NATIONAL CURRICULUM STATEMENT

GRADES 10-12 (GENERAL)

SUBJECT ASSESSMENT GUIDELINES

ENGINEERING GRAPHICS
AND DESIGN

JANUARY 2008
PREFACE TO SUBJECT ASSESSMENT GUIDELINES

The Department of Education has developed and published Subject Assessment

Guidelines for all 29 subjects of the National Curriculum Statement (NCS). These
Assessment Guidelines should be read in conjunction with the relevant Subject
Statements and Learning Programme Guidelines.

Writing Teams established from nominees of the nine provincial education departments
and the teacher unions formulated the Subject Assessment Guidelines. The draft copies
of the Subject Assessment Guidelines developed by the Writing Teams were sent to a
wide range of readers, whose advice and suggestions were considered in refining these
Guidelines. In addition, the Department of Education field-tested the Subject
Assessment Guidelines in 2006 and asked for the comments and advice of teachers and
subject specialists.

The Subject Assessment Guidelines are intended to provide clear guidance on

assessment in Grades 10 to 12 from 2008.

The Department of Education wishes you success in the teaching of the National
Curriculum Statement.
 CONTENTS

SECTION 1: PURPOSE OF THE SUBJECT ASSESSMENT

GUIDELINES 1

SECTION 2: ASSESSMENT IN THE NATIONAL CURRICULUM

STATEMENT 1

SECTION 3: ASSESSMENT OF ENGINEERING GRAPHICS AND

DESIGN IN GRADES 10 – 12 7

APPENDICES 18
1. PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES
This document provides guidelines for assessment in the National Curriculum
Statement Grades 10 - 12 (General). The guidelines must be read in conjunction
with The National Senior Certificate: A Qualification at Level 4 on the National
Qualifications Framework (NQF) and the relevant Subject Statements. The
Subject Assessment Guidelines will be applicable for Grades 10 to 12 from
2008.

The Department of Education encourages teachers to use these guidelines as

they prepare to teach the National Curriculum Statement. Teachers should also
use every available opportunity to hone their assessment skills. These skills
relate both to the setting and marking of assessment tasks.

2. ASSESSMENT IN THE NATIONAL CURRICULUM

STATEMENT
2.1 Introduction
Assessment in the National Curriculum Statement is an integral part of teaching
and learning. For this reason, assessment should be part of every lesson and
teachers should plan assessment activities to complement learning activities. In
addition, teachers should plan a formal year-long Programme of Assessment.
Together the informal daily assessment and the formal Programme of
Assessment should be used to monitor learner progress through the school year.

Continuous assessment through informal daily assessment and the formal

Programme of Assessment should be used to:
• develop learners’ knowledge, skills and values
• assess learners’ strengths and weaknesses
• provide additional support to learners
• revisit or revise certain sections of the curriculum and
• motivate and encourage learners.

In Grades 10 and 11 all assessment of the National Curriculum Statement is

internal. In Grade 12 the formal Programme of Assessment which counts 25% is
internally set and marked and externally moderated. The remaining 75% of the
final mark for certification in Grade 12 is externally set, marked and moderated.
In Life Orientation however, all assessment is internal and makes up 100% of
the final mark for promotion and certification.

2.2 Continuous assessment

Continuous assessment involves assessment activities that are undertaken
throughout the year, using various assessment forms, methods and tools. In
Grades 10-12 continuous assessment comprises two different but related
activities: informal daily assessment and a formal Programme of Assessment.

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2.2.1 Daily assessment
The daily assessment tasks are the planned teaching and learning activities that
take place in the subject classroom. Learner progress should be monitored
during learning activities. This informal daily monitoring of progress can be
done through question and answer sessions; short assessment tasks completed
during the lesson by individuals, pairs or groups or homework exercises.

Individual learners, groups of learners or teachers can mark these assessment

tasks. Self-assessment, peer assessment and group assessment actively involves
learners in assessment. This is important as it allows learners to learn from and
reflect on their own performance.

