portfolio committee on basic education report on the quality assurance of the nsc

Portfolio Committee on Basic Education

Report on the Quality Assurance of the NSC

12 February 2013

Dr Mafu S Rakometsi

WHAT CAN WE LEARN FROM THE NSC RESULTS?

Introduction to context, principles, approaches and processes

Dr Mafu Rakometsi - CEO of Umalusi

Regulatory Framework

Quality Assurance of Assessment• NQF Act Section 27 (h)

The QC must develop and implement policy and criteria for assessment for the qualifications on its sub-framework.

Section17 of the GENFETQA Act(5) The Council must, with the concurrence of the Director-General and

after consultation with the relevant assessment body or education

institution, approve the publication of the results of learners if the

Council is satisfied that the assessment body or education institution

has—

(i) conducted the assessment free from any irregularity that may

jeopardise the integrity of the assessment or its outcomes;

(ii) complied with the requirements prescribed by the Council for

conducting assessments;

(iii) applied the standards prescribed by the Council which a learner is

required to comply with in order to obtain a certificate; and

(iv) complied with every other condition determined by the Council.

Framework for QA of Learner Achievement Based on established and existing practices in

assessment for certification

• Prescribed components of External assessment (examinations) and Site based/ internal / continuous assessment

• Use of systems, processes, and procedures to evaluate, inspect, monitor and report on examination systems, processes and procedures of public and private assessment bodies.

Framework for Quality Assurance of Assessment Evaluation and /or accreditation of assessment bodies Periodic inspection of assessment systems Ongoing monitoring of assessment systems Quality assurance of external examinations through: Moderation of examination question papers Monitoring and moderation of SBA Monitoring the conduct of examinations Moderation of marking Standardization of assessment outcomes

Approval for the release of ResultsApproval is based on the following requirements:

• The examinations are conducted compliant to the applicable policies regulating the conduct and administration of the examinations

• At the time of approval, there is no serious irregularity which could undermine the credibility of the examinations.

Quality Assurance of the DBE 2012 National Senior Certificate Examination

Vijayen Naidoo – Sen. Manager : Quality Assurance of Assessments

PURPOSE

To ensure that the question papers are of the required standard

(standard captured in the NCS and SAG’s)

To ensure that the question papers are relatively:

- fair

- reliable

- representative of an adequate sample of the curriculum

- representative of relevant conceptual domains

- representative of relevant levels of cognitive challenge External moderators

Moderation of question papers

Moderation of the question papers Approach

Question papers set by panel of examiners – DBE

Internally moderated by DBE

Externally moderated by Umalusi

Subsequent moderations and approval.

Moderation of Question papers

Number of NSC 2012 question papers moderate

Number of subjects

Number of papers

Approved/ Conditionally approved at 1st moderation

Approved/ Conditionally approved at 2nd moderation

Approved/ Conditionally approved at 3rd moderation

4th moderation and beyond

62 (including the non-official languages and LO)

Nov 2012 -132 27.3% (36) 56.8% (75) 15.2%(20) 0.7% (1)

Mar 2013 -130 27,7% (36) 54.6 %(71) 13.9% (18) 3.8% (5)

Moderation of the question papersCriteria

Technical Criteria

Internal moderation – quality of internal moderator reports.

Content coverage

Cognitive Demand

Marking Guidelines

Language and Bias

Adherence to Policies and guidelines

Predictability

Moderation of the question papersFindings: Areas of Good Practice

Percentage of question papers and memoranda approved after first and second moderation ( Nov 2012- 79,6% ; Mar 13 – 72,3%)

Simultaneous moderation of final and supplementary question papers.

Standard of Internal moderation

Moderation of the question papersFindings: Areas of Concern

Adherence to timeframes and impact on quality of setting and moderation.

Question papers requiring more than four moderations.

Role of the external moderator.

Internal assessment refers to any assessment conducted by the provider, the outcomes of which count towards the achievement of the qualification

panels of moderators / subject specialists

Moderation of internal /continuous assessment

Purpose of Umalusi’s verification:

To verify the rigour and appropriateness of the DBE moderation process – linked to DBE plans

Ascertain the degree to which assessment bodies/provinces are attempting to ensure standardisation across

Ascertain the standard and quality of the tasks

Determine the extent and quality of internal moderation and feedback.

Determine the reliability and validity of the assessment outcomes

Moderation of internal assessment (cont.)

