national senior certificate examinations - 2012 presentation to portfolio committee 12 february 2013
TRANSCRIPT
National Senior Certificate Examinations - 2012
Presentation to Portfolio Committee
12 February 2013
Presentation Outline1. Introduction
2. Overall systemic improvements
3. Quality improvements
4. Lessons from Standardisation
5. Diagnostic subject analysis
6. Interventions
7. Qualification challenges
8. Umalusi Concerns
9. Conclusion2
Introduction
Introduction• The education enterprise is a complex activity which is
multifaceted and dependent on a host of intervening variables.
• The outcome of the NSC examination is the most important indicator of the performance of the system.
• The NSC as a qualification has been implemented for the last five years
• Therefore it is appropriate to reflect on the NSC:- as a qualification- learner performance
Introduction• The national curriculum has established itself over the past five years:
Teachers have adjusted to the national curriculum standards Remediation programmes have yielded steady improvements Improved allocation of resources to schools Ongoing provision of professional support to educators and
administrators Established processes, policies and practices in the national
examination and assessment system
• Teachers, subject advisors and the examining panels have come to grips with the national curriculum and its associated assessment
The Class of 2012
• Entered Grade 1 in 2001.
• Born in the year when the new democratic
dispensation was ushered in.
• Education systems and processes were fairly
stable.
• Exposed to implementation of new curriculum
Introduction
Action Plan 2014, Towards Schooling 2025, sets specific targets:
– Increase the number of learners eligible for bachelors study.
– Increase the number of Grade 12 learners who pass Mathematics
– Increase the number of learners who pass Physical Science
Overall Systemic Improvements
NSC performance: 2008 to 2012
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2012 NSC passes by type of qualification Province Total
WroteAchieved Bachelor
% achieved Bachelor
achieved Diploma
% achieved Diploma
Achieved Higher
Certificate
% achieved
Higher Certificate
Achieved NSC
% achieved
NSC
EC 63 989 11 246 17.6 16 148 25.2 11 998 18.8 51 0.1
FS 24 265 6 937 28.6 8 553 35.2 4 181 17.2 5 0.0
GP 89 627 32 449 36.2 30 422 33.9 12 335 13.8 8 0.0
KZN 127 253 34 779 27.3 36 841 29.0 21 274 16.7 109 0.1
LP 77 360 15 324 19.8 20 103 26.0 16 301 21.1 17 0.0
MP 47 889 9 495 19.8 14 277 29.8 9 633 20.1 99 0.2
NW 27 174 7 445 27.4 9 151 33.7 5 010 18.4 3 0.0
NC 8 925 2 055 23.0 2 787 31.2 1 819 20.4 0 0.0
WC 44 670 16 317 36.5 14 599 32.7 6 053 13.6 5 0.0
National 511 152 136 047 26.6 152 881 29.9 88 604 17.3 297 0.1
Admission to Bachelor Studies (target of 32%)
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Proportion of 22-25 year-olds with matric since 2002
Source: STATS SA General Household Surveys, 2002-2011
Achievement - Bachelor Studies
• Sector on track to achieve target for 32% of Grade 12s able to be admitted for Bachelor degree studies (currently at 26,6% in 2012 from 24.3% in 2011 and 19.9% in 2008) – Over 15, 000 increase year on year– 2011 was low for historical reasons so growth in
improvements of the order of 10% anticipated
Achievement Status per Quintile
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Achievement StatusQuintile
1Quintile
2Quintile
3Quintile
4Quintile
5Quintile
99Quintile
None Totals
Achieved Bachelor 16 296 19 752 25 252 18 497 46 795 9 253 202 136 047
Achieved Diploma 26 885 30 251 34 476 24 179 29 851 7 113 126 152 881
Achieved H-Cert 21 208 22 504 22 083 11 660 8 052 3 067 30 88 604
Achieved NSC 167 72 39 8 0 11 0 297
