Exam / test setting
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Overall requirements
Number of times assessed
in Grade 12
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Learning outcomes
LO1 Operational knowledge - Applying
knowledge (Not recall)
LO2 Packages - Using
LO3 Information management and processing
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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
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Assessment grid
• Taxonomy
• Assessment standards
• Knowledge
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Structure
• Follow structure of DOE papers found on
Thutong http://www.thutong.doe.gov.za/
• Suggestion – set too many questions and
trim
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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
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Scenarios
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Essential for Theory paper and LO1
General for Practical paper and LO2
Be careful to avoid cultural and gender bias
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How to:
o Every day scenarios
o Brainstorm
o Where would a spreadsheet, database and word
processor be used?
o Theory paper (2) – expand scenario with paper
e.g. move to a LAN, etc.
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References
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LPG
LPG
LPG
LPG
No single textbook
Data collected – give credit
If you buy a paper keep source of exam
paper PRIVATE
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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
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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
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Memorandum
• Serve as teaching mechanism
• Allocate marks
– Clearly
– Consistently
• Think of markers
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Technical
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Cover pages
Consistency of numbering
Clarity of screenshots
Accessible language
Correspondence of mark allocations (paper /
grid / memo)
• Headers and footers
• Translation issues
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References
A great deal of information came from:
• http://www.studyopportunities.co.za/fet_ca
t/data/Scenarios.doc
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