Moderation of Internal AssessmentPhase 1 (June/July 2012)- focus on assessment

instruments (teacher files)

PROVINCIAL EDUCATION DEPARTMENT

Subjects

Eastern CapeKwaZulu- NatalLimpopoMpumalanga

Mathematics, Life Sciences, Physical SciencesAccounting, English FAL, History, Geography, Life Orientation,

Moderation of Internal AssessmentPhase 1: Findings

• Quality and Standard of Assessed tasks

Content Coverage – mostly appropriate

Cognitive demand and difficulty levels –standards variable mainly at lower cognitive levels,

Over reliance on previous question papers.

Projects and practical investigations- not cognitively balanced, more theory than practice.

Marking tools – not applied consistently

Teachers subject knowledge often inadequate

Physical Education Task (PET) inappropriately assessed.


• Internal Moderation

Moderation instruments – compliance vs. quality

School moderation – seriously neglected

Monitoring vs. Moderation

• Feedback and Support – general support by subject advisors. Very little developmental feedback.

Moderation of Internal AssessmentPhase 1: Areas of Good Practice

• Use of Common Tasks

• Diagnostic Analysis to improve performance

• Compliance with Internal Assessment protocols.

Moderation of Internal AssessmentPhase 2 (October/November 2012)- focus on learner

evidence and teacher files.

PROVINCIAL EDUCATION DEPARTMENT

Subjects

All 9 PED’s Mathematics, Life Sciences, Physical SciencesAccounting, English FAL, History, Geography, Life Orientation,


• Quality and Standard of Moderation

Brief unclear – focus on marking only and not on quality of task.

Shadow marking vs. moderation

• Marking of the Tasks

Marking tools – not applied consistently

Teachers subject knowledge often inadequate

Challenges with marking extended writing and research projects.

Marking too lenient


• Learner performance

Difficulty with higher-order questions

Ability to express/respond in English a determining factor

Extremely poor performance in certain subjects e.g. Maths, LO Common Assessment Task,

Evidence suggests that very little effective teaching and learning is taking place


• Internal Moderation at School, Cluster and District Levels.

Varying quality of Moderation

Limited moderation of candidates work – shadow marking

Little evidence of moderation of tasks.

Lack of mark sheets or incorrect recording of marks.

Moderation of Internal AssessmentPhase 2: Areas of Good Practice

• Use of Common Tasks

• Diagnostic Analysis to improve performance

• Compliance with Internal Assessment protocols.

• Evidence of moderation at the various levels.

• Introduction of National Moderation

Monitoring of Examinations

• State of readiness

• Conduct of examinations

• Marking

State of Readiness

Monitored the DBE audit visits (March/April) and evaluation visits to all

Comprehensive approach that monitors exam systems (including SBA)

Monitoring of ExaminationsState of readiness

Findings

• All provinces have examination systems in place

• Vacant posts and use of contract staff is a major concern.

Monitoring of the writing phase.

Findings

• General Management of the examinations

Generally examinations conducted in line with policy

Isolated instances of non-compliance (suitability of venue, noise, security, contingency plans)

Shortage of question papers and answer books

Provincial Monitoring

No of exam centres No of exam centers monitored by Umalusi

No of Umalusi monitors per province

6623 207 36

Monitoring of the marking phase

No of marking centers(2010)



No of marking centers monitored by Umalusi

Total 127 123 118 87

Monitoring of the marking phase

Findings

• In general marking processes in line with policy

• Concern with lack of security at some marking centres

• Concern with the appointment and training of markers

• Concern with the quality and standard of marking and internal moderation.

• Number of marking centres – security risk

PURPOSE

• Moderation of marking determines the standard and quality of marking and ensures that marking is conducted in accordance with agreed practices

• Umalusi engages the following during the moderation of marking

1. Pre-marking/memorandum discussion: centralised memo discussions recommended - this will ensure consistency across marking centres

2. Moderation of marking (off-site and on-site)

Verification of marking


Memoranda discussion meetings Approved and signed off finalized memoranda/

marking guidelines for all the NSC subjects Concern with non attendance and pre- memo

discussion preparations Concern with timing and scheduling of memo

discussions. Practice of marking and training in the memo

discussions impacts positively on standard of marking.


