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South Africa : Assessment arrangements

Last updated: 31-Jul-2009
 

6.4 Fourth phase (post-compulosry secondary education, ages 15-18)
6.4.1 Control  
6.4.2 Purpose(s)   
6.4.3 Participation   
6.4.4 Nature   
6.4.5 Administration   
6.4.6 Grading process   
6.4.7 Consequences    
6.4.8 Use of results   
6.4.9 Output statistics

 

6.4 Fourth phase (e.g. post-compulsory secondary education, ages 15-18)

[See 3.2.4]

 

6.4.1 Control

Assessment standards describe the level at which learning outcomes should be achieved. They embody the knowledge, skills and values required to achieve the outcomes. They are Grade specific and show how conceptual progression occurs in a subject. ²⁰

The National Policy on Assessment and Qualifications for Schools in the GET Band standardises the recording and reporting of learner assessment for schools (Grade R - Grade 12, ages 5-18) within the framework of the National Curriculum Statements for Grades R - 9 and Grades 10 - 12. The Protocol also provides a regulatory framework for the management of school assessment records and basic requirements for learner profiles, teacher and learner portfolios, report cards and schedules.²⁶

In addition to this annual assessment common to all Grades in South African schools, in Grade 12 students take the National Senior Certificate (NSC), a qualification located at level 4 on the National Qualifications Framework (see section 6.). It is based on the new National Curriculum Statement (NCS) which was introduced in Grade 10 in 2006. ³³

The class of 2008 was the first cohort of learners to have completed the three-year National Curriculum Statement (NCS) programme. It and the National Senior Certificate were introduced to Grade 10 in 2006 and phased into Grade 11 in 2007 and Grade 12 in 2008. Learners were prepared by teachers from 2007 using approved textbooks and exemplar examination papers set by the national examination panels. For the first time, all students had to take either maths or mathematical literacy and life orientation. The previous school leaving examination was available at two levels, standard and higher. NCS is only available at one level and the question paper is designed to cater to a wide range of candidate abilities. ³³

All NSC papers are set by a national examination panel. Provinces may appoint a provincial examination panel to fulfil the task of liaison, interaction and leadership in respect of matters relating to question papers and marking. ²⁹

Certificates for the National Senior Certificate are issued by the Council for Quality Assurance in General Further Education and Training - Umalusi. The certificate records achievement in the various different certificates which form the overall Certificate. ³⁵

Umalusi also ensures that the assessments conducted by both the public system and private assessment bodies are administered effectively and efficiently. It determines that assessment products are of the expected standard and that assessment processes are fair, valid and reliable. Further information is available from the Umalusi website.

Teachers are expected to keep a portfolio of all documents relating to assessment. This may be a file, folder, box or any other suitable storage system. It should contain the tasks for assessment, as well as the planning which informs the development of these tasks, and the records of assessment of the formal tasks.

 

6.4.2 Purpose(s)

The aim of the National Senior Certificate is to:

• Equip learners irrespective of their social economic background, race, gender or disability, with the knowledge skills and values necessary for self-fulfilment and meaningful participation in society as citizens of a free country.
• Provide access to higher education and vocational education and/or occupational qualifications in the further education or higher education bands.
• Facilitate the transition of learners from education institutions to the workplace.
• Provide employers with a profile of learner competencies. ³⁵

 

 

6.4.3 Participation

Students who successfully complete Grade 11, or who have received recognition of prior learning of Grade 11 equivalence at National Qualifications Level 3, are eligible to take the National Senior Certificate.

 

6.4.4 Nature

The National Senior Certificate is based on the following principles:

• Social transformation
• Outcomes based education (OBE)
• High knowledge and high skills
• Integration and applied competence
• Progression
• Articulation and portability
• Human rights, inclusivity, environmental and social justice
• Valuing indigenous knowledge systems
• Credibility, quality and efficiency.³⁵ 

To achieve the NCS, students must study seven subjects from the following areas:

• Languages
• Arts and culture
• Business, commerce and management studies
• Manufacturing, engineering and technology
• Human and social studies
• Physical, mathematical, computer and life sciences
• Services
• Agriculture. ³⁵  

There are some specific rules:

• In the language area, a student must select two official languages - one at home language level, one at home level or first additional language level, one of the two must be English or Afrikaans. A student may not offer more than four languages.
• Students must choose between maths or mathematical s literacy
• Students must take life orientation. ³⁵

For the remaining three optional subjects, students choose from a range of 27. Of that 27 some are 'designated subjects' which are more suitable for entry to higher education. The designated subjects are:

