Part 1: General Guidelines to the Setting and Moderation of Assessment Tasks / Examination

PART 1: GENERAL GUIDELINES TO THE SETTING AND MODERATION OF ASSESSMENT TASKS / EXAMINATION QUESTION PAPERS

1.INTRODUCTION

This document consists of two parts, Part 1 and Part 2. Part 1 is a general guideline to the setting and moderation of assessment tasks and examination question papers and Part 2 provides guidelines for the setting of the internal examination in each subject for Grade 9. The purpose of this document is to support teachers in the setting and moderation of assessment tasks / examination question papers that are reflective of the various cognitive levels, and which are of high quality and standard.

This document consists of:

Generic steps to setting a good quality assessment task / question paper

Guidelines for setting a memorandum

Moderation of assessment tasks / question papers

Grade 9 Learning Area specific examination framework

Appendix A: Example of a Rubric

Appendix B: Example of a Cover Page

2.POLICY FRAMEWORK

Assessment tasks/Question papers must be drawn up in conjunction with the following policy frameworks:

a)National Curriculum Statements

b)Learning Programme Guidelines

3.SETTING OF ASSESSMENT TASKS / QUESTION PAPERS

3.1GENERIC STEPS TO SETTING A GOOD QUALITY ASSESSMENT TASK / QUESTION PAPER

Step 1 / Determine the weighting of the Learning Outcomes applicable to the paper
Refer to ‘Content Coverage’ in the Moderation Checklist
Step 2 / Determine the Assessment Standards you wish to cover in the paper and how these can be linked or integrated within your subject in each question.
Refer to ‘Content Coverage’ in the Moderation Checklist
Step 3 / Select appropriate marks allocated to each question.
Refer to ‘Technical Criterion’ and ‘Marking Guideline’ in Moderation Checklist
Step 4 / Brainstorm the nature or type of each question and sub-question e.g. factual, data-response, critical evaluation, problem-solving, verbal, numerical, visual, closed or open-ended.
Refer to ‘Content Coverage’ in the Moderation Checklist
Step 5 / Decide on the cognitive levels to be addressed in each question linked to Bloom’s[1] taxonomy below.
Refer to ‘Content Coverage’ in the Moderation Checklist
Step 6 / Decide on how each question should be structured.
Refer to ‘Cognitive Skills’ in the Moderation Checklist
Step 7 / Set the question paper and the marking memorandum simultaneously.
Refer to ‘Marking Memorandum’ and ‘Technical Criteria’’ in the Moderation Checklist
Step 8 / Apply the suggested time allocations for each question.
Refer to ‘Content Coverage’ in the Moderation Checklist
Step 9 / Develop the cover page, including suggested time allocations.
Refer to ‘Content Coverage’ in the Moderation Checklist
Step 10 / Ensure that the paper is moderated and all quality control checks have been completed.Refer to ‘Content Coverage’ in the Moderation Checklist.

3.2BLOOM’S REVISED TAXONOMY

Taxonomy is a method of classifying questions based on the various cognitive levels. Because of its six levels of thinking, Bloom’s revised taxonomy can provide a framework that incorporates low to high-level thinking activities.

CREATING, EVALUATING, ANALYSING AND APPLYING would be considered as the higher levels of cognition, whereas UNDERSTANDING AND REMEMBERING would be considered as the lower levels of cognition. See detail explanation below.

CREATING
(Putting together ideas or elements to develop an original idea or engage in creative thinking) / assemble, construct, create, design, develop, formulate, write.
generate, plan, produce
EVALUATING
(Judging the value of ideas, materials and methods by developing and applying standards and criteria) / appraise, argue, defend, judge, select, support, value, evaluate critique, judge, justify, recommend
ANALYSING
(Breaking information down into its component elements) / appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test,
differentiate, organise, attribute
APPLYING
(Using strategies, concepts, principles and theories in new situations) / Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write,
execute, implement
UNDERSTANDING
(Understanding of given information) / Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase,
interpret, exemplify, classify, summarise, infer, compare, explain
REMEMBERING
(Recall or recognition of specific information) / define, duplicate, list, memorize, recall, repeat, reproduce, state, recognise, recall

An example of how the different levels of cognition can be incorporated in an assessment task or examination paper. It may be adapted to cater for other taxonomies e.g. Barretts, Solo.

