SENIOR SCHOOL ASSESSMENT POLICY
Purpose
Assessment is a vital part of Midland Primary and High School teaching and learning programme as it provides parents, learners and teachers with valuable information about the learners' learning and progress. This information is also used to monitor and improve teaching and learning strategies and to measure the outcomes of learning at all stages.
In the Senior School, assessment contributes to the awarding of the GET (General Education and Training) and NSC (National Senior Certificate), which are important public credentials.
All curriculum documents published by the Department of Education specify required Learning Outcomes. The purpose of assessment is to measure the extent to which learners have achieved the Learning Outcomes at a given point in time.
While assessments are carried out throughout the year, those completed near the end of the year are weighted more heavily in most departments.
Principles
Assessment should:
● Actively involve all learners, consistently engaging them in discussions about their own work
● Be central to the learning process;
● Identify needs, motivate learners and celebrate achievement through regular marking / assessment of learners work;
● Give feedback of celebratory comments, constructive criticism and commendations:
● Establish prior learning
● Help plan the next learning steps, and cater for prior learning by informing short-term amendments to long and medium term planning, and, by providing an overview of a learner's progress through the school.
● Demonstrate qualitative aspects of learning to reveal the true nature of a child's understanding of a topic and ensure challenge in tasks set.
Practical Guidelines
Assessment Programmes
For each Learning Area, the Head of Department will publish an Assessment Programme early in the academic year, 1 February at the latest. The Assessment Programme will indicate:
● The assessment tasks which will take place throughout the academic year.
● In general terms, the curriculum outcomes that each task is intended to measure are clearly defined.
● Approximately when each task will occur (with specific dates to be provided later).
● What percentage of the final assessment mark each task contributes.
● Whether the assessment is formative or summative, or a brief description of the task, as well as the number and weighting of the tasks.
The IEB has published SAGS including the number of Tasks to be undertaken. These must be adhered to.
The nature of Outcomes Based Assessment means that the final mark allocated to each learner must be an accurate representation of her level of achievement in the sum of the Outcomes of the course.
While specific weightings are allocated to individual assessment tasks, the Heads of Department are required to ensure that the final assessment marks accurately reflect the learners' overall level of achievement at the end of the semester or Year.
Moderation Procedure:
It is the head of each Learning Area's responsibility to see that the various assessment programmes for each grade are moderated and that sufficient support is provided with respect to the development of each assessment programme. The head of each Learning Area is responsible for ensuring that the moderation of portfolio tasks, tests and examination papers takes place. The moderation process also extends to the assessment of learners' work, ensuring that the assessment is fair and valid.
Timing and Notification of Assessment
Timing and Notification of Assessment Tasks: Heads of Department will enter the dates of assessment on the planner in the staffroom. Note: No learner may write more than two tests in a day.
Absence from an Assessment
Absence from an assessment task or examination due to misadventure, illness, or any pressing personal situation strictly requires a doctor's certificate (from a medical doctor who is not a relative), covering the day of the assessment. This certificate should be submitted to the school management as soon as possible. If a learner is very ill on the day of an assessment task or examination and is unable to attend, the rule stated above will apply. This does not include family holidays (regardless of when booked), social engagements, or other matters of a discretionary nature.
Illness in the days immediately preceding an assessment task or examination will not generally be accepted as grounds for missing the task or test. Learners are expected to prepare over time and not rely on last-minute preparation.
Subsequent Procedures in Relation to Illness or Misadventure
When a learner has missed an assessment task, he or she must see the relevant teacher on the day of his or her return to school. The relevant teacher will make provision for a catch-up session.
Should a learner be absent from an assessment task or examination and fail to follow the procedures above, he or she will be awarded zero marks.
Where a learner has missed an examination while, the following procedure will be followed at the discretion of the Head of Department:
● The learner may not write the examination after the completion of the formal session. Rescheduling an examination for any urgent matters will invalidate the assessment.
● A maximum of the year mark (CASS) will be awarded.
● A written comment will be included in the report noting the learner's absence. This will disqualify the learner from all academic awards for that term.
Submission of Assessment
Submission of Assessment Tasks and Portfolio Pieces3 Assessment tasks are extremely valuable and must be handed in responsibly. Tasks completed at home must be submitted directly to the learner's teacher in circumstances conducive to their safe receipt.
In the case of all assessment tasks completed at home, the learner is required to keep a good copy of the submitted Task. An electronic back-up copy or a photocopy is acceptable. The copy must be produced on request, and will provide the learner with security against loss of, or damage to the submitted copy. It is also important that learners ensure the security of their work prior to its completion by ensuring that secure backup copies are made. Loss of a task, either electronic or physical, will not generally be accepted as a valid reason for late submission.
Once a learner has received their assessed work from their teacher, should there be a query with regards to the result or the validity of the assessment procedure, the learner is able to appeal their result with the teacher concerned. The learner must follow up this matter immediately and in a polite manner. Should the learner still feel aggrieved she may then approach the Head of Department who will evaluate the situation and refer the concern to the Deputy Head if required.
Late Submission of Assessment Tasks
Should a learner not hand in an assessment task by the date on which it is due (without extension or acceptable explanation), the following procedure will be followed:
Marks will be deducted as follows:
➤ 10% of the marks for each day the work is late, up to a maximum of 7 school days. Work submitted after this time may be reviewed, but no mark will be awarded for credit.
➤ No further penalties will be applied; however, assessment tasks will not be accepted for credit more than seven (7) school days after the due date.
➤ Parents will be notified by the Head of Department as soon as possible if late penalties have been applied regularly.
