1. SETTING CREATIVE ARTS EXAM PAPERS: DRAMA Lead Teacher training21 February 2014

3. THEATRE IN SCHOOLS Theatre is a Science Theatre is Mathematical Theatre is a Foreign Language Theatre is Physical Education Theatre is History Theatre is Business Theatre is Technology

4. THEATRE IN SCHOOLS Theatre is taught in school Not because you are expected to major in Theatre Nor because you are expected to perform all through life Not so you can relax Not so you can have fun BUT So you will recognise Beauty So you will be sensitive

5. THEATRE IN SCHOOLS So you will have more love More compassion More gentleness More good In short, more Life. Of what value will it be to make a prosperous living Unless you know how to live? That is why theatre is taught in our schools

6. SUMMATIVE ASSESSMENT Assessment of learning Key purpose is to determine and report on attainment of skills, content and concepts at a given time

7. STEP 1: START WITH CONTENT, CONCEPTS & SKILLS IN THE TOPICS VOCAL AND PHYSICAL SKILLS IMPROVISATION INTERPRETATION & PERFORMANCE OF TEXTS PLAYMAKING CLASSROOM PERFORMANCES TECHNICAL ELEMENTS PRACTICAL DRAMA TERMINOLOGY ELEMENTS OF DRAMA AS EXPLORED IN ALL TOPICS REFLECTION AND APPRECIATION ANALYSIS AND APPLICATION USING DRAMATIC TEXTS MEDIA CAREERS WRITTEN

9. STEP 2: CREATE A FRAMEWORK FOR THE PAPER Consider the following: number of sections to be addressed number of questions per section cognitive levels to be addressed within each question the degrees of difficulty in each section number of marks allocated per section

11. EXAMPLE : divide the paper into two or more sections multiple choice questions matching A with B short questions fill in the missing word, etc. BASIC KNOWLEDGE QUESTIONS = 30% Section A contextual and/or short essay LEARNERS DEMONSTRATE THEIR UNDERSTANDING OF PRINCIPLES = 40% Section B problem solving questions and /or practical application questions LEARNERS SOLVE & DEMONSTRATE THEIR COMMAND OF PRACTICAL TECHNIQUES & THEIR ABILITY TO REASON = 30% Section C

12. STEP 3: BRAINSTORM DIFFERENT KINDS OF QUESTIONS WHY? To cater for different learning styles, multiple intelligences, different cognitive levels and different levels of difficulty. To allow learners to demonstrate different competencies and skills. A lack of variation may advantage some learners and disadvantage others.

13. STEP 3: INCLUDE A VARIETY OF QUESTIONS TYPES Ensure a variety of question types that are appropriate to the content and skills assessed: Factual recall questions Contextual questions – visual, auditory and written texts Listening activity questions (music) Practical application questions Critical evaluation questions Visual questions Closed questions Open-ended questions Problem solving questions Creative, explorative questions Provocative questions Real-life scenarios

14. FORMS OF QUESTIONS True-False, Matching Pairs and Multiple Choice Questions Essay-type questions Practical application questions Source-based questions - interpreting visual texts, extracts, notation, etc. Case studies Listening activity questions (music) Critical evaluation questions Creative, explorative questions Provocative questions Real-life scenarios Hypothesis testing Open-ended questions

15. LONGER,CASE STUDY OR SCENARION BASED QUESTIONS Authentic questions Context or situation is described in detail Application of knowledge to a particular situation, dance text or set of circumstances LONGER, ESSAY TYPE QUESTIONS Tests higher order skills, writing and structuring skills, further reading and a deeper level of understanding is required Response to open ended questions at length Organise and integrate a range of ideas and information Build on an argument to make a case SHORT ANSWER QUESTIONS Tests core knowledge May be very short, ‘fill in the blank’ or longer A few sentences, short paragraphs ’ Can take many forms Constructed response or open-ended questions

16. COMMON ESSAY STYLE QUESTIONS Give a Quotation – Discuss Make an Assertion – Discuss Compare and Contrast Outline… Describe … Explain (with examples) … Evaluate … Analyse the advantages... Design a … Critically evaluate…

