National Senior Certificate

1. Readiness to administer the 2010 National Senior Certificate examinationPresentation to the NCOP 25 August 2010

2. National Senior Certificate • Three-year programme (Grades 10 –12) • All candidates must offer seven subjects: • Two Languages (Home Language Compulsory); • Math / Math Literacy; • Life Orientation and; • Three choice subjects • NSC requires minimum of three subjects achieved (passed) at 40% and three subjects at 30% • 25% of mark is school-based assessment and 75% from external examination Data as processed on 30 December 2008

3. Role of examinations/assessment • Internationally it has been demonstrated that school improvement requires “the articulation of high achievement standards, transformation of those expectations into rigorous assessments, and expectation that educators will be held accountable for student achievement as reflected in student test scores” (Stiggins, 2002, 3)

4. FEEDBACK • INPUT • Policies • Teachers • Resources • Assessment • PROCESS • Structures • Systems • Administration • OUTPUT • Final assessment result • OUTCOME • Learner performance STANDARDS Assessment Framework

5. Examination Success Indicators High quality question papers are set and moderated. Candidates are accurately registered on the examination computer system and analytical reports are generated. Question papers are accurately printed, securely packed and distributed to examination venues. Candidates with special needs have been catered for. Examinations are conducted in a credible manner. Answer scripts are collected and controlled under secure conditions. Answer scripts are accurately marked and moderated. All examination irregularities are appropriately managed.

6. Examination Success Indicators SBA is completed in accordance with policy prescripts and moderated. All examination and SBA marks are accurately captured. All candidates are accurately and timeously resulted. Effective feedback provided to schools. All eligible candidates receive certificates.

7. National Senior Certificate Examinations 2010 School-based assessment is ongoing throughout the year. Practical examinations in Visual Art and Design began on 16 August 2010. Practical examinations in Computer Applications Technology and Information Technology will be conducted from 13 to 15 October 2010 The final written examination will commence on 25 October with Information Technology Theory and Computer Application Technology Theory paper. The last examinations to be written are Religion Studies Paper 2, Civil Technology and Hospitality Studies on 3 December 2010.

8. Integrated Examination Computer System MAKING VALID EDUCATION ASESSMENT JUDGEMENTS • The examination computer system is the backbone of the administration of the NSC. • Integrated Examination Computer System (IECS) developed to • register candidates/exam centres in all provinces, • result candidates, • manage certification, and • assist in the analysis of assessment results. • System developed over the last 4 years. System is being enhanced. • In 2010 a full parallel run will be conducted to ensure accuracy in resulting. • Both systems are maintained and supported by the State Information Technology Agency (SITA) 8

9. Registration of Candidates MAKING VALID EDUCATION ASESSMENT JUDGEMENTS Accurate registration is fundamental for accurate resulting. All candidates have been registered on the Integrated Examination Computer System (IECS). Registration data has been audited by the DBE. Schedule of entries has been sent to schools for the third time to ensure that all candidates have been correctly registered. At the end of August 2010, mark sheets will be printed. Letters of admission to the examination will be sent to schools in September 2010. 9

10. Key Challenges - 2009 MAKING VALID EDUCATION ASESSMENT JUDGEMENTS Security of question papers. Introduction of a new examination computer system. Management and control of private examination centers. 10

12. Registration of candidates MAKING VALID EDUCATION ASESSMENT JUDGEMENTS Total Number of Candidates: Full Time : 562,473 Repeat : 80,218 Total: 642,691 12

13. Question Papers Security surrounding all processes relating to preparation of question papers is extremely tight. All question papers are set by the Department of Basic Education to ensure a national standard. 260 question papers have been set by panels of examiners and moderated by an independent subject specialist. The question papers have been moderated by the Quality Assurance Council to ensure appropriate standard The first batches of question papers have been handed to PEDs for printing and packing – all papers will be handed to provinces by 10 September 2010. Question papers will be brailled for blind candidates and adapted for the deaf.