The results of the informal daily assessment tasks are not formally recorded
unless the teacher wishes to do so. In such instances, a simple checklist may be
used to record this assessment. However, teachers may use the learners’
performance in these assessment tasks to provide verbal or written feedback to
learners, the School Management Team and parents. This is particularly
important if barriers to learning or poor levels of participation are encountered.

The results of these assessment tasks are not taken into account for promotion
and certification purposes.

2.2.2 Programme of Assessment

In addition to daily assessment, teachers should develop a year-long formal
Programme of Assessment for each subject and grade. In Grades 10 and 11 the
Programme of Assessment consists of tasks undertaken during the school year
and an end-of-year examination. The marks allocated to assessment tasks
completed during the school year will be 25%, and the end-of-year examination
mark will be 75% of the total mark. This excludes Life Orientation.

In Grade 12, the Programme of Assessment consists of tasks undertaken during

the school year and counts 25% of the final Grade 12 mark. The other 75% is
made up of externally set assessment tasks. This excludes Life Orientation
where the internal assessment component counts 100% of the final assessment
mark.

The marks achieved in each assessment task in the formal Programme of

Assessment must be recorded and included in formal reports to parents and
School Management Teams. These marks will determine if the learners in
Grades 10 and 11 are promoted. In Grade 12, these marks will be submitted as
the internal continuous assessment mark. Section 3 of this document provides
details on the weighting of the tasks for promotion purposes.

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2.2.2.1 Number and forms of assessment required for Programmes of Assessment
in Grades 10 and 11
The requirements for the formal Programme of Assessment for Grades 10 and
11 are summarised in Table 2.1. The teacher must provide the Programme of
Assessment to the subject head and School Management Team before the start
of the school year. This will be used to draw up a school assessment plan for
each of the subjects in each grade. The proposed school assessment plan should
be provided to learners and parents in the first week of the first term.

Table 2.1: Number of assessment tasks which make up the Programme of

Assessment by subject in Grades 10 and 11
SUBJECTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL
Language 1: Home Language 4 4* 4 4* 16
Language 2: Choice of HL 4 4* 4 4* 16
HL or FAL FAL 4 4* 4 4* 16
Life Orientation 1 1* 1 2* 5
Mathematics or Maths Literacy 2 2* 2 2* 8
Subject choice 1** 2 2* 2 1* 7
Subject choice 2** 2 2* 2 1* 7
Subject choice 3 2 2* 2 1* 7
Note:
* One of these tasks must be an examination
** If one or two of the subjects chosen for subject choices 1, 2 or 3 include a Language,
the number of tasks indicated for Languages 1 and 2 at Home Language (HL) and First
Additional Language (FAL) are still applicable. Learners who opt for a Second
Additional Language are required to complete 13 tasks in total: 4 tasks in term 1 and 3
tasks in each of terms 2, 3 and 4.

Two of the assessment tasks for each subject must be examinations. In Grades
10 and 11 these examinations should be administered in mid-year and
November. These examinations should take account of the requirements set out
in Section 3 of this document. They should be carefully designed and weighted
to cover all the Learning Outcomes of the subject.

Two of the assessment tasks for all subjects, excluding Life Orientation, should
be tests written under controlled conditions at a specified time. The tests should
be written in the first and third terms of the year.

The remainder of the assessment tasks should not be tests or examinations. They
should be carefully designed tasks, which give learners opportunities to research
and explore the subject in exciting and varied ways. Examples of assessment
forms are debates, presentations, projects, simulations, written reports, practical
tasks, performances, exhibitions and research projects. The most appropriate
forms of assessment for each subject are set out in Section 3. Care should be
taken to ensure that learners cover a variety of assessment forms in the three
grades.

The weighting of the tasks for each subject is set out in Section 3.

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2.2.2.2 Number and forms of assessment required for Programme of Assessment in
Grade 12
In Grade 12 all subjects include an internal assessment component, which is
25% of the final assessment mark. The requirements of the internal Programme
of Assessment for Grade 12 are summarised in Table 2.2. The teacher must
provide the Programme of Assessment to the subject head and School
Management Team before the start of the school year. This will be used to draw
up a school assessment plan for each of the subjects in each grade. The proposed
school assessment plan should be provided to learners and parents in the first
week of the first term.

