Examination Setting and Moderation Guideline

Mathematics

Examination setting and moderation guideline

1. Introduction

This guideline is aimed at improving the quality of examination papers and internal moderation processes at school level. It must be read in conjunction with the following official documents sent to schools:

1.1 The Subject Assessment Guideline (DoE, 2008)

1.2 The Examination Guideline for Grade 12 (DoE, 2009)

1.3 Setting of Examination papers (WCED, 2006)

1. Preparation

Before starting to set a question paper the following must be considered

2.1 The duration and total mark allocation. This must be in line with the prescriptions in the SAG

2.2 The scope of the examination paper: This is dependent on the content covered if it is a paper set for the June/September examinations. If it is the end-of-year examination it must cover the entire content for the particular grade for the year.

2.3 The weighting of the different topics: for the final end-of- year paper this must be aligned with the prescriptions of the SAG. For the June/September examination the topics covered must be weighted in proportion the their weighting for the final examination.

2.4 The mark allocation for the different taxonomy levels: This must be aligned with the prescriptions of the SAG

1. Steps in setting examination papers

3.1 If there are more than one teacher in a grade the scope of the paper must be decided beforehand.

3.2 Develop grids to establish the topics to be covered, the weighting of each topic and the taxonomic levels.

3.3 The papers should more or less reflect the pattern of the final grade 12 examination paper.

3.4 If more than one teacher is responsible for setting the papers, decide which topics each teacher will set and who will collate the complete paper.

3.5 Draft questions based on examples in previous question papers and textbook exercises. It is not advisable to use these questions verbatim, but as far as possible they should be adapted as learners would have seen these examples.

3.6 The questions and the suggested answers should be developed simultaneously.

3.7 Draft model answers in order to determine the mark allocation, cognitive demand and the time required to answer the questions. This will ensure alignment to the SAG requirements.

3.8 Remember marks are allocated for concepts/method and calculations/substitution and simplification

3.9 Complete the grids referred in 3.2 in order to establish whether the paper meets the requirements

1. Internal Moderation

The draft paper and grids must be submitted to the internal moderator (HOD or another subject teacher for moderation. The internal moderator must check the following:

4.1 Alignment to the Subject statement ( Learning Outcomes and Assessment Standards/topics for the particular grade)

4.2 Content coverage ( whether there is a balanced coverage of the different concepts)

4.3 Weighting of the different topics

4.4 Alignment with the prescribed taxonomy

4.5 Accuracy of suggested answers – it is recommended that the moderator first work out his/her own solutions. This will give an idea of the time and cognitive demand of the questions.

4.6 Check the reasonableness of the mark allocation

1. Marking

5.1 It is important to understand that the initial memorandum is not a marking memorandum

5.2 Therefore it is important to check the initial memorandum by pre-marking a sample ( usually the top learners)

5.3 This will lead to an adaptation of the initial memorandum into a marking memorandum and indicate alternative solutions which must be added

. .

Only after this process can marking commence.

1. Moderation of marking:
2. Before marking all the scripts a sample must be submitted to the moderator in order to reach agreement on the final marking memorandum and the alternatives suggested.
3. After marking is completed a sample must be moderated to check for accuracy and consistency in the implementation of the marking memorandum.

1. Feedback and remedial strategies

7.1 As the marking process in process the teacher should make notes of the problem areas and common mistakes

7.2 After the marking capture the marks per question (use a sample of scripts) and analyse performance per topic

7.3 This will provide feedback and assist in planning remedial strategies.

1. Cheklist

The attached checklist will assist the process of moderation

MODERATOR’S CHECKLIST

A.The question paper – content

B. The question paper – technical matters

Indicate by ticks () whether criteria are satisfied or not

C. The marking memorandum / marking guidelines