Total Achieved 64 556 72 579 81 850 54 344 84 698 19 444 358 377 829Quintiles:1 to 5 Lowest to highest ranked99 Independent/Special/Private SchoolsNone No Quintile not available
Number of candidates in schools per percentage interval per quintile
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% Interval (Schools) Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5 Total
Exactly 0% 37 9 56 0 0 102
No with 0 to 19.9% 1 671 2 142 920 67 168 4 968
No with 20 to 39.9% 9 731 7 688 6 285 1 302 774 25 780
No with 40 to 59.9% 23 828 23 497 22 565 7 389 2 268 79 547
No with 60 to 79.9% 35 937 44 762 46 929 28 662 12 215 168 505
No with 80 to 100% 26 671 29 879 39 065 32 903 77 971 206 489
Exactly 100% 1 227 1 036 1 953 1 208 14 635 20 059
Total 99 102 109 013 117 773 71 531 108 031 505 450
Candidates’ performance in selected subjects 2008 – 2012(at 30% level)
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Number of Districts per Percentage Interval – 2011 / 2012
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ProvinceTotal number of
Districts
Below 50% 50% to 59.9% 60% to 69.9% 70% to 79.9% 80% and above
2011 2012 2011 2012 2011 2012 2011 2012 2011 2012
Eastern Cape 23 5 3 6 7 8 8 4 5 0 0
Free State 5 0 0 0 0 0 0 4 0 1 5
Gauteng 15 0 0 0 0 1 0 4 3 10 12
KwaZulu-Natal 12 0 0 1 0 7 3 4 9 0 0
Limpopo 5 0 0 1 0 3 4 1 1 0 0
Mpumalanga 4 0 0 1 0 2 2 1 2 0 0
North West 4 0 0 0 0 0 0 2 2 2 2
Northern Cape 5 0 0 1 0 1 1 2 2 1 2
Western Cape 8 0 0 0 0 0 0 1 1 7 7
Total 81 5 3 10 7 22 18 23 25 21 28
Quality Improvements
Quality Improvements
Comparing the achievements of 2012 to that of 2011, the following is a confirmation of the improvement in quality: (a)15 280 more bachelor passes(b)Nine of the gateway subjects improved at 30% achievement level.(c)Eight of the gateway subjects improved at the 40% achievement level. (d)17 937 more candidates passed Mathematics (at 30%)(e)13 175 more candidates passed Mathematics (at 40%)(f)13 477 more candidates passed Physical Science (at 30%)(g)8 967 more candidates passed Physical Science (at 40%)
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Quality Improvements
Comparing the achievements of 2012 to that of 2011, the following is a confirmation of the improvement in quality:
(h) Increase in the distinction rate across key subjects. (i) Of the 81 districts, only three performed below 50% (5 in 2011)(j) Number of districts performing above 80% increased from 21 to 28. (k) Gini coefficient decreased from 0.192 to 0.169.
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Lessons from Standardisation
Standardisation of Results
• Ensures that the cohort of learners is not advantaged or disadvantaged by fluctuations of results.
• Mitigates fluctuations of learner performance as a result of factors other than learner performance.
• Standardisation is based on comparing the performance of the current cohort with previous cohorts. Therefore, standardisation may reveal problems relating to:
o the standard of the question paper.othe standard of the marking.opoor subject performance.
Standardisation of Results
Year SubjectsRaw marks
Adjusted
downwards
Adjusted
upwards
2010 58 39 10 9
2011 56 45 8 3
2012 61 44 12 5
Lessons
• Acceptance of the majority of the marks based on raw marks, points to the setting of question papers of the appropriate standard and confirms that the marking standards are in keeping with previous years.
• Downward adjustments based on the premise that: the question paper was possibly less challenging than previous years; or the improvement in the performance of candidates is justified, but
too high for one year.
• Upward adjustments based on the premise that: the paper could have been more challenging than in previous years.
learner performance of this cohort has deviated from previous years due to poor teaching and learning.