Table 2.2: Number of assessment tasks which make up the Programme of

Assessment by subject in Grade 12
SUBJECTS TERM 1 TERM 2 TERM 3 TERM 4 TOTAL
Language 1: Home Language 5 5* 4* 14
Language 2: Choice of HL 5 5* 4* 14
HL or FAL FAL 5 5* 4* 14
Life Orientation 1 2* 2* 5
Mathematics or Maths Literacy 3 2* 2* 7
Subject choice 1** 2 2* (2*) 3* (6#) 7
Subject choice 2** 2 2* (2*) 3* (6#) 7
Subject choice 3 2 2* (2*) 3* (6#) 7
Note:
* One of these tasks in Term 2 and/or Term 3 must be an examination
** If one or two of the subjects chosen for subject choices 1, 2 or 3 include a Language,
the number of tasks indicated for Languages 1 and 2 at Home Language (HL) and First
Additional Language (FAL) are still applicable. Learners who opt for a Second
Additional Language are required to complete 12 tasks in total: 5 tasks in term 1, 4
tasks in term 2 and 3 tasks in term 3.
#
The number of internal tasks per subject differs from 6 to 7 as specified in Section 3 of
this document.

Schools can choose to write one or two internal examinations in Grade 12.
Should a school choose to write only one internal examination in Grade 12, a
scheduled test should be written at the end of the term to replace the other
examination. Internal examinations should conform to the requirements set out
in Section 3 of this document. They should be carefully designed and weighted
to cover all the Learning Outcomes of the subject.

Two of the assessment tasks for all subjects, excluding Life Orientation, should
be tests written under controlled conditions at a specified time.

The remainder of the assessment tasks should not be tests or examinations. They
should be carefully designed tasks, which give learners opportunities to research
and explore the subject in exciting and focused ways. Examples of assessment
forms are debates, presentations, projects, simulations, assignments, case
studies, essays, practical tasks, performances, exhibitions and research projects.
The most appropriate forms of assessment for each subject are set out in Section
3.

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2.3 External assessment in Grade 12
External assessment is only applicable to Grade 12 and applies to the final end-
of-year examination. This makes up 75% of the final mark for Grade 12. This
excludes Life Orientation which is not externally examined.

The external examinations are set externally, administered at schools under

conditions specified in the National policy on the conduct, administration and
management of the assessment of the National Senior Certificate: A
qualification at Level 4 on the National Qualifications Framework (NQF) and
marked externally.

In some subjects the external assessment includes practical or performance tasks

that are externally set, internally assessed and externally moderated. These
performance tasks account for one third of the end-of-year external examination
mark in Grade 12 (that is 25% of the final mark). Details of these tasks are
provided in Section 3.

Guidelines for the external examinations are provided in Section 3.

2.4 Recording and reporting on the Programme of Assessment

The Programme of Assessment should be recorded in the teacher’s portfolio of
assessment. The following should be included in the teacher’s portfolio:
• a contents page;
• the formal Programme of Assessment;
• the requirements of each of the assessment tasks;
• the tools used for assessment for each task; and
• record sheets for each class.

Teachers must report regularly and timeously to learners and parents on the
progress of learners. Schools will determine the reporting mechanism but it
could include written reports, parent-teacher interviews and parents’ days.
Schools are required to provide written reports to parents once per term on the
Programme of Assessment using a formal reporting tool. This report must
indicate the percentage achieved per subject and include the following seven-
point scale.

RATING RATING MARKS

CODE %
7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 –79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29

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2.5 Moderation of the assessment tasks in the Programme of Assessment
Moderation of the assessment tasks should take place at three levels.

LEVEL MODERATION REQUIREMENTS

School The Programme of Assessment should be submitted to the subject
head and School Management Team before the start of the academic
year for moderation purposes.
Each task which is to be used as part of the Programme of Assessment
should be submitted to the subject head for moderation before learners
attempt the task.
Teacher portfolios and evidence of learner performance should be
moderated twice a year by the head of the subject or her/his delegate.
Cluster/ Teacher portfolios and a sample of evidence of learner performance
district/ must be moderated twice during the first three terms.
region
Provincial/ Teacher portfolios and a sample of evidence of learner performance
national must be moderated once a year.

