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SETTING NATIONAL EXAMINATION PAPERS under the New Curriculum Presentation by Trevor Hall Sept 2006.

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Presentation on theme: "SETTING NATIONAL EXAMINATION PAPERS under the New Curriculum Presentation by Trevor Hall Sept 2006."— Presentation transcript:

1 SETTING NATIONAL EXAMINATION PAPERS under the New Curriculum Presentation by Trevor Hall Sept 2006

2 PARADIGM SHIFTS? Some consistency from the past…. But….. Not just the same old thing…..

3 NORMS-REFERENCED “I got 55% - the class average was 50% and you got only 48%”

4 CRITERIA-DRIVEN Okay – who was able to do it? Who achieved the assessment standard?

5 START WITH OUTCOMES THAT TO CONTENT Unfortunately teachers may have tended to ignore these and simply focus on content or topics If exam papers do not reflect the outcomes then this exacerbates the problem

6 NATIONAL HG ACCOUNTING PAPER 2003 Q1: CLOSE CORP Q2: PART- NERSHIP Q3: CLUB Q4: COMPANY Q5: RECON- CILIATION Q6: BUDGET Q7: DEBT- ORS Logical thought Analytical New/unfamiliar Systematic approach Solution of problems Accuracy Sound judgment Accountability Meaningful interp’n of financial information Generally accepted accounting practice Broad general educ’n & economic environ’t Role of Accounting in management

7 S K V&A HIGH KNOWLEDGE & HIGH SKILLS REPORT

8 STEP 1: OUTCOMES FIRST OUTCOMES

9 CRITICAL & DEVELOPMENTAL OUTCOMES LEARNING OUTCOMES ASSESSMENT STANDARDS

10 STEP 2: ASSESMENT STANDARDS ASSESSMENT STANDARDS

11 INTEGRATION

12 APPLIED COMPETENCE THEORY PRACTICE REFLECTION

13 STEP 3: APPROXIMATE MARKS Q1 50 Q2 80 Q3 70 Q5 40 Q

14 STEP 4: BRAINSTORM THE TYPE OF QUESTIONS Factual recall? Data response? Evaluation? Open-ended? Problem-solving? Creative? Etc?

15 STEP 5: COGNITIVE LEVELS BLOOMS TAXONOMY BLOOMS REVISED TAXONOMY CREATING EVALUATING ANALYSING APPLYING UNDERSTANDING REMEMBERING

16 APPROPRIATE WEIGHTING LOW = 30% ? MEDIUM = 40% ? HIGH= 30% ?

17 STEP 6: REFLECT ON COs & DOs OUTCOMES

18 CO1: CRITICAL & CREATIVE THINKING

19 THINKING Critical thinking: Judge the merits of something Creative thinking: Make or devise something new

20 C04: CRITICALLY EVALUATE INFORMATION

21 CO1: PROBLEM SOLVING Inclusion of real-life problems

22 DO2: RESPONSIBLE CITIZENSHIP Inclusion of moral / ethical dilemmas

23 CO5: COMMUNICATE EFFECTIVELY

24 The provocative question Any learner can find this accessible

25 Real-life scenarios?

26 STEP 7: CATER FOR THE TEACHING & LEARNING PROCESS Rate of change Years Lifelong learning

27 LINEAR LEARNING RULE – learning is for kids Learning Launching Working, Doing & Caring Retired CHILDHOOD ADULTHOOD ELDERHOOD

28 HUDSON’S CYCLICAL MODEL OF RENEWAL: Lifelong learning Phase 1 GETTING READY Phase 2 DOLDRUMS Phase 3 COCOONING Phase 4 GO FOR IT

29 NEW LEARNING RULES Lifelong renewal CHILDHOOD ADULTHOOD ELDERHOOD

30 STEP 8: SCAFFOLDING QUESTIONS EASY / APPETISER = 30% - 40% MODERATE / MAIN BODY = 30% - 50% CHALLENGING / PINNACLE = 20% - 30%

31 Is K a barrier to S, V & A? KNOWLEDGE SKILLS VALUES ATTITUDES

32 ACCESSIBILITY & RELEVANCE Do not use ‘knowledge’ as a barrier Are cognitive levels indicative of degrees of difficulty? Incorporate real-life situations / problems Ask the provocative question

33 DO NOT FOCUS ON INSIGNIFICANT CONTENT

34 CATERING FOR ex-HG & ex-SG Topics Degree of difficulty Cognitive levels Every question accessible Differentiation within each question

35 Catering for ex-Higher & ex-Standard Grade in one question Explain your own thoughts and feelings on this work of Art. Who was the artist, and what was he attempting to convey in this work? How does this work differ from that of other artists of his era?

36 STEP 9: SET PAPER & MARKING MEMO SIMULTANEOUSLY Traditional memo or rubrics? Must be accurate Must cater for alternative answers

37 STEP 10: TIME ALLOCATIONS To be tested by each panel member Instructions to be specific

38 STEP 11: COVER PAGE NATIONAL SENIOR CERTIFICATE INSTRUCTIONS: ….. …. QUESTION MARKS TIME 1 2 3

39 STEP 12: MODERATION, REFLECTION & QUALITY CONTROL

40 USER-FRIENDLY Left / Right pages – minimise turning over Clean-cut format Suggested time allocations? Answer book corresponds to question paper? Sequencing of questions Consistent format to each question & across all papers

41 LANGUAGE Keep language simple Reduce unnecessary verbiage Use subject-specific and commonly-used words Be specific – do not expect candidates to read between the lines Reading test by selected panel members English / Afrikaans combination papers?? Check translation carefully

42 EXAMPLE Vusi Ngcobo earns a salary of R per month. What deductions will be made from his salary? Expected answer: PAYE, UIF, Medical Aid, Pension Answer provided by a candidate: Vusi is in a senior position in this business

43 EXAMPLE SA snakes are very poisonous. Illustrate this point by providing two examples. Expected answer: Green mamba, Cobra Answer provided by a candidate:

44 TECHNICAL MATTERS Totaling of marks – unsettling if wrong Computer skills of the examining panel Copyright Clarity of diagrams Optional questions clearly indicated

45 CREDIBILITY The paper must stand up to scrutiny and criticism Must not set at the lowest perceived level Topical and relevant to the learners of today Positively influence teaching & learning


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