Comparative Assessment of Life Orientation: NSC vs. NC(V)

1. Ms Martha Bernard-Phera 5 November 2014 Living up to expectations? A comparative investigation of Life Orientation in the National Senior Certificate and the National Certificate (Vocational)

2. Overview - Assessment Findings • Assessment in the NSC Life Orientation • Assessment in the NC(V) Life Orientation • Assessment guidelines in the NSC • Assessment guidelines in the NC(V) • Comparison of examination guidelines • Achievement by successful learner • Conclusion

3. Introduction • The assessment of Life Orientation is differently designed in the NSC and the NC(V) qualifications. • In both qualifications CLEAR GUIDANCE is provided on: • Number of tasks • Nature of tasks • Structure of exams

4. Assessment guidelines • NCS: • Guidelines are given in NCS SAG • Types of assessments and the programmes of assessment, which comprise five formal tasks, are described • as well as guidelines on the format of the examination question paper provided.

5. Assessment guidelines • NC(V): • Assessment tasks and activities are indicated in the assessment guidelines and, • example assessment tasks and marking guidelines are given, as well as examination format guidelines • The annual ICASS guidelines compiled by the DHET, contain updated requirements for internal assessment where task numbers and types are specified.

6. Differences in assessment NCS NC(V) SEVEN tasks internal component : ICASS mark which is made up of tests, assignments, projects and the internal exam. The external component comprises the external examination. Examinations consist of Paper 1 (Life Skills) and Paper 2 (Computer Skills). • FIVE tasks: • Written assignment • Project • X2 tests/exams • PET over 3 (4) terms

7. continued… NCS NC(V) the external assessment component counts 75%, while the internal assessment contributes 25% of the final mark. Examinations consist of: Paper 1 (Life Skills) and Paper 2 (Computer Skills). • 100% School Based Assessment

8. Shortcomings in NCS • At its inception, there was NO INTENTION to have EXTERNAL ASSESSMENT • Provinces were tasked with setting the examinations • Question Papers had to adhere to BLOOMs TAXONOMY • SBAs had to be subjected to EXTERNAL moderation

9. continued… • PET was allocated 50% of the CONTACT TIME, yet only accounting for 25% of the final mark • Topics/LOs1, 2 and 4, which contribute 80% of the final marks also allocated 50% of the time • This is an ANOMALY, especially considering that these topics were heavily THEORY-BASED!

10. Short comings in NCS assessment • The PET is lacking in clarity with regard to how to assess PE and what types of skills to assess. • The implication is that teachers know how to obtain the participation mark, but fail to comprehend how to obtain the movement performance mark. • The criterion in this regard has not clear and contributes to the inflated PE mark.

11. continued • Bloom’s Taxonomy is used as a guide in the development of assessment tasks, but examples provided are confusing and need to be reworked (NCS 1:27). • A ratio of 30–40–30 (lower, medium and higher order) is outlined (NCS 1:27). • Further guidance with regard to how this ratio should be spread across the different sections of the tasks is not explicitly provided.

12. continued • This seems to be left to the discretion of the assessor, with varying applications. • Although the NCS (SAG) indicates that each section will include questions at: • lower, • middle and • higher cognitive levels • this is not explicit enough for examiners to comprehend.

13. Introduction of the CAT • It is these shortcomings that have led to the introduction of the CAT in 2011. • LO marks between 2008 and 2010 were heavily INFLATED. • Tasks were found to be sub-standard and generally poor • PET evidence was scant but learners had between 80-100%

14. Common Assessment Task • The first CAT was written in 2011 • It was introduced as a PILOT and provinces had the right to chose whether they wanted to write it or not • The paper was set EXTERNALLY by the DBE and moderated by UMALUSI • Unlike all NCS papers the CAT had to be written in early September • Educators had to mark the scripts INTERNALLY under STRICT CONDITIONS

15. Shortcomings in the NC(V) • Assessment guidelines may differ from year to year and may differ from the task requirements as set out in the curriculum. • This may cause confusion as different versions of the ICASS documents are made available and not all colleges receive this document. • In addition, lecturers may plan assessments based on the assessment guidelines and then need to re-plan assessments based on the different requirements of the ICASS documents.

16. Confusion in interpretation • In both curricula the need for FORMATIVE and SUMMATIVE assessment has been spelled out. • The term, ‘daily assessment’, may be misinterpreted by teachers in the NCS to mean they have to assess daily; • similarly, in the NC(V) assessment guidelines, assessment tasks are listed below each subject outcome. This may give lecturers the impression that they have to assess every assessment standard. • In practice this has leads to teaching being activities-based instead of content-based

17. Successful learners in: NCS • their personal development, including strengthening their resilience and improving their decision-making and problem-solving skills • an improved application of human rights and congruent responsibilities, clear goals and career plans • commitment to health promotion and participation in physical activities in

18. continued… • Successful NCS learners will have knowledge, skills and values to apply to different life situations and be prepared for study at HEIs. • The expectation that learners would have acquired critical-thinking, problem-solving, decision-making and reasoning skills is evident. • Through the acquisition of all these skills, it is hoped that learners should be able to ensure a better quality of life for themselves and to be active and responsible contributors to society.