17. STEP 4: CONSIDER COGNITIVE LEVELS COGNITIVE LEVELS ACTIVITY% OF TASK LOWRepetitive skills in each art form.30% MEDIUMApplication of skills. Analysis of artworks. Written assignments requiring comprehension 40% HIGHCreative work. Synthesis of skills and knowledge into arts works; evaluation of arts works. 30% Cater for all learner abilities in the paper Be aware that taxonomies do not reflect levels of difficulties of the questions – they merely reflect thinking processes For example, although ‘knowledge’ is at the base of the traditional Bloom’s taxonomy, many learners find recall of knowledge more difficult than evaluation, which is on a higher level

18. Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

19. Creating Evaluating Analysing Applying Understanding Remembering BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

20. BLOOM’S TAXONOMY COLLAPSED INTO THREE COGNITIVE LEVELS Cogni- tive level DescriptionCategoryDescription 3Creativity, analysis, evaluation and problem solving CChallenging: Application of knowledge to formulate an “original” response in an “unknown” situation 2Comprehen- sion and application BReproducing answers to “similar” but not the “same” questions asked before 1Conceptual knowledge AReproducing the same learnt knowledge. Rote learning

21. REMEMBERING The learner is able to recall, restate and remember learned information.  Recognising  Listing  Describing  Identifying  Retrieving  Naming  Locating  Finding Can you recall information?

22. REMEMBERING CONTINUES List Memorise Relate Show Locate Distinguish Give example Reproduce Quote Repeat Label Recall Know Group Read Write Outline Listen Group Choose Recite Review Quote Record Match Select Underline Cite Sort Recall or recognition of specific information Products include : Quiz Definition Fact Worksheet Test Label List Workbook Reproduction Vocabulary

23. QUESTIONS FOR REMEMBERING What happened after...? How many...? What is...? Who was it that...? Can you name...? Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)

24. UNDERSTANDING The learner grasps the meaning of information by interpreting and translating what has been learned.  Interpreting  Exemplifying  Summarising  Inferring  Paraphrasing  Classifying  Comparing  Explaining Can you explain ideas or concepts?

25. UNDERSTANDING CONTINUED Restate Identify Discuss Retell Research Annotate Translate Give examples of Paraphrase Reorganise Associate Describe Report Recognise Review Observe Outline Account for Interpret Give main idea Estimate Define Understanding of given information Products include : Recitation Summary Collection Explanation Show and tell Example Quiz List Label Outline

26. QUESTIONS FOR UNDERSTANDING Can you explain why…? Can you write in your own words? How would you explain…? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify…? Can you illustrate…? Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12)

27. APPLYING The learner makes use of information in a context different from the one in which it was learned.  Implementing  Carrying out  Using  Executing Can you use the information in another familiar situation?

28. APPLYING CONTINUED Translate Manipulate Exhibit Illustrate Calculate Interpret Make Practice Apply Operate Interview Paint Change Compute Sequence Show Solve Collect Demonstrate Dramatise Construct Use Adapt Draw Using strategies, concepts, principles and theories in new situations Products include : Photograph Illustration Simulation Sculpture Demonstration Presentation Interview Performance Diary Journal

29. QUESTIONS FOR APPLYING Do you know of another instance where…? Can you group by characteristics such as…? Which factors would you change if…? What questions would you ask of…? From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13)

30. ANALYSING The learner breaks learned information into its parts to best understand that information.  Comparing  Organising  Deconstructing  Attributing  Outlining  Finding  Structuring  Integrating Can you break information into parts to explore understandings and relationships?

31. ANALYSING CONTINUED Distinguish Question Appraise Experiment Inspect Examine Probe Separate Inquire Arrange Investigate Sift Research Calculate Criticize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Breaking information down into its component elements Products include : Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

32. QUESTIONS FOR ANALYSING Which events could not have happened? If...happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

33. EVALUATING The learner makes decisions based on in-depth reflection, criticism and assessment.  Checking  Hypothesising  Critiquing  Experimenting  Judging  Testing  Detecting  Monitoring Can you justify a decision or course of action?

34. EVALUATING CONTINUED Judge Rate Validate Predict Assess Score Revise Infer Determine Prioritise Tell why Compare Evaluate Defend Select Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include : Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

35. QUESTIONS FOR EVALUATING Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if...? How effective are...? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is....of value? What are the alternatives? Who will gain and who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14)

36. CREATING The learner creates new ideas and information using what has been previously learned.  Designing  Constructing  Planning  Producing  Inventing  Devising  Making Can you generate new products, ideas, or ways of viewing things?

