Department of Higher Education and Training

Department of Higher Education and Training
Chief Directorate: NEA Principals of Private colleges EWC – BOKSBURG CAMPUS 28 May 2019

COMPLIANCE – EXAMINATIN CONDUCT ISSUES
CD - NEA Mrs Tshetlo – TVET BRANCH

Presentation Outline Purpose and Compliance Issues
Registration of Centres and Contracts Management of Irregularities Resulting and Certification Improvement plans

Macro instrument –elements of good examination system
Characteristic Description Fitness for Purpose The assessment instrument and the marking produces scores that are valid and reliable Equity, Integrity and Public Confidence The assessment is deemed fair and achieves a high level of public confidence. No candidate or group of candidates has an unfair advantage over others. Efficiency and Cost- Effectiveness The Assessment Body should deliver the required services making the best possible use of physical, financial and human resources. All assessment should be administered according to agreed schedules and, in particular, assessment results should be issued on time. Transparency The assessment process should, as far as possible, be open to public scrutiny. The assessments should not be shrouded with mystery. Beneficial effect on teaching and learning. The assessment system should promote good teaching and learning practices. It should include systematic feedback of information to teachers and learners.

The examination cycle Registration Setting of question papers
Capturing of marks Moderation of ICASS and ISAT marks Setting of question papers Printing , packaging and distribution of question papers Writing of examination Marking process Certification Resulting

Conduct credible examinations
Develop high quality national question papers for the Report 190/1 and NC(V) and GETC examinations in all subjects. Monitor, support and co-ordinate the administration of a credible examination across all Colleges. Facilitate the implementation of high quality and standardised marking across marking centres Establish and maintain rigorous moderation systems for Site-Based Assessment across all colleges The end product for all examination processes must be to deliver the results of the students on time Ensure that certificates for eligible students are released three months after the release date

Progress made The members of National Examination Irregularities Committee have been appointed by the DG and Minister of Higher Education in accordance with the Policy on the Conduct, Management, and Administration Report 190/0 and NC(V). The new Regulations have been developed to strengthened the credibility of the examination and have been endorsed by the Department of Planning, Monitoring and Evaluation. The question papers are printed, packaged and distributed to examination centres on time The national examination committee and Irregularity committee have been established to manage the GETC examinations The leakage of question papers have been eliminated since the conduct April 2019 examinations to date The CD:NEA has intervened in the reduction of the certification backlog and more students are receiving certificates due to the combination functionality that has been developed by SITA

Policies and Regulations
The Continuing Education and Training Act of 2006 empowers the Minister to establish directives and standards in the management of curriculum and examination The CET Act of 2006 empowers the Minister of Higher Education and Training to develop the Regulations Pertaining to the Conduct, Management and Administration of Assessment for the Nated Report 190/191 and NC(V). Regulations Pertaining to Conduct, Management and Administration of Assessment for NC(V) AND Report 190/1 has been drafted and edited These regulations have been endorsed by the Department of Planning, Monitoring and Evaluation and the DHET is in the process of developing a Government Gazette for public comments The Examination Policy Task team comprising of deputy principals, principals and regional directors and regional managers has been established. Members on this committee have already been consulted on the regulations

Policies and Regulations
According to the transitional arrangement in the CET Act, the Policies on the Conduct, Management and Administration of Assessment for the Report 190/1 of 2001 and NC(V) of 2007 are still in forced until they have been repealed. Therefore the conduct of the TVET college examination is legal even though some of aspects of this policy are outdated.

Registration of private examination centres and contracts
Dr Myburgh

Registration of examination centres
Private colleges will only register candidates for the examinations for which Umalusi and the Quality Council for Trades and Occupations (QCTO) respectively accredited them. The registration of an examination centre will be subject to the following criteria: Registration of the examination centre as an educational institution and accreditation by Umalusi and the QCTO Suitable venue to accommodate candidates, for example, sufficient space and appropriate furniture to seat candidates Security of the venue Clearance in terms of the local health and fire services by-laws Provision of proper lighting Availability of water and ablution facilities Suitably qualified staff for training as invigilators Availability of a strong room or safe for the safekeeping of examination material Should the centre/institution/venue be approved as an examination centre, the Department of Higher Education and Training will issue a centre number to the centre/institution/venue and will inform the manager of the centre/venue/institution accordingly. The Department of Higher Education and Training will review the registration of examination centres every three years, and will review the registration of part-time and private centres annually.

Registration of examination Centres
Department of Higher Education and Training retains the right to monitor at any time without forewarning ( to appoint a Monitoring Invigilator) Private centre commits itself to abide by all Policies and Regulations. Should there be clear evidence: that the examination centre provided question papers in their care of the centre to persons for perusal before the examination and other related irregularities that examination centre will be closed and the guilty parties prosecuted. Should developments at the private centre affect the integrity of the examination the Department retains the right to take control, which include among others, deploying permanent monitoring invigilators The owner or management of the centre will be asked to furnish reasons why the centre should not be closed. Department may deregister a private centre, however, DHET will consider representations the affect private colleges and take a final decision to close or not close the centre in the best interests of the integrity of the examination

Registration of Examination Centres
All examination centres will be required to operate on premises the Department approved by the Department No examination centre may consider relocation within or less than sixty (60) days before the examination When relocation of a private centre the Director-General of Department must be informed Candidates and their parents or guardians must be informed. Proper notices are affixed at the old centre and such information is published printed/electronic media. Centre will be forced to seek registration at the new premises

Procedure when a centre relocates
May allow the centre to continue operating for the current final exit examination year only Should this process run over the year-end, no new candidates may be registered Department should be notified timeously of the institution's intention to relocate. Department shall inform the chief invigilator in writing what procedures to be followed If the application is unsuccessful, the Department will inform the head of the institution that the registration of the centre has elapsed. The head of the institution will have the right to respond to the decision and furnish reasons why the centre should not be deregistered. The Department will consider such representation before making a final decision.

Reason for deregistration of an examination centre
An examination centre will be deregistered in the event of any misrepresentation of information in the application for examination status discovered after approval of the application. Undermining the integrity of the examinations or related assessment processes by engaging in flouting the Department's examination regulations and instructions. maladministration that impacts on the examination Intentionally or unintentionally permitting any act(s) which undermine the credibility of examinations to occur. Examples of such acts are permitting “ghost writers” or of collusion between invigilators and candidates or violating any other requirement as stipulated in policy.

Procedure of dealing with irregular practices at examination centres
The irregularity committee will investigate all suspected irregularities If clear evidence emerges from investigations by the irregularity committee, disciplinary actions will be instituted and steps taken to de – register the examination centre. The head of the institution/ centre managers/principal will be informed, in writing, of the intention of the Director General to de - register the examination centre due to the incidence of irregularities. The institution/ centre managers/principal may be asked to furnish a motivation why the centre should not be de – registered. In the event the private examination centre is to be deregistered as an examination centre for whatever reason, the Department will follow processes as specified in the Promotion of Administrative Justice Act, 2000 (PAJA)

Monitoring In order to protect the credibility of the examination and enhance public confidence in the system the Regional manager will perform the following duties: Monitor the conduct of examination processes including the delivery of question papers, distribution of papers at nodal points and storage of question papers in the strong room, ensure that each college has strong rooms and CCTV Regional manager must lead a delegation to visit colleges and selected campuses to audit the aspects of the readiness of each college to conduct credible examinations Regional Manager must establish regional structures such as: Examination Irregularities Committee and Assessment Committee to facilitate compliance with the regulations and policies governing the conduct of examination and internal Assessment (ICASS and ISAT) Some of the structures can be chaired by College-based officials at the level of the principal

Monitoring Regional manager should monitor private colleges in the region and ensure that they do not undermine the credibility of examination Regional managers must ensure that there is no leakage of question papers in the regions Regions will be judged based on a dashboard in respect of their compliance with examination and assessment policies Major shortcomings of the colleges include the management of ICASS, capturing of ICASS marks and presenting evidence of marks, changing of captured marks and these activities undermine the credibility of examination The DHET will conduct an audit of the capturing of marks for colleges that are deemed to serial offenders for a period until they have proven to have the capacity to capture marks accurately.

