NATIONAL SENIOR CERTIFICATE EXAMINATION
GUIDELINE DOCUMENT
HISTORY
CONTINUOUS ASSESSMENT
FROM 2003
SENIOR CERTIFICATE CONTINUOUS ASSESSMENT (CASS)
Content:
1. Introduction (BACK TO TOP)
To obtain a Senior Certificate it is necessary for learners to satisfy the requirements of both external examinations and continuous school based assessment. Continuous Assessment (CASS) forms an integral part of the final assessment for the Senior Certificate. 'Continuous assessment (CASS) is the assessment of the learner's performance carried out on an ongoing basis at the learning site by the educator, using various assessment techniques.' (1) All full-time candidates must have CASS marks for each of their subjects; without these, their results are declared incomplete by the South African Certification Council, and they will be required to re-write their examinations at the following end-of-year sitting.
2. Rationale for CASS (BACK TO TOP)
The benefits of a system of CASS include the following
Assessment is ongoing and therefore learners are compelled to work consistently. This will contribute to re-instating the culture of teaching and learning.·
Learners will be assessed using different and appropriate assessment methods. This will provide a more valid assessment of the learners' performance.
Assessment takes place in an authentic context, i.e. learners will be assessed in a realistic situation which is integral to the learning process.·
Assessment will feed back into the learning process, thus promoting the formative role of assessment.
The assessment of each learner's performance will be carried out by the teacher who works intimately with that learner.
The inclusion of CASS is also in keeping with the principles of outcomes-based education, which states that assessment should:·
take place on a continuous basis·
promote learning·
move away from learning as only memorisation·
cover a wide spectrum of learning activities and tasks·
make use of relevant knowledge in real-life contexts·
focus on knowledge, skills, attitudes and values and not only on content
CASS must be included in all Senior Certificate subjects at all schools in the province except those subjects that are wholly practical, such as Music Second Instrument.
3 Summativ and Formative Assessment (BACK TO TOP)
3.1 Ratio of Summative/Formative (BACK TO TOP)
| Grade | External examination | Contribution to final mark | CASS | Final mark | |||
|---|---|---|---|---|---|---|---|
| HG | Paper 1200 Paper 2 200 |
400 | 75 % | 100 | 25 % | 400 | 100 % |
| SG | Paper 1 150 Paper 2 150 |
300 | 75 % | 75 | 25 % | 300 | 100 % |
Because the final examination is so heavily weighted (75% of the final mark for most subjects, excluding the practical subjects where different conditions apply), it becomes necessary to include more tasks of a formative nature as part of the CASS mark.
3.2 Summative
For Grade 12 the summative part of CASS for all subjects must include tests and a preliminary examination. The inclusion of a mid-year examination mark is optional.
3.3 Formative
The formative part of CASS must include various activities, e.g. a research assignment, ongoing tasks to develop skills that are necessary for successful functioning within the subject, and creative responses to problems within the subjects field.·
It has to cater for the needs of all learners.·
Standardised rubrics per subject should be used for the assessment of the formative tasks.
4. The Importance of the Critical Outcomes (BACK TO TOP)
The 12 cross-curricular Critical Outcomes are the result of a national process to determine the profile of a learner leaving our schooling system. The Critical Outcomes should inform all the tasks to be set for CASS.
The following are the Critical Outcomes:
The learners will be able to:
Identify and solve problems making responsible decisions using critical and creative thinking
Work effectively with others as a member of a team, group, organisation or community
Organise and mange themselves and their activities responsibly and effectively
Collect, analyse, organise and critically evaluate information
Communicate effectively using visual, mathematical and/or language skills in oral and/or written modes
Use science and technology effectively and critically, showing responsibility towards the environment and towards the health of others
Demonstrate an understanding of the world as a set of related systems by recognising that problem contexts do not exist in isolation
In order to contribute to the full personal development of each learner and the social and economic development of society at large, any programme of learning must make learners aware of the importance of:
Reflecting on and exploring a variety of strategies to learn more effectively
Participating as responsible citizens in the life of local, national and global communities
Being culturally and aesthetically sensitive across a range of social contexts
Exploring education and career opportunities
Developing entrepreneurial opportunities
5. Moderation (BACK TO TOP)
5.1 Moderation Principles (BACK TO TOP)
As part of its school assessment policy, each school should have a moderation policy.
