)
Exactly 0%
Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
Total
37
9
56
0
0
102
No with 0 to 19.9%
1 671
2 142
920
67
168
4 968
No with 20 to 39.9%
9 731
7 688
6 285
1 302
774
25 780
No with 40 to 59.9%
23 828
23 497
22 565
7 389
2 268
79 547
No with 60 to 79.9%
35 937
44 762
46 929
28 662
12 215 168 505
No with 80 to 100%
26 671
29 879
39 065
32 903
77 971 206 489
1 227
1 036
1 953
1 208
99 102
109 013
117 773
71 531
Exactly 100%
Total
14 635
20 059
108 031 505 450
16
Candidates’ performance in selected subjects 2008 – 2012
(at 30% level)
17
Number of Districts per Percentage Interval – 2011 / 2012
Province
Total number of
Districts
Below 50%
50% to 59.9%
60% to 69.9%
70% to 79.9%
80% and above
2011
2012
2011
2012
2011
2012
2011
2012
2011
2012
23
5
3
6
7
8
8
4
5
0
0
5
0
0
0
0
0
0
4
0
1
5
Gauteng
15
0
0
0
0
1
0
4
3
10
12
KwaZulu-Natal
12
0
0
1
0
7
3
4
9
0
0
Limpopo
5
0
0
1
0
3
4
1
1
0
0
Mpumalanga
4
0
0
1
0
2
2
1
2
0
0
North West
4
0
0
0
0
0
0
2
2
2
2
Northern Cape
5
0
0
1
0
1
1
2
2
1
2
Western Cape
8
0
0
0
0
0
0
1
1
7
7
81
5
3
10
7
22
18
23
25
21
28
Eastern Cape
Free State
Total
18
Quality Improvements
Quality Improvements
Comparing the achievements of 2012 to that of 2011, the following
is a confirmation of the improvement in quality:
(a) 15 280 more bachelor passes
(b) Nine of the gateway subjects improved at 30%
achievement level.
(c) Eight of the gateway subjects improved at the 40%
achievement level.
(d) 17 937 more candidates passed Mathematics (at 30%)
(e) 13 175 more candidates passed Mathematics (at 40%)
(f) 13 477 more candidates passed Physical Science (at 30%)
(g) 8 967 more candidates passed Physical Science (at 40%)
20
Quality Improvements
Comparing the achievements of 2012 to that of 2011, the following
is a confirmation of the improvement in quality:
(h) Increase in the distinction rate across key subjects.
(i) Of the 81 districts, only three performed below 50% (5 in
2011)
(j) Number of districts performing above 80% increased from
21 to 28.
(k) Gini coefficient decreased from 0.192 to 0.169.
21
Lessons from
Standardisation
Standardisation of Results
•
Ensures that the cohort of learners is not advantaged or
disadvantaged by fluctuations of results.
•
Mitigates fluctuations of learner performance as a result of factors
other than learner performance.
•
Standardisation is based on comparing the performance of the
current cohort with previous cohorts. Therefore, standardisation
may reveal problems relating to:
o the standard of the question paper.
o the standard of the marking.
o poor subject performance.
Standardisation of Results
Year
Subjects
Raw marks
Adjusted
Adjusted
downwards upwards
2010
58
39
10
9
2011
56
45
8
3
2012
61
44
12
5
Lessons
•
•
Acceptance of the majority of the marks based on raw marks,
points to the setting of question papers of the appropriate
standard and confirms that the marking standards are in keeping
with previous years.
Downward adjustments based on the premise that:


•
the question paper was possibly less challenging than previous years; or
the improvement in the performance of candidates is justified, but too
high for one year.
Upward adjustments based on the premise that:
 the paper could have been more challenging than in previous years.
 learner performance of this cohort has deviated from previous years due to poor
teaching and learning.
Lessons
Downward Adjustments (12 subjects):
• Accounting, Physical Sciences, Geography, Tourism, Design,
Dramatic Arts, Civil technology, Electrical Technology, English
First Additional Language, Xitsonga Home Language, Tshivenda
Home language and Sesotho First Additional Language.
•
These subjects will be closely scrutinised by the examiners to
ensure that the appropriate standard is set in 2013.
•
In terms of NSLA, this is a confirmation that the NSLA strategy is
beginning to bear fruit in these subjects, and PEDs should be
encouraged to continue with the interventions.