State of Readiness visit
DHET will conduct a state of readiness monitoring with special focus on private colleges. The monitoring will be a joint visit between the regional and DHET officials to audit examination process and ascertain the readiness of the colleges to run credible examinations. The audit will include, amongst others: the registration, delivery of question papers to private colleges, Submission of scripts by the private colleges Appointment of invigilators and attendance of invigilation workshops by chief invigilators, Adherence to the management plans in respect of the submission of ICASS marks and marks for internal marking done at college level Handling of serious irregularities which include leakage of papers, fraud and other malpractices A report will be compiled on the findings of the audit and feedback will be provided to private colleges to improve. Private colleges will be required to develop an improvement plan and implement it in order to enhance the credibility of examinations.

Hierarchy of the state of readiness monitoring
Umalusi DHET Regions Principal

Appointment of the Chief Invigilator
The Regional Manager or his or her nominee will appoint the principal or manager of an institution as Chief Invigilator in accordance with the requirements of the Department of Higher Education and Training. The regions may appoint any competent college lecturer or office-based educator as Chief Invigilator. Chief Invigilators will be trained by the Region/Department of Higher Education and Training before the commencement of the examinations. The Chief Invigilator may delegate his or her power in writing to the Deputy Chief Invigilator if he or she cannot fulfil his or her duties. The Chief Invigilator will inform the region/Department of Higher Education and Training in writing of this delegation. The Chief Invigilator will have a thorough knowledge of the procedures, rules and regulations regarding the examinations.

Appointment of the Chief Invigilator
Invigilators will be appointed in writing before the commencement of the examination. Chief Invigilators may appoint invigilators will inform the region/Department of Higher Education and Training of all appointments. The Chief Invigilator may under no circumstances appoint lecturers to invigilate or even to relieve other invigilators if candidates write the subject these lecturers teach. However, computer and drawing related subjects will be exempt from this requirement. Relief invigilators may be appointed for sessions of two (2) hours or longer. The relief may be for a maximum period of twenty (20) minutes during the session. No person will be eligible for appointment as an Invigilator or Assistant Invigilator if a near relative (son, daughter, brother or sister) sits for a specific examination session. Where the need exists, the Chief Invigilator may appoint private invigilators to assist with invigilation. Private invigilators will be trustworthy and honest, and preferably community leaders. No students or lecturer who study at a campus may be appointed as an invigilator at that Campus

Chief Invigilator The Chief Invigilator will draw up a seating plan, indicating the examination room(s) with the desk arrangement and the examination numbers of candidates, and will submit this to the Regional Offices Departments for each examination question paper written. Should the Chief Invigilator prefer to combine groups in one hall/room, he or she will reflect this arrangement on the seating plan. The Chief Invigilator will ensure that no unauthorised person is present in and around the assessment room(s). The Chief Invigilator will ensure that the Invigilators complete the absent/present column on the mark sheets correctly. The Chief Invigilator will provide relief invigilation at examination centres. The Chief Invigilator will ensure that scripts are properly batched and packed according to the candidates' examination numbers at the end of the session. The mark sheet belonging to a certain batch of scripts will be included in that batch.

Chief Invigilator The Chief Invigilator will be responsible for collecting the answer scripts or delivering the answer the scripts to the Examination Centre for marking. Chief Invigilators will ensure that all equipment (e.g. computers, printers, drawing boards, etc.) to be used by candidates is serviced timeously, is in perfect working condition and is available at the examination venue on the day of the examination. The Chief invigilator will submit written reports on all alleged and other cases of irregularities without delay to the Department of Higher Education and Training on a daily basis

Monitoring The main function of monitoring will be to ensure that assessment is fair, valid and reliable and complies with directives issued by The Department of Higher Education and Training and Umalusi All Regional Offices will establish a structure to monitor examinations of the National Certificate (Vocational) and Nated Report 190/191. Monitoring will cover all stages of the examination, commencing with the preparatory phase and concluding with the release of the results. The monitoring team will visit examination centres while the examination is in progress and will report on, amongst others, the following: Security General management of the examination Invigilation Condition of examination rooms Identification of candidates Seating of candidates Ten (10) minutes reading time Return of examination answer scripts

Monitoring Regional managers or directors should be appointed as regional monitors to oversee the conduct of examination in each region The regional manager or his or her nominee will be appointed by the Director-General or his or her nominee to become the monitor for the regions The regional manager will be delegated the responsibility by the Director-General to appoint campus managers as chief invigilators The regional managers will be entrusted with the responsibility to conduct training of invigilators (Regulations needs to accommodate this practice) Regional Manager must appoint delivery managers, train them and ensure that the delivery of question papers is compromised Retired examination officials will be appointed and trained to conduct rigorous monitoring of the public and private centres, distribution points.

Management of Irregularities
Mr L Sinclair

Registration Issues Monitoring was conducted by the National and Regional DHET officials and the following non-compliances by colleges were found, therefore the stats below are only for those visited and not all colleges: Non-compliance Issues found in the Colleges Monitored in Examinations listed Colleges Monitored Aug 2018 Nov April 2019 The OHS and Fire compliance certificates of some Colleges are either expired or non-existent 2 20 13 Some Lease Agreements are NOT valid for a full period of 2-years 3 8 Some Colleges do not have Armed Response Security and/or no Security Guard as required for registration 5 4 Colleges are still operating with expired accreditation - the college is not permitted to continue operating once the accreditation has expired 1

Registration and Monitoring Issues
Non-compliance Issues found in the Colleges monitored Non-compliant Colleges Aug 2018 Nov 2018 April 2019 Colleges relocate to new sites without following the correct procedure of re-accreditation by the Quality Councils and re-registration with DHET at least 2 months prior to relocation; and simply continue to operate on unaccredited sites 5 3 8 State of Readiness documents are not submitted to DHET despite submission dates indicated in the Management Plan and on the SOR Tool 32% 14% 31% Colleges do not sufficient resources (e.g. Computer Laboratories, printers, furniture & equipment) to cater for the number of students enrolled 2 10 Each CEO/ Owner/ Principal of the College is instructed to monitor their own examinations and submit the Monitoring tool to exams and some colleges are NOT doing this 4% 5% 8%

Invigilation and Examination Issues
Non-compliance Issues found in the Colleges Monitored Non-compliant Colleges Aug 2018 Nov 2018 April 2019 Colleges are not planning and preparing venues for examinations, e.g. signage, classrooms, computer labs etc., as instructed in the training and the exam conduct guidelines 15 38 24 Invigilation processes and procedures and guidelines for the credibility of the examination are not adhered to as instructed in the training and the exam conduct guidelines 8 11 9 Post examination procedures such as submission of scripts within 60 minutes; submission of daily reports etc., not adhered to 4 14 Invigilators not properly trained; or no proof of training done; IRR Committee not constituted 6

Invigilation and Examination Issues
Non-compliance Issues found in the Colleges Monitored Non-compliant Colleges Aug 2018 Nov 2018 April 2019 No or poor Stock Control of examination material is kept for each examination. The examination file with all required documents as set out in the Monitoring tool is not being prepared by some colleges 7 5 2 No proof of daily attendance in classes for students could be produced 1

Other Registration, SOR and Examination Issues
The following practices have been detected in the course of the past three years and despite numerous training interventions provided by DHET, the practices still exist: The Centre Number for one site is being used at other sites (which is not permitted) and in most cases, at non-accredited sites Generally, it is found that once an exam centre is registered, it does not maintain all requirements as per the Registration Instrument on an ongoing basis e.g. proper, safe furniture and equipment – computers are not functioning effectively, etc. Many Colleges are offering other subjects/courses for which they are not accredited nor registered for; for example, If they have accreditation for N1- N3, they will illegally offer N4-N6 as well and vice versa. A number of Colleges do not regularly update the DHET about any changes to Staff Establishment, s and telephone numbers; thus colleges do not get updated information or correspondence from DHET.