Lessons
Downward Adjustments (12 subjects):• Accounting, Physical Sciences, Geography, Tourism, Design,
Dramatic Arts, Civil technology, Electrical Technology, English First Additional Language, Xitsonga Home Language, Tshivenda Home language and Sesotho First Additional Language.
• These subjects will be closely scrutinised by the examiners to ensure that the appropriate standard is set in 2013.
• In terms of NSLA, this is a confirmation that the NSLA strategy is
beginning to bear fruit in these subjects, and PEDs should be encouraged to continue with the interventions.
Lessons
• DBE will explore and develop a method of establishing the impact of these interventions so that the required evidence can be provided to Umalusi to inform the standardisation process and avoid the downward adjustment.
Lessons
Upward Adjustments (5 subjects)• Life Sciences, English Home language, Afrikaans Home
language, Isizulu Home Language and Mathematical Literacy.
• The examining panels will conduct a review of these papers to confirm if there were indeed of a higher standard
• These 5 subjects must be the focus of the NSLA in the current year, so as to improve performance in these subjects
Diagnostic subject Analysis
Purpose of Subject Analysis
• Provides feedback to learning and teaching and assists in school based diagnostic assessment and intervention
• Communicate to teachers and subject advisors the common areas of weakness in the subject and ensures that these areas are constructively addressed in the teaching programme planned for 2013
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Scope and Approach
• The report covers 11 of the subjects with high enrolments namely: Accounting, Mathematics, Physical Sciences, Agricultural Science, Business Studies, Economics, English First Additional Language, Geography, History, Life Sciences and Mathematical Literacy.
• Subject analysis based on:• input provided by markers;• analysis of a selected sample of scripts
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Generic Improvements• Improvement in the quality of answers provided, which confirms
that improvement strategies are making a difference.
• Gradual consistent improvement in the pass rate in each of the subjects analysed both at the 30% and 40% achievement levels.
• Fewer candidates scoring between 0-29% in most of the subjects.
• Improved performance in Accounting and Physical Science was observed. Possibly due to an increase in the number of candidates who offered these subjects in combination with Mathematics
Generic Shortcomings
•Inadequacies relating to foundational knowledge and skills; and basic concepts and principles which negatively impact on advanced learning and understanding.•Inadequate numerical skills required to do simple calculations in Mathematics as well as other subjects where numerical skills were assessed.•Lack of linguistic skills: lack of appropriate language skills which are required to interpret questions and write proper paragraphs. Text based questions - poorly answered.•Failure to apply knowledge and skills. Questions requiring application, higher order thinking skills like problem solving, analysis and evaluation registered the worst performance across all the subjects analysed.• Inadequate preparedness of candidates for the examination, which manifested as a lack of mastery of content
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Mathematics
There was a decrease in the percentage of candidates who performed at 0-29% in 2012 compared to 2011; An improvement in the number of candidates who performed at each of the categories from 40% and above.
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Maths P1: Average marks per question expressed as a percentage
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Question Content assessed
Q1 Algebra, equations and inequalities
Q2 Patterns and sequences
Q3 Patterns and sequences
Q4 Functions and graphs
Q5 Functions and graphs
Q6 Functions and graphs
Q7 Annuities and finance
Q8 Calculus
Q9 Calculus
Q10 Calculus
Q11 Linear Programming
Maths P2: Average marks per question expressed as a percentage
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Question Content assessed
Q1 Data handling
Q2 Data handling
Q3 Data handling
Q4 Data handling
Q5 Analytical geometry
Q6 Analytical geometry
Q7 Transformation geometry
Q8 Trigonometry
Q9 Trigonometry
Q10 Trigonometry functions
Q11 Trigonometry
Q12 Trigonometry
Q13 Transformation geometry
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Key areas of Concern Proposed Interventions
Poor understanding of the basics and foundational competencies taught in earlier grades such as Algebraic manipulations, factorisation, solutions of equations and inequalities.
