1. SETTING NATIONAL EXAMINATION PAPERS under the New Curriculum

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

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

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

5. START WITH BROAD TOPICS NOT CONTENT Unfortunately educators may have tended to ignore these and simply focus on content or topics If exam papers do not reflect the Broad Topics then this exacerbates the problem

6. S K V&A HIGH KNOWLEDGE & HIGH SKILLS REPORT

7. STEP 1: BROAD TOPICS FIRST BROAD TOPICS

8. TOPICS THEORY PRACTICAL

9. STEP 2: TOPICS TOPICS

10. STEP 3: THEORY THEORY

11. STEP 4: PRACTICAL PRACTICAL

12. INTEGRATION

13. APPLIED COMPETENCE THEORY PRACTICE REFLECTION

14. STEP 5: APPROXIMATE MARKS Q4 30 Q1 40 Q2 40 Q3 40 150

15. STEP 6: BRAINSTORM TYPE OF QUESTIONS Factual recall? Data response? Evaluation? Open-ended? Problem-solving? Creative? Etc?

16. STEP 7: COGNITIVE LEVELS BLOOMS TAXONOMY BLOOMS REVISED TAXONOMY CREATING EVALUATING ANALYSING APPLYING UNDERSTANDING REMEMBERING

17. STEP 8: LEVEL OF DIFFICULTY LOW = 30% ? MEDIUM = 40% ? HIGH= 30% ? WEIGHTING

18. STEP 9: REFLECT: BROAD TOPICS &TOPICS BROAD TOPICS

19. CRITICAL & CREATIVE THINKING

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

21. CRITICALLY EVALUATE INFORMATION

22. PROBLEM SOLVING Inclusion of real-life problems

23. RESPONSIBLE CITIZENSHIP Inclusion of moral / ethical dilemmas

24. COMMUNICATE EFFECTIVELY

25. The provocative question Any learner can find this accessible

26. Real-life scenarios?

27. STEP 10: CATER FOR THE TEACHING & LEARNING PROCESS Rate of change Years Lifelong learning

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

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

30. NEW LEARNING RULES Lifelong renewal CHILDHOOD ADULTHOOD ELDERHOOD

31. STEP 11: SCAFFOLDING QUESTIONS EASY / APPETISER = 30% - 40% MODERATE / MAIN BODY = 30% - 50% CHALLENGING / PINNACLE = 20% - 30%

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

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

34. DO NOT FOCUS ON INSIGNIFICANT CONTENT

35. STEP 12: SET QUESTION PAPER & MEMORANDUM SIMULTANEOUSLY Traditional memo or rubrics? Must be accurate Must cater for alternative answers

36. STEP 13: TIME ALLOCATIONS To be tested by each panel member Instructions to be specific

37. STEP 14: COVER PAGE NATIONAL SENIOR CERTIFICATE INSTRUCTIONS: ….. …. QUESTION MARKS TIME 1 2 3

38. STEP 14: MODERATION, REFLECTION & QUALITY CONTROL

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

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

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

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