Exam test setting NSC Overall requirements Number of

Exam / test setting NSC

Overall requirements Number of times assessed in Grade 12 NSC

Learning outcomes LO 1 Operational knowledge - Applying knowledge (Not recall) LO 2 Packages - Using LO 3 Information management and processing NSC

Cognitive levels • High standards, high stakes exams • Knowledge-Comprehension-Application (K-C-A) ratio of 30 -40 -30 from a collapsed Bloom Taxonomy. • 30 - Level 1 - Knowledge • 40 - Level 2 – Comprehension • 30 - Level 3 – Application • Ignore assessment verb when classifying • Assessment grid serves as check • Learners across perceived spectrum of ability must be catered for in paper NSC

Assessment grid • Taxonomy • Assessment standards • Knowledge NSC

Structure • Follow structure of DOE papers found on Thutong http: //www. thutong. doe. gov. za/ • Suggestion – set too many questions and trim NSC

Why scenario? • Promotes higher order skills and moves away from rote learning • Provides for more interesting paper within a real-life context Must cater for many interests NSC

Scenarios • • • Essential for Theory paper and LO 1 General for Practical paper and LO 2 Be careful to avoid cultural and gender bias • How to: o Every day scenarios o Brainstorm o Where would a spreadsheet, database and word processor be used? o Theory paper (2) – expand scenario with paper e. g. move to a LAN, etc. NSC

References • • LPG LPG No single textbook Data collected – give credit If you buy a paper keep source of exam paper PRIVATE NSC

Practical paper • Data files must be extensive for some questions, e. g. search and replace • 1 mark per skill, i. e. no ½ marks • Be specific, e. g. footer in the middle or centered • Use diagrams Do paper • Avoid DURING and – All-or-nothing questions – Mark stacking AFTER setting – Avoid excessive input of data – Duplication of skills across questions and packages NSC

Written paper • Use mixture of closed and open-ended questions • Place the main scenario at the beginning of the section • Questions should not repeat the scenario, but question may extend the scenario by placing a further short descriptor of the ‘extended’ situation at the beginning of a question NSC

Memorandum • Serve as teaching mechanism • Allocate marks – Clearly Do paper before – Consistently • Think of markers you allocate marks NSC

Technical • • • Cover pages Consistency of numbering Clarity of screenshots Accessible language Correspondence of mark allocations (paper / grid / memo) Do paper DURING • Headers and footers and AFTER setting • Translation issues NSC

References A great deal of information came from: • http: //www. studyopportunities. co. za/fet_ca t/data/Scenarios. doc NSC