History Department at UKZN

An analysis of the history examination papers and memoranda available on the website of the Education department reveals that many of the Assessment standards (on the memoranda) are incorrectly linked to the questions. There may be several obvious reasons for this situation, including that my own interpretation of the assessment standards may be wrong.

1. This mismatch of questions and skills has the following implications:

• The level requirements set out in the guidelines are not met. It has an impact on the standard of the papers if in some cases more than 90% of the required answers are actually on level 1? The weighting of the levels are important to ensure the STANDARD and a well balanced paper. How serious are the examiners about the Levels as indicated in “History, Grade 12, Examination guidelines, 2009, p. 5”?

• Teachers (the hundreds of markers) do not learn the correct use of the skills. According to the “Report on performance of learners in 2008 NCS” the skills (standards) are very poor. To teach the learners how to answer e.g. “extract information” question we (the examiners and teachers) should know what is meant by the skill, how to set a question to assess the skill and how to answer such a question.

• It seems that the assessment standards/skills are not perceived as important by nearly all stakeholders. But is should be important according the NCS document, : “The content indicated needs to be dealt with in such a way as to assist the learner to progress towards the achievement of the Learning Outcomes. Content must serve the Learning Outcomes and not be an end it itself.”

• It leads to poorly phrased questions. The answer in the memo is actually a surprise. A question linked to a specific assessment standard will focus the question.

2. An aspect which really shows that the examiners do not have a clue what they are doing in regards to the asessment standards is the use of the LO and AS - numbers. Grade 10 -12 Assessment standards are used in the matric exam. Is LO1 AS 3 Grade 10., 11 or 12? Please stop using the numbers and just use the wording – at least it has meaning. Take for example Q 1.1/3 on the following page: [Interpret and evaluate information from the source 1A – L2 LO3 (AS2); LO2 (AS3); LO3 (AS2).] It is NOT any one of the LO As’s mentioned – not grade 10,11 or 12. It is actually Grade 12 LO1 AS2

3. Here are some examples to motivate my argument. Please have the History Paper 1 (Nov. 2009) and the corresponding memo available. It is available on - www.education.gov.za. I shall use question 1 (and a section of question 4) from this paper. (My argument is applicable to any question)

Question 1, Paper 1 (December exam 09)
Comparison between the official memo and my view.

Q 1.1.
From official memo: [Extract relevant Information from source, L1, LO1 AS3]
My view. (disagree with official memo)
It should be [Analyse the information and data gathered from a variety of sources, L2 Grade 11 LO2AS2)
A good question. I agree with the 2X2 marks.
Perhaps not a good question to start with.
Problems. It is NOT an “extract” AS. It seems that the examiner really thinks it is “extract” because he/she used the words “using source”. We teach our learners to look for these words in a “extract” –type of question. But the answer (in memo) is from own knowledge – comprehension in context and therefore “Analysis”. I suppose many learners did try to extract an answer from the source?

Q 1.1.2
From official memo: [Extract relevant Information from source, L1, LO1 AS3]
My view. (disagree with official memo)
[Analyse the information and data gathered from a variety of sources, L2 Grade 11 LO2AS2)
Actually a good question.
Problems. It is NOT an “extract” AS. Answer from own knowledge.
The memo suggests that the examiner used the wrong “question word” It is not “explain” but “name”
The marks are too high for name the two ideologies. Should be 2X1

Q 1.1.3
From official memo: [Interpret and evaluate information from the source. 1A – L2 LO3 (AS2); LO2 (AS3); LO3 (AS2).] (Level 2 – 3 marks)
My view. (disagree with official memo)
[Analyse the information and data gathered from a variety of sources, L2 Grade 11 LO2AS2)
It is a very open answer.

Q 1.1.4
From official memo: [Extract and Interpretation of evidence…]
My view. Agree with memo. ??
But the memo suggests that it is only extract. I do not mind the combination of skills but it is better to isolate the skill in the “short questions”

Q 1.1.5
From official memo: [Interpret information from the source.
My view. (disagree with official memo)
The answers from the memo are ALL extracted from the source.
Same applies for the combination of extract and interpret. It is two entirely different skills. Why in one question?

Q 1.1.6
From official memo: [evaluation and Interpretation]
My view. (disagree with official memo)
The AS is [ evaluating the usefulness of the sources for the task taking into account stereotypes, subjectivity and gaps in the evidence available.]

This is a typical example where the exam memo can be an important developmental tool.
Usefulness always refers to content and reliability. Two marks should be for reference to the content (in terms of the question) and two marks for reliability.
The memo is so OPEN the learners copy a few lines from the source to get full marks. Focus the memo in order to teach the markers and learners to answer the utility question correct.

Q 1.2.3
From official memo: [Interpretation]
My view. Agree with memo.
But we may also give credit for learners that extract information (The OPEN memo syndrome)

Interpretation is a thoughtful effort to describe/explain/make a judgement of the past.
The best way to ask this AS is to spot an interpretation of others such as a secondary writer.
Learners own interpretation should reflect the “thoughtful effort” Not just “what do you think”.

Question 4, Paper 1 (December exam 09)

4.1.3 From official memo: [Explanation of concepts ]
My view : It is misleading - the answer is in the text. It should be: [Extract information. ]
Why 3 marks for level 1 (extract)

4.1.2 From official memo: [Interpret and evaluate information from the source.]
My view: [Analyse the information and data gathered from a variety of sources]
The answer is in the text??? Extract??

4.1.3 [Interpretation sources to evaluate reliability]
My view: There is not an assessment standard linked to reliability but it should rather be :[ Engage with sources of information, evaluating the usefulness of the sources for the task, including stereotypes, subjectivity and gaps in the available evidence.]
(Note that an extract answer according to memo will get full marks.)

4.2.1 Agree with official memo: [Extract and Interpretation of evidence…]

4.2.2 From official memo: [Interpretation of evidence from source]
My view: No interpretation. Memo suggests that it is extract information.

4.2.3 From official memo: [Interpretation of evidence from source]
My view: I agree with the [Interpretation of evidence from source]
BUT examiners may give marks for extractions from text – any other relevant response

4.3.2 and 4.3.3 From official memo: [Interpret and evaluate information from the source.]
My view [Explain the interpretations and perspectives of historical event and why people in a particular historical context acted as they did] Both are actually “perspectives” because it is a primary source. Interpretations are linked to secondary sources.

Are you interested in my opinion on the following:
1. How I teach my learners the skills and what I think each assesment standard is about.
2. The ridiculous structure and progression of the current assessment standards? Please use the review of OBE as an oppurtunity to make it easier for us all.

Regards
Johan Barkhuizen
johan@hscenturion.co.za
0832742840