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This research investigates the evaluation of Life Orientation in the National Senior Certificate and National Certificate (Vocational) qualifications. The project aims to assess the assessment structures and possibility of credit transfer between the two qualifications. The presentation outlines objectives, phases, methodology, stakeholder engagement, team members, documents used, curriculum, assessment aspects considered, and recommendations derived from the study.

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  1. Living up to expectations? A comparative investigation of Life Orientation in the National Senior Certificate and the National Certificate (Vocational)Helen Matshoba 5 November 2014

  2. Outline of presentation of presentation • Objectives of the research • Phases of the project • Methodology • Stakeholder workshop • Evaluation team members • Documents used • Curriculum aspects considered • Assessment aspects considered • Recommendations

  3. Objectives of the project • Establish whether there is a need to reconsider the assessment structure of Life Orientation within the NSC • Determine the possibility of credit transfer for Life Orientation between the NSC and NC(V) since Life Orientation is a fundamental subject in both qualifications that carries equal credits

  4. Phases of the project • The project had 4 phases • Phase 1 - the engagement of various stakeholders in order to obtain their view/understanding regarding the purpose and status of Life Orientation within the NSC and NC(V); • Phase 2 - analysis of the curriculum and accompanying assessments of Life Orientation within the NSC and the NC(V); • Phase 3 - quality assurance of the Curriculum and Assessment Policy Statements (CAPS) and determining the Exit Level Outcomes; • Phase 4 – International comparison (Kenya, British Columbia and Singapore)

  5. Methodology Stakeholder workshop • Focus on the historical analysis of the subject, its purposes and its standing within the NSC and NC(V). • To investigate whether the implementers of the subject have a common understanding of the purpose of the LO and how they engage with the subject to achieve its purpose. • To identify the challenges associated with LO from the implementation point of view.

  6. Methodology Evaluation Team Members • A team of ten subject experts conducted the analysis • The team members were drawn from the schooling, FET colleges and HE sectors • 2NC(V) lecturers: one for the Life Skills and one for ICT component • 1NSC teacher • 2NC(V) provincial coordinator(s): 1 for Life Skills and one for ICT • 1NSC provincial coordinator • 2NC(V) external moderator(s): 1for the Life Skills and 1 for ICT • 1NSC external moderator • 2university experts

  7. Methodology Documents used for the NC(V) • Memorandum 09 of 2010; Conduct of NC(V) Level 2, 3 and 4 Life Orientation Paper 2 (Computer Literacy) • Subject Guidelines Life Orientationfor Levels 2 – 4 • Assessment Guidelines for Levels 2 – 4 • The Revised Guidelines for the Implementation of Internal Continuous Assessment (ICASS) in the NC(V) qualifications at FET Colleges • NC(V) examination guidelines

  8. Methodology Documents used for the NSC • Curriculum and Assessment Policy Statement Further Education and Training Phase Grades 10–12: Life Orientation • National Protocol for Assessment Grades R–12 (CAPS 2) • Programme and Promotion Requirements – National Policy pertaining to the Programme and Promotion Requirements of the National Curriculum Statement Grades R–12 • Life Orientation Examination Guidelines Grade 12

  9. Curriculum Aspects Considered • Broad curriculum design • Curriculum terminology • Curriculum aims • Curriculum coverage, breadth and specification of topics • Content/ skills weighting • Specification of pedagogic approaches • Specificity • Pacing, sequencing and progression • Integration • Format and user-friendliness of the curriculum documents • General comparability of the NSC and NC(V) curricula • Role and place of the subject in the two qualifications

  10. Assessment Aspects considered • Assessment in the NSC Life Orientation • Assessment in the NC(V) Life Orientation • Comparison of the assessment structures of the NCS and the NC(V) • Comparison of examination guidelines • Achievement by successful learner • Conclusion

  11. Thank you

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