14. Printing, Packing and Distribution MAKING VALID EDUCATION ASESSMENT JUDGEMENTS All staff working in the printing and packing sections have security clearance and have signed confidentiality agreements. Question papers are printed by most PEDs utilizing well established in-house facilities. Several PEDs have technicians on site to maintain the large printers. DBE will be printing, packing and distributing the question papers for Mpumalanga as an added security measure. 14

15. Printing, Packing and Distribution • Question papers will be distributed to examination centres on the morning of the examination. • Invigilators who supervise the writing of exams have been trained across all PEDs. • The principal is usually the Chief Invigilator. • Detailed regulations govern the writing of exams. • DBE has provided guidelines to support the implementation of the regulations. • Monitors are deployed to schools, especially those with a history of irregularities. MAKING VALID EDUCATION ASESSMENT JUDGEMENTS

16. Printing, Packing and Distribution MAKING VALID EDUCATION ASESSMENT JUDGEMENTS • Each answer script is the product of a candidate’s 12 years at school and his performance is encapsulated in the script. • In 2010, particular emphasis is being placed on the return of answer scripts and management of scripts during the marking process: • Security surrounding scripts to be improved • All scripts to be returned to the district office the same day • Scripts to enjoy the same attention and security as the question paper. • All scripts correctly labelled with exam number and subject. Scanning of scripts to be introduced. • All scripts checked at each stage of the process • Implementation of sanctions where Chief Invigilators do not manage the return of scripts correctly. 16

17. Examination Centres • All examination centres are audited to ensure adequate resourcing. • Invigilators are trained based on a national training manual. • All examination centres are monitored, with a special focus on examination centres with a history of irregularities. • Centres that do not satisfy national criteria are de-registered and alternative centres are arranged. This includes private centres. MAKIG VALID EDUCATION ASESSMENT JUDGEMENTS

18. Marking • The quality of marking will be the focus in 2010. • Marking centres have been established across all PEDs based on the prescripts contained in the Policy. • Markers have been appointed based on the criteria prescribed in the PAM. • Training of markers is ongoing and specialised training sessions will be organised prior to the marking sessions. • National Marking Guideline discussions will be hosted nationally in Pretoria to ensure standardisation of marking across the whole country. • Internal moderators appointed for each subject at each marking centre. • DBE will appoint external moderators to evaluate the marking at each centre. MAKIG VALID EDUCATION ASESSMENT JUDGEMENTS

19. School Based Assessment (SBA) • School based assessment constitutes 25% of the final promotion mark. • SBA is moderated at school, district and provincial level. • PEDs monitor the collection of marks from schools quarterly. • DBE issued a Guideline document to assist PEDs with the collection, control and capture of SBA marks to address shortcomings experienced in previous examinations, such as outstanding marks. • SBA marks are currently being moderated by the PEDs and capture will be completed by 15 November, before the written examinations are completed. MAKING VALID EDUCATION ASESSMENT JUDGEMENTS

20. Processing and Release • Marking will be completed by 16 December 2010 across all PEDs. • Mark Capture will be completed by 18 December 2010. • Pre-standardisation meetings will be held on 22 and 23 December 2010. • Umalusi standardisation meeting to be held on 24 December 2010. • Results will be thoroughly checked by DBE, PEDs and Umalusi on 28 – 30 December 2010. • Umalusi approval meeting to be held on 31 December 2010. • Results will be released on 6 January 2011. MAKING VALID EDUCATION ASESSMENT JUDGEMENTS

21. Analysis and Feedback • Detailed analysis of results per school, per district, per province, per subject will be made available. • Reports from chief markers/internal moderators will be consolidated for distribution to schools. • Outcomes of the Umalusi standardisation meetings will be made available to curriculum specialists. • Workshops will be conducted with teachers and subject advisors. • Under-performing schools will be brought to account and improvement plans will be designed. • Curriculum specialists to develop subject improvement plans. MAKING VALID EDUCATION ASESSMENT JUDGEMENTS

22. Management of the Mpumalanga Examinations • DBE is managing the examinations in the province and working collaboratively with the Regional staff. • Certain functions are decentralised and other functions are centralised. • Focus on establishing improved systems and processes and building staff capacity. • DBE staff are deployed to the province. • Supplementary, Senior Certificate and June ABET Level 4 examinations have been successfully administered. • All question papers are printed and stored in Pretoria and will only be delivered on a weekly basis to the regional offices. MAKING VALID EDUCATION ASESSMENT JUDGEMENTS

23. CHALLENGES Five week world cup recess may have impacted on the teaching and learning momentum. The teacher strike has resulted in school shut down. NSC policy is still not fully understood by learners, parents and educators. Moderation of the quality and standard of SBA. Conduct of examinations at private centres.

