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Can Statistical and Qualitative Modes of Moderation Co-exist in a Model for

School-based assessment constitutes part of the assessment that leads to the issue of the exit certificate, after 12 years of schooling in South Africa. The high stakes nature of this certificate warrants a high level of reliability and validity of the assessment. There has been much debate about the reliability of the school-based assessment component, given the challenges associated with the implementation of school-based assessment in any large system. Currently, the system is mainly dependent on a model of statistical moderation that brings the school-based marks within an acceptable deviation of the examination mark.

This paper explores the challenges relating to the quality assurance of school-based assessment in South Africa and presents a model for the quality assurance of school-based assessment that is built on three fundamental pillars, i.e. (a) setting of clearly defined standards; (b) providing appropriate support and guidance; and (c) monitoring and evaluation of the assessment process and the outcome. The setting of standards incorporates input, process and output standards and the support and guidance relates to professional and administrative support required for implementation. In the evaluation of the final outcome, this model argues for the integration of statistical and qualitative data that will ensure that every mark is a reliable indicator of the performance of the learner. This model could be progressively implemented as the new curriculum is phased in, commencing in 2006, and, if successfully implemented, will go a long way in improving public confidence in the reliability of school-based assessment.

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