Lessons
•
DBE will explore and develop a method of establishing the impact
of these interventions so that the required evidence can be
provided to Umalusi to inform the standardisation process and
avoid the downward adjustment.
Lessons
Upward Adjustments (5 subjects)
• Life Sciences, English Home language, Afrikaans Home
language, Isizulu Home Language and Mathematical Literacy.
•
The examining panels will conduct a review of these papers to
confirm if there were indeed of a higher standard
•
These 5 subjects must be the focus of the NSLA in the current
year, so as to improve performance in these subjects
Diagnostic subject Analysis
Purpose of Subject Analysis
• Provides feedback to learning and teaching and assists in
school based diagnostic assessment and intervention
• Communicate to teachers and subject advisors the common
areas of weakness in the subject and ensures that these
areas are constructively addressed in the teaching
programme planned for 2013
30
Scope and Approach
• The report covers 11 of the subjects with high enrolments
namely: Accounting, Mathematics, Physical Sciences,
Agricultural Science, Business Studies, Economics, English
First Additional Language, Geography, History, Life Sciences
and Mathematical Literacy.
• Subject analysis based on:
• input provided by markers;
• analysis of a selected sample of scripts
31
Generic Improvements
•
Improvement in the quality of answers provided, which confirms
that improvement strategies are making a difference.
•
Gradual consistent improvement in the pass rate in each of the
subjects analysed both at the 30% and 40% achievement levels.
•
Fewer candidates scoring between 0-29% in most of the
subjects.
•
Improved performance in Accounting and Physical Science was
observed. Possibly due to an increase in the number of
candidates who offered these subjects in combination with
Mathematics
Generic Shortcomings
• Inadequacies relating to foundational knowledge and skills; and basic
concepts and principles which negatively impact on advanced learning
and understanding.
• Inadequate numerical skills required to do simple calculations in
Mathematics as well as other subjects where numerical skills were
assessed.
• Lack of linguistic skills: lack of appropriate language skills which are
required to interpret questions and write proper paragraphs. Text based
questions - poorly answered.
• Failure to apply knowledge and skills. Questions requiring application,
higher order thinking skills like problem solving, analysis and evaluation
registered the worst performance across all the subjects analysed.
• Inadequate preparedness of candidates for the examination, which
manifested as a lack of mastery of content
33
Mathematics
There was a decrease in the percentage of candidates who performed
at 0-29% in 2012 compared to 2011; An improvement in the number of
candidates who performed at each of the categories from 40% and
above.
25.0
20.0
Percentage
15.0
10.0
5.0
0.0
0 TO 9
10 TO 19
20 TO 29
30 TO 39
40 TO 49
50 TO 59
60 TO 69
70 TO 79
80 TO 89
90 TO 100
2011
9.5
23.1
20.0
17.2
11.6
7.6
5.1
3.4
1.9
0.6
2012
8.3
18.8
18.9
18.3
13.0
9.2
6.4
4.1
2.2
0.7
35
Maths P1: Average marks per question expressed as a
percentage
Question
Content assessed
Q1
Algebra, equations and inequalities
Q2
Patterns and sequences
Q3
Patterns and sequences
Q4
Functions and graphs
Q5
Functions and graphs
Q6
Functions and graphs
Q7
Annuities and finance
Q8
Calculus
Q9
Calculus
Q10
Calculus
Q11
Linear Programming
36
Maths P2: Average marks per question expressed as a percentage
Question
Content assessed
Q1
Data handling
Q2
Data handling
Q3
Data handling
Q4
Data handling
Q5
Analytical geometry
Q6
Analytical geometry
Q7
Transformation geometry
Q8
Trigonometry
Q9
Trigonometry
Q10
Trigonometry functions
Q11
Trigonometry
Q12
Trigonometry
Q13
Transformation geometry
37
Key areas of Concern
Proposed Interventions
Poor understanding of the basics and
foundational competencies taught in earlier
grades such as Algebraic manipulations,
factorisation, solutions of equations and
inequalities.
Focus on knowledge, skill and concepts taught
in earlier grades.
Over dependence and focus on previous
papers without proper grounding and
understanding of the concepts. Candidates
therefore regurgitate answers to similar
questions from previous papers.
Q 10 on calculus, and Q 5 on functions and
graphs in P1; Q 10 on Trigonometric functions
in P2 registered the worst performance of 24%
average nationally .
Learners should be first taught the concepts
and question papers should be utilized for
practice.