Moderation must follow the assessment principles of ensuring fairness, validity, reliability and practicability.
Internal moderation must ensure that school-based assessment is consistent, accurate and well designed.
Transparency in the methods used is of the utmost importance.
5.2 Internal Moderation (BACK TO TOP)
5.2.1 Methods.
Moderation methods will include face to face moderation, cluster moderation and statistical moderation. The moderation of practical subjects may follow a different pattern. (See individual subject guidelines.)
5.2.2 Moderators.
Schools are bly advised to appoint senior staff to moderate the assessment of educators within the school. These moderators should have the confidence of the rest of the staff at their school.
5.2.3 Functions.
The main functions of the internal moderation system are:
To verify that assessment across all subjects is fair, valid, reliable and practicable·
To ensure that learners doing the same subject but in different classes are treated equitably·
To validate the authenticity of the learners' work·
To identify the need to redesign assessments·
To provide an appeal procedure for dissatisfied learners·
To evaluate the performance of assessors·
To provide appropriate and necessary support, advice and guidance to assessors·
To ensure that school-based assessment is continuous throughout the Grade 12 year, by carrying the internal moderation process through effectively from January to October
5.2.4 Drawing up criteria.
Each school must have acceptable assessment and moderation criteria worked out for each subject for the CASS marks.
In this, all the teachers involved in the subject, as well as learners elected by their peers, can be involved.
The criteria will vary for each subject.
The criteria should be as comprehensive as possible.
Schools are advised to draw up these assessment criteria in consultation with other schools and subject specialists in their clusters.
The criteria must be readily available to all the learners involved, to all the staff, as well as to the external assessors prior to their visits.
5.3 External Moderation (BACK TO TOP)
Ideally, all of the CASS marks for each school are to be moderated by external assessors. In a system of cluster moderation, only a sample would be required. The external assessors could be drawn from one or more of the following:
Specifically appointed educators from a group of schools forming a cluster
Specialist curriculum advisors from the Provinces
Assessment co-ordinator (Provinces)
Chief curriculum advisor from the Province
Circuit Manager from the Province
Senior Subject Specialist from the Head Office
Monitor from the national Department of Education
5.4 Face Moderation (BACK TO TOP)
Practical and oral work must be moderated face to face. (Refer to the individual subject guidelines.) Criteria must be drawn up, and care must be taken that the spread of marks should be similar to that of the written examination for the year group.
5.5 Cluster Moderation (BACK TO TOP)
A system of cluster moderation is being considered:
A cluster consists of a group of schools (up to a maximum of 10) which are relatively close to one another
The number of learners in Grade 12 is taken into account when drawing up a cluster.·
The responsibility for drawing up the subject cluster rests with the Chief Curriculum Advisor in each Province
One school is appointed as the co-ordinator for a particular subject and a person from this school organises the date, time and venue of the cluster moderation meeting.
It is advisable for the educators involved to hold a number of meetings during the course of the year so that all the details regarding the methods to be used for a particular subject are known and agreed upon before the individual educators commence their evaluations.
Educators in a cluster will be able to create a shared understanding of standards and assessment requirements in a collegial situation.
5.6 Provincial Moderation (BACK TO TOP)
The Provinces are involved in the provincial moderation of candidates' work. The purpose of this is to ensure a fair standard across all schools in the province. The same methods of evaluation must be used by this team as by the other teams.
5.7 Selection of Candidates for Face Moderation(BACK TO TOP)
All candidates must be informed by the school principal (preferably in writing via their parents/guardians) that moderation is an integral part of their examination, and they cannot absent themselves on the day set aside for moderation without a valid reason or a medical certificate.
The moderators make their own selection of candidates for moderation, based on the marks awarded to them by the educator. At least 10% of the candidates per school should be moderated. One third of the candidates must be selected from the 'excellent' category, one third from the 'average' category, and the remaining one third from the 'weak' category.
If the average difference between the marks allocated by the school and by the moderation panel is greater than 10%, then the marks of all the candidates are adjusted up or down according to the average difference.
5.8 Evidence Required For Moderation: Portfolios (BACK TO TOP)
5.8.1 Two types of portfolios are required:
The educator's portfolio contains all the instructions and assessment criteria and rubrics pertaining to all the CASS tasks set for the learners.
