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National Senior Certificate Examinations - 2012 Presentation to Portfolio Committee. 12 February 2013. Presentation Outline. Introduction Overall systemic improvements Quality improvements Lessons from Standardisation Diagnostic subject analysis Interventions Qualification challenges
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National Senior Certificate Examinations - 2012Presentation to Portfolio Committee 12 February 2013
Presentation Outline Introduction Overall systemic improvements Quality improvements Lessons from Standardisation Diagnostic subject analysis Interventions Qualification challenges Umalusi Concerns Conclusion
Introduction • The education enterprise is a complex activity which is multifaceted and dependent on a host of intervening variables. • The outcome of the NSC examination is the most important indicator of the performance of the system. • The NSC as a qualification has been implemented for the last five years • Therefore it is appropriate to reflect on the NSC: • - as a qualification • - learner performance
Introduction • The national curriculum has established itself over the past five years: • Teachers have adjusted to the national curriculum standards • Remediation programmes have yielded steady improvements • Improved allocation of resources to schools • Ongoing provision of professional support to educators and administrators • Established processes, policies and practices in the national examination and assessment system • Teachers, subject advisors and the examining panels have come to grips with the national curriculum and its associated assessment
The Class of 2012 • Entered Grade 1 in 2001. • Born in the year when the new democratic dispensation was ushered in. • Education systems and processes were fairly stable. • Exposed to implementation of new curriculum
Introduction Action Plan 2014, Towards Schooling 2025, sets specific targets: • Increase the number of learners eligible for bachelors study. • Increase the number of Grade 12 learners who pass Mathematics • Increase the number of learners who pass Physical Science
Proportion of 22-25 year-olds with matric since 2002 Source: STATS SA General Household Surveys, 2002-2011
Achievement - Bachelor Studies • Sector on track to achieve target for 32% of Grade 12s able to be admitted for Bachelor degree studies (currently at 26,6% in 2012 from 24.3% in 2011 and 19.9% in 2008) • Over 15, 000 increase year on year • 2011 was low for historical reasons so growth in improvements of the order of 10% anticipated
Number of candidates in schools per percentage interval per quintile
Candidates’ performance in selected subjects 2008 – 2012(at 30% level)
Quality Improvements Comparing the achievements of 2012 to that of 2011, the following is a confirmation of the improvement in quality: • 15 280 more bachelor passes • Nine of the gateway subjects improved at 30% achievement level. • Eight of the gateway subjects improved at the 40% achievement level. • 17 937 more candidates passed Mathematics (at 30%) • 13 175 more candidates passed Mathematics (at 40%) • 13 477 more candidates passed Physical Science (at 30%) • 8 967 more candidates passed Physical Science (at 40%)
Quality Improvements Comparing the achievements of 2012 to that of 2011, the following is a confirmation of the improvement in quality: (h) Increase in the distinction rate across key subjects. (i) Of the 81 districts, only three performed below 50% (5 in 2011) (j) Number of districts performing above 80% increased from 21 to 28. (k) Gini coefficient decreased from 0.192 to 0.169.
Standardisation of Results • Ensures that the cohort of learners is not advantaged or disadvantaged by fluctuations of results. • Mitigates fluctuations of learner performance as a result of factors other than learner performance. • Standardisation is based on comparing the performance of the current cohort with previous cohorts. Therefore, standardisation may reveal problems relating to: • the standard of the question paper. • the standard of the marking. • poor subject performance.
Lessons • Acceptance of the majority of the marks based on raw marks, points to the setting of question papers of the appropriate standard and confirms that the marking standards are in keeping with previous years. • Downward adjustments based on the premise that: • the question paper was possibly less challenging than previous years; or • the improvement in the performance of candidates is justified, but too high for one year. • Upward adjustments based on the premise that: • the paper could have been more challenging than in previous years. • learner performance of this cohort has deviated from previous years due to poor teaching and learning.
Lessons Downward Adjustments (12 subjects): • Accounting, Physical Sciences, Geography, Tourism, Design, Dramatic Arts, Civil technology, Electrical Technology, English First Additional Language, Xitsonga Home Language, Tshivenda Home language and Sesotho First Additional Language. • These subjects will be closely scrutinised by the examiners to ensure that the appropriate standard is set in 2013. • In terms of NSLA, this is a confirmation that the NSLA strategy is beginning to bear fruit in these subjects, and PEDs should be encouraged to continue with the interventions.
Lessons • DBE will explore and develop a method of establishing the impact of these interventions so that the required evidence can be provided to Umalusi to inform the standardisation process and avoid the downward adjustment.
Lessons Upward Adjustments (5 subjects) • Life Sciences, English Home language, Afrikaans Home language, Isizulu Home Language and Mathematical Literacy. • The examining panels will conduct a review of these papers to confirm if there were indeed of a higher standard • These 5 subjects must be the focus of the NSLA in the current year, so as to improve performance in these subjects
Purpose of Subject Analysis • Provides feedback to learning and teaching and assists in school based diagnostic assessment and intervention • Communicate to teachers and subject advisors the common areas of weakness in the subject and ensures that these areas are constructively addressed in the teaching programme planned for 2013
Scope and Approach • The report covers 11 of the subjects with high enrolments namely: Accounting, Mathematics, Physical Sciences, Agricultural Science, Business Studies, Economics, English First Additional Language, Geography, History, Life Sciences and Mathematical Literacy. • Subject analysis based on: • input provided by markers; • analysis of a selected sample of scripts
Generic Improvements • Improvement in the quality of answers provided, which confirms that improvement strategies are making a difference. • Gradual consistent improvement in the pass rate in each of the subjects analysed both at the 30% and 40% achievement levels. • Fewer candidates scoring between 0-29% in most of the subjects. • Improved performance in Accounting and Physical Science was observed. Possibly due to an increase in the number of candidates who offered these subjects in combination with Mathematics
Generic Shortcomings • Inadequacies relating to foundational knowledge and skills; and basic concepts and principles which negatively impact on advanced learning and understanding. • Inadequate numerical skills required to do simple calculations in Mathematics as well as other subjects where numerical skills were assessed. • Lack of linguistic skills: lack of appropriate language skills which are required to interpret questions and write proper paragraphs. Text based questions - poorly answered. • Failure to apply knowledge and skills. Questions requiring application, higher order thinking skills like problem solving, analysis and evaluation registered the worst performance across all the subjects analysed. • Inadequate preparedness of candidates for the examination, which manifested as a lack of mastery of content
There was a decrease in the percentage of candidates who performed at 0-29% in 2012 compared to 2011; An improvement in the number of candidates who performed at each of the categories from 40% and above.
Maths P1: Average marks per question expressed as a percentage
Maths P2: Average marks per question expressed as a percentage
In 2012, there was a decrease in the percentage of candidates who performed at 0-29% compared to 2011. An improvement in the number of candidates who performed at each of the categories from 40% and above.
General improvement in performance in Physical Science in 2012 compared to 2011 .
Physical Sc. P1: Average marks in each question expressed as a percentage
Physical Sc . P2: Average marks per question expressed as a percentage
Life Sc registered a drop in the pass rate. There was an increase in the percentage of candidates who performed at 0 - 29% in 2012, compared to 2011, a drop in the number of candidates between 30% to 59% level.