Expose learners to non-routine questions more
regularly. It is not possible to predict the
nature of problem solving questions that will
be assessed year on year, therefore regular
exposure to non routine questions will assist in
developing learners problem solving thinking
skills.
Learners should be exposed to a variety of
questions, not just ‘stimulus-response’
questions, and not limited to those appearing
in past question papers
The following topics: Analytical geometry,
trigonometric functions, calculus, functions
38
and graphs need focused attention
Accounting
In 2012, there was a decrease in the percentage of candidates who
performed at 0-29% compared to 2011. An improvement in the number of
candidates who performed at each of the categories from 40% and above.
30.0
25.0
Percentage
20.0
15.0
10.0
5.0
0.0
0 TO 9
10 TO 19
20 TO 29
30 TO 39
40 TO 49
50 TO 59
60 TO 69
70 TO 79
80 TO 89
90 TO 100
2011
0.2
10.5
26.1
27.3
16.0
8.4
4.7
3.0
2.3
1.5
2012
0.6
12.1
21.8
22.9
16.5
10.5
6.6
4.2
3.1
1.8
40
Average marks per question expressed as a percentage
Question Content assessed
Q1
Inventories and VAT
Q2
Bank reconciliation and debtors’
age analysis
Q3
Manufacturing
Q4
Company financial statements and
fixed assets
Q5
Interpretation of company
information
Q6
Projected income statement and
internal control
41
Key areas of Concern
Proposed Interventions
Lack of proper understanding of basic
accounting concepts, basic formats for cash
flow and balance sheets
Knowledge and understanding of the basic
formats used in Accounting forms the basis of
all Accounting and should be focused on by
teachers.
Basic theory and basic formats possibly not
covered or not well taught, as candidates
responses lacked mastery
Curriculum coverage needs to be closely
monitored
Question 2 on Bank Reconciliation and
debtors analysis registered the least average
performance (this topic is taught in grade 11 )
Revision of relevant Grades 10 and 11 content
required for examinations in grade 12
Q6 on projected income statement and
internal control also noted poor performance.
Preparation of cash budgets, projected income
statements, and interpretation thereof needs
focus
Physical Sciences
General improvement in performance in Physical Science in 2012 compared to
2011 .
25.0
20.0
Percentage
15.0
10.0
5.0
0.0
0 TO 9
10 TO 19
20 TO 29
30 TO 39
40 TO 49
50 TO 59
60 TO 69
70 TO 79
80 TO 89
90 TO 100
2011
9.5
23.1
20.0
17.2
11.6
7.6
5.1
3.4
1.9
0.6
2012
8.3
18.8
18.9
18.3
13.0
9.2
6.4
4.1
2.2
0.7
44
Physical Sc. P1: Average marks in each question expressed
as a percentage
Question
Content assessed
Q1
One word items
Q2
Multiple choice questions
Q3
Vertical projectile motion
Q4
Momentum and relative velocity
Q5
Work and energy
Q6
Doppler Effect
Q7
2D and 3D wave fronts
Q8
Parallel plate capacitors and electric
fields
Q9
Electric Circuits
Q10
AC circuits
Q11
Photo-electric effect
45
Physical Sc . P2: Average marks per question expressed as a
percentage
Question
Content assessed
Q1
One-Word Items
Q2
Multiple Choice
Q3
Nonmenclature of organic
compounds
Q4
Physical properties of organic
compounds
Q5
Reactions of organic compounds
Q6
Rate of reaction
Q7
Chemical equilibrium
Q8
Galvanic cells
Q9
Electrolyctic cells
Q10
Batteries
Q11
Fertilisers
46
Key areas of Concern
Proposed Interventions
Some centres performed really well and
others displayed a serious lack of knowledge
which suggests that candidates may not have
been taught certain portions of the content
Knowledge and understanding of the concepts
in the subject
Lack of knowledge of basic definitions.
Lack of exposure to practical work was
evident in the nature of responses provided
by a number of candidates on questions
based on practical work.
Rate of reaction (P2), and diffraction and
interference (2D and 3 D wave fronts ) in P1
need greater attention in 2013.
Syllabus completion must be monitored closely
Poor Mathematical skills relating to reading
and interpretation of graphs, handling of
calculators.
