Western Cape



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

3.1 GENERIC 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 |

| |Determine the Assessment Standards you wish to cover in the paper and how these can be linked or integrated |

|Step 2 |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 |

| |Brainstorm the nature or type of each question and sub-question e.g. factual, data-response, critical |

|Step 4 |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. |

2. BLOOM’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 |assemble, construct, create, design, develop, formulate, write. |

|(Putting together ideas or elements to develop an |generate, plan, produce |

|original idea or engage in creative thinking) | |

|EVALUATING |appraise, argue, defend, judge, select, support, value, evaluate critique, judge, |

|(Judging the value of ideas, materials and methods by |justify, recommend |

|developing and applying standards and criteria) | |

|ANALYSING |appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, |

|(Breaking information down into its component elements)|examine, experiment, question, test, |

| |differentiate, organise, attribute |

|APPLYING |Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, |

|(Using strategies, concepts, principles and theories in|sketch, solve, use, write, |

|new situations) |execute, implement |

|UNDERSTANDING |Classify, describe, discuss, explain, identify, locate, recognize, report, select, |

|(Understanding of given information) |translate, paraphrase, |

| |interpret, exemplify, classify, summarise, infer, compare, explain |

|REMEMBERING |define, duplicate, list, memorize, recall, repeat, reproduce, state, recognise, |

|(Recall or recognition of specific information) |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 |MEDIUM |HIGH |

| |Accessible to all learners who are functioning at the|Accessible to the above average |Accessible to most capable learners |

| |relevant grade. |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 |

4. GUIDELINES FOR SETTING A MEMORANDUM

The memorandum must:

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

2. correspond with questions set in the question paper

3. provide for alternative responses

4. include the mark allocation

5. be laid out clearly

6. reflect positive or process marking.

5. 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: 2 CONTENT 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 |Paper 1: 2 hours |

| | |Writing Paper – 60 marks |Writing Paper:1½ hours |

|First Additional Language |2 |Paper 1 – 60 marks |Paper 1: 2 hours |

| | |Writing Paper – 50 marks |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 |A. Comprehension |30 | |

|Examination | | |2 hours |

| | | | |

|80 marks | | | |

| |B. Summary: |10 | |

| |Eng/Afr 220 words; Xhosa 200 words | | |

| |C. Language |40 | |

|Writing |A. Essay: |40 | |

|60 marks |Eng/Afr 250-300; Xhosa 200-240 | |1½ hours |

|To be written earlier|B. Transactional Writing |20 | |

|during |Eng/Afr 150 – 180; Xhosa 80 – 100 words | | |

|Term 4 | | | |

FIRST ADDITIONAL LANGUAGE TOTAL: 110 MARKS

|PAPER |SECTION |MARKS |TIME |

|Language |A. Comprehension |30 | |

|Examination | | |2 hours |

| | | | |

|60 marks | | | |

| |B. Summary: |10 | |

| |Eng/Afr 200 words; Xhosa 180 words | | |

| |C. Language |20 | |

| |A. Essay: Eng/Afr 220-250; Xhosa 160-200 |30 | |

|Writing |B. Transactional Writing: | | |

|50 marks |Eng/Afr 120 – 150 words; Xhosa 60 – 80 words |20 |1½ hours |

|To be written earlier| | | |

|during | | | |

|Term 4 | | | |

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 |LO 2 |LO 3 |LO 4 |LO 5 |

| |± 10% |± 35% |± 20% |± 10% |± 25% |

| |

|Weighting per cognitive level for |Knowing |Applying routine procedures in familiar|Applying multistep procedures in a variety of|

|whole examination | |contexts |contexts + reasoning 20% |

| |40% |40% | |

TECHNOLOGY TOTAL: 100 MARKS

|Exam format: |

|A two-hour written examination of 100 marks. |

|Use Case Studies and develop questions that integrate Learning Outcomes 1, 2 and 3. |

|Case Studies must relate to the context of the teaching and of the school. |

|Questions must be based on the content and skills within the assessment standards. |

|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 |Structures, Processing, and |Technology, Society and the Environment |

| |Communication |Systems & Control | |

|Guide for weighting per Learning |LO 1 |LO 2 |LO 3 |

|Outcome |50% |35% |15% |

| |

|Guide for weighting per |Remember |Understand / Apply |Analyse / Evaluate/ Create |

|cognitive level |20% |50% |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 |Managerial, consumer and financial|Entrepreneurial knowledge and|

| | |development |knowledge and skills |skills |

|Weighting per |LO 1: 20% |LO 2: 15% |LO 3: 30% |LO 4: 35% |

|LO | | | | |

| |

|Weighting per |Conceptual knowledge: 40% |Comprehension and application: 40% |Analysis, evaluation problem solving: 20% |

|Cognitive level | | | |

SOCIAL SCIENCES TOTAL: 200 MARKS

|Exam format |One paper consisting of both disciplines (History and Geography) of 200 marks for at least two hours |

|Core knowledge content |HISTORY (100 marks) |GEOGRAPHY (100 marks) |

|(NCS Policy Document pp| | |

|92 – 94) |Set THREE questions. Questions should not only cover South |Set THREE questions. Question 1 is a compulsory |

| |African history. All 3 questions should consist of the |question on map work for 40 marks. Questions 2 and 3 |

|LOs |following: |are on theory. Each of these two questions should |

|Cover all LOs of both |Source-based 30 marks |include the following: |

|disciplines |Extended writing based on sources 20 marks |Development issues – 20 marks |