Other registration, SOR and Examination Issues
Colleges apply for Concessions a day or two before or on the day of the examinations in spite of instructions given at Training sessions and in the Exam Conduct Guidelines Colleges found with shortcomings, do not send proof of these being rectified even though they are given time to rectify these shortcomings and even though reminders are sent to them Some colleges do not attend the examination training – (stating they did not receive notification – because contact details at DHET are not updated) In some colleges, training of all invigilators by the Chief Invigilator is not being conducted prior to EVERY examinations (no proof of training, minutes, attendance registers and appointment letters kept)

Other registration, SOR and Examination Issues
Colleges are allowing question papers and answer books to be removed from the examination venue during the examination session Computer examinations: some colleges are not saving students work externally after an exam and clearing the computer of all work before and after each session

ICASS Irregularities The exposition on internal assessment (ICASS) irregularities has taken consideration of the conduct of Engineering Studies examinations in private colleges only over three cycles, viz: August 2018 November 2018, and April 2019 In the main, ICASS irregularities will deal with non-submission of ICASS evidence and failure to comply with ICASS requirements During the monitoring and moderation of ICASS conducted by both DHET and Umalusi, some ICASS irregularities have been detected: Tendency or inclination to manufacture ICASS evidence (during verification of ICASS for November 2018, it was discovered at three private colleges that candidates’ identity numbers have been rubbed-off with Tipp-Ex and replaced by identity numbers of other candidates At one college, ICASS scripts for some candidates were half-marked and for another candidate tasks are not marked

ICASS Irregularities Non-compliance Issues found in the Colleges Monitored Non-compliant colleges Aug 2018 Nov 2018 April 2019 Non-submission of ICASS evidence 04 10 07 Submission of inadequate ICASS evidence ----- 13 ----

ICASS Irregularities The non-submission of ICASS or the submission of insufficient evidence has affected 2773 candidates in private colleges over the last three Engineering Studies examinations This situation can be avoided if private colleges honour requests to submit and submit adequate evidence as required The presentation on examination irregularities seeks to highlight trends associated with the conduct of examinations in private centres

Examination Irregularities
There is occurrence of various technical irregularities and irregularities associated with acts of dishonesty However, there are several irregularities associated with various private colleges which are a huge concern In addition, the presentation will show that there seems to be a relationship between the number of private colleges a particular examination cycle and the number of irregularities in that cycle

Examination cycle Total number of all irregularities Total number associated with private colleges only Number of centres August 2018 2436 1681 (69%) 166 November 2018 832 540 (65%) 113 April 2019 1718 1331 (77%) 136

It can be observed from previous slide that there was a high number of irregularities for August 2018, both in terms of total number of all irregularities and irregularities associated with private colleges only In addition to this observation, attention can be drawn to the fact that the number of private colleges conducting examinations in a particular cycle seems to relate to the number of irregularities associated with private colleges in that cycle For instance, the number of irregularities in 113 private colleges was the lowest at 540, which translates to 65% of all irregularities during November 2018.

This number increased to 1521 (77%) of all irregularities during April 2019, meaning irregularities in private colleges increased by 981! This is a trend worth watching and tracking so that if needs be, some far-reaching decisions will have to be taken in relation to the registration of private colleges Another trend worth mentioning is the rising number of irregularities associated with copying, candidates helping one another and missing scripts. These increasing numbers suggest that there could be collision between invigilators and candidates whereby invigilators are “convinced” to look the other way

In fact, DHET has over the years received information that some lecturers get paid by candidates to help them gain unfair advantage over others during examinations When this is followed-up, DHET is always informed that the lecturer has resigned or has been dismissed

Exam cycle Types of irregularities Number of colleges Number of candidates August 2018 Copying reported by markers 31 352 Helped by fellow candidates 52 624 Missing scripts 26 November 2018 21 165 19 240 April 2019 47 443 43 305 42 70

The DHET has over the years also received information from various sources about certain irregularities happening in private colleges. For instance, DHET was informed that at one college here in Gauteng, the Principal or Campus Manager writes examinations for candidates at the college When a DHET monitor was sent to monitor the college, suddenly candidates did not attend the college to write on those days During the conduct of the August 2018, the marking personnel was able to detect several cases: instances where other people wrote examinations on behalf of candidates and these candidates were found guilty and suspended from DHET examinations

Further analysis of data from the 3 examination cycles seem to indicate that some private colleges will have: 0-10 irregularities, while others would have irregularities ranging from 11-49, and still others would have irregularities from The worst case identified in this instance is a college which had 154 irregularities in the August 2018 examination sitting, and these irregularities comprised 139 acts of dishonesty 15 technical irregularities

It is evident that if so many irregularities occur in one college in one sitting, then this adequate evidence of poor invigilation and other examination procedures at such colleges. Intervention measures have to be implemented to curb such occurrences In the following slide, information is shared indicating the number of private colleges which fall in three categories based on the past three examination cycles 0-10 irregularities (low risk), 11-49 (medium) and 50+ (high) DHET also has names of affected colleges, but these will not be revealed at this stage and the categorisation is subject to change depending on irregularities

Low-risk Medium-risk High-risk Number Of Colleges 05 25 11

Printing, Packing and Distribution
Some private colleges register candidates late and this impacts on the provision of question papers If enrolments are late, the cut-off data files time-frames are not adhered to, resulting in requests for the DHET to question papers, and this is in itself very risky The table below indicates the number of private colleges requesting electronic versions of question papers and the number of actual s by the Department to private colleges

Printing, Packing and Distribution Recorded requests and resulting s during the examination cycles

Recommendations Private colleges must adhere to the DHET requirements for operating as educational and assessment centres. These requirements were stipulated when private colleges first sought agreement to be registered: Valid OHS and Fire Compliance Certificates, availability of valid Lease Agreements, valid accreditation, sufficient resources and furniture to operate as an educational institution, etc) Training on the management of assessment and examination procedures has to be intensified and must target centres found to be non-compliant If a college is found to be non-compliant in many respects and despite interventions provided does not improve, a process has to be initiated and put in place to revoke the centre number of that college and possibly de-registration of the centre as an educational institution

Recommendations Private colleges who continue to be non-compliant in assessment and examination requirements place the credibility of DHET examinations in jeopardy It therefore stands to reason that stringent measures have to be conceptualised and even implemented to deal with instances of non-compliance While such a process may initially be developmental, it may progress to levels where serious punitive measures are taken against serial offenders in cases of continued non-conformances

Resulting & Certification: IT Systems
Mr S Mphahlele

Overview Evidence based research:
compliant institutions = better results E.g. release of candidates exam results and certificates promptly) than non-complaint private colleges Lack or inadequate compliance threatens the entire exam value chain E.g. examinations preliminary schedules, release of results and certificates The next slides will focus on some non-compliance scenarios on part of private colleges. E.g. non payment of certification fees and partly or non- submission of candidates raw marks (i.e. ICASS and external (i.e. N1, NC(V) Level 2-3)) required for release of exam results and certificates.

Aim Reminder: comply with the examinations and assessment prescripts
E.g. policies, management plans, payments of certification fees and submission of candidates raw marks amongst others Management assistance and support to private colleges discharge their responsibility to comply with examinations and assessment prescripts Outcome 100% compliance with examinations and assessment prescripts

Compliance dashboards

NCV Level 2-4 & Report 190/1 N3 certificates which are withheld due to non payment of certification fees ordered by worst defaulting province

(Continue) The figure above shows a total number of NC (V) Level 2-4 and Report 190/1 N3 candidates certificates at 98 private colleges have been processed but withheld by Umalusi due to non payment of certification fees. Of the 98 defaulting colleges, the Gauteng Province (GP) has substantially more colleges (51) affecting candidates, Limpopo Province (LP) has 17 colleges affecting 895, KwaZulu-Natal Province (KZN) has 10 colleges affecting 336 candidates, Mpumalanga (MP) has 7 colleges affecting 426, Eastern Cape Province has 5 colleges affecting 73 candidates, and other provinces collectively have 8 colleges affecting 153 candidates. A direct consequence of non-compliance on part of the private colleges created/create a certification backlog.

NC(V) Level 2-4 certificates which are withheld due to non payment of certification fees ordered by worst defaulting province

(Continue) The figure above shows a total number of 757 NC(V) Level 2-4 certificates at 33 private colleges have been processed but withheld by Umalusi due to non payment of certification fees. Of the 33 defaulting colleges, the Gauteng Province (GP) has substantially more colleges (15) affecting 519 candidates, Limpopo Province (LP) has 9 colleges affecting 156, Eastern Cape (EC) has 3 colleges affecting 20 candidates and other provinces collectively have 4 colleges affecting 33 candidates. A direct consequence of non-compliance on part of the private colleges created and/or create a certification backlog.

Report 190/1 N3 certificates which are withheld due to non payment of certification fees ordered by worst defaulting province

(Continue) The figure above shows a total number of Report 190/1 N3 2-4 certificates at 80 private colleges have been processed but withheld by the Umalusi due to non payment of certification fees. Of the 80 defaulting colleges, the Gauteng Province (GP) has substantially more colleges (45) affecting candidates, Limpopo Province (LP) has 11 colleges affecting 739, KwaZulu-Natal Province (KZN) has 9 colleges affecting 316 candidates, Mpumalanga Province (MP) has 7 colleges affecting 397 candidates and other provinces collectively have 8 colleges affecting 193 candidates. A direct consequence of non-compliance on part of the private colleges created and/or create a certification backlog.

Colleges that participated in April 2019 Report 190/1 exams and were non compliant with regard to non-submission of candidates raw marks (i.e. ICASS and external)

Colleges that participated in April 2019 Report 190/1 exams and were non compliant with regard to non-submission of candidates raw marks (i.e. ICASS and external ) The figure above shows 72% transgressions (172 versus 239) affecting a total of candidate records due to colleges that failed to fully submit candidate raw marks for one or all of the two components (i.e. ICASS and external examinations) on predetermined dates relevant to the Report 190/1 April 2019 examinations. Of the 172 defaulting colleges, the Gauteng Province (GP) had substantially more colleges (69,3%) [ 70 versus 101] affecting candidates records, Limpopo Province (LP) had 84.4% ( 27 versus 32) affecting candidate records , Mpumalanga (MP) had 79,3% (23 versus 29) affecting 936 candidate records , Kwazulu-Natal (KZN) had 61,8% (21 versus 34) affecting 779 candidates records , North West (NW) had 70% (7 versus 10) of colleges affecting 710 candidate records and other provinces collectively had 24 colleges affecting Non-compliance on part of the private colleges created and/or create a delay in release of candidates results and potentially certificates.

Comparison of colleges that participated in November 2018 and April 2019 Report190/1 exams and were non compliant with regard to non-submission of candidates raw marks (i.e. ICASS and external (i.e. N1) )

(Continue) The figure above shows in April 2019 Report 190/1 examinations slightly more (239 versus 230) [9 more than reported non-compliance figures in November 2018 exams] colleges transgressed compared to Report 190/1 November 2018 examinations with regard to submissions of the candidate raw marks for one or all of the two components (i.e. ICASS and external examinations) on predetermined dates. This trend indicates an increase in transgressions with regard to submissions of candidate raw marks which is worrying. Of the 239 defaulting colleges, in Mpumalanga, Eastern Cape and Northern Cape province had a marginal decrease of between 1-2 colleges in number of non-compliance colleges, in Kwazulu-Natal (KZN) Province 10 more colleges in April 2019 examinations did not comply (34 versus 24) compared to November 2018 non-compliance figures, in Western Cape Province 3 more colleges [5 versus 2] did not comply in April 2019 examinations and finally in Gauteng, Limpopo and Free State province no change was recorded in terms of number of colleges which did not comply. A decrease in the number of non-compliance colleges in three provinces is commendable. An increase the in number of non-compliance colleges in KZN and WC province is a worrying trend.

Repeat defaulting colleges – between November and April 2019 compliant with regard to non-submission of candidates raw marks (i.e. ICASS and external)

presentation 9 October 1:35
(Continue) The figure above shows that there was 48,3% of repeat defaulters (111 versus 230 {201811}) colleges with regard to non-submission of candidate raw marks for one or all of the two components (i.e. ICASS and external examinations) affecting candidates records on predetermined dates. These colleges were repeatedly reminded to submit candidates raw marks prior to marks submission due date (25 March 2019) for ICASS marks of term and 16 April 2019 for N1 written marks. The phenomenon of repeat offenders signals that the colleges that fall within this category needs urgent rehabilitation. presentation 9 October 1:35

Colleges where all candidates raw marks were not submitted for April 2019

(Continue) The figure above shows 17,6% (42 versus 239) of colleges failed to submit all candidate raw marks for one or all of the two components (i.e. ICASS and external examinations) affecting candidates records on predetermined dates relevant to the Report 190/1 April 2019 examinations. This statistics suggest that these private colleges have no exam IT systems required to conduct and administer the TVET examinations and heavy penalties are proposed such as putting them under administration and withdrawal of registration of these colleges.

presentation 9 October 1:35
(Continue) It is imperative that colleges are familiar with the examinations and assessment prescripts and put in place firm measure in areas of non compliance. It is our collective responsibility to guard against diminishing the integrity and credibility of TVET examinations. presentation 9 October 1:35

Improvement Plan Dr Ramoroka

Concerns Responses of the DHET
Implement external moderators’ recommendations in terms of management and implementation of Internal Continuous Assessment (ICASS) The establishment of the examination Task Team and National assessment committee and regional committees will ensure that reports emanating from CD:NEA and Umalusi are discussed, mediated and internalized by regions and TVET colleges CD:NEA convened a workshop with Academic Managers of the 26 colleges and discussed how these colleges can improve the implementation and management of ICASS Training of a selected lecturers on the development of assessment tasks and tests will be conducted The training of HODs on the quality assurance process and the moderation of the assessment instrument and marking system will be strengthened Conduct on-site visits to the 26 colleges to monitor the management and implementation of ICASS and evaluate progress on implementation of improvement plans

