Portfolio Committee on Basic Education

1
Portfolio Committee on Basic Education

• 03 February 2010
• Dr Mafu S Rakometsi

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• WHAT CAN WE LEARN FROM THE NSC RESULTS?
• WHAT CAN WE LEARN FROM THE NSC RESULTS?
• Prof. John Volmink - Chairperson of Umalusi

3

• The Class of 2009
• Second cohort of candidates to write the new
  National Senior Certificate (NSC)
• Completely new qualification based on the
  National Curriculum Statement
• The NSC replaces the Senior Certificate which was
  written at the end of 2007 and which will finally
  be phased out in 2011
• Some 552 073 sat for the NSC (620 192 enrolled
  including repeater candidates)
• Approximately 60,25 of all those who have
  written have met the requirements of a pass

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Comparing the NSC with that of previous years

• The NSC differs from the previous Senior
  Certificate both in structure as well as in
  grading
• A critical feature of the Senior Certificate was
  that what determined a pass or fail was based on
  the aggregate score
• The NSC determines a pass or fail by 40 in at
  least three subjects and 30 in three others
• Not completely appropriate to compare overall
  results between the two qualifications

5
Some criteria for comparison

• The number of candidates passing
• The quality of the results
• The standardisation of the exam
• The predicative quality of the exam for
  performance at HE level

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The number of candidates passing

• Massification is a natural outcome of an
  education system that is non-racist, non-sexist
  and democratic
• It is the clear that there has been a steady
  increase over the last decade in the number of
  learners who enrolled for and wrote the Senior
  Certificate
• It is also significant that almost 66 000 of the
  Class of 2009 did not pass because they narrowly
  missed the pass mark in one or two subjects
• They qualify to write supplementary examinations
  and if half of these candidates pass, the final
  pass mark may go beyond the 67 mark
• The underlying philosophy of the NCS had been
  designed to ensure that most people achieve the
  minimum requirement for a pass

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The number of candidates passing Trends in
senior certificate enrolment and passes
Senior Certificate examination results, all
schools, 1994-2009
Year No. of Candidates No. of Candidates Passes Passes
Year Number Change in number () Number Change in passes ()
1995 531 453 7 283 742 -1
1996 518 032 -3 278 958 -2
1997 555 267 7 261 400 -6
1998 552 384 -1 272 488 4
1999 511 159 -7 249 831 -8
2000 489 941 -4 283 294 13
2001 449 371 -8 277 206 -2
2002 471 309 5 324 752 17
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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The number of candidates passing Trends in
senior certificate enrolment and passes
Senior Certificate examination results, all
schools, 1994-2009
Year No. of Candidates No. of Candidates Passes Passes
Year Number Change in number () Number Change in passes ()
2002 471 309 5 324 752 17
2003 440 267 -7 322 492 -1
2004 467 985 6 330 717 3
2005 508 363 9 347 184 5
2006 528 525 4 351 503 1
2007 564 775 7 368 217 5
2008 533 561 -6 333 604 -9
2009 552 073 3.5 334718 0.33
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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The quality of the results

• Concerns about quality has become a thorny issue
  and the subject of much debate albeit uninformed
  at most times.
• SA public uses the matric results as the main
  indicators of quality of the education system and
  so there is an understandable concern about what
  these new results of a new qualification is
  saying about the current state of education
• It is important however that we interrogate some
  of our assumptions that inform our beliefs about
  standards and quality

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Assumptions that affect our perceptionsAssumption
1

• The first assumption is that more means less or
  more means worse
• Stellenbosch University Website
• In the light of phasing out of matriculation
  exemption and of the distinction between subjects
  on the higher and standard grade, a significant
  number of learners will probably qualify for
  basic admission to university on the basis of
  their subject combination..The implication is
  that many more learners may be able to apply for
  admission to Stellenbosch University. . With
  this background, it becomes clear why it is
  necessary for the University to have its own
  measure to interpret the meaning and value of the
  new NSC and also to generate additional
  information in order to make finer distinctions.