• Agricultural services
• Dramatic art
• Music
• Visual art
• Accounting
• Business studies
• Economics
• Engineering graphics and design
• Geography
• History
• Religious studies
• Information technology
• Life sciences
• Physical sciences
• Mathematics
• Mathematical literacy
• Consumer studies
• All official and a number of non-official languages. ³⁵

Assessment for the National Senior Certificate takes place through a combination of internal and external assessment. The internal and external assessments are allocated a weighting in-line with the requirements of the subject statements and departmental policy. In general, internal assessment accounts for 25 per cent and external assessment for 75 per cent of the final mark. In subjects with a practical component the internal assessment increases to 50 per cent of the final mark. Life orientation is entirely internally assessed. ³⁵

Internal assessment is conducted by teachers in schools in which the achievement of learning outcomes counts towards the achievement of a qualification. Internal assessment refers to school-based assessment or site-based assessment which includes continuous assessment (CASS) and Performance Assessment. It comprises a portfolio of evidence containing internal assessment for all subjects conducted by the teachers in line with the relevant subject assessment guidelines and carried out on continuous basis. The portfolio must be based on internal written and task-based assessment. Where relevant, it may include a practical assessment.³⁵

Internal assessment is subject to external moderation put in place by the assessment body and Umalusi. ³⁵

External assessment consists of written assessments and/or practical assessments that are externally set, marked and moderated. ³⁵

Examinations are taken at the end of the academic year. In 2008, the examinations extended over four weeks in November. This meant that on some days students had to sit more than one examination. This is a distinct change from the previous system in which the examination period lasted for six to seven weeks. The change has been made so that more time can be spent on teaching and learning than on the examinations. ³⁸

If a candidate has not satisfied the minimum pass requirements in the final external examination but requires a maximum of two subjects to obtain the National Senior Certificate, the candidate may register for a maximum of two subjects for the Supplementary Examination within 21 days after the release of results. These two subjects must be the subjects that the candidate took for in the previous end-of-year examination. The Supplementary Examinations for the NSC are taken in February and March each year. ³⁵

If a candidate was medically unfit and as a result absent from one or more examinations, he or she may register for the Supplementary Examination providing that the evidence (letter from a registered medical practitioner and other supporting documents) relating to the illness is submitted together with the application. ³⁵

Full information on the NSC is available in the subject description document on the SAQA website: http://allqs.saqa.org.za/showQualification.php?id=49647

 

6.4.5 Administration

Schools develop learning programme/learning area/subject record sheets and report cards using specified criteria. In the case of learner profiles, the provincial Departments of Education are responsible for providing schools with pre-printed files or folders. However, the security of learner profiles and the updating of required information rests with the school management. The national Department of Education is responsible for developing forms or record sheets for the schedules and the provincial Departments of Education provide these to schools either electronically or in hard copy. ²⁶

The Department of Education is committed to releasing examination results in the year in which they are taken. In 2008, they aimed to release results on the 30 December.

 

6.4.6 Grading process

Achievement in the different subjects taken as part of the National Senior Certificate and during Grades 10 and 11 is graded on a seven-point scale, as shown below:

Rating code	Description of competence	Percentage
7	Outstanding achievement	80-100
6	Meritorious achievement	70-79
5	Substantial achievement	60-69
4	Adequate achievement	50-59
3	Moderate achievement	40-49
2	Elementary achievement	30-39
1	Not achieved	0-29

Emphasis in the National Senior Certificate examinations is on individual subject performance and not on overall performance (as was previously the case - see 6.4.4.). The certificate does not include aggregated marks.

The minimum requirements to pass the NSC are to:

• Obtain at least 40 per cent in the required official language at home language level
• Obtain at least 40 per cent in two other subjects, and at least 30 per cent in three subjects
• Study at least seven subjects and complete the CASS component of all seven subjects.

 

6.4.7 Consequences

The National Senior Certificate grants candidates admission to higher education to further their studies. The Certificate therefore indicates whether a candidate has complied with the minimum admission requirements for studying towards a bachelors degree, diploma or higher certificate.

The minimum requirements for admission to a degree course are four subjects from the designated list at rating 4, that is, 50 to 59 per cent (see section 6.4.6.). The minimum requirements for admission to a diploma are four subjects from the designated list at rating 3, that is, 40 to 49 per cent.