Concerns Responses of the DHET Comply with PAT instructions in group work by awarding individual marks and not the same marks for the group Facilitate discussions between SBA, Item Development Units and Curriculum Directorate to execute the directives Ascertain that colleges do thorough internal moderation The workshop for the training of academic managers was convened in March and 26 colleges attended the training session Folders submitted to Umalusi moderators did not have the students POE The Assessment Task team will ensure that regional assessment task teams are formed address the ICASS and ISAT shortcomings identified by Umalusi The Regional Assessment Committee will focus on the ICASS while the regional examination committee will focus on the examination administration (internal and external examination) Submission of the POE late by four KZN campuses The Assessment Task team will ensure that regional assessment task teams are formed and these task teams are chaired by the regional directors and are attended by both Deputy Principals and HODs. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination)

Moderation will be conducted at college levels to:
Four percent of the sites did not provide a contents page (an improvement compared to the 5% of the previous year); Eight percent of the PoA did not contain the latest version of the assessment guidelines, as was the case in the previous year Moderation should ensure that the quality and standards of the internal assessment as contemplated in the Assessment guidelines are been met. Moderation will be conducted at college levels to: Confirm the validity, fairness and practicability of the assessment instrument. Establish whether assessment was conducted in a fair and consistent manner. Establish the reliability and fairness of the assessment scores. Provide feedback on the moderation findings with a view to improving the quality of ICASS. HODs and Lecturers training should be strengthened Seventy-five percent of the sites had converted their marks accurately. This was a further indication that internal moderation was not functioning as it should at 25% of the sites; and The matter was rigorously discussed in the policy tasks team which was held on 19 February 2019 The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Despite an annual request that sites indicate which assessments had been moderated, 28% of the sites had not done so (compared to 35% in 2017). The regions will be requested to for an assessment committee comparing of Deputy Principals and HODs In order to improve the quality of assessment training of HODs and lecturers will be strengthened Some of the sites were singled out as submitting PoA that were disorganised, despite the ICASS Guidelines specifying the requirements. This is 15 more sites than the 37 in 2017 and 40 more than the 12 in 2016. It is evident that the state of the PoA has deteriorated every year for the past three years. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination) Regional assessment committee will arrange the regional moderation and training sessions for ICASS and ISAT, the committee will also conduct audit of the resources for colleges to conduct ISAT. Despite an annual request that sites indicate which assessments had been moderated, 28% of the sites had not done so (compared to 35% in 2017). The situation had thus improved but not sufficiently. The Umausi report will be presented to the Examination Task Team meeting where all regional managers, directors and some deputy directors representing six regions will be attending. This issues will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Assessment task team will be formed on the 19 February 2019 Some of the sites were singled out as submitting PoA that were disorganised, despite the ICASS Guidelines specifying the requirements. Simply compiling a PoA seemed to present a real challenge at 52 sites, as illustrated in Table 2E. This is 15 more sites than the 37 in 2017 and 40 more than the 12 in 2016. It is evident that the state of the PoA has deteriorated every year for the past three years. The Assessment Task team will ensure that regional assessment task teams are formed and these task teams are chaired by the regional directors and are attended by both Deputy Principals and HODs. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination) Regional assessment committee will arrange the regional moderation and training sessions for ICASS and ISAT, the committee will also conduct audit of the resources for colleges to conduct ISAT. It is necessary for HODs and Deputy Principals on the colleges to be used to audit a college. Some of the sites failed to file the correct task or to include all their tasks in their PoA, as can be seen in the following table: Not all the tasks were set according to the guidelines The same questions were often repeated. Some questions were incorrect or impossible to understand. Work that was not part of the syllabus was tested/work at the wrong level was assessed. The tasks were poorly designed; task did not make sense and had with many errors and marks were inflated. There were spelling, grammar and typing errors There were errors in the drawing in the task that would cause confusion/elicit incorrect answers. The focus of the prescribed tasks was incorrect (creative writing instead of literature). Not all the prescribed tasks had been covered/insufficient outcomes covered in 27 centres. The examination chief directorate in collaboration curriculum unit and regions will conduct training session on the moderation of assessment tasks and tests. The training session will be organized by the Regional Assessment Committee which will be established on 19 February 2019. The findings of Umalusi moderators will be discussed at the policy task team to be held on 19 February 2019. The CD:NEA will develop a guideline on moderation of the assessment tasks, tests and assessment tools. The Moderation of the assessment task should focus on the following: (a) the assessment tasks are aligned to the assessment criteria for each subject; assessments tasks and tools are valid, fair, and practicable; the instructions relating to the assessment tasks are clearly stated; the content must be in keeping with what the student has been exposed to; the assessment task must be free of any bias; the language of the assessment task is in keeping with the language level of the student for which it is designed; and the cognitive levels at which the assessment tasks are pitched are consistent with the level of development of the learner. Four percent of the sites did not provide a contents page (an improvement compared to the 5% of the previous year); Eight percent of the PoA did not contain the latest version of the assessment guidelines, as was the case in the previous year; Moderation should ensure that the quality and standards of the internal assessment as contemplated in the Assessment guidelines are been met. Moderation will be conducted at college levels to: Confirm the validity, fairness and practicability of the assessment instrument. Establish whether assessment was conducted in a fair and consistent manner. Establish the reliability and fairness of the assessment scores. Provide feedback on the moderation findings with a view to improving the quality of SBA. Seventy-five percent of the sites had converted their marks accurately. This was a further indication that internal moderation was not functioning as it should at 25% of the sites; and The matter will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Despite an annual request that sites indicate which assessments had been moderated, 28% of the sites had not done so (compared to 35% in 2017). The situation had thus improved but not sufficiently. The Umausi report will be presented to the Examination Task Team meeting where all regional managers, directors and some deputy directors representing six regions will be attending. This issues will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 Assessment task team will be formed on the 19 February 2019 Some of the sites were singled out as submitting PoA that were disorganised, despite the ICASS Guidelines specifying the requirements. Simply compiling a PoA seemed to present a real challenge at 52 sites, as illustrated in Table 2E. This is 15 more sites than the 37 in 2017 and 40 more than the 12 in It is evident that the state of the PoA has deteriorated every year for the past three years. The Assessment Task team will ensure that regional assessment task teams are formed and these task teams are chaired by the regional directors and are attended by both Deputy Principals and HODs. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination) Regional assessment committee will arrange the regional moderation and training sessions for ICASS and ISAT, the committee will also conduct audit of the resources for colleges to conduct ISAT. It is necessary for HODs and Deputy Principals on the colleges to be used to audit a college. Some of the sites failed to file the correct task or to include all their tasks in their PoA, as can be seen in the following table: Not all the tasks were set according to the guidelines The same questions were often repeated. Some questions were incorrect or impossible to understand. Work that was not part of the syllabus was tested/work at the wrong level was assessed. The tasks were poorly designed; task did not make sense and had with many errors and marks were inflated. There were spelling, grammar and typing errors There were errors in the drawing in the task that would cause confusion/elicit incorrect answers. The focus of the prescribed tasks was incorrect (creative writing instead of literature). Not all the prescribed tasks had been covered/insufficient outcomes covered in 27 centres. The examination chief directorate in collaboration curriculum unit and regions will conduct training session on the moderation of assessment tasks and tests. The training session will be organized by the Regional Assessment Committee which will be established on 19 February 2019. The findings of Umalusi moderators will be discussed at the policy task team to be held on 19 February 2019. The CD:NEA will develop a guideline on moderation of the assessment tasks, tests and assessment tools. The Moderation of the assessment task should focus on the following: (a) the assessment tasks are aligned to the assessment criteria for each subject; assessments tasks and tools are valid, fair, and practicable; the instructions relating to the assessment tasks are clearly stated; the content must be in keeping with what the student has been exposed to; the assessment task must be free of any bias; the language of the assessment task is in keeping with the language level of the student for which it is designed; and the cognitive levels at which the assessment tasks are pitched are consistent with the level of development of the learner.