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3. ASSESSMENT OF ENGINEERING GRAPHICS AND DESIGN
IN GRADES 10 – 12
3.1 Introduction
Engineering Graphics and Design integrates cognitive and manipulative skills
and uses lines, symbols and technologies to design and communicate
graphically. The four Learning Outcomes of Engineering Graphics and Design
encompass the knowledge, skills and values that will be developed through this
subject.

The focus of assessment in Engineering Graphics and Design falls on the

measurement of learner performance in:
• demonstrating an awareness and understanding of the interrelationship
between Engineering Graphics and Design, society and the environment;
• understanding and applying the design process;
• demonstrating knowledge and understanding of the principles and concepts
of graphic communications within the contexts of civil, electrical and
mechanical technologies; and
• demonstrating the application of engineering graphical skills and techniques
across a range of disciplines effectively and responsibly.

The following table suggests the weighting of the Learning Outcomes for
Engineering Graphics and Design:
LEARNING OUTCOME WEIGHTING
LO1: Technology, society and the environment 5%
LO2: Technological process 20%
LO3: Knowledge and understanding 35%
LO4: Application of knowledge 40%

To fully assess all the knowledge, skills and values of Engineering Graphics and
Design in an authentic manner, a Practical Assessment Task is necessary. The
Practical Assessment Task showcases the learner’s ability to apply in authentic
and relevant tasks a broad range of knowledge, skills and values acquired during
the learning process and provides learners with the opportunity to express their
creativity and innovativeness.

3.2 Daily assessment in Grades 10, 11 and 12

Daily assessment in Engineering Graphics and Design provides learners with
multiple opportunities to improve and master the knowledge, skills and values
related to the subject.

The following are examples of daily assessment tasks to develop learners’

knowledge, skills and values:
• Instrument drawings
• Scale drawing
• Interpretation of symbols
• Pictorial drawings

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 • Multi-view drawings
• Sectional and assembly drawings
• CAD tasks
• Freehand drawings
• Develop a design to solve a minor civil, electrical or mechanical problem
• Compare codes of practice and theory across civil, electrical and mechanical
contexts

3.3 Assessment in Grades 10 and 11

3.3.1 Programme of Assessment in Grades 10 and 11
The Programme of Assessment for Engineering Graphics and Design in Grades
10 and 11 comprises seven tasks which are internally assessed. The six tasks
which are completed during the school year make up 25% of the total mark for
Engineering Graphics and Design. The seventh task is the end-of-year
assessment which includes a Practical Assessment Task (PAT) and two written
theory papers. Together the Practical Assessment Task and the theory papers
make up the remaining 75%.

PROGRAMME OF ASSESSMENT (400 marks)

ASSESSMENT
END-OF-YEAR ASSESSMENT
TASKS
25% (100 marks) 75% (300 marks)
PAT THEORY EXAM PAPERS
25% (100 marks) 50% (200 marks)
2 tests
1 exam (mid-year) PAT: Part 1 PAT: Part 2 • Paper 1 (100 marks)
3 practical assignments Design project CAD • Paper 2 (100 marks)
(50 marks) drawing task
(50 marks)

The Programme of Assessment comprises:

• Two tests (first and third term)
• One midyear examination (written)
• Three practical assignments (one per term in terms 1-3)
• The end-of-year assessment task (which includes a Practical Assessment
Task and two written examinations)

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 Example of an annual Programme of Assessment for Grades 10 and 11:
% OF FINAL
TERM TERM TERM TERM
ASSESSMENT TASKS PROMOTION
ONE TWO THREE FOUR
MARK
Tests 1 1 7.5
Midyear examination
1 10
(written)
Practical assignments:
Case studies/
1 1 1 7.5
Investigation/
Application of drawing skills
Written
examination:
1 50
Paper 1
End-of- Paper 2
year PAT:
assessment Part 1 – Design
project 1 25
Part 2 –
CAD drawing

3.3.2 Examples of assessment tasks in Engineering Graphics and Design

Tests
The tests in Engineering Graphics and Design must be substantive in terms of
time and marks. For example, a test should last at least 60 minutes and count a
minimum of 50 marks. Tests should include theory on graphical communication
and presentation, codes of practice, computer hardware and the impact of EGD
on resources and values along with the formulation and application of design
briefs.

