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Botswana General Certificate
of Secondary Education (BGCSE)
Historical background
The localisation of the Senior Secondary Examination started
in 1993 in partnership with the University of Cambridge Local Examinations
Syndicate (UCLES). There were many compelling reasons for wanting
to localise the examination, some of which were political and economical.
It was felt that the country should have full control of the education
standards by developing examinations and administering them locally
at all levels. Economically, this was viewed as a positive step
since it would reduce the amount of money paid to UCLES in examination
fees.
Another reason was that the Ordinary Level programme was not well
integrated with the preceding level, the Junior Certificate programme
and the subsequent programme, the University programme.
The Start of Localisation Process
The localisation process was phased-in as follows:
- Marking
- Development of Syllabuses
- Setting of Papers
- Administration and Processing
- Grading and Grade Review
Localisation of Marking
Localisation was to take place in stages, some of which
are still on going.
Around 1993 the process of localisation started with the signing
of partnership between University of Cambridge Examination Syndicate
(UCLES). The first thing to be done was to train local markers.
Some examination papers that were produced by UCLES were to be marked
locally. Teachers were to be trained every year in August.
The training was conducted directly by the Cambridge Consultants.
Locally trained Subject Officers and Principal Examiners now do
the training of new markers and additional ones. The training of
markers for the major subjects ended in 1996. A total of 19 subjects
are now marked in the country. These include both localised and
non-localised subjects.
Development of Localised Examination Syllabuses, Specimen
Papers and Mark Schemes
The development of localised examination syllabuses, specimen papers
and mark schemes started in 1997 and was phased in as follows:
1998 Phase I
Setswana
English Language
Mathematics
Physics
Chemistry
Biology
1999 Phase II
History
Science: Single Award
Science: Double Award
English Literature
2000 Phase III
Geography
Agriculture
Design and Technology
Human and Social Biology
Art and Design
Food and Nutrition
Commerce
2001 Phase IV
Fashion and Fabrics
Accounting
Development Studies
2002 Phase V
Computer Studies
Business Studies
Social Studies
Home Management
Setting of Papers
Possibly the most exciting thing that has occurred in this
elaborate process was the setting of examination papers locally.
This usually started immediately after a syllabus and its specimen
papers and mark schemes were completed. A training workshop was
organised by Examinations, Research and Testing Division. Trainers
from Cambridge came to conduct these training workshops. The workshops
combined training in paper setting and coursework.
Coursework packages and live papers were produced in a space of
two weeks. Most papers were camera-ready by the end of the workshops.
A complicated editing and moderation process is usually undertaken
by both ERTD and Cambridge as a measure to ensure quality. The papers
are usually produced two years before the examination date.
Grading and Grade Review
So far Grading and Grade Review are fairly new standard
setting processes. Three such sessions have so far been undertaken
as a result of the localisation programme.
The first two sessions started in 1999 with the phase one subjects. In 2000 the other two sessions followed. The 2001sessions were carried-out in February 2002 for the phase three subjects. The results of the last sessions are still awaited.
The grade thresholds are developed locally but have to be vetted
by Cambridge for the purpose of accreditation. These are benched-marked
on the previous results. Statistical evidence is also taken into
consideration as well as the schools' forecast grades and the examiners'
reports. Any other latent evidence can also be taken into consideration
during grading.
The grade review takes into consideration those borderline-cases that do not make it to the nearest grade boundary. Marked performance differences within subject components are also areas of concern during a grade review. In this particular case individual marked scripts are reviewed to ensure that the mark that was awarded is consistent with the grades that are given at the grading session.
Certification
For the purpose of accreditation, the certificates issued
will bare Botswana Coat of Arms and a crest belonging to UCLES.
There is no aggregation and the examination is a single subject
examination.It is graded from A* to G. Grade A* represents the highest
possible achievement and Grade G very low achievement. In differentiated
syllabuses, the core syllabus will be graded C to G while for the
extended syllabus the graded are from A to G.
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