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Assumption 2 TrustworthinessThe standardisation
of the exam

• Another assumption is that we now use vastly
  different methods of standardising the results
• Responsibility for matriculation results has
  changed hands
• JMB (1918 - 1992)
• SAFCERT (1992 2001)
• Umalusi (2002 to date)
• The one constant has been the standardisation
  process used for the examinations.
• This is crucial to
• Obtain equivalence of the standard of the SCE
• Across years, subjects and examination
  authorities
• It is also necessary in order to deliver a
  relatively constant product to the HE sector and
  to the workplace

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• There is an assumption that we are at a much
  worse place today than in 1995

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Senior Certificate examination results
Senior Certificate examination results, all
schools, 1994-2009
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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Umalusis research on comparisons of NSC with
NATED 550

• Another assumption is that the NCS is of a lower
  standard than the previous curriculum.
• Research completed by Umalusi into the standard
  of the NCS curriculum confirms that in most cases
  the NCS presents a greater cognitive challenge
• The NCS also represents modern, updated and more
  demanding versions of previous subjects

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The NCS philosophy

• It needs to be said however that the National
  Curriculum Statement represents different sets of
  standards for all
• Not only does it reflect the new values embedded
  in the Constitution but also aims to develop
  learners who can respond to the growth and
  development of knowledge and technology and the
  demands of the 21st century

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What is the NCS?

• Nationally set curriculum
• Internationally benchmarked
• Modern and relevant 21st Century skills
• Reflect the progressive values of the
  constitution
• Focus on Africa and South Africa

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The design of the NCS
ASs
leaves of the tree
LOs
branches of the tree
COs and DOs
trunk of the tree
10 FUNDAMENTAL VALUES roots of the tree
CONSTITUTION soil
in which the Fundamental Values are grounded
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Nine principles of the NCS

• Social transformation
• Outcomes-based education
• High knowledge and skills
• Integration and applied competence
• Progression
• Articulation and portability
• Human rights, inclusivity, environmental and
  social justice
• Valuing indigenous knowledge systems
• Credibility, quality and efficiency

PRINCIPLES nutrients that feed the tree
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Five critical and seven developmental outcomes

• Solve problems
• Work with others
• Manage self
• Communicate early
• Use science and technology
• Understand world as a set of related systems
• Strategies to learn
• Citizenship
• Cultural and aesthetic sensitivity
• Education and career opportunities
• Entrepreneurial opportunities

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• Can HE Trust the NSC Results?