LOW
Accessible to all learners who are functioning at the relevant grade. / MEDIUM
Accessible to the above average learners / HIGH
Accessible to most capable learners
Question / Remembering / Understanding / Applying / Analysing / Evaluating / Creating
Q1
Q2
Q3
Q4
Q5
Etc
Total marks
Target / 30% of paper / 40% of paper / 30% of paper

1. GUIDELINES FOR SETTING A MEMORANDUM

The memorandum must:

4.1be drawn up at the same time as the question paper is being set

4.2correspond with questions set in the question paper

4.3provide for alternative responses

4.4include the mark allocation

4.5be laid out clearly

4.6reflect positive or process marking.

1. MODERATION OF QUESTION PAPERS

Moderation of question papers ensures the validity, reliability and fairness of the paper. Schools may use the moderation checklist provided below to assist in the moderation of assessment tasks and examination question papers. Moderation of assessment tasks must take place at school level by the subject head. Curriculum advisers may also provide support to schools in this regard.

MODERATION CHECKLIST

LEARNING AREA: ______DATE: ______

EXAMINER: ______

MODERATOR: ______

CRITERION: 1 TECHNICAL CRITERIA

Y / N

• The question paper is complete with grid, memorandum, relevant answer sheets and formula sheets/addenda.

• The cover page has all relevant details such as time allocation, name of the subject, and instructions to candidates.

• The instructions to candidates are clearly specified and unambiguous.

• The layout of the paper is easily understood by the learner.

• The paper has the correct numbering.

• Appropriate fonts are used throughout the paper.

• Mark allocations are clearly indicated and are the same as that on the memorandum.

• The total marks in the question paper and memorandum is correct.

• The paper can be completed in the time allocated.

• The quality of illustrations, graphs, tables etc. is appropriate and print ready.

• The paper adheres to the format requirements in the Learning Area Guidelines.

• Does this paper require translation into another language? If so, is the translation correct throughout?

CRITERION: 2CONTENT COVERAGE

• The paper adequately covers the Learning Outcomes and the Assessment Standards as prescribed in the policy and the Subject Assessment Guidelines.

• The questions are within the broad scope of the National Curriculum Statement.

• The content is clearly related to what was taught during the year.

• The paper covers questions of various types e.g. multiple choice questions, paragraph, data response, essay, real-life scenarios and real-life problem solving, etc.

• The paper allows for creative responses from candidates.

• The questions are representative of the latest developments in the Learning Area.

• The weighting and spread of content of Learning Outcomes and Assessment Standards are appropriate.

• Questions are free from bias, for example, race, gender and religion.

• The examples and illustrations are suitable, appropriate, relevant and correct.

• There is a correlation between mark allocation, level of difficulty and time allocation.

• The questions are properly scaffolded, that is, sub-parts / questions are sequenced from simple to more challenging.

• Subject terminology / data are used correctly.

• There is no ambiguity in the grammar that might create confusion.

CRITERION: 3 COGNITIVE SKILLS

• There is an appropriate coverage in terms of the different cognitive levels (Bloom’s taxonomy or any other taxonomy that may have been used).

• Where there is a choice, questions are of an equal level of difficulty and value.

• There is an appropriate distribution of marks according to the duration of paper and the nature of subject.

• There is an appropriate variety in the construction of questions, e.g factual, data-response, critical evaluation, problem solving, verbal, numerical and visual.

CRITERION: 4 MARKING GUIDELINE

• The marking memorandum is accurate.

• It corresponds to questions in the question paper.

• The memorandum makes allowance for alternative responses.