 

6.4.8 Use of results

Records of learner performance provide evidence of the learner's conceptual progression within a Grade and her/ his readiness to progress to the next Grade. Records of learner performance also verify the progress made by teachers and learners in the teaching and learning process, and are consequently used to monitor learning and to plan ahead. 26 The National Curriculum Statement (NCS) (Grade R - Grade 12) states that formal report cards should be sent to parents once a term. Report cards should provide a clear, holistic picture of a learner's achievements in the various learning programmes/ learning areas/ subjects, and provide an overall rating of a learner's performance. The achievement rating in a report card should be indicated by a combination of percentages, codes and comments. Report cards should include information on the following essential components:

• Personal details: Name of the learner; Grade and class of the learner; date of birth; school attendance profile.
• Official school details: Year and term; name of the school; date, signature and comment of parent or guardian, teacher and principal; dates of closing and opening of school; school stamp; explanation of the codes of the national coding system.
• Performance details: A percentage and /or a code indicating the level of performance for each learning programme /learning area / subject and a description of the strengths and developmental needs of the learner.
• Constructive feedback: The feedback should contain comments about the learner's performance in relation to his/her previous performance and in relation to the requirements of the learning programme/ learning area/ subject. ²⁶

The language in which recording and reporting takes place should be in accordance with the language of learning and teaching (LOLT), as informed by the National Language Policy. In the case of dual medium (dual language) schools, one of the languages used as the LOLT should be utilised for reporting purposes, while the language of recording should be any of the languages used for learning and teaching. ²⁶

A report card may be produced electronically or manually and in the style preferred by the school. As an official document, used to provide feedback to parents on the achievement of learners, it must, however, contain all the information mentioned above. Schools must also ensure that there are no errors, erasures or corrections that will compromise the legal status of report cards. The school management team is responsible for ensuring that reports issued to learners do not contain any errors. ²⁶

Learner profiles
Results of assessment are recorded in a 'learner profile'. This is a collection of evidence which exhibits to the learner, parent, teachers and others, the progress, growth and achievements of the learner in relation to the expected outcomes in each learning programme/ learning area. ²⁶

The learner profile is used to:

• Track the progress, growth and achievements of the learner with regard to expected outcomes.
• Create an opportunity for the learner to reflect on his/her growth and development and set goals for self-development.
• Inform teachers' planning as well as intervention strategies. ²⁶

The requirements for formal recorded assessment for Grades 10, 11 and 12 are set out below. Teachers may add to the number of assessment tasks. It is expected that all tasks are integrated into the development of the learning programme, work schedule and lesson plan. Recorded pieces of evidence should reflect three to five different forms of assessment. More information is provided in the learning programme/ learning area / subject assessment guidelines. ²⁶

Number of formal recorded assessment tasks for Grades 10 - 11 (ages 15-17)²⁶

 

SUBJECTS		TERM 1	TERM 2	TERM 3	TERM 4	TOTAL
Language 1: Home Language		5	5*	5	4*	19
Language 2: Choice of HL or FAL	HL	5	5*	5	4*	19
	FAL	4	4*	4	3*	15
Life Orientation		1	1	1	2	5
Mathematics or Maths Literacy		2	2*	2	2*	8
Subject choice 1		2	2*	2	1*	7
Subject choice 2		2	2*	2	1*	7
Subject choice 3		2	2*	2	1*	7

* One of these tasks must be an examination

Number of formal recorded assessment tasks for Grade 12 (age 17-18)²⁶

SUBJECTS		TERM 1	TERM 2	TERM 3	TERM 4	TOTAL
Language 1: Home Language		6	6*	5*		17
Language 2: Choice of HL or FAL	HL	6	6*	5*		17
	FAL	5	5*	4*		14
Life Orientation		1	2	2		5
Mathematics or Maths Literacy		3	2*	2*		7
Subject choice 1		2	2*	(2*) 3*		(6#) 7
Subject choice 2		2	2*	(2*) 3*		(6#) 7
Subject choice 3		2	2*	(2*) 3*		(6#) 7

* One of these tasks must be an examination
# The number of internal tasks per subject varies from 6 to 7 as specified in Section 3 of the Subject Assessment Guidelines.

6.4.9 Output statistics

In 2006, the pass rate for the matriculation examination (which preceded the National Senior Certificate) was 67%. Although this represented a slight decrease compared with 2005, the number of learners writing and passing the examination increased substantially. Some 20,000 more candidates took the 2006 examination than in 2005. A total of 351 503 learners passed the matriculation Certificate in 2006, amounting to 4 419 more than in 2005. ³⁰

 

 

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