GEC MODERATION PRESENTATION WORKSHOP v1 (1).pptx

GEC moderation presentation workshop

1. Examinations & Assessment Chief Directorate: ASSESSMENT DIRECTORATE: GEC PILOT PROJECT GEC MARKING, QUALITY ASSURANCE AND MODERATION

2. PRESENTATION OUTLINE Marking ICAT and National Common tests 1.Marking procedures 2.Moderation,QA and remarking 2.1 Provincial moderation system 2.2 Moderation principles 2.3 Pyramidal approach and levels of moderation 2.4 Objectives of post-moderation 2.5 Moderation at school and district level 2.6 Moderation at Provincial level 2.7 Sampling of schools 2.8 Dates for moderation

3. MARKING of ICAT and COMMON TEST

4. MARKING Marking should uphold the principles of assessment i.e., validity, reliability and fairness. Each subject and phase should be able to determine marking policy in their own area . Marking should be conducted with the necessary professionalism, fairness and dedication to promote the integrity and credibility of assessment system and examinations. Marking inform learners on what they are doing well, their progress and motivate them to improve their performance . It provides learners with acknowledgement of the work they have done. It should aim at promoting, advancing and helping learners to progress.

5. MARKING PROCEDURE - ICAT A marking guideline discussion among educators teaching the same subject should be conducted prior to the marking process .(marking standardization meeting) During the meeting, the educators will share understanding of marking criteria, and awarding of marks should be clear and in line with marking policy of the subject. Each script or LEP’s must receive the same due consideration and attention of the educator and the marking guideline must be applied in a consistent manner throughout the marking process. An excellent professional standard must be upheld within the marking of the subject. During the marking process, the educator will be engaging with the learners, setting expectations that learners will always act upon feedback . The educator should ensure that learners are marked equally and fairly against the task.

6. MARKING PROCEDURE

7. GEC MARKING PROCEDURE IN 2024 – Common tests

8. MODERATION, QA and REMARKING (POST-MODERATION)

9. WHAT SYSTEM DO WE HAVE AS A PROVINCE TO MAKE SURE MODERATION OCCURS

10. MODERATION PRINCIPLES –POST MODERATION Accuracy Comparability Consistency Fairness

11. OBJECTIVES OF POST-MODERATION It is the process to ensure that all learners are assessed against the same standards when being marked. It is also a process used to ensure consistency of marking across each subject area and marks are awarded a ppropriately and fairly . It is a form of feedback to markers (educators) to help them align their marking standard with those of other markers. It is a process where remarking should be diagnostic in promoting questioning and explores deep understanding of performance of learners . It gives guidance for improvement based on their understanding, misconception and/or learning strategies used .

12. GDE Pyramidal Approach Levels of Moderation National Moderation: DBE will supply copies of mark sheets for each subject for the sub-sampled schools Provincial Moderation : moderation of SBA. Qualitative moderation conducted. District Moderation: – Centralised moderation: moderation is conducted by Subject Advisors over a period of 2 weeks . District Subject Advisors compile a moderation report on the standard of marking and should be mediated to schools. Cluster moderation : Done by teachers teaching the same subject School Moderation:- Quality assure assessment tasks and learner evidence of work. Remark 10% of the sampled marked scripts. Sampling of learners’ work must be done using working mark sheet Sign off the mark sheets FEEDBACK FEEDBACK FEEDBACK MODERATION OF ICAT AND NATIONAL COMMON TESTS

13. DISTRICT MODERATION MODEL Are we doing justice in moderation when it is done during school visit? Districts are urged to conduct centralised moderation using Lead Teachers

14. POST MODERATION OF ICAT LSEN SCHOOLS (Core subjects) Languages Mathematics 3. Life skills 3.1 EMS 3.2 Natural science Aspect Content Project 1 (BOOKLET 1) Done by learners individually LO anchored – EMS, SS-H, CA, HL, FAL E MS – business opportunity research (CAT, P2) S S (H) – Apartheids laws research C A – presentation, drama, song H L – Interview with report (CAT) FAL - B usiness letter (CAT) Project 2 (BOOKLET 2) Done by learners as a group MST – Learners work in groups to build a simple audio amplifier (13 worksheets) M athematics : - box with prescribed measurements (CAT P1) T echnology : – sketch/diagram N atural Science: – Electric circuit (CAT)