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Senior Certificate examination results and HE
Senior Certificate examination results, all
schools, 1994-2009
Year No. of Candidates Passes Passes University Exemption University Exemption
Year No. of Candidates Number Rate () Number Rate ()
1994 495 408 287 343 58 88 497 18
1995 531 453 283 742 53 78 821 15
1996 518 032 278 958 54 79 768 15
1997 555 267 261 400 47 69 007 12
1998 552 384 272 488 49 69 856 13
1999 511 159 249 831 49 63 725 12
2000 489 941 283 294 58 68 626 14
2001 449 371 277 206 62 67 707 15
2002 471 309 324 752 69 75 048 16
2003 440 267 322 492 73 82 010 19
2004 467 985 330 717 71 85 117 18
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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Senior Certificate examination results and HE
Senior Certificate examination results, all
schools, 1994-2009
Year No. of Candidates Passes Passes University Exemption University Exemption
Year No. of Candidates Number Rate () Number Rate ()
2004 467 985 330 717 71 85 117 18
2005 508 363 347 184 68 86 531 17
2006 528 525 351 503 66 85 830 16
2007 564 775 368 217 65 85 454 15
2008 533 561 333 604 63 107 642 20
2009 552 073 334 718 60 109 697 20
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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Senior Certificate examination results and HE
Senior Certificate examination results, all
schools, 1994-2009
Year No. of Candidates No. of Candidates University Exemption University Exemption
Year Number Change in number () Number Change in exemptions ()
1995 531 453 7 78 821 -11
1996 518 032 -3 79 768 1
1997 555 267 7 69 007 -13
1998 552 384 -1 69 856 1
1999 511 159 -7 63 725 -9
2000 489 941 -4 68 626 8
2001 449 371 -8 67 707 -1
2002 471 309 5 75 048 11
2003 440 267 -7 82 010 9
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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Senior Certificate examination results and HE
Senior Certificate examination results, all
schools, 1994-2009
Year No. of Candidates No. of Candidates University Exemption University Exemption
Year Number Change in number () Number Change in exemptions ()
2003 440 267 -7 82 010 9
2004 467 985 6 85 117 4
2005 508 363 9 86 531 2
2006 528 525 4 85 830 -1
2007 564 775 7 85 454 0
2008 533 561 -6 107 642 26
2009 552 073 4 109 697 2
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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Senior Certificate examination results
Senior Certificate examination results, all
schools, 1994-2009
Sources DoE, 2004, 2005a, 2005b, 2005c, 2007,
2008, 2009
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• Maintaining Standards Research Project
• Purpose of the Research
• To provide Umalusis Assessment and
  Statistics Committee with information on the
  comparability of the old NATED 550 and new
  National Curriculum Statement curricula, and on
  the comparative difficulty of the exams
  associated with each.

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• Methodology

• Comparing curricula
• In-depth policy analysis of content, skills and
  assessment
• Design features i.e. outcomes, assessment
  standards, sequencing, progression, etc.
• Benchmarking NCS exams
• Comparison NATED 550 HG SG (2005-7) and 2008
  2009 NSC exam papers
• Analysis of NSC 2009 examination in correlation
  with SAG

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Subjects Considered in 2008
Subjects Curriculum Evaluation Exam Analysis
English FAL v v
Geography v v
Life Sciences v v
Mathematics v v
Mathematics Literacy v v
Physical Sciences v v

• Reports are available

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Subjects Considered in 2009
Subjects Curriculum Evaluation Exam Analysis
English FAL v
Geography v
Life Sciences v
Mathematics v
Mathematics Literacy v
Physical Sciences v
Accounting v v
Business Studies v v
Economics v v
History v v

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The case of Mathematics

• This special role of mathematics has seen it
  continuously singled out in discussions on
• Curriculum reforms
• Examination results
• Historically 30 to 40 of secondary schools in
  the country simply did not offer any mathematics
  beyond grade nine
• In 2009 all 620,000 learners took some form of
  mathematics

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Mathematics and the Class of 2009

• The Class of 2009 had 52 866 learners who passed
  mathematics at the 50 level or higher
• The Class of 2008 had 63 038 learners who passed
  mathematics at the 50 level or higher
• This stands in contrast to the 25,000 who passed
  Higher Grade mathematics in 2007
• A further 207 326 learners passed mathematical
  literacy, most of whom would not have done any
  mathematics in the previous system.
• A total of 8 460 passed ML at the level of 80 or
  higher

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Math pass rate
Number passing Math at different thresholds
Wrote Passed at 30 Passed at 40 Passed at 50 Passed at 60 Total did not pass
2008 298 821 136 503 89 788 63 038 42 323 162 318
2009 290 630 133 789 85 491 52 866 31 786 156 736
Sources DoE, Abdridged Report on the 2008 NSC
Examniation Results, December 2008 Doe,
Technical Report NSC, December 2008
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Trends in HG Math pass rate
Number passing HG Math
Year No. Wrote Math No. Wrote Math HG No. Passed Math HG
1995 200,000 60,000 29,000
1996 215,000 65,000 22,000
1997 231,000 68,000 20,000
1998 280,000 60,000 20,000
1999 281,000 50,000 20,000
2000 284,000 39,000 19,000
2001 264,000 35,000 20,000
2002 261,000 35,000 21,000
2003 258,000 36,000 23,000
2004 276,000 40,000 24,000

