1. SAAEA 2018 Umalusi Ms Nomaswazi Shabalala/Christiaan Geel
Implementation of a common assessment task or own set task: A balancing act?
SAAEA 2018
Umalusi
Ms Nomaswazi Shabalala/Christiaan Geel

2. Outline of the presentation
Quality Assurance of Assessment-School Qualifications Unit (QAA-SQ)-Schools sub-unit processes
Introduction of study-Governance of education
Problem Statement
Research purpose and question
Theoretical framing
Methodology
Findings
Discussion of findings
Conclusion

3. QAA-SQ: Schools Sub-unit
Processes:
Moderation of exam papers
Moderation of school based /internal assessment
Monitoring the conduct of examinations
Verification of marking
Standardization of assessment outcomes

4. Introduction of the current study
School based assessment (SBA) is a component of the National Curriculum Statement (NCS) which counts for 25% of the final NSC subject mark for subjects without a Practical Assessment Task (PAT)
50% for subjects with PAT;100% for Life Orientation administered by schools.
Ideally the SBA is set at school level
Umalusi conduct SBA moderation in all 9 provinces
Umalusi moderators noted that most schools are administering tasks that are commonly set at provincial/district level

5. SA Map and Provinces

6. Governance of education
THE PRESIDENCY
Department of Basic Education(DBE)
9 Provincial Education Departments(PEDs)
Districts
Circuits
Schools

7. Problem statement
Common SBA tasks administered are mostly of good quality
Such tasks are set mostly by subject advisers ‘in provinces/districts.
The practice is deemed good because it maintains standards across districts and provinces.
However, the downside to this is that less subject teachers in schools are involved or exposed to this practice and are finding it difficult to set own quality tasks, in some cases, because they rely so much on these tasks.

8. Research purpose and question
The purpose of this research is to investigate if teachers prefer to administer commonly set assessment tasks or own tasks.
How to strike a balance between a common assessment tasks and own tasks?

9. Literature Review
Assessment tasks set by a teacher for a particular group of learners can be better contextualized than can tasks set for a national pool of learners (Cohen, 2009).
A key component of successful school-based assessment is teacher expertise (Maxwell, 2006).
School-based assessment is important and should be carried out by teachers. (Singh,2002).

10. Theoretical framing The study is grounded in constructivism theory
Knowledge is always constructed and negotiated (Larochelle, Bednarz & Garris, 1998).
Ideas are constructed based on past or current knowledge.
Encourages greater participation (Brandon & Anita, 2010).
Challenges centralisation of knowledge, thus, affirming that there are multiple realities.

11. Methodology
Survey conducted in two Provinces: Kwa Zulu Natal and Gauteng
Semi- structured and structured questions
Survey done through ing(Hesse-Biber, 2016; Merriam, 2002 found this to be convenient)
Convenience sampling- questionnaire sent to 40 high school teachers: rural, semi urban & urban
30 responded
Sample size too small for generalisation – the study will be extended further

12. Findings T113/o31133 20% 10% 3% 13% 100 N % 26-30 6 31-35 3 36-40 1
41-45
46-50
51-55
56-60 4
13%
61+
Total 30
100
T113/o31133

13. Findings
Current % of teachers administering common SBA tasks geographically
All teachers from rural and semi-urban areas indicated that they administer commonly set tasks
75% urban schools administer common SBA tasks
25% of urban teachers reported that they administer own tasks

14. Findings 92% Gauteng teachers – prefers to conduct own tasks
8% prefers common tasks
65% of Kwa Zulu Natal teachers prefers common SBA tasks
29% prefers own tasks
6% who prefers both.

15. Findings Reasons given by 92% from GP preferring own tasks:
Gauteng
Reasons given by 92% from GP preferring own tasks:
to develop the skill of setting quality tasks that are of high standard
Will be able to focus on weaker learners to prioritise support
Some respondents just indicated “Own Tasks “ without giving reasons
Head .

16. Findings Reasons given by 65% from KZN preferring common tasks:
KwaZulu Natal
Reasons given by 65% from KZN preferring common tasks:
assist teachers to adhere to content coverage
prepares learners for the final examinations
Identification of problematic areas and prioritise them.
saves time, teachers can concentrate on teaching.
promote critical thinking and covers all cognitive levels. .

17. Findings
KwaZulu Natal
Current trend:
teachers-provided with subject disks(tasks & MG) at the beginning of the year.
subject advisers form SBA tasks development teams in province/districts.
teachers are not aware who is setting the tasks. .

18. Discussion of findings
Teachers ensures that the common SBA tasks are written under strict supervision and marked properly.
Most teachers commented to have not been involved in setting tasks for a long time.
Although teachers agree that the common SBA tasks are of good quality and maintains standards across provinces and districts, some participants still prefer to be involved in setting their own tasks.

19. Conclusion
Constructivists purports that teachers must be encouraged to be active constructors of their own test items.
Teachers must be encouraged to share various perspectives with their community of practice to lessen their anxiety and improve the quality of SBA tasks.
The department as the facilitator and the teachers should engage in active dialogue, with the former recognising the potential in teachers
They must be allowed to make decisions, rather than mainly using tests provided by the authorities for School-based assessment
Expertise in question paper development can only be developed through active participation

20. Conclusions
Teachers to be encouraged to set cluster tasks, which will be moderated at District /Provincial level, to maintain standard

21. Questions?

22. THANK YOU