Findings

Findings

• Adherence to Marking memo

• Marking generally accurate – problem with marking extended writing and essays

Provinces Subjects

Centralised All 9 Gateway subjects + 4 others

On-site Eastern Cape; Gauteng; KZN; Limpopo; Northern Cape

13 in total

Verification of marking• Quality of marking varied. Question marking improved

consistency.

Competency of markers to mark interpretation type questions.

Internal moderation

No unauthorised changes to marking guidelines reported

Training of chief markers and internal moderators at memo discussions having a positive impact on marking.

Standardisation and Verification of Resulting

• Provision of GENFETQA – Council may adjust raw marks.

• International practice – large scale assessment systems

• Standardisation – process used to mitigate the effect of factors other than learners knowledge and aptitude on the learners performance.

• Sources of variability – difficulty in question paper, undetected errors, learner interpretation of questions

Statistical moderation

Standardisation

58 subjects standardised

Raw marks accepted: 41 subjects

Moderated Upward : 5 subjects

Moderated Downward : 12 subjects

Verification of the Resulting Process

Planned Status

Subject structures Subject structures verified.

Candidate registration System verified during state of readiness visits.

Generation of mark Sheets Monitored

Capturing of Marks Monitored

Standardisation data & Booklets

Data sets received and verified

Capturing of adjustments Verified

Statistical moderation & resulting

Verified

Examination Irregularities The majority of irregularities were of a technical nature and

these were reported to Umalusi according to the established channels.

Some irregularities were as a result of registration-related problems, e.g. candidates nor appearing on mark sheets, some registered for incorrect subjects.

Umalusi represented on NEIC

Major irregularities:

Alleged leakage of Question Papers in KZN


STANDARDISATION DECISIONS

DBE NSC 2012

SUBJECT ADJUSTMENT

Life Sciences

CA( 0 at 0 scale to -8 at 23. scale to 0 at 70, scale to +3 at 119, scale to 0 at 171, scale to -7 at 239, scale to -1 at 291, scale to -7 at 300)

Physical Sciences0 at 0, scale to -12 at 102, block -12 from 102 to 252, scale to 0 at 300

Mathematics Raw

Mathematical Literacy

0 at 0, raw to 114, scale 0 to +9 from 114 to 240, scale to 0 at 300

Mathematics: Probability; Data Handling

Raw

SUBJECT ADJUSTMENT

Geography

0 at 0, scale to -6 at 96, block -6 from 96 to 180, scale to 0 at 240, raw to 300

Life OrientationRaw

Hospitality Studies Raw

Tourism½ CA( 0 at 0, scale to -12 at 121, scale to 0 at 300)

Agricultural ScienceRaw

Consumer Studies Raw

SUBJECT ADJUSTMENTAgricultural Management Practices Raw

Agricultural Technology Raw

Music Raw

Dance Studies Raw

Design

0 at 0, scale to -12 at 102, scale to -6 at 246, scale to 0 at 300

Dramatic Arts½ CA(o at o, scale to -15 at 66, scale to 0 at 300)

SUBJECT ADJUSTMENTVisual Arts Raw

Religion Studies Raw

Information Technology Raw

Computer Applications Technology

Raw

Civil Technology 0 at 0, scale to -9 at 90, block -9 from 90 to 180, scale to 0 at 300

Electrical Technology½ CA(0 at 0, scale to -15 at 211, scale to 0 at 300)

SUBJECT ADJUSTMENT

Mechanical Technology Raw

Engineering Graphics and Design

Raw

Accounting

0 at 0, scale to -9 at 78, block -9 from 78 to 222, scale to 0 at 300

Business StudiesRaw

EconomicsRaw

SUBJECT ADJUSTMENTHistory Raw

Afrikaans HL

0 at 0, scale to +4 at 116, block of +4 from 116 to 247, scale to 0 at 300.

Afrikaans FAL RawAfrikaans SAL Raw

English HL


SUBJECT ADJUSTMENT

English FAL

0 at 0, scale to -6 at 51, block of -6 from 51 to 189, scale to 0 at 300.