The worst performance in P1 was in Q7 based
on 2D and 3D wave fronts (40.1% average
score) and in Q6 in paper 2 on rates of
reactions (33.2%)
47
Life Sciences
Life Sc registered a drop in the pass rate. There was an increase in the
percentage of candidates who performed at 0 - 29% in 2012, compared
to 2011, a drop in the number of candidates between 30% to 59% level.
30.0
25.0
Percentage
20.0
15.0
10.0
5.0
0.0
0 TO 9
10 TO 19
20 TO 29
30 TO 39
40 TO 49
50 TO 59
60 TO 69
70 TO 79
80 TO 89
90 TO 100
2011
0.0
5.0
20.8
28.0
21.2
12.5
6.6
3.7
1.9
0.3
2012
0.3
8.1
22.1
26.2
18.5
11.7
7.0
4.0
2.0
0.3
49
Average performance per question in Life Sciences Paper 1
Question
Content assessed
Q1
Multiple choice, matching,
terminology and short questions
Q2
Meiosis, protein synthesis and
monohybrid cross
Q3
Pedigree diagram, DNA and
genetic modification
Q4
Human evolution, phylogenetic
tree, natural and artificial selection
50
Average marks achieved per question as expressed as a percentage:
P2
Question
Content Assessed
Q1
Multiple choice, matching,
terminology and short questions
Q2
Brain,
Eye,
Reproduction,
Temperature regulation
Q3
Population growth form, human
population growth and age-gender
pyramids
Q4
Culling, competition, adrenalin
and reflex action
51
Key areas of Concern
Proposed Interventions
Limited knowledge of basic terminology and
concepts.
Emphasis on learning of terminology.
Glossary of biological terminology can be
provided
Lack of associated Mathematics skills required
to draw graphs e.g. pie charts.
Teachers need to pay attention to skills
relating to drawing graphs, interpreting graphs,
making conclusions from data (both P1 and P2)
Inappropriate interpretation of questions
Syllabus completion needs to be ensured. No
aspect of the syllabus should be omitted since
all aspects are assessed.
52
Interventions
Generic Interventions
• Districts and schools will continue to guide learners in making the
right subject choices and combinations
• Subject advisors will convene workshops with teachers, where
these reports could be thoroughly discussed and mediated, and
problem areas addressed with teachers.
• Monitoring of the utilisation of the Diagnostic Reports.
• Monitoring of syllabus completion
• Focused interventions targeting areas of weaknesses highlighted
in the report combined with general systemic interventions
Assessment Interventions
• Improving the Quality of School Based Assessment
• Development of quality assessment items (bank of items for SBA)
• Publication of exemplars of learner responses to questions in
selected subjects (Geography, History, Eng. FAL P3, Economics)
• Preparation for NSC 2014 based on assessment as outlined in
CAPs
 Advocacy
 Development of exemplar question papers
 Development of examination syllabi/guidelines in all subjects (Gd.
12)
Teacher development
• Teacher support will be provided in the following ways:
– Develop study guides to assist teachers /learners in areas needed
– Develop sample lessons on sections where teacher content knowledge
has been found to be deficient
– Focused training of teachers on specific content
– Monitor and support training and implementation of difficult content
• Learner support material
– Development and distribution of Mind the gap series in certain key
subjects on specific content areas with examination practice questions
Learner support
• Development and distribution of Mind the gap series in certain key
subjects on specific content areas with examination practice
questions
• Provision of self study guides and past question papers for revision
Curriculum Coverage
• Monitoring tool to track curriculum coverage at school
level has been developed.
• Monitoring tool will be administered by managers at the
various levels in the system.
• Reporting on a quarterly basis to the PED and DBE.
• DBE to conduct sample verification visits to authenticate
the reports
Qualification Challenges
Pass Requirement – 30%
• Public perception that the pass requirements for the NSC are
pegged at a low level
• This is based on mis-information on the full package relating to
pass requirements.
• NSC serves as a school leaving certificate, as well as a
certificate for admission to higher education – hence the different
categories of NSC passes
Mathematics/ Maths Literacy
•
•
•
Increasing percentage of learners are migrating to
Mathematics Literacy.
Maths Literacy is selected as a soft option but not
recognised for admission to University studies in certain
faculties.
Issues:
- is the Maths/Maths Literacy divide useful in
promoting Mathematics in the country.
- what is the purpose of Maths Lit and is this being
achieved.
- what control measures need to be instituted to curb
gate-keeping by school principals.