37. CREATING CONTINUED Compose Assemble Organise Invent Compile Forecast Devise Propose Construct Plan Prepare Develop Originate Imagine Generate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Putting together ideas or elements to develop a original idea or engage in creative thinking. Products include : Film Story Project Plan New game Song Newspaper Media product Advertisement Painting

38. QUESTIONS FOR CREATING Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

39. VARIOUS ACTION WORDS AND TYPICAL ANSWERS THAT SHOULD BE GIVEN AnalyseDivide into sections or elements and discuss in full. CompareIdentify the similarities or differences between facts or examine the differences between ideas, facts, viewpoints, etc. CriticisePoint out the good and bad characteristics, and give your own opinion after taking into account all the facts. DefineGive a short and concise definition of a subject or topic. DescribeName the characteristics of an object or topic. You should do this in a logical, well-structured way. DiscussDiscuss a topic by examining its various aspects. Use a critical approach. DistinguishNote the differences between two objects or topics. EvaluateGive your own opinion about a topic, using the criteria as a basis. ExamineExamine and critically discuss a topic in terms of definite criteria or guidelines.

40. VARIOUS ACTION WORDS AND TYPICAL ANSWERS THAT SHOULD BE GIVEN (cont.) ExplainExplain and clarify to ensure that the reader clearly understands you. Use illustrations, descriptions or simple but logical explanations. GiveGive only the facts without any discussions. Give an outlinePresent the information in a brief, logical and systematic manner. IdentifyName the most important characteristics of a topic. IllustrateGive examples or draw a diagram to clarify a particular topic or subject. Indicate howPresent a premise logically by means of thorough reasoning. InterpretExplain or give the meaning of an aspect in terms of common concept. Make your explanation practical. ListGive a list of names, facts, items, etc. in a specific order or category. NameGive names, characteristics, items or facts. Offer comments Give a personal opinion on the matter. SummariseGive the key aspects of a topic.

41. Step 5: Scaffold questions COGNITIVE LEVELS ACTIVITY% OF TASK LOW LEVEL QUESTIONS Accessible to all learners who deserve to pass. Repetitive skills in each art form. 30% of marks MEDIUM LEVEL QUESTIONS Application of skills Analysis of artworks in each art form Written assignments requiring comprehension. 40% of marks HIGH LEVEL QUESTIONS Creative work Synthesis of skills and knowledge into arts works Evaluation of arts works. In each art form 30% of marks Learners across the spectrum of ability must be catered for in the paper

42. SCAFFOLD QUESTIONS Accessible to all learners who deserve to pass Accessible to above average learners Accessible to the most capable learners EASYMEDIUM DIFFICULTYCHALLENGING Q1.1 Q1.2 Q1.3 Q1.4 Q2.1 Q2.2 Q2.3 etc. Total mark Target30% = 30 marks40% = 40 marks30% = 30 marks

43. STEP 6: TECHNICAL REQUIREMENTS A messy paper disadvantages the learners Do not cut and paste – retype if necessary Illustrations, graphs, photographs, drawings, etc. are clear enough to ensure good reproduction in the paper Questions posed in language that is user-friendly Optional questions should be clearly indicated Questions should be free from bias (gender, racial, political, social and cultural) Correct spelling and grammar

44. TECHNICAL REQUIREMENTS (cont.) Cover page with time, subject, grade,maximum marks Clarity of instructions to learners Correct question numbering Numbering in marking memo matches numbering in questions Layout is learner-friendly High quality illustrations/ diagrams/photographs/ graphs Marks clearly indicated & totalling of marks correct Allocation of marks on question paper and memo the same General appearance and neatness of entire paper (typed) and memo (typed) Completed taxonomy and difficulty grid included

45. EXAMPLE OF A COVER PAGE FOR GRADE 7 ONLY EXAMPLE OF (mark totals are different for each grade) INSTRUCTIONS TO LEARNERS Instructions to learners 1. This paper consists of TWO sections. 2. Section A: Drama 3. Section B: Music 4. There are five questions in each section. 5. You must answer all the questions. 6. Read your questions carefully before you answer. 7. Write neatly and legibly. 8. If you make a mistake, cross out the answer and begin again. 9. Number all your questions correctly. DRAMA, MUSIC GREENPEACE PRIMARY SCHOOL CREATIVE ARTS DRAMA AND MUSIC GRADE 7 TERM 1 50 MARKS: 25 DRAMA + 25 MUSIC ONE HOUR