The learner's portfolio for each learner contains each piece of evidence that is used to calculate the learner's CASS mark.
5.8.2 Portfolio presentation:
As these portfolios are merely collections of evidence of work, the nature of the portfolio itself is not important as long as it neatly contains the work. (Examples of inexpensive portfolios are stapled sheets of cardboard, sealed A4 envelopes with the top cut off, flip files, etc.)
5.8.3 Portfolio storage and management:
Although the educator will also keep a record of all marks awarded to a learner, the importance of the safekeeping of the portfolio must be stressed. The creation of a portfolio of work, its management and safekeeping are important skills in a learner's development.
6. Irregularities in School-Based Assessment (BACK TO TOP)
6.1 Statements of authenticity are to be made by the candidates for each piece of work that is produced for CASS.
6.1.1 A candidate who makes a false statement or presents any work other than her/his own for assessment will be dealt with in terms of the rules and regulations for Irregularities, and can be barred from the Senior Certificate Examination for a period of up to 2 years.
6.2 Educators of officials found falsifying school-based assessment or neglecting moderation duties or providing candidates with unlawful assistance will be liable for charges of misconduct.
6.3 If a candidate does not hand in work for CASS marks without a valid reason, the educator, Head of Department and Principal will indicate to the learner the importance of handing in the work. If the work is still not submitted, the candidate is to be given '0' for that particular task
6.3.1 In cases where a learner receives a zero, the educator's portfolio must reflect that follow-up action was taken.
6.3.2 If a candidate does not hand in any CASS tasks at all in a particular subject, she/he is marked as 'absent' for CASS, with the result that her/his final Senior Certificate results will be 'incomplete'. The candidate will be allowed to re-enter for the subject concerned in the following November examination.
6.3.3 Candidates who do not produce individual CASS tasks due to medical or other valid reasons, are not to be given '0' marks for that task. They are to be marked as 'absent' for that task. Their final CASS mark is then calculated out of a lower total.
7. Cass Appeal Procedures(BACK TO TOP)
If a learner is unhappy with her/his CASS mark, the route of appeal is via the school to the Curriculum Advisor and Chief Curriculum Advisor in the Province .
If a school is unhappy with any adjustments made to the CASS marks, it may appeal to the Chief Curriculum Advisor in the Province within 3 days of receiving the adjusted marks. The Chief Curriculum Advisor will then appoint another subject specialist to moderate the CASS tasks and marks. The result of the appeal will be given to the school within 10 days of requesting the remark.
8. Continuous Assessment in History (BACK TO TOP)
The objective of the continuous assessment is to ensure that students are assessed on a regular basis throughout the year and that their result does not depend on one or two major assessments throughout the year.
In order to lighten the load of candidates studying for the end-of-year examination, certain areas of the syllabus have been specifically designated for CASS. These sections will NOT form part of the final examination. These sections of the syllabus, if the relevant themes are chosen however, MUST show teaching and assessment to ensure that the required amount of work in the syllabus has been completed. This will be reflected in the learners’ portfolios to be moderated at the end of the year.
These sections are:
Section A - : Themes (BACK TO TOP)
1.2: Legislation and Segregation (1924-48)
1.4: Socio-Economic Development (1924-48)
1.5: South Africa’s Foreign Relations (1924-48)
3.3: South Africa’s Foreign Relations (1976-94) (to be included from 2004 onwards)
Section B - : Themes (BACK TO TOP)
1.4.3: Cold War in Africa
1.4.2: Cold War conflict after World War II
In addition, any other sections of the syllabus taught for examination purposes can be used for CASS assessment.
This assessment throughout the year should consist of at least three of the following components:
Research work, using source material.
Source-based exercises, preferably done in a controlled or classroom situation.
Group and/or individual work, where an oral component can be assessed.
Other, further, enrichment activities, e.g. video-making, as agreed on by the province.
A variety of tests and at least one examination to check that formal assessment has been conducted.
It is being left to the initiative of each province to develop a CASS programme which adheres to the principles of the national guideline document and allows initiative from individual educators and learners in collaboration with provincial guidelines.
Related Pages
Previous page: Source-based Queutions (History HG & SG)