Not all the tasks were set according to the guidelines
Some of the sites failed to file the correct task or to include all their tasks in their PoA The Umausi report has been presented to the Examination Task Team meeting where all directors and some deputy directors representing six regions attended The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Assessment task team will be formed on the 19 February 2019 Not all the tasks were set according to the guidelines The same questions were often repeated. Some questions were incorrect or impossible to understand. Work that was not part of the syllabus was tested/work at the wrong level was assessed. The tasks were poorly designed; task did not make sense and had with many errors and marks were inflated. There were spelling, grammar and typing errors There were errors in the drawing in the task that would cause confusion/elicit incorrect answers. The focus of the prescribed tasks was incorrect (creative writing instead of literature). Not all the prescribed tasks had been covered/insufficient outcomes covered in 27 centres. The examination chief directorate in collaboration curriculum unit and regions will conduct training session on the moderation of assessment tasks and tests. The training session will be organized by the Regional Assessment Committee which will be established on 19 February 2019. The findings of Umalusi moderators were discussed at the policy task team held on 19 February 2019. The CD:NEA will develop a guideline on moderation of the assessment tasks, tests and assessment tools. The Moderation of the assessment task should focus on the following: the assessment tasks are aligned to the assessment criteria for each subject; assessments tasks and tools are valid, fair, and practicable; the instructions relating to the assessment tasks are clearly stated; the content must be in keeping with what the student has been exposed to; the assessment task must be free of any bias; the language of the assessment task is in keeping with the language level of the student for which it is designed; and the cognitive levels at which the assessment tasks are pitched are consistent with the level of development of the learner. Four percent of the sites did not provide a contents page (an improvement compared to the 5% of the previous year); Eight percent of the PoA did not contain the latest version of the assessment guidelines, as was the case in the previous year; Moderation should ensure that the quality and standards of the internal assessment as contemplated in the Assessment guidelines are been met. Moderation will be conducted at college levels to: Confirm the validity, fairness and practicability of the assessment instrument. Establish whether assessment was conducted in a fair and consistent manner. Establish the reliability and fairness of the assessment scores. Provide feedback on the moderation findings with a view to improving the quality of SBA. Seventy-five percent of the sites had converted their marks accurately. This was a further indication that internal moderation was not functioning as it should at 25% of the sites; and The matter will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Despite an annual request that sites indicate which assessments had been moderated, 28% of the sites had not done so (compared to 35% in 2017). The situation had thus improved but not sufficiently. The Umausi report will be presented to the Examination Task Team meeting where all regional managers, directors and some deputy directors representing six regions will be attending. This issues will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 Assessment task team will be formed on the 19 February 2019 Some of the sites were singled out as submitting PoA that were disorganised, despite the ICASS Guidelines specifying the requirements. Simply compiling a PoA seemed to present a real challenge at 52 sites, as illustrated in Table 2E. This is 15 more sites than the 37 in 2017 and 40 more than the 12 in It is evident that the state of the PoA has deteriorated every year for the past three years. The Assessment Task team will ensure that regional assessment task teams are formed and these task teams are chaired by the regional directors and are attended by both Deputy Principals and HODs. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination) Regional assessment committee will arrange the regional moderation and training sessions for ICASS and ISAT, the committee will also conduct audit of the resources for colleges to conduct ISAT. It is necessary for HODs and Deputy Principals on the colleges to be used to audit a college. Some of the sites failed to file the correct task or to include all their tasks in their PoA, as can be seen in the following table: Not all the tasks were set according to the guidelines The same questions were often repeated. Some questions were incorrect or impossible to understand. Work that was not part of the syllabus was tested/work at the wrong level was assessed. The tasks were poorly designed; task did not make sense and had with many errors and marks were inflated. There were spelling, grammar and typing errors There were errors in the drawing in the task that would cause confusion/elicit incorrect answers. The focus of the prescribed tasks was incorrect (creative writing instead of literature). Not all the prescribed tasks had been covered/insufficient outcomes covered in 27 centres. The examination chief directorate in collaboration curriculum unit and regions will conduct training session on the moderation of assessment tasks and tests. The training session will be organized by the Regional Assessment Committee which will be established June and July February 2019. The findings of Umalusi moderators will be discussed at the policy task team to be held on 19 February 2019. The CD:NEA will develop a guideline on moderation of the assessment tasks, tests and assessment tools. The Moderation of the assessment task should focus on the following: (a) the assessment tasks are aligned to the assessment criteria for each subject; assessments tasks and tools are valid, fair, and practicable; the instructions relating to the assessment tasks are clearly stated; the content must be in keeping with what the student has been exposed to; the assessment task must be free of any bias; the language of the assessment task is in keeping with the language level of the student for which it is designed; and the cognitive levels at which the assessment tasks are pitched are consistent with the level of development of the learner.

Development of ISAT tasks
3. Moderation of ISAT Development of ISAT tasks Development of new Assessment Tasks for L2, L3 and L4 The training will be done in collaboration with curriculum specialists and Umalusi There is currently discussions between curriculum and exams on adjustment that need to be done on the conduct of ISTA and Umalusi will be informed. Four percent of the sites did not provide a contents page (an improvement compared to the 5% of the previous year); Eight percent of the PoA did not contain the latest version of the assessment guidelines, as was the case in the previous year; Moderation should ensure that the quality and standards of the internal assessment as contemplated in the Assessment guidelines are been met. Moderation will be conducted at college levels to: Confirm the validity, fairness and practicability of the assessment instrument. Establish whether assessment was conducted in a fair and consistent manner. Establish the reliability and fairness of the assessment scores. Provide feedback on the moderation findings with a view to improving the quality of SBA. Seventy-five percent of the sites had converted their marks accurately. This was a further indication that internal moderation was not functioning as it should at 25% of the sites; and The matter will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Despite an annual request that sites indicate which assessments had been moderated, 28% of the sites had not done so (compared to 35% in 2017). The situation had thus improved but not sufficiently. The Umausi report will be presented to the Examination Task Team meeting where all regional managers, directors and some deputy directors representing six regions will be attending. This issues will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 Assessment task team will be formed on the 19 February 2019 Some of the sites were singled out as submitting PoA that were disorganised, despite the ICASS Guidelines specifying the requirements. Simply compiling a PoA seemed to present a real challenge at 52 sites, as illustrated in Table 2E. This is 15 more sites than the 37 in 2017 and 40 more than the 12 in It is evident that the state of the PoA has deteriorated every year for the past three years. The Assessment Task team will ensure that regional assessment task teams are formed and these task teams are chaired by the regional directors and are attended by both Deputy Principals and HODs. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination) Regional assessment committee will arrange the regional moderation and training sessions for ICASS and ISAT, the committee will also conduct audit of the resources for colleges to conduct ISAT. It is necessary for HODs and Deputy Principals on the colleges to be used to audit a college. Some of the sites failed to file the correct task or to include all their tasks in their PoA, as can be seen in the following table: Not all the tasks were set according to the guidelines The same questions were often repeated. Some questions were incorrect or impossible to understand. Work that was not part of the syllabus was tested/work at the wrong level was assessed. The tasks were poorly designed; task did not make sense and had with many errors and marks were inflated. There were spelling, grammar and typing errors There were errors in the drawing in the task that would cause confusion/elicit incorrect answers. The focus of the prescribed tasks was incorrect (creative writing instead of literature). Not all the prescribed tasks had been covered/insufficient outcomes covered in 27 centres. The examination chief directorate in collaboration curriculum unit and regions will conduct training session on the moderation of assessment tasks and tests. The training session will be organized by the Regional Assessment Committee which will be established on 19 February 2019. The findings of Umalusi moderators will be discussed at the policy task team to be held on 19 February 2019. The CD:NEA will develop a guideline on moderation of the assessment tasks, tests and assessment tools. The Moderation of the assessment task should focus on the following: (a) the assessment tasks are aligned to the assessment criteria for each subject; assessments tasks and tools are valid, fair, and practicable; the instructions relating to the assessment tasks are clearly stated; the content must be in keeping with what the student has been exposed to; the assessment task must be free of any bias; the language of the assessment task is in keeping with the language level of the student for which it is designed; and the cognitive levels at which the assessment tasks are pitched are consistent with the level of development of the learner.