• Pass at 50 or higher

Sources Vithal, 2008, Table constructed from
data in CDE Research Report No 13 Kahn 2007, DoE
Senior Certificate Technical Report 2006 DoE
Senior Certificate Report 2007. Figures rounded
off
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Trends in HG Math pass rate
Number passing HG Math
Year No. Wrote Math No. Wrote Math HG No. Passed Math HG
2004 276,000 40,000 24,000
2005 303,000 44,000 26,000
2006 318,000 47,000 25,000
2007 348,000 46,000 25,000
2008 298,821 n.a. 63,038
2009 290,630 n.a. 52,866

• Pass at 50 or higher

Sources Vithal, 2008, Table constructed from
data in CDE Research Report No 13 Kahn 2007, DoE
Senior Certificate Technical Report 2006 DoE
Senior Certificate Report 2007. Report on the
National senior Certificate Examination results
2009 Figures rounded off
35
Some remarks about Mathematics and the Class of
2008

• The cognitive challenge for mathematics for the
  class of 2008 was closer to the old SG level as
  judged by the Umalusi research panel
• Furthermore there was a mismatch between the
  suggested cognitive demand as provided by the
  SAGs and the cognitive challenge in the exemplars
  and the final mathematics examination
• Only about 46 of learners met the minimum
  requirements for a pass in mathematics

36
Some remarks about mathematics and the Class of
2009

• 2009 exam was more challenging than the 2008 exam
• 2009 aligned to the exam guideline
• Provided a challenge at the top end
• Only about 44 of learners met the minimum
  requirements for a pass in mathematics

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Cognitive demand for HG and SG Mathematics
of marks at each level of cognitive demand on
HG and SG Math papers
2005-7 SG 2005-7 HG 2008 NSC 2009 NSC SAGS
Knowledge () 21 10 9 18 25
Routine procedures () 53 42 62 36 30
Complex procedure () 20 40 24 35 30
Problem solving () 7 8 4 11 15
Sources Draft Composite Exam Analysis Report
Maths, Umalusi Research, 2008
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The case of Physical Science

• Curriculum needs urgent attention
• Content overload
• Selection of examinable content (especially
  Chemistry)
• 2009 exam was of a similar standard to 2008
• Difficult for both top and lower achieving
  learners

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Physical Science and the Class of 2009

• The Class of 2009 had 45 531 learners who passed
  Physical Science at the 40 level or higher
• The Class of 2008 had 61 480 learners who passed
  Physical Science at the 40 level or higher
• This stands in contrast to the 28 122 who passed
  Higher Grade Physical Science in 2007

40
Physical Science pass rate
Number passing Physical Science at different
thresholds
Wrote Passed at 30 Passed at 40 Passed at 50 Passed at 60 Total did not pass
2008 217 300 119 206 61 480 32 524 16 620 98 042
2009 220 957 81 507 45 531 22 329 10 308 139 450
Sources DoE, Abdridged Report on the 2008 NSC
Examniation Results, December 2008 Doe,
Technical Report NSC, December 2008
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Trends in HG Physical Science pass rate
Number passing HG Physical Science
Year No. Wrote Phys. Sc No. Wrote Phys. Sc No. Passed Phys.Sc HG
2006 69,302 29,781
2007 71,172 28,122
2008 217,300 n.a. 61,480
2009 220,957 n.a. 45,531