| |OR |Sustainable use of resources – 20 marks |

| |TWO paragraphs based on the given source and adding own |Social and environmental conflicts – 20 marks |

| |knowledge for 10 marks each (2 x 10 = 20). | |

| | | |

| | |Learners answer question 1 and either question 2 or |

| |Learners answer two of the three questions |question 3 |

| |(50 + 50 = 100 marks) |(40 + 60 = 100 marks). |

|Types of questions |History |Geography |

| |Source-based questions, paragraph writing using information |Multiple choice, geographical techniques and |

| |from sources and own knowledge, extended writing. |calculations (including single marks), application of |

| | |theory, data handling, map and photo interpretation, |

| | |source-based, problem solving. |

| |

|Weighting/ cognitive |Recall |Comprehension & Application |Analysis / Synthesis / Evaluation |

|level |40% |40 % |20% |

ARTS AND CULTURE: TOTAL: 200 MARKS

|EXAM |WRITTEN COMPONENT: |PRACTICAL COMPONENT: |

| |80 marks. |120 marks |

| |One hour written examination on basic elements of all four |Practical examination that should take place over at least three |

| |art forms: |weeks: |

| |To be written by both the learners doing Arts and Culture |A&C Generic learners to focus on an integrated arts performance |

| |Generic as well as those doing Specific Learning Pathways |and presentation. |

| |(SLPs). |SLP learners to focus on a selected art form. |

| |BOTH A&C Generic and Specific Learning Pathway do a Written |A&C Generic learners will do a |Specific Learning Pathway learners|

| |Examination that includes elements of all four art forms and |Practical Examination that |who focus on a selected art form |

| |generic issues e.g. as local & global culture, technologies, |Integrates all four art forms |will do a |

| |mass media, power relations, marketing. |in a performance and |Practical Examination that focuses|

| | |presentation: |on the selected art form: |

| |

|Core knowledge content |LO 1: Creating, |LO 2: Reflecting |LO 3: Participating & |Expressing & Communicating |

| |Interpreting & | |Collaborating | |

| |Presenting | | | |

|Weighting per |No weighting per LO. All four LOs are continuously integrated in learning and assessment |

|Learning Outcome | |

|Weighting per |Conceptual knowledge |Comprehension and application |Analysis/ evaluation/ |

|cognitive level: |40% |30% |problem solving / creating |

|written exam | | |30% |

|Required question types |Factual recall, |Source-based questions |Contextual questions, |

| |Multiple-choice, |Case studies, |Open-ended questions, |

| |Matching, |Application, |Analysis, |

| |Short questions |Paragraph. |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 |Remember |Understand |Apply |Analyse |Evaluate |Create |

|level |15% |10% |20% |20% |15% |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 |Life & Living |Matter & Materials |Energy & Change |Earth & Beyond |

|knowledge content |25% |25% |25% |25% |

| |Level A |Level B |Levels C & D |

| |Remember |Understand (Comprehension) |Interpretation, Application, Analysis, Synthesis |

| | | | |

|Suggested weighting per |LO 2 - AS1 (Memory|LO 2 - AS2 (Categorise) |Application : LO 2 - AS4 (Application) |

|cognitive level for whole |Recall) |LO 2 - AS3 (Interpret) |Analysis : LO 1 - AS3 (Evaluate Data) |

|examination | |LO 3 - AS1 |LO 2 - AS2 (Categorise) |

| | |(Science as human endeavour) |LO 3 - AS2 (Sustainability) |

| |40% |20% |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 |Variety of question types e.g. |Questions with sub-sections which assess a|Case studies, data | |

|allocation for the |Multiple choice questions |variety of skills and content, questions |analysis and | |

|question paper for |(2 marks each), terminology, |based on data in various forms e.g. |interpretation, mini – | |

|whole Examination |matching items, diagrams etc. |paragraphs, diagrams, drawings, graphs, |essay etc. | |

| | |tables 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 |Learner completes no|Learner completes |Learner completes |Learner completes | |

|plan from the given |aspects accurately |some aspects |most aspects |the budget accurately| |

|information | |accurately |accurately | | |

| |0 Marks |1-3 marks |4-6 marks |7-9 marks | |

|Analysis of problem |No problems correctly|Two of the problems |Four of the problems |All six problems | |

|items in the plan |identified and |correctly identified |correctly identified |correctly identified | |

| |explained |and explained |and explained |and explained | |

| |0 Marks |1-4 marks |5-8 marks |9-12 marks | |

|Opinion and advice on|Learner unable to |Learner identifies |Learner identifies |Learner creatively | |

|three aspects |identify and explain |one aspect and gives |two aspects and gives |identifies three | |

|regarding future |any aspect |satisfactory |satisfactory |aspects and explains | |

|plans | |explanation |explanations |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.

2. This question paper should be completed within two hours.

3. This question paper consists of 5 questions. Answer all questions.

4. An answer sheet for Question 1 (Multiple Choice Questions) is provided on page 3.

5. Group work is not allowed. You must work alone to answer all the questions.

6. Read the instruction of each question carefully. Show all calculations.

7. You are going to need:

Answer book / sheet

Pen

Pencil

Eraser

Calculator

Examiner: Mrs S. Adams

Moderator: Ms Y. Davids

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[1] You may prefer to use any other taxonomy.

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