46. CORRECT NUMBERING & MARK ALLOCATION  The easiest way to keep a paper well formatted is to use a table e.g. QUESTION ONE  Once you have worked in the table you hide the grid lines e.g. QUESTION ONE 1.1Why is it important to warm up before a drama class?(2) 1.2Describe TWO voice exercises you would do to ensure clear articulation.(6) 1.3What is a vocal characterisation?(2) [10] 1.1Why is it important to warm up before a drama class?(2) 1.2Describe TWO voice exercises you would do to ensure clear articulation(2) 1.3What is a vocal characterisation?(2) [10]

47. TECHNICAL REQUIREMENTS: SOURCES AND CAPTIONS OF EXTRACTS, ART WORKS OR DESIGNS Acknowledge sources when using quotes Use indentations or frame the quotation Be consistent with your captions of extracts, artworks, photographs or designs

48. CORRECT NUMBERING & MARK ALLOCATION Question 1 1.1 1.2 etc. Indication of expected marks Subsections: ( ) Total number of marks for a question: /___/

49. LANGUAGE AND BIAS Keep language simple Avoidance of gender, racial, cultural, urban/rural/regional/prov incial bias Use subject-specific and commonly-used words Be specific – do not expect candidates to read between the lines Agreement between words and terms used in questions, diagrams, tables, graphs Sensitivity to society and avoidance of content which may be offensive Check translation carefully Appropriate language register for the Grade

50. EXAMPLE Vusi Ngcobo earns a salary of R10 000 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

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

52. MEMORANDUM Set the questions and the marking memorandum at the same time Consider the appropriate assessment tool Should you use a traditional marking guideline or rubrics or both? Is the memo accurate? Does it cater for alternative answers? Rubrics work well for open-ended or divergent questions

53. MEMORANDUM A memorandum should be open-minded and cater for diverse, well-reasoned, motivated answers. Answer your own paper in the memorandum to make sure that the questions have been asked clearly. The exam is also an important teaching medium. Make detailed notes when marking to use as feedback. Learners often wish to discuss an artwork used in an exam – this leads to spontaneous learning. It is not just about marks!

54. STEP 8: TIME ALLOCATION

55. To be tested by the examiner Instructions to be specific

56. STEP 9: MODERATION, REFLECTION & QUALITY CONTROL

57. INTERNAL EXAM MODERATION Are the papers fair and properly structured? Do they address the topics? Are there open-ended questions in the papers catering for a variety of responses? Do the papers create a culture of success & a belief that all can achieve?

58. MODERATION Stand up to scrutiny and criticism. Internally moderated by a HoD or senior teacher. It must be someone who has knowledge of norms and standards of exam papers. It is a teacher’s responsibility to be internally moderated. Must request it or report it if not occurring. District officials will moderate how internal moderation has occurred. Topical & relevant to learners of today. Not be set at the lowest perceived level. Positively influence teaching & learning. Address the topics and be CAPS compliant. Create a culture of success & a belief that everyone can achieve. CA SP LT TRAINING FEB 2014\EXAMS_MODERATION CHECKLIST.docx

59. STEP 8: ELECTRONIC MARK SHEETS - CEMIS All senior grade Creative Arts marks will be captured on this mark sheet Each learner is required to do TWO different art forms which each have equal weighting each term There are suggested totals for mark allocations per grade These are the minimum marks that can be entered each term The mark total could be much higher All marks entered must have evidence of how they were achieved Recording Mark Sheet 2014.doc

60. WEIGHTING The weighting between the practical and the theory must be adhered to each term TERM 1 - 3 The practical and theory have equal weighting These are SBA marks and count for 40% of the year mark TERM 4 The practical is double the theory in weighting These are examination marks and count for 60% of the year mark

61. LET’S EXPLORE SOME PRACTICAL EXAMPLES Exams questions.pdf

62. THE END

63. QUESTIONS / DISCUSSION

64. THANK YOU!