• Pass at 40 or higher

Sources Vithal, 2008, Table constructed from
data in CDE Research Report No 13 Kahn 2007, DoE
Senior Certificate Technical Report 2006 DoE
Senior Certificate Report 2007. Report on the
National senior Certificate Examination results
2009 Figures rounded off
42
Cognitive demand for HG and SG Physical Science
of marks at each level of cognitive demand on
HG and SG Physical Science papers
2005-7 SG 2005-7 HG 2008 NSC 2009 NSC SAGs
Factual () 21 12 12 15 Recall - 15
Factual () 21 12 12 15 Comprehension-35
Conceptual () 29 30 38 39 Comprehension-35
Conceptual () 29 30 38 39 Analysis Application-40
Problem Solving () 50 58 50 46 Analysis Application-40
Problem Solving () 50 58 50 46 Evaluation Synthesis- 10
Sources Draft Composite Exam Analysis Report
Maths, Umalusi Research, 2008
43
Results of other Critical Subjects

• Life Sciences
• 2009 exam was more difficult for below-average
  candidates, but not so challenging for
  above-average candidates
• Accounting
• curriculum
• NCS content more than Nated 550 content
• Examination guidelines cover 40 -50 of new
  disciplines
• 2009 exam was of a similar standard to 2008
• difficult for both top and lower achieving
  learners

44

• Quality Assurance of the 2009 National Senior
  Certificate Examination
• Dr Mafu S Rakometsi CEO of Umalusi

45
2009 Quality assurance processes

• Moderation of the question papers
• Moderation of Site-Based Assessment (SBA)
• Monitoring of the conduct of the NSC examination
• Verification of marking and
• Standardization of marks.

46
Scope of the quality assurance processes

• Number of NSC 2009 question papers moderated

Number of subjects Number of papers Approved/ Conditionally approved at 1st moderation Approved/ Conditionally approved at 2nd moderation Approved/ Conditionally approved at 3rd moderation
38 130 44 73 13
47
Scope of the quality assurance processes

• Moderation of SBA

Subjects Provinces Provinces Provinces Provinces Provinces Provinces Provinces Provinces Provinces
EC FS GP KZN Limp MP NW NC WC
Accounting v v v v
Business Studies v v v
Economics v v v
English First Additional Lang v v v
Geography v v v
History v v v v
Life Sciences v v v v
Life Orientation v v v v v v v v v
Mathematics v v v
Mathematical Literacy v v v
Physical Science v v v
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Scope of the quality assurance processes

• Monitoring of the NSC examination writing phase

Province No of exam centres No of candidates enrolled No of exam centers monitored by Umalusi No of Umalusi monitors per province No of exam centers monitored by Umalusi staff
EC 908 76 242 17 04 01
FS 314 31 412 17 04 01
GP 787 109 535 14 02 01
KZN 1 670 132 931 29 04 01
Limp 134 101 658 30 04 01
MP 528 58 759 34 04 01
NC 135 11 461 14 02 01
NW 382 32 420 22 03 01
WC 416 48 198 12 03 01
Total 5 272 602 616 169 30 09
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Scope of the quality assurance processes

• Monitoring of the NSC examination marking

Province No of marking centres No of marking centers visited by Umalusi monitors No of marking centers visited by Umalusi staff
EC 14 05 01
FS 15 06 01
GP 07 02 01
KZN 31 08 01
Limp 19 08 01
MP 16 08 01
NC 03 03 01
NW 14 03 -
WC 02 02 -
Total 121 45 07
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Scope of the quality assurance processes

• Moderation of marking
• Memoranda discussion meetings
• Approved and signed off finalized memoranda/
  marking guidelines for all the NSC subjects
• Centralised moderation (see next slide)

51
Scope of the quality assurance processes

• Centralized moderation of marking

Non language subjects Language subjects
Accounting Afrikaans First Additional Language P1, P2, P3
Agricultural Science P1, P2, P3 English First Additional Language P1, P2, P3
Business Studies IsiXhosa Home Language P1, P2, P3
Economics Sesotho Home Language P1, P2, P3
Geography P1, P2 Setswana Home Language P1, P2, P3
History P1, P2
Life Sciences P1, P2
Mathematics P1, P2, P3
Mathematical Literacy P1, P2
Physical Science P1, P2
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Areas of good practice