Practical assignments
In Engineering Graphics and Design a practical assignment comprises a series of
practical activities and could involve case studies, design questions and
application exercises. From the three required practical assignments, one should
be based on civil technology context and one based on mechanical technology
context. A practical assignment is shorter and of lower cognitive demand
compared to a Practical Assessment Task (PAT). Practical assignments require
of learners to apply their knowledge to carry out a given task in a given
situation.

See Appendix 1 for examples of Grade 10 practical assignment tasks and tools.

Practical Assessment Task (100 marks)

A Practical Assessment Task allows the teacher to directly and systematically
observe learner applied competence. The assessment of performance is based on
the demonstration of specific technological skills. Practical Assessment Tasks
allow the learner to illustrate complex learning where knowledge, skills, and
values are integrated in a performance. The Practical Assessment Task runs
through the first three terms and should be handed in at the end of the third term.

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 The Practical Assessment Task in Grades 10 and 11 is internally set, assessed
and moderated. The design project is completed under controlled conditions and
is assessed by means of a rubric. The learners should know the assessment
criteria before they start with the task. The task should have utilitarian value and
must be based on real-life situations.

In Engineering Graphics and Design, the Practical Assessment Task makes up

25% of the total promotion mark and includes two separate tasks, namely:
• a complete design project (PAT Part 1) and
• a CAD drawing (PAT Part 2).

PAT Part 1 – Design project (50 marks)

Learners are expected to produce and present designs. The design project could
be set in either a civil or mechanical context. The design should require the use
of instruments, freehand or CAD for the drawings. All work done for this task is
presented in a design portfolio.

The design project counts 50 marks and consists of a design portfolio (25%) and
the final design (75%).

The design portfolio should include evidence of how the development of the
design project was approached, that is:
• The planning process
• The knowledge and skills accumulated in the process
• The technological process followed
• The safety and environmental aspects considered
• The calculations used – if applicable, sketches or diagrams
• The starting time and ending time – how long it took to complete from
start to finish
• The investigations or research undertaken, and
• Any other information that is relevant to the design project.

The final design developed in the design project is the culmination of problem
solving and development through the design process expounded in Learning
Outcome 2 (Investigate / research – concept ideas / sketches – final drawings –
evaluate).

This design project has the following characteristics:

• Higher order thinking processes and problem-solving skills are required.
• Provides opportunities for learners to present and explain their work.
• Opportunities for creativity, innovation, invention and ingenuity are created.

The design project for EGD will be undertaken in three phases:

Phase 1: Learners produce the relevant information and drawings or
sketches and modelling and trial material which will lead to the
making of the product or artefact. The evidence of this phase
will be located in the design portfolio and this phase will be
undertaken during term 1 and the start of term 2.

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 Phase 2: Learners develop the actual product or artefact at the start of
the second term and finalise it by the end of term 3.
Phase 3: Learners submit the product or artefact for assessment by the
end of the third term. The accompanying planning done in
phase 1 (design portfolio) must also be submitted for
assessment at this time.

See Appendix 2 for an example of the two rubrics with which to assess this
project.

PAT Part 2 – CAD drawing (50 marks)

In a CAD practical drawing task learners are provided with a drawing and asked
to reproduce it using CAD and show certain features such as dimensions, layers,
notes, annotations, etc according to predetermined criteria.

NOTE:
Where schools do not have CAD facilities the interim suggestion is that a
second design project of the same cognitive level be set that must be
completed using instruments.
As CAD is a compulsory component of the EGD curriculum, all schools
must ensure that they start acquiring the necessary computer hardware
and software and phase this component in as soon as possible.

Examinations
The mid-year and end-of-year examinations for Grades 10 and 11 should each
consist of two papers counting 100 marks each. The suggested duration of each
paper is 2 hours. All the questions are compulsory. The questions should be set in
such a way that they assess the knowledge and skills covered in all the EGD
Learning Outcomes. See Appendix 3 for guidance on the weighting of the
cognitive levels in examination papers.