Trends in Matric Mathematics since
2008
Numbers
wrote
maths
Number
passed
maths
Proportion
Maths pass
taking
rate
maths
Proportion
passing
maths
2008
298821
136503
45.70%
56.10%
25.60%
2009
290407
133505
46.00%
52.60%
24.20%
2010
263034
124749
47.40%
48.80%
23.20%
2011
224635
104033
46.30%
45.30%
21.00%
2012
225874
121970
54.00%
44.19%
23.86%
Life Orientation
•
•
•
•
•
Life Orientation focuses on the development of moral,
civic, social and physical skills.
Assessment is school based (100%)
Given the inflated performance of learners, LO is not
recognised for University admission.
DBE piloted a Common Assessment Task (CAT)
developed nationally, in 2012.
Issues:
- Should the assessment of LO be changed to
incorporate an external examination?
- Does LO lend itself to external examinations?
Life Orientation
•
Issues:
- Should LO be retained as a NSC subject?
- What should be done to improve the status of LO.
School Based Assessment
•
SBA still forms 25 % of final mark
•
Quality of SBA tasks remains an area of concern
•
How do we improve capacity of teachers to set good
quality SBA tasks?
•
Utilisation of SBA as a means of driving performance
Ministerial Committee
•
Ministerial Committee will be constituted
and will
commence with their research by April 2013.
•
Committee will comprise of a Technical Research Team
and a broader Reference Group.
•
Preliminary report will presented to the Minister by July
2013.
Umalusi Concerns
Question Papers
(a) Non adherence to time frames and the 18 month cycle
•
Eighteen (18) month cycle to be progressively implemented (2013
– 2014).
•
In 2013, Umalusi prescribed timeline of first moderation April 2013
and final moderation by July 2013, will be adhered.
•
The panel for 2014 has been appointed and will commence with
the setting process in April 2013 (well ahead of schedule)
•
Separate panel has been appointed for each paper, per subject to
reduce time required for setting and to improve quality
(b) Competency of examiners/capacity of panels
•
Rigorous recruitment process has been concluded. Panels
have been reviewed for 2013 / 2014
•
Examiners subjected to a competency test based on
subject knowledge and assessment skills.
•
Performance of examiners is evaluated on an annual basis.
Appointment extended based on performance status.
•
Intensive training session scheduled for March 2013 –
focus on question taxonomies.
SBA and Life Orientation:
(a) Poor quality and standard of school based assessment
tasks
• Exemplar assessment tasks will be developed and
distributed to schools (for both SBA and LO).
• Common Assessment Task (CAT) for Life Orientation to be
administered in September 2013.
• DBE will conduct a national moderation of the June and
Preparatory examinations in seven (7) key subjects.
• Moderation systems at school, district and provincial levels
will be rigorously monitored by the DBE.
SBA and Life Orientation
• The national panel of moderators will be deployed to
selected districts to conduct moderation of SBA and LO
• Exemplars of learner evidence (responses) from the 2012
NSC examination will be published with the marking
comments and awarded scores.
Marking
(a) Marker competency:
•
Policy and Regulations on the implementation of
competency tests for markers will be approved by the
Minister and published by March 2013.
•
Will be implemented in seven (7) key subjects and will form
part of the criteria utilized for the appointment of markers.
•
Early administration will allow for a training programme to
be implemented prior to the marking process.
Marking
•
Report on the outcome of the re-mark results to be shared
with each of the PEDs.
• Assist in identifying subjects with significant variations.
• Markers will be brought to account where there are
major changes.
•
DBE to conduct random audit of markers appointed by
PEDs.
•
More intensive moderation of marking by PEDs and DBE.
Administration of Examinations
•
Examination processes across all PEDs will be
standardised through the use of standard operating
procedures, outlined in Examination Process Manuals .
•
Security across the whole exam system will be
enhanced through the declaration of examinations as a
national priority by NATJOC.
•
Printing quality and accuracy will be given attention
through intensive monitoring and ensuring compliance to
control processes.
Conclusion
•
The data emanating from NSC 2012 and prior, has been
analysed closely to ensure that important trends are identified
and acted upon.
•
The Ministerial Committee which is in the process of being
constituted by the Minister will address the curriculum
challenges that are emanating from the five year review.
•
The Diagnostic Report which focuses on the key subjects
must be discussed with all subject advisors and teachers so
that these shortcomings are decisively addressed in 2013.
•
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