English SAL Raw

IsiNdebele HL Raw

IsiNdebele FAL Raw

IsiZulu HL


IsiZulu FAL Raw

IsiZulu SAL Raw

SUBJECT ADJUSTMENT

Setswana HL Raw

Setswana FAL Raw

Setswana SAL Raw

Siswati HL Raw

Siswati FAL Raw

Siswati SAL Raw

IsiXhosa HL Raw

IsiXhosa FAL Raw

IsiXhosa SAL Raw

SUBJECT ADJUSTMENT

Xitsonga HL½ CA (0 at 0, scale to -13 at 74, scale to 0 at 300)

Xitsonga FAL Raw

Tshivenda HL

½ CA(0 at 0, scale to -12 at 115, block -12 from 115 to 153, scale to 0 at 300)

Tshivenda FAL Raw

SUBJECT ADJUSTMENT

Sepedi HL RawSepedi FAL Raw

Sesotho HL Raw

Sesotho FAL½ CA(0 at 0, scale to -15 at 300)

Sesotho SAL Raw

Quality Assurance of the IEB 2012 National Senior Certificate Examination

Vijayen Naidoo – Sen. Manager : Quality Assurance of Assessments

Moderation of Question papers

Number of IEB NSC 2012 question papers moderated

Number of subjects

Number of papers

Approved/ Conditionally approved at 1st moderation

Approved/ Conditionally approved at 2nd moderation

Approved/ Conditionally approved at 3rd moderation

4th moderation and beyond

39 Nov 2012 -69 39.7% (28) 54.4% (37) 4.4%(3) 1.5% (1)

Moderation of the question papersFindings: Areas of Good Practice

Percentage of question papers and memoranda approved after first and second moderation ( Nov 2012- 94.1% )

Standard of Internal moderation

Moderation of Internal AssessmentPhase 2 (November 2012)- focus on learner evidence

and teacher files.

IEB Subjects

Mathematics, Maths Lit, Life Sciences, Physical SciencesAccounting, English HL, History, Life Orientation, Business Studies, Economics

Moderation of Internal AssessmentFindings: Areas of Good Practice • Regional and national moderation is in place and well

executed

• The marking of tasks of a highly acceptable standard

Findings: Areas of Concern•Feedback to the learners

•Assessment of Physical Education Tasks in LO – distance education learners

Monitoring of the writing phase.Findings

• General Management of the examinations

Generally examinations conducted in line with policy

Isolated instances of non-compliance (candidate identification)

Lack of Irregularity Registers

Assessment Body Monitoring

Verification of marking8 Subjects

Findings

• marking and moderation of scripts is extremely thorough

• Marking generally accurate

• practice of double marking is highly commendable

• Moderation doesn’t always involve full moderation of a script

Statistical moderation

Standardisation

58 subjects standardised

Raw marks accepted: 44 subjects

Moderated Upward : 9 subjects

Moderated Downward : 4 subjects


STANDARDISATION DECISIONS

IEB NSC 2012

SUBJECT ADJUSTMENT

Accounting0 at 0, scale to -6 at 96; block -6 from 96 to 212, scale to -5 at 245, back to 0 at 300)

Business Studies

½ CA(0 at 0, scale to -15 at 139, block of -15 from 139 to 208, scale back to 0 at 300)

Computer Application Technology

½ CA (Raw from 0 to 101, scaled from 0 at 101 to +7 at 219, scaled to 0 at 300)

Consumer Studies Raw

Design Raw

Dance Studies Raw

SUBJECT ADJUSTMENT

Dramatic ArtsRaw

Economics½ CA(0 at 0, scaled to +10 at 45, block +10 from 45 to 102, scaled to 0 at 300)

Engineering Graphics and Design

½ CA ( 0 at 0, scale to +6 at 41, block of +6 from 41 to 79, scale to 0 at 300)

Geography

CA(0 at 0, scale to +12 at 36, scale to -7 at 59,scale to -1 at 121, scale to +8 at 173, block +8 from 173 to 200, scale to 0 at 300)

SUBJECT ADJUSTMENT

HistoryCA (0 at 0, scale to -18 at 56, scaled to -25 at 109, scaled to 0 at 300

Information Technology Raw

Hospitality Studies Raw

Tourism Raw

Visual Arts ½ CA ( 0 at 0, scale to -15 at 89, block -15 from 89 to 222, scale to 0 at 300)

Music Raw

SUBJECT ADJUSTMENT

Religion Studies Raw

Life Orientation Raw

Life SciencesRaw

Mathematical Literacy

Raw

MathematicsRaw

Mathematics P3 Raw

SUBJECT ADJUSTMENT

Physical Science

½ CA ( 0 at 0 scale to -7 at 28, scale to 0 at 68, block +1 from68 to 74, scale to 0 at110, scale to -7 at 241, scale to 0 at 300)