Focus on knowledge, skill and concepts taught in earlier grades.
Learners should be first taught the concepts and question papers should be utilized for practice.
Expose learners to non-routine questions more regularly. It is not possible to predict the nature of problem solving questions that will be assessed year on year, therefore regular exposure to non routine questions will assist in developing learners problem solving thinking skills.
Learners should be exposed to a variety of questions, not just ‘stimulus-response’ questions, and not limited to those appearing in past question papers
The following topics: Analytical geometry, trigonometric functions, calculus, functions and graphs need focused attention
Over dependence and focus on previous papers without proper grounding and understanding of the concepts. Candidates therefore regurgitate answers to similar questions from previous papers.
Q 10 on calculus, and Q 5 on functions and graphs in P1; Q 10 on Trigonometric functions in P2 registered the worst performance of 24% average nationally .
Accounting
In 2012, there was a decrease in the percentage of candidates who performed at 0-29% compared to 2011. An improvement in the number of candidates who performed at each of the categories from 40% and above.
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Average marks per question expressed as a percentage
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Question Content assessed
Q1 Inventories and VAT
Q2 Bank reconciliation and debtors’
age analysis
Q3 Manufacturing
Q4 Company financial statements and
fixed assets
Q5 Interpretation of company
information
Q6 Projected income statement and
internal control
Key areas of Concern Proposed Interventions
Lack of proper understanding of basic accounting concepts, basic formats for cash flow and balance sheets
Knowledge and understanding of the basic formats used in Accounting forms the basis of all Accounting and should be focused on by teachers.
Basic theory and basic formats possibly not covered or not well taught, as candidates responses lacked mastery
Curriculum coverage needs to be closely monitored
Question 2 on Bank Reconciliation and debtors analysis registered the least average performance (this topic is taught in grade 11 )
Revision of relevant Grades 10 and 11 content required for examinations in grade 12
Q6 on projected income statement and internal control also noted poor performance.
Preparation of cash budgets, projected income statements, and interpretation thereof needs focus
Physical Sciences
General improvement in performance in Physical Science in 2012 compared to 2011 .
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Physical Sc. P1: Average marks in each question expressed as a percentage
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Question Content assessed
Q1 One word items
Q2 Multiple choice questions
Q3 Vertical projectile motion
Q4 Momentum and relative velocity
Q5 Work and energy
Q6 Doppler Effect
Q7 2D and 3D wave fronts
Q8 Parallel plate capacitors and electric
fields
Q9 Electric Circuits
Q10 AC circuits
Q11 Photo-electric effect
Physical Sc . P2: Average marks per question expressed as a percentage
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Question Content assessed
Q1 One-Word Items
Q2 Multiple Choice
Q3 Nonmenclature of organic
compounds
Q4 Physical properties of organic
compounds
Q5 Reactions of organic compounds
Q6 Rate of reaction
Q7 Chemical equilibrium
Q8 Galvanic cells
Q9 Electrolyctic cells
Q10 Batteries
Q11 Fertilisers
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Key areas of Concern Proposed Interventions
Some centres performed really well and others displayed a serious lack of knowledge which suggests that candidates may not have been taught certain portions of the content
Knowledge and understanding of the concepts in the subject
Syllabus completion must be monitored closely
Lack of knowledge of basic definitions.Lack of exposure to practical work was evident in the nature of responses provided by a number of candidates on questions based on practical work.
Rate of reaction (P2), and diffraction and interference (2D and 3 D wave fronts ) in P1 need greater attention in 2013.
Poor Mathematical skills relating to reading and interpretation of graphs, handling of calculators.
The worst performance in P1 was in Q7 based on 2D and 3D wave fronts (40.1% average score) and in Q6 in paper 2 on rates of reactions (33.2%)
Life Sciences
Life Sc registered a drop in the pass rate. There was an increase in the percentage of candidates who performed at 0 - 29% in 2012, compared to 2011, a drop in the number of candidates between 30% to 59% level.
