VGHS ASSESSMENT & MODERATION POLICY

Transcription

1 VGHS ASSESSMENT & MODERATION POLICY Versin 1.7 Nvember 2009 The VGHS Assessment Plicy is based n and in accrdance with the mst recent Prvincial Curriculum Guidelines (PCG 11/2007). The VGHS Assessment Plicy, Prvincial Curriculum Guidelines and Subject Guidelines shuld be used in cnjunctin with ne anther at all times. CONTINUOUS ASSESSMENT / SCHOOL BASED ASSESSMENT CASS/SBA GRADES 8 & 9 Grade 8 & 9 assessment is 100% CASS/SBA (with the Grade 9 tasks including an SAT and External Assessment). Grade 8 CASS/SBA requirements will be mdelled n Grade 9 requirements, unless stipulated as different in Subject Guidelines. The mark submitted fr bth grades at the end f Term 3 will cnstitute each learner s CASS prtfli fr the year Exams (mid- and year-end cntrlled tasks) cunt as a single task fr the CASS prtfli and may nt be weighted disprprtinately. In Term 2 Grade 9s will cmplete a standard assessment task (SAT) previusly CTA Sectin A. The Grade 8 exam will mdel the Grade 9 SAT. In Term 4 the Grade 9s will cmplete an External Assessment previusly CTA Sectin B and the Grade 8s will cmplete an end f year cntrlled task/exam. All weighting f tasks must be in accrdance with Subject Guidelines. Term 1 = SBA Term 2 = SBA frm Term 1 and Term 2 (including exam/cta) Term 3 = SBA frm entire year CASS/SBA GRADES CASS requirements fr the FET phase are cvered in Subject Guidelines and shuld be adhered t at all times. Term 1 = SBA Term 2 = SBA frm Term 1 and Term 2 (SBA cnstitutes 25% f ttal mark r as per Subject Guidelines + Exam cmpnent) Term 3 = SBA frm year t this pint (based n SBA requirements as per Subject Guidelines) similar t prtfli mark f Grade 12s. ASSESSMENT REQUIREMENTS Each Learning Area/Subject has a minimum number f tasks that need t be cmpleted per term. Educatrs shuld plan sme tasks in such a way that: Tasks given have sub-tasks which make up the required mark r, that multiple tasks are given t learners s that their best wrk be chsen fr particular CASS requirements. In this way n learner will be verly disadvantaged by nt handing in a single task r by perfrming prly n a single task. Subjects with a practical cmpnent r an ral cmpnent shuld fllw Subject Guidelines in determining the weighting f CASS, Practical/Oral and the Exam (see Prvincial Curriculum Guidelines 11/2007 p.10) als see Guidelines fr the Assessment and Mderatin f Oral Cmmunicatin fr all Official Languages ffered in the NSC Examinatins ( 1 VGHS Assessment & Mderatin Plicy 1.7 t be ratified by SGB n 24 Nvember

2 MODERATION CASS AND EXAM MODERATION The purpse f mderatin is t: verify that assessment is fair, valid, reliable, cnsistent and practicable identify the need t redesign assessment if required prvide an appeal prcedure fr dissatisfied learners evaluate the perfrmance f learner s assessment prcesses with a view t prvide apprpriate and necessary supprt, advice and guidance STATISTICAL MODERATION A 5 10% tlerance range shuld be allwed between the mean f the CASS/SBA mark and the standardized exam mark. It is understd that this may nt be pssible in all subjects due t the nature f a subject s CASS/SBA (i.e. Language CASS/SBA may seem inflated due t high Oral marks and subjects with a practical cmpnent may well see a similar inflatin) Any majr deviatins in averages shuld be addressed by the Assessment Cmmittee. MODERATION AT SCHOOL LEVEL (SEE SCHOOL MODERATION POLICY 2009) Due t the limited number f academic staff wrking at Victria Girls High Schl and the relatively small number f classes per grade, as well as the wide range f subjects ffered, educatrs frequently have t teach acrss the grades in their particular learning area/ subject. This means that an educatr can be expected t teach grades eight t twelve ver the curse f any schl day. It als means that there are n grade specific structures in place t handle the issue f mderatin. Mderatin ccurs within each subject (as per page 2, CASS Mderatin Plicy and Prcedures ) in Term 1 and then in Term 2 the Assessment Cmmittee mderates educatr and learner prtflis (f Term 1 wrk) thrughut the schl. Mderatin ccurs again in Term 3 when the DSGs (headed by members f the Assessment Cmmittee) implement IQMS and again in Term 4 n a departmental level t mderate exams. Quarterly cluster meeting are scheduled by the District Office t ccur in all learning areas/subjects determined. Mderatin ccurs within each subject (as per page 2, CASS Mderatin Plicy and Prcedures ) in Term 1 (dates vary thrughut the term and are determined by departmental meetings fr the mst part). In Term 2 the Assessment Cmmittee mderate educatr and learner prtflis thrughut the schl. Mderatin ccurs again in Term 3 when the SMT implements IQMS (this usually ccurs tw weeks befre the end f term, s as t be able t mderate Term 3 tasks). Mderatin ccurs again in Term 4 n a departmental level t mderate exams and is determined by individual departments. Quarterly cluster meeting are scheduled by the District Office t ccur in all learning areas/subjects ver the curse f the year and all teachers are expected t attend n the dates determined. Mderatin must ccur n a cntinuus basis The mderatr at schl level must supprt, guide and develp the teacher t ensure that the assessment f the learner is fair, valid, reliable and f quality. The mderatr must ensure that apprpriate standards are maintained in the assessment prcess (i.e. assessment task, prcess f assessment and the marking f the task) see Prvincial Curriculum Guidelines (PCG 11/2007 p.12) fr mderatin prcedure fr tasks. Mderated pieces shuld have signatures and the schl stamp indicating the date f mderatin. Schl mderatin plicy / plan and mderatin reprt shuld be available n request and will be given t all staff fr their files. MODERATION AT CLUSTER LEVEL The functin f mderatin at Cluster level will be established by Subject Advisrs and educatrs shuld take their lead frm such advisrs see Prvincial Curriculum Guidelines (PCG 11/2007 p.13) fr mderatin prcedure fr tasks at cluster level. If an agreement is reached, cluster mderatrs will adjust marks (in the presence f the District Official) t an acceptable standard The Cluster leader shuld prvide a written reprt t the relevant subject advisr in the district 2 VGHS Assessment & Mderatin Plicy 1.7 t be ratified by SGB n 24 Nvember