19. continued… • The success of the learner will depend on the standard of assessments set internally by the institution. • The concern is that, while the type of assessment is stated in documentation and the number of pieces regulated, the standard of tasks/tests will actually determine what a ‘successful’ learner achieves.

20. If assessments test only low-level thinking skills, the learner will not have achieved the aims of Life Orientation. • It is only through rigorous and higher order assessments at Grade 12 which reflect the progressive nature of the teaching that the learner will be able to reach the aims set by the subject.

21. Successful learners in: • A NC(V) will have acquired: • basic computer skills in four MS Office programmes, including email, internet and ICT theory. • The ICT component lends itself to greater objectivity in the process of assessing. • Students gain valuable computer skills and are able to accomplish meaningful learning which is ‘evidenced’.

22. continued • Unfortunately the Portfolio of Evidence in the NC(V) sometimes ends up as a ‘window dressing’ tool. • The assessment of the Life Skills component can pose a challenge as it can involve a level of subjectivity and depend on the lecturer’s knowledge and experience. • The assessment of Life Skills is, however, of vital importance and needs to form an integral part in the process of learning.

23. Exam guidelines • Both curricula provide exam guidelines • The guidelines in the NCS gives an outline of the sections and briefly explains what should be assessed in each. • The NC(V) guidelines are MORE COMPREHENSIVE and DETAILED

24. Format of question papers • Both curricula have THREE sections: • Section A: consists of restricted responses • Section B consists of short answers and sentences • Section C consists of longer responses in the form of paragraphs

25. Exam structure NCS • Gr : 10, 11 and 12 • Duration : 90 min Section A : 25 Section B : 30 Section C : 20 Total : 75

26. Exam structures NC(V) Level 2 PAPER 2 : (ICT) Duration : 2 hours Total : 100 PAPER 1 : (LIFE SKILLS) Duration : 2hours Section A : 40 Section B : 50 Section C : 30 Total : 100

27. Exam structures NC(V) LEVEL 3 PAPER 2 : (ICT) Duration : 2 hours Total : 100 PAPER 1 : (LIFE SKILLS) Duration : 2 ½hours Section A : 40 Section B : 40 Section C : 20 Total : 100

28. LEVEL 4 PAPER 2 : (ICT) Duration : 3 hours Total : 200 PAPER 1 : (LIFE SKILLS) Duration : 3hours Section A : 45 Section B : 60 Section C : 45 Total : 200

29. comparison NCS NC(V) NC(V) : Level 2 - 200 (4hrs) NC(V) : Level 3 - 320 (4 ½hrs) NC(V) : Level 4 - 350 (6hrs) • NCS : Gr 10 - 75 (80) 90min • NCS : Gr 11 - 75 (80) 90min • NCS : Gr 12 - 75 (80) 90min

30. Comparison • NCS : Gr 10 - 75 (80) 90min • NCS : Gr 11 - 75 (80) 90min • NCS : Gr 12 - 75 (80) 90min NC(V) : Level 2 - 200 (4hrs) • NC(V) : Level 3 - 320 (4 ½ hrs) • NC(V) : Level 4 - 350 (6hrs)

31. Pass requirements NCS NC(V) 40% • 30%

32. Similarities and differences • Profound difference is: • Level 4 exams NC(V) are EXTERNALLY SET, MODERATED and MARKED • Level 2 and 3 exams are EXTERNALLY SE and MODERATED and marked in the COLLEGE MARKING CENTERS • Level 4 mirrors the gr 12 examination process for the other 6 subjects that the NCS learner does. • Currently Gr 12 exams are set and moderated EXTERNALLY, but marked at school since 2011!

33. Challenges facing NCS assessment • Due to a lack of a fully fledged external exam the following happens: • Suitably qualified examiners, moderators and markers are not readily available; • Fewer LO HOD posts are available • Many HEI’s ignore/neglect teacher training in LO • Many principals allocate LO to fill the time table • Resources for LO are limited or not available

34. Way forward • There’s a need to CHANGE the ASSESSMENT STRUCTURE for LO in the NCS • By aligning it to the NC(V) structure • STRENGTHEN assess to INCREASE CREDIBILITY, by having: • Fully fledged exam • REMOVING assessment of PET

35. Continued… • Draw LESSONS and GOOD PRACTISES from NC(V) by • FULLY ENDORSING external assessment • Put LO on par with other subjects in the NCS • Increase mark allocation for the exams • Increase the assessment duration • Include creative ways of internal assessments that will entail extensive projects, volunteer work, job shadowing, and accumulation of external certificates

36. Conclusion • The two qualifications DIFFER in terms of • SKILLS SETS to be ACQUIRED (parenting skills, blood donation, etc., vs your role in society, sports, religions, etc) • THEIR FOCUS (preparation for the workplace vs HEIs) • The WORDING of the CURRICULUM and CONCEPTS (employability in NC(V) and counteracting unemployment in the NCS)

37. Continued… • To allow these two qualifications to be on par with each other research shows that We MUST introduce an: • EXTERNALLY SET and MODERATED EXAM in the NCS, • That is MARKED at the MARKING CENTERS as is customary with the other NCS papers • Of which the DURATION is 3hrs – same as NC(V)

38. THANK YOU!!!