Moderation of ISAT (conduct)
A lack of resources required to conduct PAT/ISAT was once again observed during this examination period. There were instances where campuses could not complete their PAT/ISAT according to plan/specification because of a lack of resources. Thirteen percent of sites experienced difficulties in procuring equipment and consumables, for example Multimedia Services L4 . There was a shortage of working models/ equipment/ tools/software/safety gear at 10% of sites, for example Automotive Repair and Maintenance L4. At 13% of sites there were inadequate computer and internet facilities/limited access to computers and internet facilities. For example, in Science of Tourism L4 this was the case as all NC (V) ISAT were scheduled for the same time and internet/computer facilities were over-subscribed. At 29% of the visited sites, lecturers did not have a clear understanding of the expectations of ISAT. Some environments for the ISAT were not conducive to teaching and learning, for example Automotive Repair and Maintenance L4 At some sites, authenticity of students’ work was questionable. In the case of ISATs where internet research was conducted, some students plagiarised internet sites, for example Client Services and Human Relations L4 (Cato Manor). Students copied the same sheet from the internet for sub-task 1. There is need for an audit to be carried out by moderators and monitors about the readiness of the centres to implement ISAT. Assessment committee to be established to drive ICASS and ISAT processes in each region. The regional assessment committee comprising of the deputy principals and HODs will be entrusted with the responsibility to audit the capacity of the colleges in each region to implement ISAT and the report of each region will be submitted to the CD:NEA and Curriculum Chief Directorate. The ICASS plans of each college must be submitted and the region audit the readiness of each college to implement ISAT The region must put pressure on management to comply with the ISAT by purchasing consumables on time Examination will conduct an oversight monitoring of the readiness of the colleges to implement ISAT. Regions will provide a report on the audit of the resources of the colleges and national exams and curriculum will sample colleges for oversight Four percent of the sites did not provide a contents page (an improvement compared to the 5% of the previous year); Eight percent of the PoA did not contain the latest version of the assessment guidelines, as was the case in the previous year; Moderation should ensure that the quality and standards of the internal assessment as contemplated in the Assessment guidelines are been met. Moderation will be conducted at college levels to: Confirm the validity, fairness and practicability of the assessment instrument. Establish whether assessment was conducted in a fair and consistent manner. Establish the reliability and fairness of the assessment scores. Provide feedback on the moderation findings with a view to improving the quality of SBA. Seventy-five percent of the sites had converted their marks accurately. This was a further indication that internal moderation was not functioning as it should at 25% of the sites; and The matter will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Despite an annual request that sites indicate which assessments had been moderated, 28% of the sites had not done so (compared to 35% in 2017). The situation had thus improved but not sufficiently. The Umausi report will be presented to the Examination Task Team meeting where all regional managers, directors and some deputy directors representing six regions will be attending. This issues will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 Assessment task team will be formed on the 19 February 2019 Some of the sites were singled out as submitting PoA that were disorganised, despite the ICASS Guidelines specifying the requirements. Simply compiling a PoA seemed to present a real challenge at 52 sites. This is 15 more sites than the 37 in 2017 and 40 more than the 12 in 2016. It is evident that the state of the PoA has deteriorated every year for the past three years. The Assessment Task team will ensure that regional assessment task teams are formed and these task teams are chaired by the regional directors and are attended by both Deputy Principals and HODs. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination) Regional assessment committee will arrange the regional moderation and training sessions for ICASS and ISAT, the committee will also conduct audit of the resources for colleges to conduct ISAT. Some of the sites failed to file the correct task or to include all their tasks in their PoA, as can be seen in the following table: Not all the tasks were set according to the guidelines The same questions were often repeated. Some questions were incorrect or impossible to understand. Work that was not part of the syllabus was tested/work at the wrong level was assessed. The tasks were poorly designed; task did not make sense and had with many errors and marks were inflated. There were spelling, grammar and typing errors There were errors in the drawing in the task that would cause confusion/elicit incorrect answers. The focus of the prescribed tasks was incorrect (creative writing instead of literature). Not all the prescribed tasks had been covered/insufficient outcomes covered in 27 centres. The examination chief directorate in collaboration curriculum unit and regions will conduct training session on the moderation of assessment tasks and tests. The training session will be organized by the Regional Assessment Committee which will be established on 19 February 2019. The findings of Umalusi moderators will be discussed at the policy task team to be held on 19 February 2019. The CD:NEA will develop a guideline on moderation of the assessment tasks, tests and assessment tools. The Moderation of the assessment task should focus on the following: (a) the assessment tasks are aligned to the assessment criteria for each subject; assessments tasks and tools are valid, fair, and practicable; the instructions relating to the assessment tasks are clearly stated; the content must be in keeping with what the student has been exposed to; the assessment task must be free of any bias; the language of the assessment task is in keeping with the language level of the student for which it is designed; and the cognitive levels at which the assessment tasks are pitched are consistent with the level of development of the learner.

All chief invigilators are appointed in writing and trained
Monitoring of the conduct, administration and management of examinations All chief invigilators are appointed in writing and trained All Principals and CEO of colleges appoints their campus managers in writing and it is kept in the college files. The letters of appointment are verified during monitoring by all monitors. Training of all principals and regional officials are expected to be finalized by first week of March The principals and regional managers are expected to train their campus managers. This training session will be monitored by the DHET officials. The second phase training will be conducted for all chief invigilators and examination officers from the end of August 2019. Monitoring of colleges is done by Principals or their delegates and will also be monitored by Regional and National monitors. Four percent of the sites did not provide a contents page (an improvement compared to the 5% of the previous year); Eight percent of the PoA did not contain the latest version of the assessment guidelines, as was the case in the previous year; Moderation should ensure that the quality and standards of the internal assessment as contemplated in the Assessment guidelines are been met. Moderation will be conducted at college levels to: Confirm the validity, fairness and practicability of the assessment instrument. Establish whether assessment was conducted in a fair and consistent manner. Establish the reliability and fairness of the assessment scores. Provide feedback on the moderation findings with a view to improving the quality of SBA. Seventy-five percent of the sites had converted their marks accurately. This was a further indication that internal moderation was not functioning as it should at 25% of the sites; and The matter will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 The CD:NEA has already committed to visit all the regions to deal with ICASS, ISAT and other examination rated matters Despite an annual request that sites indicate which assessments had been moderated, 28% of the sites had not done so (compared to 35% in 2017). The situation had thus improved but not sufficiently. The Umausi report will be presented to the Examination Task Team meeting where all regional managers, directors and some deputy directors representing six regions will be attending. This issues will be rigorously discussed in the policy tasks team which will be held on 19 February 2019 Assessment task team will be formed on the 19 February 2019 Some of the sites were singled out as submitting PoA that were disorganised, despite the ICASS Guidelines specifying the requirements. Simply compiling a PoA seemed to present a real challenge at 52 sites, as illustrated in Table 2E. This is 15 more sites than the 37 in 2017 and 40 more than the 12 in It is evident that the state of the PoA has deteriorated every year for the past three years. The Assessment Task team will ensure that regional assessment task teams are formed and these task teams are chaired by the regional directors and are attended by both Deputy Principals and HODs. The regional assessment committee will focus on the ICASS and ISAT while the regional examination committee will focus on the examination administration (internal and external examination) Regional assessment committee will arrange the regional moderation and training sessions for ICASS and ISAT, the committee will also conduct audit of the resources for colleges to conduct ISAT. It is necessary for HODs and Deputy Principals on the colleges to be used to audit a college. Some of the sites failed to file the correct task or to include all their tasks in their PoA, as can be seen in the following table: Not all the tasks were set according to the guidelines The same questions were often repeated. Some questions were incorrect or impossible to understand. Work that was not part of the syllabus was tested/work at the wrong level was assessed. The tasks were poorly designed; task did not make sense and had with many errors and marks were inflated. There were spelling, grammar and typing errors There were errors in the drawing in the task that would cause confusion/elicit incorrect answers. The focus of the prescribed tasks was incorrect (creative writing instead of literature). Not all the prescribed tasks had been covered/insufficient outcomes covered in 27 centres. The examination chief directorate in collaboration curriculum unit and regions will conduct training session on the moderation of assessment tasks and tests. The training session will be organized by the Regional Assessment Committee which will be established on 19 February 2019. The findings of Umalusi moderators will be discussed at the policy task team to be held on 19 February 2019. The CD:NEA will develop a guideline on moderation of the assessment tasks, tests and assessment tools. The Moderation of the assessment task should focus on the following: (a) the assessment tasks are aligned to the assessment criteria for each subject; assessments tasks and tools are valid, fair, and practicable; the instructions relating to the assessment tasks are clearly stated; the content must be in keeping with what the student has been exposed to; the assessment task must be free of any bias; the language of the assessment task is in keeping with the language level of the student for which it is designed; and the cognitive levels at which the assessment tasks are pitched are consistent with the level of development of the learner.

Assessment

Improve the quality of assessment
Assessment Committees should be established at regional level comprising of HODs and Lecturers Lecturers of various subjects must be trained on the assessment principles as well as on the process of setting quality question papers and assessment tasks The training could be organized in collaboration with CD:NEA which has the capacity to train officials on setting tasks and tests of higher quality and standard Training should also focus on how colleges can establish internal quality control system External quality assurance mechanisms must be established – DHET must strengthen the appointed team of subject experts to conduct moderation and provide feedback The outcome should lead to a process of continuous training of lecturers and HODs to ensure that all TVET colleges comply with the requirements on internal assessment. Progress needs to be tracked and this requires and process reflection and refinement of the intervention strategies.

Teacher Designed Tasks
Umalusi has criticized the quality of tasks and tests that are developed at college level According to Umalusi report some questions were poorly constructed”: some instances the same questions were often repeated some questions were confusing to the students some tasks set at college level were not in line with the Syllabus The marking process was not accurate and marks were often inflated (Therefore technical moderation of marks) The conduct of internal moderation was relatively poor and some times the process was not conducted at all The authenticity of the student evidence was also questioned by Umalusi A number of private colleges were found to have tempered with the ICASS students evidence in order inflate marks and it would seem that the tasks in some instances were not developed by the students

Controlled and Teacher Designed Tasks
Assessment for learning needs to be driven by the curriculum and assessment sections There is a need to keep lecturers within the classroom and support them within the college rather outside the college. Authentic assessment for learning considers assessment as a service of learning, active engagement of students and learning as a process and not a product. Teams of subject specialists need to be established in each region and these must have the requisite knowledge of their subjects to assist lecturers with: teaching methodologies assessment strategies and the teaching of higher order skills such as critical thinking and problem solving. Participatory research approach is required in which teachers are considered to be the main researchers in the collection of data in their own classroom Video recording of their lessons, observation and reflection and they should work collaboratively with an outsider to produce collaborative solutions.

Controlled and Teacher Designed Tasks
The CD:NEA in collaboration with curriculum unit will train HODs and lecturers on the criteria of developing quality question papers and assessment tasks The HODs will also be trained on a rigorous process of moderating the assessment instruments as well the moderation of students’ evidence. The Training will be focused the following tasks Centrally developed common tasks (CATs), where both the frame and the activities as well as the marking schedules are developed by the region with lecturers involvement restricted to the administration of the tasks and marking the product of students’ work. Lecturer designed tasks (LDTs), where lecturers in the college develop the task frame, the tasks and the marking schedules for such tasks. This process is suitable for assessing outcomes that are sensitive to differing college conditions, such as available resources and different geographic environment. The quality controls in the process of marking will ensure that marks allocated to students are commensurate with their intellectual abilities Moderation process to ensure that the instrument and marking system process produce scores that are valid and reliable

Leakage of Question paper
The Department procured the services of the an independent investigating company to investigate any alleged leakage of papers To conduct forensic investigation and penetrate any network that circulate college question papers In 2018 the DHET appointed Gobodo Forensic Investigative Accounting (GFIA) a respectable audit company to investigate the alleged leakage of one paper GFIA services include forensic and investigative accounting, internal audit, risk The investigators infiltrated the WhatsApp group and identify members of the group.

Leakage of Question paper
DHET used cell phone numbers to access ID numbers for all the members of this group and 75 members in this group are students from colleges and 13 students from 12 centres have enrolled for this alleged leaked paper and their results have been blocked Out of the 12 centres implicated 9 centres were private centres Most of the centres implicated are private colleges and these need to be monitored The scripts of these students have been retrieved to assess the influence and the NEIC will take a decision to nullify the results A decision was taken against students who are members of this group who did not receive any paper because there was intent to receive papers but manage to receive old papers. As result this containment strategy the leakages were reduced significantly in 2018 and 2019 as observed in the April, August and 2018 November examinations as well as April 2019. The new regulations will assist in minimising irregularities and students who are involved in malpractices may be suspended from writing examination for a period of 3 years.

Flow of scripts from the examination centre
Currently Flow of scripts Security of scripts managed by the Centre Manager The Regions and CD:NEA will monitor this process rigorously This include appointment of an Independent Script Control Manager or a DHET official to manage the flow of scripts. Storage facilities need to be audited from the personnel for managing these scripts, storage facilities and security relating to the storage

Conclusion Where are we going in the conduct of examination in relations to the word class systems?

Fourth Industrial Revolution

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