3 APPEAL PROCEDURES The learner and her parents/guardian have a right t appeal if they are nt satisfied with the results f the learner see Prvincial Curriculum Guidelines (PCG 11/2007 p.15 16) fr details n appeal prcedure. The appeal must be launched thrugh the class teacher, HOD and later thrugh the principal at schl level. Mediatin may be sught thrugh the District Managers ffice. EXAMS GRADES 8 & 9 Grade 8 & 9 exams frm part f their verall CASS/SBA and shuld be weighted as a single task. Subject Guidelines shuld be used t determine weighting. We currently await guidelines n hw the Term 2 standard assessment task (SAT) previusly CTA Sectin A will be implemented and hw this might impact n marks fr that term. The Grade 8 exams will attempt t mdel the Grade 9 SAT, shuld teachers receive the SAT implementatin guidelines timeusly and have sufficient time t adjust their learning prgrammes and planned assessment. In Term 4 the Grade 9s will cmplete an External Assessment previusly CTA Sectin B and the Grade 8s will cmplete an exam. GRADES GENERAL We need t stress the imprtance f exams t learners in the FET phase and the heavy weighting exams carry. Educatrs need t be guided by the requirements stipulated in the Subject Guidelines fr the weighting f exam marks. Practical/ral cmpnents shuld be based n requirements f Subject Guidelines (see Prvincial Curriculum Guidelines 11/2007 p.10). Any subject where this is nt clear shuld mdel requirements n thse f Grade 12. Exams shuld fllw the frmat established in Subject Guidelines, in Clusters r Exemplars Exams shuld accmmdate different difficulty levels within each paper. MISCELLANEOUS LESSON PLANS Staff are expected t d macr planning. This infrmatin must be readily available (befre the start f any given term and shuld take int accunt schl calendar items fr that term). VGHS des nt expect micr planning in terms f detailed, daily lessn planning. Staff, hwever, must have a recrd f daily teaching and learning activities, e.g. in a diary. Althugh a recrd f daily teaching and learning activities is required, VGHS understands that in the interests f a hlistic educatin, lessns smetimes d and shuld deviate frm riginal plans, and that we encurage staff t use their discretin in this regard prvided that, ultimately, all required assessment tasks and critical cntent are cvered. We als encurage staff t deviate frm their plans shuld they wish t incrprate relevant current affairs (News) issues, and pprtunities that arise such as cmpetitins, Scifest and the like, utside plays, expert lectures, input frm student teachers, etc. PORTFOLIOS Educatr and Learner Prtflis refer t evidence f teaching and learning that has been planned r that has ccurred. Evidence f wrk must be rganised and available fr mderatin, but VGHS des nt prescribe the frmat fr prtflis as per Departmental Prtfli guidelines ( The pieces f evidence may be stred in files, bxes, binders, cunter nte bks, r any ther suitable strage Prvincial Curriculum Guidelines 11/2007 p.9) 3 VGHS Assessment & Mderatin Plicy 1.7 t be ratified by SGB n 24 Nvember