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Average performance per question in Life Sciences Paper 1
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Question Content assessed
Q1 Multiple choice, matching,
terminology and short questions
Q2 Meiosis, protein synthesis and
monohybrid cross
Q3 Pedigree diagram, DNA and
genetic modification
Q4 Human evolution, phylogenetic
tree, natural and artificial selection
Average marks achieved per question as expressed as a percentage: P2
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Question Content Assessed
Q1 Multiple choice, matching,
terminology and short questions
Q2 Brain, Eye, Reproduction,
Temperature regulation
Q3 Population growth form, human
population growth and age-gender
pyramids
Q4 Culling, competition, adrenalin and
reflex action
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Key areas of Concern Proposed Interventions
Limited knowledge of basic terminology and concepts.
Emphasis on learning of terminology.
Glossary of biological terminology can be provided
Teachers need to pay attention to skills relating to drawing graphs, interpreting graphs, making conclusions from data (both P1 and P2)
Syllabus completion needs to be ensured. No aspect of the syllabus should be omitted since all aspects are assessed.
Lack of associated Mathematics skills required to draw graphs e.g. pie charts.
Inappropriate interpretation of questions
Interventions
Generic Interventions• Districts and schools will continue to guide learners in making the
right subject choices and combinations
• Subject advisors will convene workshops with teachers, where these reports could be thoroughly discussed and mediated, and problem areas addressed with teachers.
• Monitoring of the utilisation of the Diagnostic Reports.
• Monitoring of syllabus completion
• Focused interventions targeting areas of weaknesses highlighted in the report combined with general systemic interventions
Assessment Interventions
• Improving the Quality of School Based Assessment
• Development of quality assessment items (bank of items for SBA)
• Publication of exemplars of learner responses to questions in selected
subjects (Geography, History, Eng. FAL P3, Economics)
• Preparation for NSC 2014 based on assessment as outlined in CAPs Advocacy Development of exemplar question papers Development of examination syllabi/guidelines in all subjects (Gd. 12)
Teacher development • Teacher support will be provided in the following ways:
– Develop study guides to assist teachers /learners in areas needed
– Develop sample lessons on sections where teacher content knowledge has been found to be deficient
– Focused training of teachers on specific content
– Monitor and support training and implementation of difficult content
• Learner support material– Development and distribution of Mind the gap series in certain key
subjects on specific content areas with examination practice questions
Learner support
• Development and distribution of Mind the gap series in certain key subjects on specific content areas with examination practice questions
• Provision of self study guides and past question papers for revision
Curriculum Coverage
• Monitoring tool to track curriculum coverage at school level has been developed.
• Monitoring tool will be administered by managers at the various levels in the system.
• Reporting on a quarterly basis to the PED and DBE.
• DBE to conduct sample verification visits to authenticate the reports
Qualification Challenges
Pass Requirement – 30%
• Public perception that the pass requirements for the NSC are pegged at a low level
• This is based on mis-information on the full package relating to pass requirements.
• NSC serves as a school leaving certificate, as well as a certificate for admission to higher education – hence the different categories of NSC passes
Mathematics/ Maths Literacy • Increasing percentage of learners are migrating to
Mathematics Literacy.• Maths Literacy is selected as a soft option but not
recognised for admission to University studies in certain faculties.
• Issues:- is the Maths/Maths Literacy divide useful in promoting Mathematics in the country.- what is the purpose of Maths Lit and is this being achieved.- what control measures need to be instituted to curb gate-keeping by school principals.