24. Grade 12 Improvement Strategy • The Strategy to improve matric results focuses on the following four pillars: • Providing support for increased teaching and learning opportunities. • Ensuring that the basic functionality of schools is enhanced. • Strengthening the support of districts and Circuits to schools • Increasing community support of the schools through the use of the Quality Learning and Teaching campaign structures at provincial, district and school levels.

25. TARGETS • Long term • Set year-on-year performance targets. • Enrolment planning and support - address pipeline. • Strengthen career opportunities • Strengthen curriculum support. • Short term • DBE and PDEs planned to increase performance of 2010 Gr. 12 learners in 2010 compared to 2009 . • Every level of the education system to construct a Grade 12 improvement plan • Every teacher to ensure they teach the full examinable timetable • Provide learners with appropriate support • Community mobilisation and support

26. TARGET FOR INTERVENTIONS • Dedicated support and monitoring districts and schools that achieved under 60% • 1 485 underperforming schools between 40-60% • Experienced and qualified teachers and subject specialists in the district to support to schools. • District Development Plan targeted at improving learning outcomes • Targeted support to provinces whose performance was below the national pass rate of 60%

27. CURRICULUM INTERVENTIONS • Targeted Support for High Enrolment and High Impact Subjects • Accounting • Mathematics • Mathematical Literacy • Physical Science • Addressing inaccessible language of Examinations for the majority of learners. • Use Chief Markers Reports to identify content and skills that require attention. • Examination guidelines/assessment syllabi for NSC examination

28. TEACHER TRAINING • One of the key interventions to improve subject improvement is teacher training. • Ensure that teachers are able to acquire appropriate levels of subject content knowledge. • Use Chief Markers reports in NSC examination • CPD programmes to support teacher development • DBE developed the subject content and training materials to guide the teacher training process. • DBE developed self study guides that provide a simplified version of addressing key challenges. • Encourage peer learning of teachers at underperforming schools with performing schools.

29. Provincial Strategies for Learner Attainment • Provinces have developed provincial strategies for learner attainment. • The learner attainment strategies are focusing on support to underperforming schools • The target of the learner attainment strategies is to improve overall pass rates and subject pass rates • The interventions include school visits, content training of teachers, support of school management teams, provision of assessment item banks to improve quality of assessment and enrichment classes for learners

30. STAKEHOLDER MOBILISATION AND PARTNERSHIPS • Basic Education has become a societal issue and the DBE will therefore involve every sector of society to assist in this strategy. • The DBE has developed guidelines/checklists for stakeholders to mobilise communities to support Grade 12 performance through various interventions. • This will be used through the Quality Learning and Teaching campaign. • Guideline for parents – assist parents and stakeholders to support learners prepare for their studies. • Guidelines for NGO’s – how to set up Winter/Spring school or Saturday classes • Guidelines for teachers, learners, external partners and community organisations – indicate their role • Provide checklist and package of support to assist communities, schools and SGB to improve performance • Coordinate partnerships to maximise support for Grade 12 learners. • Develop a framework for partnerships

31. Conclusion • A nation’s educational standards are embodied in its exit examinations. • Need to ensure that teaching and learning reflect the standards set in the examinations. • Raising educational performance across all schools is long-term, systemic effort. • High standards must be reinforced in the curriculum, teacher training, instructional materials and assessment practices. • Reeves, (2002: xv) maintains that “ standards are not implemented with legislations or resolution. The ultimate success of academic standards depends on effective educational leadership and commitment.