• The marking memorandum is presented clearly.

• The marking memorandum is complete with mark allocation and mark distribution within the questions.

• The memorandum indicates the LOs and ASs assessed.

• The mark allocation is accurate for subsections and the paper as a whole.

• The criteria and descriptors in the rubrics used are appropriate.

• The marking memorandum accommodates positive marking.

COMMENTS:

______

MODERATOR’S NAME: ______

SIGNATURE: ______

DATE: ______

PART 2: GRADE 9 LEARNING AREA SPECIFIC EXAMINATION FRAMEWORK

This framework must be used in conjunction with the relevant subject policies. The purpose of this framework is to encourage teachers to ensure that the examination question papers are aligned to the subject assessment guidelines, the learning outcomes and the assessment standards.

1.List of Learning Areas and suggested mark allocation and duration

LEARNING AREA / NUMBER OF PAPERS / MARK ALLOCATION / DURATION
Home Language / 2 / Paper 1 – 80 marks
Writing Paper – 60 marks / Paper 1: 2 hours
Writing Paper:1½ hours
First Additional Language / 2 / Paper 1 – 60 marks
Writing Paper – 50 marks / Paper 1: 2 hours
Writing Paper: 1½ hours
Mathematics / 1 / 150 marks / 2 hours
Technology / 1 / 100 marks / 2 hours
Social Sciences / 1 / 200 marks / 2 hours
Life Orientation / 1 / 75 marks / 1½ hrs
Arts and Culture / 1 + practical / 200 marks / Paper: 1½ hrs
Practical: three-week duration
Economic and Management Sciences / 1 / 150 marks / 2 hours
Natural Sciences / 1 / 200 marks / 2 hours

2.LEARNING AREA SPECIFIC FRAMEWORK

LANGUAGES

HOME LANGUAGE TOTAL: 140 MARKS

PAPER / SECTION / MARKS / TIME
Language
Examination
80 marks / A. Comprehension / 30 / 2 hours
B. Summary:
Eng/Afr 220 words; Xhosa 200 words / 10
C. Language / 40
Writing
60 marks
To be written earlier during
Term 4 / A. Essay:
Eng/Afr 250-300; Xhosa 200-240
B. Transactional Writing
Eng/Afr 150 – 180; Xhosa 80 – 100 words / 40
20 / 1½ hours

FIRST ADDITIONAL LANGUAGE TOTAL: 110 MARKS

PAPER / SECTION / MARKS / TIME
Language
Examination
60 marks / A. Comprehension / 30 / 2 hours
B. Summary:
Eng/Afr 200 words; Xhosa 180 words / 10
C. Language / 20
Writing
50 marks
To be written earlier during
Term 4 / A. Essay: Eng/Afr 220-250; Xhosa 160-200
B. Transactional Writing:
Eng/Afr 120 – 150 words; Xhosa 60 – 80 words / 30
20 / 1½ hours

MATHEMATICS TOTAL: 150 MARKS

Exam format / 1 paper of 2 hours minimum duration. Marks: 150
Core knowledge Content / Cover the year’s content as far as possible
Number, Algebra / Geometry, Measurement, Data
Weighting per Learning Outcome / LO 1
± 10% / LO 2
± 35% / LO 3
± 20% / LO 4
± 10% / LO 5
± 25%
Weighting per cognitive level for whole examination / Knowing
40% / Applying routine procedures in familiar contexts
40% / Applying multistep procedures in a variety of contexts + reasoning 20%

TECHNOLOGY TOTAL: 100 MARKS

Exam format:
1.A two-hour written examination of 100 marks.
2.Use Case Studies and develop questions that integrate Learning Outcomes 1, 2 and 3.
3.Case Studies must relate to the context of the teaching and of the school.
4.Questions must be based on the content and skills within the assessment standards.
5.Use sections within the question paper to group questions on a common theme or category: e.g. Type of questions (multiple choice, true / false, matching pairs etc), questions related to a Case Study, Communication or a Learning Outcomes focus.
Core knowledge content / Process Skills and Communication / Structures, Processing, and Systems & Control / Technology, Society and the Environment
Guide for weighting per Learning Outcome / LO 1
50% / LO 2
35% / LO 3
15%
Guide for weighting per cognitive level / Remember
20% / Understand / Apply
50% / Analyse / Evaluate/ Create
30%

