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Design Principles for Grade 12 Exams

Learn how to set high-stakes exams for Grade 12 students, focusing on knowledge, comprehension, and application levels. Use assessment grids, scenarios, and references to create engaging and fair papers. Ensure technical aspects, marking consistency, and effective memos.

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Design Principles for Grade 12 Exams

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  1. Exam / test setting

  2. Overall requirementsNumber of times assessedin Grade 12

  3. Learning outcomes

  4. Cognitive levels • High standards, high stakes exams • Knowledge-Comprehension-Application (K-C-A) ratio of 30-40-30 from a collapsed Bloom Taxonomy. • 30 - Level 1 - Knowledge • 40 - Level 2 – Comprehension • 30 - Level 3 – Application • Ignore assessment verb when classifying • Assessment grid serves as check • Learners across perceived spectrum of ability must be catered for in paper

  5. Taxonomy Assessment standards Knowledge Assessment grid

  6. Structure • Follow structure of DOE papers found on Thutong http://www.thutong.doe.gov.za/ • Suggestion – set too many questions and trim

  7. Why scenario? • Promotes higher order skills and moves away from rote learning • Provides for more interesting paper within a real-life context Must cater for many interests

  8. Scenarios • Essential for Theory paper and LO1 • General for Practical paper and LO2 • Be careful to avoid cultural and gender bias • How to: • Every day scenarios • Brainstorm • Where would a spreadsheet, database and word processor be used? • Theory paper (2) – expand scenario with paper e.g. move to a LAN, etc.

  9. References • LPG • LPG • LPG • LPG • No single textbook • Data collected – give credit • If you buy a paper keep source of exam paper PRIVATE

  10. Practical paper • Data files must be extensive for some questions, e.g. search and replace • 1 mark per skill, i.e. no ½ marks • Be specific, e.g. footer in the middle or centered • Use diagrams • Avoid • All-or-nothing questions • Mark stacking • Avoid excessive input of data • Duplication of skills across questions and packages Do paper DURING and AFTER setting

  11. Written paper • Use mixture of closed and open-ended questions • Place the main scenario at the beginning of the section • Questions should not repeat the scenario, but question may extend the scenario by placing a further short descriptor of the ‘extended’ situation at the beginning of a question

  12. Memorandum • Serve as teaching mechanism • Allocate marks • Clearly • Consistently • Think of markers Do paper before you allocate marks

  13. Technical • Cover pages • Consistency of numbering • Clarity of screenshots • Accessible language • Correspondence of mark allocations (paper / grid / memo) • Headers and footers • Translation issues Do paper DURING and AFTER setting

  14. References A great deal of information came from: • http://www.studyopportunities.co.za/fet_cat/data/Scenarios.doc

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