15. POST MODERATION AT SCHOOL AND DISTRICT LEVEL When moderating (remarking), The moderator should alert the EDUCATOR of the following : Teachers not following the marking principles (inconsistency). Incidents of double testing, shadow, global and lenient marking . Marking not according to the marking guideline Giving marks that do not appear on the marking guideline Learners whose marks are not correctly added (be specific). Incorrect awarding of marks.. Learners using incorrect concepts in their written report which is not being corrected by the teacher. Learners credited for incorrect responses . Key issues to look at: Consistency and objectivity in marking. The correlation between mark allocation by the teacher and learner responses. Fairness and accuracy in awarding marks. Learner performance against the quality of the paper. The quality and standard of learner responses to each question type and specific examples of common errors and learner misconceptions . (item/diagnostic analysis) Transference and verification of the marks to the SASAMS working mark sheet.

16. MODERATING - Working mark sheets- SASAMS (Learner performance)

17. NO ADJUSTMENT OF MARKS

18. KEY DOCUMENTS NEEDED FOR SUBMISSION DURING POST-MODERATION Learner scripts or learner evidence of work Item Analysis – Analyzing the reasons for performance SASAMS Working mark sheets – signed and dated. Diagnostic Analysis – Levels of performance

19. MODERATION OF ICAT AT PROVINCIAL LEVEL Sample: schools- out of 415 , 140 schools and 09 LSEN schools will be sampled. Subjects: ICAT – All grade 9 subjects will be moderated. Common Tests- Only subjects sampled by DBE that are going to be written at the end of the year. Moderators: Well experienced moderators (ICAT), Analytical moderators and Data capturers (Common Tests) will be appointed for this process. Aims and objectives of Prov. Moderation will be: To confirm the assessment method (Project – based assessment OR National Common test) was fair and appropriate to the learners. To identify challenging topics, depict errors or misconception and suggest intervention strategies to enable learners to perform maximally in future (Analytical moderation)

20. SAMPLING OF SCHOOLS FOR GEC PROVINCIAL POST MODERATION Districts Sampling of LSEN schools No. of schools per district Sampling for moderation D1 SIZANANI 10 5 D2 PROPRACTICUM 30 10 D3 MAGALIES 28 10 D4 MAMELODI PREVOCATIONAL & SONNITUS 40 15 D5 OLIMPIAPARK, Kwa-Themba school of skills 31 10 D6 ELANDSPARK,BELVEDERE 32 10 D7 KRUGERLAAN 12 6 D8 DIE ANKER 25 7 D9 28 10 D10 30 10 D11 28 10 D12 ROODEPARK 23 7 D14 RANDEOR 31 10 D 15 32 10 D16 33 10 TOTAL 13 415 140

21. 21 School level moderation District Moderation Provincial Moderation 4-6 October 2024 (ICAT) 6-08 Dec. 2024 (Common Tests) National/DBE moderation 12-15 Dec 2024 DATES FOR POST-MODERATION OF ICAT AND COMMON TESTS GEC REPORT Central or cluster Moderation 09-13 September. 2024 (ICAT) 02 – 06 Dec. 2024 (Common Tests)

22. DBE sampling for National Common Tests (Stratified sampling) Learner performance Number sampled learner scripts 0-39% 5 LIST OF ALL GRADE 9 LEARNERS SHOULD BE IN ALPHABETICAL ORDER 40-49% 5 50-59% 5 60-74% 5 >75% 5 TOTAL 25 scripts

23. COLOURS PROPOSED FOR MARKING AND MODERATION

24. OUTCOME OF POST MODERATION

25. 1.Interacting and frequent meetings between teachers to alleviate wasting time on sharing booklets 2.Completion in administering the tasks within the allocated time frame. 3. Sufficient time to mark and moderate the tasks. 4. Lack of resources to complete the models (in MST subjects) 5. Moderation instrument for the PAT component in MST subjects 6.Confusionin in some subjects where there was informal activities to be completed (worry about recording) 7. Recording of 21 st Century skills . . CONCERNS/CHALLENGES IN 2023

26. THANK YOU