ECONOMIC & MANAGEMENT SCIENCES:TOTAL: 150 MARKS

Exam format / One two hour pen and paper examination of 150 marks
LO 3: Accounting – Maximum of 100 marks. Reduced to 50.
LO 1, 2 & 4 – 100 Marks
Section A: LO 1-4 True/false, matching columns, MCQs etc.
Section B: LO 1-4 Case studies, Journals & Ledgers, Data response (e.g. graph)
Section C: LO 1-4 Financial statements, short essay questions, etc.
Core knowledge content / The economic cycle / Sustainable growth and development / Managerial, consumer and financial knowledge and skills / Entrepreneurial knowledge and skills
Weighting per
LO / LO 1: 20% / LO 2: 15% / LO 3: 30% / LO 4: 35%
Weighting per
Cognitive level / Conceptual knowledge: 40% / Comprehension and application: 40% / Analysis, evaluation problem solving: 20%

SOCIAL SCIENCES TOTAL: 200 MARKS

Exam format / One paper consisting of both disciplines (History and Geography) of 200 marks for atleast two hours
Core knowledge content
(NCS Policy Document pp 92 – 94)
LOs
Cover all LOs of both disciplines / HISTORY (100 marks)
Set THREE questions.Questions should not only cover South African history.All 3 questions should consist of the following:

• Source-based 30 marks
• Extended writing based on sources 20 marks

OR

• TWO paragraphs based on the given source and adding own knowledge for 10 marks each (2 x 10 = 20).

Learners answer two of the three questions
(50 + 50 = 100 marks) /

GEOGRAPHY (100 marks)

Set THREE questions. Question 1 is a compulsory question on map work for40 marks. Questions 2 and 3 are on theory.Each of these two questions should include the following:

• Development issues – 20 marks
• Sustainable use of resources – 20 marks
• Social and environmental conflicts – 20 marks

Learners answer question 1 and either question 2 or question 3
(40 + 60 = 100 marks).
Types of questions / History
Source-based questions, paragraph writing using information from sources and own knowledge, extended writing. / Geography
Multiple choice, geographical techniques and calculations (including single marks), application of theory, data handling, map and photo interpretation, source-based, problem solving.
Weighting/ cognitive level / Recall
40% / Comprehension &Application
40 % / Analysis /Synthesis / Evaluation
20%

ARTS AND CULTURE: TOTAL: 200 MARKS

EXAM / WRITTEN COMPONENT:
80 marks.

• One hour written examination on basic elements of all four art forms:
• To be written by both the learners doing Arts and Culture Generic as well as those doing Specific Learning Pathways (SLPs).

/ PRACTICAL COMPONENT:
120 marks

• Practical examination that should take place over at least three weeks:
• A&C Generic learners to focus on an integrated arts performance and presentation.
• SLP learners to focus on a selected art form.

BOTH A&C Generic and Specific Learning Pathway do a Written Examination that includes elements of all four art forms and generic issues e.g. aslocal & global culture, technologies, mass media, power relations, marketing. / A&C Generic learnerswill do a Practical Examination that Integrates all four art forms in a performance and presentation: / Specific Learning Pathway learners
who focus on a selected art form will do a
Practical Examination that focuses on the selected art form:
Core knowledge content / LO 1: Creating, Interpreting & Presenting / LO 2: Reflecting / LO 3: Participating & Collaborating / Expressing & Communicating
Weighting per
Learning Outcome / No weighting per LO. All four LOs are continuously integrated in learning and assessment
Weighting per
cognitive level:
written exam / Conceptual knowledge
40% / Comprehension and application
30% / Analysis/ evaluation/
problem solving / creating
30%
Required question types / Factual recall,
Multiple-choice,
Matching,
Short questions / Source-based questions
Case studies,
Application,
Paragraph. / Contextual questions,
Open-ended questions,
Analysis,
Problem solving.

