DISTRICT MODERATION TOOL OF SCHOOL-BASED ASSESSMENT

Moderation Colour Pens

School level: GREEN
Cluster/District level: ORANGE
Provincial level: PINK

SECTION A: GENERAL

Province KWAZULU NATAL District PINETOWN

School LUNGISISA INDLELA Subject MATHEMATHICAL LITERACY

VILLAGE
Teacher/Assessor CHOGUREI. U Grade 12

Surname and Name of Date

District SBA Moderator
Aspect Moderated

SECTION B: RECORD OF MODERATION

Learner Task Moderated Teacher DH/Peer District Mark

Mark Moderator Moderator Mark Difference
Mark
1.
2.
3.
4.
5.
6.

Learner Task Moderated Teacher DH/Peer District Mark

Mark Moderator Moderator Mark Difference
Mark
1.
2.
3.
4.
5.
6.

SECTION C: TEACHER FILE

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 COMMENTS AND FINDINGS
Study the teacher file and comment on the following
(Make notes of any evidence, challenges,
aspects
examples of best practices)
a) The name of the school, the name of the teacher, the name
and grade of the subject, and the EMIS number are on the
front of the file.
b) Departmental Head (DH) and District moderation reports in-
cluded.
c) There is evidence of adherence to School-based Assess-
ment policy /circulars and guidelines to ensure consistency
and direction to assessment processes and practices.
d) There is adherence to the minimum number of tasks as pre-
scribed by the assessment policy (as per the revised PoA
and the ATP).
e) SA-SAMS mark sheets are included in the teacher file:
 Term mark sheet (module 12.9.15) that the school
signed off.
 Composite marksheet printed from the latest SA-SAMS
patch and printed up to Term 4, ALL tasks for the year
are displayed (module 12.3.12).
f) The marking guidelines for EACH ASSESSMENT TASK
with the analysis grid are included.
g) There is evidence of feedback to enhance the quality of the
moderation.
h) The teacher assessment file is well organised and easy to
navigate.

SECTION D: EVALUATION OF THE ASSESSMENT TASK

1. TECHNICAL CRITERIA
(Complete for all tasks – Support with relevant comments)
Criteria:
COMMENTS AND FINDINGS
(Make notes of any evidence, challenges,

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 examples of best practices etc.)
a) File/ Memory Stick/ CD with a full history of the de-
velopment of the task is available.

b) The task is complete with a relevant marking rubric

and/or marking guideline and analytical grid.

c) The cover page has all relevant details such as

time allocation, name of the subject, etc.
d) The instructions to candidates are specified and un-
ambiguous.
e) The layout of the task is learner-friendly and ac-
cessible to learners with barriers (where applicable)
to learning.
f) The task has the correct numbering and page num-
bers.
g) Appropriate fonts are used throughout the task.
h) Mark allocations are indicated on both the assess-
ment task and the assessment tool.
i) All visual materials are clear, accurate, and legible
where applicable.
j) All audio-visual material is clear and audible where
applicable.

2. CONTENT COVERAGE AND CONSTRUCT VALIDITY

(Complete for all tasks – Support with relevant comments)
COMMENTS AND FINDINGS
Comment on the extent to which: (Make notes of any evidence, challenges,
examples of best practices etc.)
a) The assessment task adequately covers the range, scope, and
depth for the relevant grade.

b) The assessment task measures knowledge and skills it was in-

tended to measure (validity).

3. QUALITY OF INDIVIDUAL QUESTIONS

(Complete for all tasks – Support with relevant comments)
COMMENTS AND FINDINGS
Comment on the extent to which: (Make notes of any evidence, challenges,
examples of best practices etc.)
a) Learners can answer the questions in the allocated time.

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b) The questions are original. (Repetition of questions from previ-
ous examinations, verbatim, is avoided.)

c) Material accompanying the questions, whether text, graphics

or audio-visual, is relevant and acknowledged where neces-
sary.
d) The mark allocation indicates to the learners the length and
depth of answer required.
e) Questions/briefs follow a progression from easy to difficult.
(scaffolding)

4. COGNITIVE SKILLS

(Complete for all tasks – Support with relevant comments)

COMMENTS AND FINDINGS
Comment on the extent to which: (Make notes of any evidence, challenges,
examples of best practices etc.)
a) The assessment task covers low, medium, and higher-order
thinking skills.
b) The assessment task covers a variety of question types, i.e.,
multiple choice questions, paragraphs, constructed response
questions, extended writing questions, etc.
c) The task provides opportunities to assess the following (but
not limited to) intellectual skills:
- critical thinking
- ability to compare and contrast
- ability to translate from verbal to symbolic
- the ability to see a causal relationship
- ability to express argument clearly
d) The assessment framework/ specification/ analysis grid for the
assessment task is available.
e) The reliability of the assessment framework/ specification/
analysis grid
 to design and set the task;
 to conduct pre-assessment moderation of the task;
 to conduct post-assessment moderation of the task.