Trends in Matric Mathematics since 2008
Numbers wrote maths
Number passed maths
Maths pass rate
Proportion taking maths
Proportion passing maths
2008 298821 136503 45.70% 56.10% 25.60%
2009 290407 133505 46.00% 52.60% 24.20%
2010 263034 124749 47.40% 48.80% 23.20%
2011 224635 104033 46.30% 45.30% 21.00%
2012 225874 121970 54.00% 44.19% 23.86%
Life Orientation• Life Orientation focuses on the development of moral,
civic, social and physical skills.• Assessment is school based (100%)• Given the inflated performance of learners, LO is not
recognised for University admission.• DBE piloted a Common Assessment Task (CAT)
developed nationally, in 2012.• Issues:
- Should the assessment of LO be changed to incorporate an external examination? - Does LO lend itself to external examinations?
Life Orientation• Issues:
- Should LO be retained as a NSC subject?- What should be done to improve the status of LO.
School Based Assessment• SBA still forms 25 % of final mark
• Quality of SBA tasks remains an area of concern
• How do we improve capacity of teachers to set good
quality SBA tasks?
• Utilisation of SBA as a means of driving performance
Ministerial Committee• Ministerial Committee will be constituted and will
commence with their research by April 2013.
• Committee will comprise of a Technical Research Team
and a broader Reference Group.
• Preliminary report will presented to the Minister by July
2013.
Umalusi Concerns
Question Papers(a) Non adherence to time frames and the 18 month cycle
• Eighteen (18) month cycle to be progressively implemented (2013 – 2014).
• In 2013, Umalusi prescribed timeline of first moderation April 2013 and final moderation by July 2013, will be adhered.
• The panel for 2014 has been appointed and will commence with the setting process in April 2013 (well ahead of schedule)
• Separate panel has been appointed for each paper, per subject to reduce time required for setting and to improve quality
(b) Competency of examiners/capacity of panels
• Rigorous recruitment process has been concluded. Panels have been reviewed for 2013 / 2014
• Examiners subjected to a competency test based on subject knowledge and assessment skills.
• Performance of examiners is evaluated on an annual basis. Appointment extended based on performance status.
• Intensive training session scheduled for March 2013 – focus on question taxonomies.
SBA and Life Orientation:(a) Poor quality and standard of school based assessment
tasks
• Exemplar assessment tasks will be developed and distributed to schools (for both SBA and LO).
• Common Assessment Task (CAT) for Life Orientation to be administered in September 2013.
• DBE will conduct a national moderation of the June and Preparatory examinations in seven (7) key subjects.
• Moderation systems at school, district and provincial levels will be rigorously monitored by the DBE.
SBA and Life Orientation
• The national panel of moderators will be deployed to selected districts to conduct moderation of SBA and LO
• Exemplars of learner evidence (responses) from the 2012 NSC examination will be published with the marking comments and awarded scores.
Marking(a) Marker competency:
•Policy and Regulations on the implementation of competency tests for markers will be approved by the Minister and published by March 2013.
•Will be implemented in seven (7) key subjects and will form part of the criteria utilized for the appointment of markers.
•Early administration will allow for a training programme to be implemented prior to the marking process.
Marking
• Report on the outcome of the re-mark results to be shared with each of the PEDs. • Assist in identifying subjects with significant variations.• Markers will be brought to account where there are
major changes.
• DBE to conduct random audit of markers appointed by PEDs.
• More intensive moderation of marking by PEDs and DBE.
Administration of Examinations• Examination processes across all PEDs will be
standardised through the use of standard operating procedures, outlined in Examination Process Manuals .
• Security across the whole exam system will be enhanced through the declaration of examinations as a national priority by NATJOC.
• Printing quality and accuracy will be given attention through intensive monitoring and ensuring compliance to control processes.
Conclusion
• The data emanating from NSC 2012 and prior, has been analysed closely to ensure that important trends are identified and acted upon.
• The Ministerial Committee which is in the process of being constituted by the Minister will address the curriculum challenges that are emanating from the five year review.
• The Diagnostic Report which focuses on the key subjects must be discussed with all subject advisors and teachers so that these shortcomings are decisively addressed in 2013.
•
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