4 GROUP WORK Unless there is an educatinal reasn fr ding a task as a grup, individual tasks shuld be used fr assessment (i.e. the prcess f wrking as a grup is being assessed) Grup wrk needs t be structured thrughly by the teacher and include individual tasks, detailed rubrics and instructins The teacher must be able t deal with any issues that arise (e.g. lack f participatin frm a member; wrk lst by an individual; etc.) and these issues must be reslved befre the due date Individuals must nt be disadvantaged by grup wrk. Individual marks must be at least 50% f the grup activity, i.e. if the grup task is ut f 20, the mark fr grup wrk shuld be ut f n mre than 10 and the mark fr individual wrk must be at least ut f 10. Different types f assessment are t be used fr the ttal f the assignment. Time prgressin assessment, i.e. assess at different times/stages during the prject. Teacher assessment Peer/Grup assessment, etc Different rles may help e.g. scribe, time keeper, facilitatr, vlume cntrller, etc. Grup wrk marks may nt exceed 30% f term mark If at all pssible, learners shuld be each given a small resurce pack rather than being tld t arbitrarily search the internet (i.e. cntent and research needs t be managed mre effectively by the teacher) Time must be used effectively and creatively and needs t be strictly mnitred by the teacher WORK HANDED IN LATE OR NOT HANDED IN If the wrk is late marks are remved as fllws One day late 25%, tw days late 50%, later 0%, but must still be dne. Teachers may use their discretin as t whether they assess wrk handed in mre than tw days late, but must nte that assessment is imprtant fr prtflis, especially Grade 12 prtflis. The wrk must be included in the Grade 12 final CASS mark. Wrk submitted late r nt cmpleted shuld be recrded n the merit system. SUBJECT CHANGES Subject changes can happen in Grade 10 and may be pssible in Gr 11 and 12 if abslutely necessary. Gr 10 changes can be made in the first three weeks f the year. Thereafter Gr 10s can change at the end f term 1 r after the June exams. N subject changes can be made after 30 June. Gr 11 and 12 changes must fllw guidelines established in Assessment Instructin 27, July Subject change prcess as per frms. Minimum marks may be required fr a learner t take a subject in Grade 10 and/r 11 e.g. Maths, Science, Accunting. Tests and exam marks will be cnsidered and nt nly CASS/SBA marks. REPORTING The extensive guidelines fr reprting can be fund in the 2009 Staff Guide. VGHS reprts fllw Departmental regulatins regarding what needs t be in reprts. PASS REQUIREMENTS (2009) SEE ASSESSMENT INSTRUCTION 25 OF 2009 GRADE 8 & 9 In rder t prgress frm Grade 8 and be prmted frm Grade 9 t Grade 10, learners must achieve: At least a satisfactry achievement level 4 rating (50% and abve) in a Language and any ther tw LAs (THREE 4s); At least an adequate achievement level 3 rating (40% and abve) in Mathematics any ther tw LAs (THREE 3s) 4 VGHS Assessment & Mderatin Plicy 1.7 t be ratified by SGB n 24 Nvember

5 These requirements must be satisfied in the schl based cntinuus assessment (CASS/SBA), which cnstitutes 75% f a Grade 9 learner s mark, and in the external assessment cmpnents (SAT and External Assessment), which cnstitutes 25% f the learner s mark. Learners wh have already spent fur years in the Senir Phase SHALL NOT be prmted t Grade 10 if they d nt meet the minimum prmtin requirements. Alternative learning pathways must be cnsidered by the learner s parents and utilised t assist them. This means that if a Grade 9 has failed Grade 7, 8 r 9 befre and they fail Grade 9 again, they cannt be prmted t Grade 10 and will pssibly need t leave VGHS t make use f alternative educatinal pathways (including schls fr learners with special needs, FET Clleges, etc.). GRADE In these grades 75% f a learner s final mark is derived frm the examinatin mark fr a particular subject. Only 25% f the final mark is derived frm schl-based cntinuus assessment. Subjects with a practical/ral cmpnent may need t weight the exam cmpnent differently (see Prvincial Curriculum Guidelines 11/2007 p.10). In rder t be prmted frm Grade 10, 11 and 12 a learner must achieve: At least a level 3 rating (40% and abve) in English Hme Language; At least a level 3 rating (40% and abve) in any TWO ther subjects; At least a level 2 rating (30% and abve) in any THREE ther subjects; A level 1 rating (1% 29%) in their final subject (but this cannt be English Hme Language) althugh a fully mderated prtfli must be available at the end f the year There is n limit t the number f years a learner may spend in either f these grades, althugh we assume that after failing a particular grade twice, that a learner and her parents will cnsider withdrawing her frm VGHS and use available alternative educatinal pathways. 5 VGHS Assessment & Mderatin Plicy 1.7 t be ratified by SGB n 24 Nvember