5. LANGUAGE AND BIAS

(Complete for all tasks – Support with relevant comments)

COMMENTS AND FINDINGS
Comment on the extent to which: (Make notes of any evidence, challenges,
examples of best practices etc.)
a) Correct subject terminology is used correctly.

b) The language used is appropriate for the level of the

learners.

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 c) Questions are free of ambiguities.
d) The task is free of any form of bias and stereotyping (in
terms of gender, race, bigotry, cultural, political, geograph-
ical and religious bias).
e) When passages are used, the text is of an appropriate
length and the level of complexity of the vocabulary is ap-
propriate.

SECTION E : MODERATION OF LEARNER EVIDENCE

(Complete this section on completion of the re-marking of learner evidence (assessment tasks, tests, internal
examinations) in the sample of portfolios provided)

1. RELIABILITY OF MARKING/ MODERATION OF LEARNER EVIDENCE

COMMENTS AND FINDINGS

MODERATION OF LEARNER EVIDENCE (Make notes of any evidence, challenges,
examples of best practices etc.)
LEARNER EVIDENCE
a) 10 % of learner files/evidence per school is subjec-
ted to moderation.
b) The sample includes some moderated scripts by the
DH/peer moderator.
c) Evidence-based on learners demonstrating:
 Low achievement
 Moderate; and
 High achievement.
QUALITY OF MARKING
a) The learner evidence has been assessed fairly and
accurately. (Comment on the quality of marking per
section).
b) Marking of learner evidence by the teacher is
accurate and in accordance with the marking
guidelines/rubrics.
c) The marks allocated are in line with the performance
of learners. (e.g., leniency vs strictness)

SCHOOL LEVEL
a) There is evidence of pre-assessment moderation by
the DH/ principal/ peer educator from a neighbouring
school.
(Indicate the description of a task).
b) The moderation by the DH/peer educator is accurate
and authentic.
c) Marks from assessments have been totalled accur-
ately.
d) Moderation reports are filed as evidence, and they
are authentic and valid.

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2. RELIABILITY OF SBA MARKS AWARDED

COMMENTS AND FINDINGS

Review the working mark sheets in the
(Make notes of any evidence, challenges,
Teacher File and indicate if:
examples of best practices etc.)
a) Indicate how the marks are recorded:
- typed or handwritten in ink/pencil,
- is printed from SA-SAMS.
b) Marks awarded correspond with those on
the marked/moderated learner responses.

c) Marks adjusted at internal moderation are

indicated and signed for by the DH or peer
educator.
d) There is evidence of bunching of marks.
e) There is evidence of mark inflation.

f) Comment on learner performance in terms

of achievement levels.

3. IDENTIFICATION OF IRREGULARITIES

COMMENTS AND FINDINGS

Identify, record and report (Make notes of any evidence, challenges,
examples of best practices etc.)
a) If an irregularity has been identified: men-
tion the type of irregularity identified (Ad-
ministrative; Act of Dishonesty; Behavioural
Irregularity)
b) The nature of the Irregularity - briefly refer
to the incident
c) Whether the irregularity has been commit-
ted by the teacher or the learner (if contra-
dictory to the Declaration of Authenticity).
d) If the irregularity is limited to a single
learner or to a wider group of learners?
e) Indicate how the irregularity was resolved
and if the sanction issued was appropriate
or not. Complete the Irregularity Register.

SECTION F: OVERALL IMPRESSION OF THE QUALITY OF SBA IMPLEMENTATION IN THE SUBJECT

MODERATED IN THE DISTRICT

AREAS OF GOOD
PRACTICE:

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AREAS THAT REQUIRE
INTERVENTION &
SUPPORT:

ADDITIONAL COMMENTS:

RECOMMENDATIONS:

NAME SIGNATURE
DISTRICT MODERATOR:
SUBJECT ADVISOR:
DATE:

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