Failure to Submit or Undertake an Assessment
Failure to Submit or Undertake an Assessment Task Should a learner fail to complete an assessment task or fail to submit it within the required time frame, such that it can no longer be accepted for credit, the Head of Department will inform the Deputy Headmistress, who will then write to the parents to notify them of the situation and detailing the penalty involved. Parents will be asked to acknowledge receipt of this letter.
The penalty in such cases is the awarding of zero marks for the task.
Alleged Malpractice in Assessment Tasks or Examinations
Malpractice, or cheating, is defined as dishonest behaviour by a learner that gives them an unfair advantage over others. It is assumed that all work submitted is the learner's own work.
Allegations of plagiarism or other forms of malpractice will be reported to the Deputy Headmistress, who will consult with the respective Head of Department to investigate the matter and, if proven, determine an appropriate penalty. The awarding of zero marks may be deemed appropriate. The outcome in such cases will be communicated in writing to the parents.
Learner Performance
Teachers monitor the performance and progress of each child in their lessons. Learners' should be:
Keeping up to date with classwork and homework exercises, and behaving appropriately while concentrating during lesson time, is essential. Learners may be instructed to attend:
An afternoon supervised Prep session, or A Friday afternoon Academic detention (one day's notice is sufficient in both cases).
House marks may also be given for the above concerns at the discretion of the teacher. Should the Prep session or Friday afternoon detention session clash with an extra-curricular activity, this will be discussed and arrangements will be made between the staff concerned.
Promotion
In the Senior School (from Grades 8 to 12), assessment is continuous, and promotion to the next grade depends on the learner's performance in assessment tasks across all three terms. Promotion is guided by the National Curriculum Statement and is informed by the national guidelines, as outlined below:
Promotion Policy for Grade 8 & 9
● Achieve a minimum of Level 4 (50%) in three learning areas, one of which must be English.
● Achieve a minimum of Level 3 (40%) in the remaining three subjects, one of which must be a core subject.
Mathematics
Promotion Policy for Grade 10, 11 & 12 Girls
To obtain a National Senior Certificate (NSC) pass, girls are required to:
● Achieve a minimum of 40% in English.
● Achieve a minimum of 40% in two other subjects.
● Achieve a minimum of 30% in three other subjects.
Other rules of combination apply, particularly with respect to Life Orientation and Mathematics/Mathematical Literacy.
To obtain an NSC pass with entry to Diploma study (classified as a "D" pass), girls are required to:
● Achieve a minimum of 40% in English.
● Achieve a minimum of 40% in three other subjects.
● Achieve a minimum of 30% in two other subjects.
● Meet the language requirement for further study at a South African institution.
To obtain an NSC with entry to Degree studies (classified as a "BD" pass), girls are required to:
● Achieve a minimum of 40% in English.
● Achieve a minimum of 50% in four other subjects from the designated list.
● Achieve a minimum of 30% in two other subjects.
● Meet the language requirement for further study at a South African institution (usually, English is required to be at least 50%).
All subjects, except for Computer Applications Technology, are included on the designated list as outlined in the National Curriculum Statement.
Other conditions may apply. Failure to meet the criteria for promotion and subsequent arrangements, as well as the conditions of condonation, will be at the discretion of the Head.
A learner may not be more than two chronological years younger or older than the average age for their Grade. This is in the learner's best interest.
Subject Changes
Subject changes are generally discouraged. It is hoped that girls, with the advice and guidance from their teachers, the school psychologist, and parents, will make the correct subject choices at the end of their Grade 9 year. Subject changes are only permitted in special cases in Grade 10. No further subject changes will be allowed in Grade 11 and 12, as per the guidelines stipulated by the IEB and NSC. However, individual cases that are deemed serious enough will be investigated, specifically with regard to changing from Mathematics to Mathematical Literacy only.
A learner wishing to make a subject change in Grade 10 must communicate this with the Deputy Head and the school psychologist. Once a discussion has taken place, the relevant HOD and the teacher concerned will be approached. Learners will be responsible for catching up on the relevant work and concepts missed, as well as purchasing the correct textbooks as a matter of urgency. No special exceptions will be made for candidates who change subjects just prior to a test or examination.
Recording and Reporting of Marks
Recording and Reporting of Marks
Teachers record marks or levels onto an electronic spreadsheet or mark book, which are then used to compile a term report. These reports are stored in the school's electronic system (ICAS) and are sent to parents three times a year.
At the end of Terms 2 and 3, formal summative examinations are written over a two-week period. The marks from these exams are used as part of the term assessment.
These marks are cumulative, and the results from Terms 1 and 2 are used in the final term report, on which the promotion of the learner is based. These results are ratified by the Deputy Headmistress and then recorded on the learner's report. Outcomes are recorded in a booklet for Grades 8 to 12.
The marks and levels are used by the teacher to compile a report comment and assess the effort level.
At the end of each term, a staff meeting is held in which the term results of all learners are discussed. The comments are used by the pastoral care team and academic teachers to assist the learner in making further progress and addressing any areas of weakness.
The Form Teacher and Headmistress add comments to the report based on the assessments of each subject teacher.
Parents are called for interviews with the pastoral team when assessments have demonstrated the need for further interventions.
Assessment of Learners with Special Needs
These learners are identified by the School Psychologist in consultation with their teachers. She will make submissions on behalf of the child to the IEB for special concessions. These submissions are shared with all teachers, and special arrangements are made during the examination sessions.
Learners who have been identified as requiring additional support are assisted through the full-time support programme offered in the subjects of English, Mathematics, and Afrikaans.