• Generally papers catered for both the weaker
  high performing candidates,
• In many cases the Nov 2009 March 2010 were
  presented at the same time for moderation, this
  ensured comparability of standard,
• External moderators signed the final papers off
  before dispatch to provinces for printing,
• Great improvement observed in the monitoring of
  exams by provinces,
• Security measures were intensified in the
  majority of centers across provinces,

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Areas of concern

• Moderation of SBA
• Majority of provinces do not conduct actual
  moderation of SBA tasks learner portfolios
  moderation exercise is limited to a compliance
  audit.
• Majority of the SBA tasks reflect over reliance
  on past examination papers, educators lack
  creativity in developing suitable tasks,
• SBA tasks developed by educators focus mainly on
  assessing the lower cognitive skills,
• Educators battle with the development use of
  rubrics used for scoring learners,

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Areas of concern

• Implementation Assessment of Life Orientation
  (LO) requires serious attention. LO is 100
  internally assessed and standards vary from one
  province to the other, and even within provinces.
  
• Monitoring of exams
• Incidents of improper registration of candidates
  resulted in duplications and some candidates not
  registered or registered for the incorrect
  subjects,
• The appointment of suitable trained Invigilators
  and Chief Invigilators is essential. This will
  address problems relating to the flouting of even
  basic examination regulations.
• The security systems in Mpumalanga during the
  printing, distribution, and storage of question
  papers require urgent attention.
•  

55
Areas of concern

• Criteria for the appointment of markers should be
  strictly adhered to so as not to disadvantage
  candidates.
• Moderation of marking
• Memoranda discussion meetings for small subjects
  did not receive the same attention as that given
  to the gateway subjects. These memorandum
  discussions were poorly attended. Added to this
  was the absence of input from the provinces.
• The problems with the improper translation of
  question papers into Afrikaans is still of great
  concern.

56
Areas of concern

• Additions were made to the final memoranda
  without the consent of the DoBE and Umalusi. A
  few incidents of non-adherence to the final
  memoranda were observed, (pg 37, 38 of the NSC
  report).
• Some markers do not have the ability and
  experience to handle higher-order cognitive level
  questions that required insight and logical
  reasoning.
• There were instances of inaccurate totaling of
  marks and incorrect transferring of marks to the
  cover page during marking.

57
Areas of concern

• Standardization of marks
• Data on the raw mark distribution for 2008 did
  not correspond with data contained in the 2009
  standardization booklets. The number of
  candidates reflected in the pairs analysis was
  also not accurate.
• The data sets submitted for verification of the
  resulting process was incomplete and sometimes
  not in accordance with the Umalusi
  specifications. This resulted in a delay of the
  verification process.
• Poor learner performance especially in
  Mathematics, Physical Science Accounting point
  to problems with the curriculum as well as
  teaching and learning.

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Recommendations

• Moderation of SBA
• Moderation of the standard of SBA must be
  implemented at the school and cluster levels.
  Checks for compliance can still be part of the
  moderation process to ensure adherence to policy.
• All the assessment bodies should ensure that all
  educators are familiar with the policy
  requirements to ensure the meeting of national
  standards.
• Monitoring of exams
• The appointment of suitably trained Chief
  Invigilators is essential. This will address
  problems relating to the flouting of even basic
  examination regulations.

59
Recommendations

• Verification of marking
• Criteria for the appointment of markers should be
  strictly adhered to so as not to disadvantage
  candidates.
• Standardization of marks
• Data submitted for standardisation purposes must
  be accurate and in the specified format.