LIFE ORIENTATION: TOTAL: 75 MARKS

Exam format / Time allocation: 1 hour 30 minutes Mark allocation: 75
Three sections A (20 marks) , B (35 marks) and C (20 marks)
Core knowledge content / All Learning Outcomes. No weighting of LOs.
Weighting per Cognitive level / Remember
15% / Understand
10% / Apply
20% / Analyse
20% / Evaluate
15% / Create
20%
Type of questions / Section A: Recall, Understand: Short questions e.g. multiple choice (20 marks)
Section B: Understand, Apply – sentence or short paragraph answers (35 marks)
Section C: Analyse, evaluate, create: Case studies or Essay type (20 marks)

NATURAL SCIENCES: TOTAL: 200 MARKS

Exam format / One two-hour paper Marks: 200
Suggested weighting of core knowledge content / Life & Living
25% / Matter & Materials
25% / Energy & Change
25% / Earth & Beyond
25%
Level A
Remember / Level B
Understand (Comprehension) / Levels C & D
Interpretation, Application, Analysis, Synthesis
Suggested weighting per cognitive level for whole examination / LO 2 - AS1 (Memory Recall)
40% / LO 2 - AS2 (Categorise)
LO 2 - AS3 (Interpret)
LO 3 - AS1
(Science as human endeavour)
20% / Application : LO 2 - AS4 (Application)
Analysis : LO 1 - AS3 (Evaluate Data)
LO 2 - AS2 (Categorise)
LO 3 - AS2 (Sustainability)
Synthesis: LO 1 - AS1 (Plan investigation)
(Create) 40%

Suggested mark allocation for the question paper:

SECTIONS / SECTION A / SECTION B / SECTION C / TOTAL
Suggested mark allocation for the question paper for whole Examination / Variety of question types e.g. Multiple choice questions
(2 marks each), terminology, matching items, diagrams etc. / Questions with sub-sections which assess a variety of skills and content, questions based on data in various forms e.g. paragraphs, diagrams, drawings, graphs, tables etc. / Case studies, data analysis and interpretation, mini – essay etc.
QUESTION / 1 / 2 & 3 / 4 / 4
MARKS / 60 / 45 + 45 / 50 / 200

APPENDIX A

EXAMPLE OF A RUBRIC

The number of the criteria (level descriptors) and the marks may vary depending on the nature of the question.

↓ Criteria / 0 Marks / 1-3 marks / 4-6 marks / 7-9 marks / Total
Compilation of the plan from the given information / Learner completes no aspects accurately / Learner completes some aspects accurately / Learner completes most aspects accurately / Learner completes the budget accurately
0 Marks / 1-3 marks / 4-6 marks / 7-9 marks
Analysis of problem items in the plan / No problems correctly identified and explained / Two of the problems correctly identified and explained / Four of the problems correctly identified and explained / All six problems correctly identified and explained
0 Marks / 1-4 marks / 5-8 marks / 9-12 marks
Opinion and advice on three aspects regarding future plans / Learner unable to identify and explain any aspect / Learner identifies one aspect and gives satisfactory explanation / Learner identifies two aspects and gives satisfactory explanations / Learner creatively identifies three aspects and explains them well
/30

APPENDIX B

EXAMPLE OF A QUESTION PAPER COVER PAGE

BRIGHT SPARKS HIGH SCHOOL

GRADE 9

NOVEMBER EXAMINATION: 2010

MATHEMATICS

TIME: 2 HOURS

MARKS: 100

Instructions:

1.This question paper consists of 12 pages, including the Multiple Choice Answer Sheet.