1. Exam / test setting

2. Overall requirements Number of times assessed in Grade 12

3. Learning outcomes
LO1
Operational knowledge - Applying knowledge (Not recall)
LO2
Packages - Using
LO3
Information management and processing

4. Cognitive levels High standards, high stakes exams
Knowledge-Comprehension-Application (K-C-A) ratio of from a collapsed Bloom Taxonomy.
30 - Level 1 - Knowledge
40 - Level 2 – Comprehension
30 - Level 3 – Application
Ignore assessment verb when classifying
Assessment grid serves as check
Learners across perceived spectrum of ability must be catered for in paper
It is not always easy to distinguish between ‘adjacent’ levels. It is sometimes easier to decide in level 1 and 3 questions and the rest fall into level 2.
Sometimes a question may have parts of its answer in one level and the rest in another level.
The last 10% is pitched at ‘Higher Grade plus’.

5. Assessment grid
Taxonomy
Assessment standards
Knowledge

6. Structure
Follow structure of DOE papers found on Thutong
Suggestion – set too many questions and trim

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

8. Scenarios Essential for Theory paper and LO1
General for Practical paper and LO2
Be careful to avoid cultural and gender bias
How to:
Every day scenarios
Brainstorm
Where would a spreadsheet, database and word processor be used?
Theory paper (2) – expand scenario with paper e.g. move to a LAN, etc.

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

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

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

12. Do paper before you allocate marks
Memorandum
Serve as teaching mechanism
Allocate marks
Clearly
Consistently
Think of markers
Do paper before you allocate marks

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

14. References A great deal of information came from: