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This presentation provides an analysis of the National Senior Certificate exam results for the Class of 2014, identifying areas of weakness and strengths, as well as reasons for drops in performance. It also highlights the focused interventions and improvement plans for 2015 and beyond.
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National Senior Certificate Examinations – 2014Presentation to Portfolio Committee on Basic Education 3 March 2015 1
Introduction • The National Senior Certificate results not only provides data on the performance of the Class of 2014, but it serves as an important indicator of the performance of the system. • Hence post the release of the results there has been intensive analysis, both quantitative and qualitative, at all levels of the system to: • establish trends • identify areas of weakness/strengths • reasons for drop in performance • identify focussed interventions for 2015 and beyond . 3
Introduction… • A national workshop was conducted in January of all provincial officials responsible for curriculum, assessment and teacher development to review and strengthen the plan for improvement of learner performance. • Examinations and Assessment Lekgotla convened in February to evaluate and review examination and assessment credibility. • Provincial road shows, have commenced, where a detailed analysis of the provincial and district performance is discussed and improvement plans are consolidated. . 4
Introduction… f) A meeting with District Directors convened by the Minister on 26 and 27 February allow them an opportunity to account for their district performance and present plans for improvement. g) The planned improvement strategies target the following: • under-performing provinces. • under-performing districts. • under-performing schools. • under-performing subjects • Under-performing classes 5
Introduction… h) DBE has developed a diagnostic report which provides a detailed analysis of the subject performance, specific remedial measures and an improvement framework. i) This Diagnostic Report provides the basis of the engagement with PEDs at the Provincial Road Shows. 5
Overall performance of candidates in the 2014 NSC examinations 19
School Performance within different Percentage Categories 27
Schools performance within different percentage categories, 2013-2014 28
Candidates’ performance in selected subjects, 2010 – 2014 (at 30% level) 33
Candidates’ performance in selected subjects, 2010 – 2014 (at 40% level) 35
Physical Sciences achieved at 30% & 40% level, 2009 - 2014 38
Number and percentage of distinctions in the 12 Key Subjects: 2013 and 2014 40
District performance by achievement interval and province: 2014 43
District Performance by achievement interval: 2013 - 2014 44
Special Needs Education (SNE) candidates – Full-Time 2014 51
Group Copying • Irregularities occur in all examinations/ assessments and the examination system has mechanisms to manage irregularities, to avoid lapses in exam credibility • However whether an irregularity becomes a threat to the system depends on the nature and extent of the irregularity • In the 2014 NSC examination group copying has been identified in 7 of the 9 Provinces
Group copying • Group copying is when three or more learners share information or support each other in the examination room. • This can be done with or without the involvement of the chief invigilator or invigilator. • Concern emanates when the group copying is orchestrated by the chief invigilator/invigilator.
PEDs where group copying was identified in the 2014 NSC examinations
Examination Credibility • The DBE on an annual basis reviews its examination processes and continuously enhances its systems. • In 2014 PEDs adopted a differentiated approach to examination invigilation which included: • Administrative take over • Residential monitoring • Roving monitoring • Hence the vigilance of the system is improving
Group Copying • The DBE views group copying in a very serious light and therefore on detection of these irregularities, an extensive contingency plan was rolled out. • Investigations relating to group copying in the 2014 NSC examinations, took the form of: • auditing of scripts • interviews with learners, • Interviews with invigilators and chief invigilators
General Findings • Both the invigilator and learner interviews were extremely challenging. • Evidence of copying is erratic – limited to specific questions or even sub-questions. Not wide spread across the script. • The confusing aspect is the isolated inclusion of specific figures, terms or statements in the script.
General Findings • In most cases the interview panels were confronted with denial of any wrong doing. • The explanation offered for the common answers, common wrong answers, verbatim responses was that they studied in groups or were taught that way. • Confessions were also made in a few cases
General Findings • Based on the interviews, hearings and the evidence from the script: • there was support provided to the whole class. • copying occurred in sub-groups in the room. • learners responded based on erroneous teaching and rote learning. • evidence is not substantial or convincing in some cases.
Progress to Date • Investigation relating to the implicated schools have been completed and evidence has been gathered. • Individual learner hearings are scheduled to commence. At these hearings the learners will be presented with the evidence and be given an opportunity to defend the charge against them • Implicated learners have been allowed to write the supplementary examination on a provisional basis, pending the outcome of the hearing. • If the hearings confirm imposed teacher assistance, the November results will be nullified and the supplementary examination results will be recognised.
Progress to Date • If learners acted on own accord, normal sanctions will apply. This can extend to being barred from writing the NSC examination for three years. • Teachers that are implicated will be subjected to a disciplinary process in terms of the Employment of Educators Act. • This will be conducted after the learner hearings.