English FAL

½ CA (0 at 0, scale to +15 at64, scale to +6 at 221, scale to +10 at 258, scale to 0 at 300)

English HL Raw

Afrikaans FAL

½ CA (0 at 0, scale to -10 at 147, block of -10 from 147 to 175, scale back to 0 at 300)

SUBJECT ADJUSTMENT

Afrikaans HL Raw

Sepedi FAL Raw

Sesotho FAL Raw

Setswana FAL Raw

Siswati FAL Raw

Siswati HL Raw

IsiXhosa FAL RawIsiZulu HL Raw

SUBJECT ADJUSTMENT

IsiZulu FAL

CA( 0 at 0, scale to -16 at 146, scale to -6 at 166, block -10 from 166 to 242, scale to 0 at 300)

IsiZulu SAL Raw

Arabic SALRaw

French SAL

½ CA( 0 at 0, scale to -13 at 51, scale to -1 at 174, scale to -5 at 206, block -5 from 206 to 279, scale to 0 at 300)

German HL Raw

German SAL Raw

SUBJECT ADJUSTMENT

Gujurati SAL Raw

Hebrew SAL 0 at 0, raw to 180, scale to -6 at 246, scale to 0 at 300

Hindi FAL Raw

Hindi SAL Raw

Italian SAL Raw

Latin SAL Raw

SUBJECT ADJUSTMENT

Modern Greek SAL Raw

Portuguese HL Raw

Portuguese SAL Raw

Spanish SAL Raw

Tamil SAL Raw

Urdu FAL Raw

Urdu SAL Raw

Serbian HL Raw

SUBJECT ADJUSTMENT

Equine Studies* Raw

Sport and Exercise Science*Raw

Maritime Economics* Raw

Nautical Science Raw

Advanced Programme Mathematics ½ CA( Block +5)Advanced Programme English

Raw

Annexure to Approval Letter to DBE

Specific concerns regarding the quality assurance of the NSC examination and assessment:

Non-adherence to timeframes for the submission of question papers must be addressed. It is important to note that for the credibility of the NSC examination it is vitally important that every effort is made to adhere to agreed deadlines for setting and moderation of question papers. Any delays affect Umalusi in its quality assurance exercise.

In addition to what is said above, every effort should be made to set question papers of an appropriate quality and standard so that they can be ideally approved at first moderation.

Low levels of performance in key subjects. This issue need to be looked into and addressed so as not to compromise the standard of the NSC.

• Umalusi is concerned with the problem in Life Orientation with

awarding of marks at the 80% level where there is clear

evidence of tampering with the marks. The DBE is urged to

send a strong message of warning to the provinces indicating

that should this problem persist in the future all learners at the

80% mark will be adjusted downward.

The quality of School-Based Assessment (SBA) continues to

be a concern. There may be several plausible reasons for this

poor quality of SBA, but it is clear that there is too little control

over work that is done.

It is evident from our reports that progress has been made over

the years with regard to the standard of marking. There is

however room for improvement in the selection and training of

markers, chief markers, senior markers and internal

moderators. Competency tests will go a long way in the

identification of competent markers.

Conclusion The findings of the quality assurance processes are a clear

indication of a maturing system that has, on the one hand, made positive strides towards improvement in certain areas of assessment and examination, but, on the other hand, still has a few challenges that need to be addressed.

The quality assurance of each of these processes presented above was conducted based on Umalusi criteria. Umalusi uses criteria that are subjected to constant review and refinement, to ensure that they are in line with current trends in assessment and examinations.

Conclusion… In general Umalusi is pleased with the manner in which the

2012 NSC examination was administered.

Umalusi acknowledges that a number of technical irregularities were reported, but these were addressed in a fitting manner.

Umalusi takes this opportunity to express appreciation to the national & provincial departments of education for their concerted effort in ensuring a credible examination.

Umalusi expresses appreciation also to all the relevant stakeholders for the necessary support given in line with Umalusi quality assurance initiatives.

Thank you!

portfolio committee on basic education report on the quality assurance of the nsc

Documents

assessment free

relevant assessment

private assessment bodies

moderation of sbamonitoring

curriculum representative

examination systems

nsc results

required standard standard