60
Recommendations

• There is a need to establish a basis for the
  standardization of Life Orientation (LO). Umalusi
  recommends that an externally-written component
  be introduced for LO with a view to set standards
  for the assessment of this subject.
• There is an urgent need for very intensive
  teacher training focusing on the content of the
  new Accounting curriculum. This must then
  translate into the effective teaching, learning,
  and assessment of the subject.
• The Physical Science curriculum appears to be
  challenging in terms of breadth and needs to be
  reviewed.
• Teaching and Learning of Mathematics needs to be
  strengthened

61
Examination Irregularities

• The majority of irregularities were of a
  technical nature and these were reported to
  Umalusi in terms of established processes.
• Some irregularities were as a result of
  registration-related problems, eg candidates not
  appearing on mark sheets, some registered for
  incorrect subjects.
• Major irregularities
• Leakage of the 5 papers in Mpumalanga
  Mathematics P1 2, Physical Science P1 2 and
  Accounting. These were reported to Umalusi in
  October 2009. Back-up papers were moderated under
  tremendous time pressure.

62
Examination Irregularities

• On 20 December 2009, Umalusi was informed that
  the DoE investigations revealed that other papers
  may have been compromised in Mpumalanga.
• An official report from the DoE was sent to
  Umalusi on 29 Dec.
• Umalusi EXCO constituted on 30 Dec and agreed
  that the matter be investigated further.
• Based on the information in the DoE report,
  Umalusi decided not to approve the release of
  Mpumalanga results at its approval meeting of 04
  Jan 2010.

63
Examination irregularities

• The Assessment Standards Committee of Umalusi was
  tasked to do a thorough verification of the
  Mpumalanga results between 04 and 06 Jan 2010.
• Method used
• comparison of the average performance of schools
  in 2009 with their average performance in 2008
  per subject and based on their raw marks scored
  in both years.
• the Standard deviations of these raw marks were
  also compared as well as the difference between
  the raw examination mean the raw SBA mean
  between 2008 2009. Small positive differences
  in these means from 2008 to 2009 would mean that
  there were positive interventions. Significant
  (high) differences would indicate that there were
  possible irregularities.

64
Examination irregularities

• The investigation showed that most of the
  differences were negative, indicating that there
  was a downward trend in the performance of
  candidates in Mpumalanga.
• Based on the investigation, the Assessment
  Standards Committee concluded that their was no
  indication of any patterns to suggest systemic
  inflation of results.
• Umalusi EXCO presented the Umalusi findings to
  the Minister on the 6th January 2010.
• Based on this Umalusi Council took a decision to
  approve release of Mpumalanga results.

65
Conclusion

• The findings of the quality assurance processes
  are a clear indication of a maturing system that
  has, on the one hand, made positive strides
  towards improvement in certain areas of
  assessment and examination, but, on the other
  hand, still has a few challenges that need to be
  addressed.
• The quality assurance of each of these processes
  presented above was conducted based on Umalusi
  criteria. Umalusi uses criteria that are
  subjected to constant review and refinement, to
  ensure that they are in line with current trends
  in assessment and examinations.

66
Conclusion

• As a final quality assurance measure, Umalusi
  moderated the final marks awarded to the
  candidates. This is done through a rigorous
  standardization process carried out in line with
  established principles and procedures. Through
  this process, Umalusi ensures the consistency of
  the NSC examination over time and across the
  provinces.
• Apart from the statistical inputs presented,
  Umalusi considered qualitative inputs, as well as
  very sound educational reasoning to arrive at the
  2009 standardization decisions. Umalusi is proud
  to indicate that in the main, the candidates raw
  marks were accepted. There were very few
  instances where it was necessary to perform minor
  adjustments to the candidates raw marks.

67
Conclusion

• In general Umalusi is pleased with the manner in
  which the 2009 NSC examination was administered.
• Umalusi acknowledges that a number of technical
  irregularities were reported, but these were
  addressed in a fitting manner.
• The few serious irregularities reported were also
  afforded proper investigation and resolution to
  ensure that the credibility of the 2009 NSC
  examination is maintained.
• Umalusi takes this opportunity to express
  appreciation to the national provincial
  departments of education for their concerted
  effort in ensuring a credible examination.
• Umalusi expresses appreciation also to all the
  relevant stakeholders for the necessary support
  given in line with Umalusi quality assurance
  initiatives.

68

• Thank you!