The format must be similar to that outlined for Grade 12.

Grades 10 and 11:

• Two papers
• 100 marks each = 200 marks
• Paper 1 = 2 hours
• Paper 2 = 2 hours

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 Suggested outline for the Grade 10 examination papers:
PAPER FOCUS MARKS
Emphasis on 1st angle orthographic projection
• Civil drawings
• Electrical circuits
Paper 1 • Descriptive geometry 100
• Perspective (1-point)
The paper can address the design process and include analytical type
questions.
Emphasis on 3rd angle orthographic projection
• Mechanical drawings
• Solid geometry
Paper 2 100
• Isometric and/or oblique
The paper can address the design process and include analytical type
questions.
TOTAL 200

Suggested outline for the Grade 11 examination papers:

PAPER FOCUS MARKS
Emphasis on 1st angle orthographic projection
• Civil drawings
• Electrical circuits
Paper 1 • Perspective (2-point) 100
• Interpenetration and development
The paper can address the design process and include analytical type
questions.
Emphasis on 3rd angle orthographic projection
• Mechanical drawings
• Solid geometry
Paper 2 • Isometric 100
• Loci
The paper can address the design process and include analytical type
questions.
TOTAL 200

3.4 Assessment in Grade 12

In Grade 12, assessment consists of two components: a Programme of
Assessment which makes up 25% of the total mark for Engineering Graphics
and Design and external assessment which makes up the remaining 75%. The
Programme of Assessment for Engineering Graphics and Design comprises six
tasks which are internally assessed. The external assessment component includes
a Practical Assessment Task and two written theory papers. Together the
Practical Assessment Task and the theory papers make up the remaining 75%.
The external assessment tasks are externally set and moderated.

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 PROGRAMME OF
EXTERNAL ASSESSMENT
ASSESSMENT
(300 marks)
(100 marks)
INTERNAL
EXTERNAL ASSESSMENT TASKS
ASSESSMENT TASKS
25% (100 marks) 75% (300 marks)
THEORY EXAM
PAT
PAPERS
2 tests 25% (100 marks) 50% (200 marks)
2 exams (midyear and trial) PAT: Part 1 PAT: Part 2 • Paper 1 (100 marks)
2 practical assignments Design CAD drawing • Paper 2 (100 marks)
project task (50
(50 marks) marks)

Together the Programme of Assessment and the external assessment component

make up the annual assessment plan for Grade 12.

The annual assessment plan comprises:

• Two tests (first and third term)
• Two written examinations (midyear and trial)
• Two practical tasks (one per term in terms 1 and 2)
• The external assessment task (which includes a Practical Assessment
Task and two written examinations)

Example of an annual assessment plan for Grade 12:

% OF FINAL
TERM TERM TERM TERM
ASSESSMENT TASKS PROMOTION
ONE TWO THREE FOUR
MARK
Tests 1 1 7.5
Examination (midyear and
1 1 10
trial)
Practical assignments:
Case studies/
1 1 7.5
Investigation/
Application of drawing skills
Written
examination:
1 50
Paper 1
Paper 2
External
PAT:
assessment
Part 1 – Design
project 1 25
Part 2 –
CAD drawing

In Grade 12 one of the tasks in Term 2 and/or Term 3 must be an internal

examination. In instances where only one of the two internal examinations is
written in Grade 12, the other examination should be replaced by a test at the
end of the term.

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3.4.1 Programme of Assessment in Grade 12
Tests
The tests in Engineering Graphics and Design must be substantive in terms of
time and marks. For example, a test should last at least 60 minutes and count a
minimum of 50 marks. Tests should include theory on graphical communication
and presentation, codes of practice, computer hardware and the impact of EGD
on resources and values along with the formulation and application of design
briefs.

Practical assignments
In Engineering Graphics and Design a practical assignment comprises a series of
practical activities and could involve case studies, design questions and
application exercises. From the two required practical assignments, one should
be based on civil technology context and one based on mechanical technology
context. A practical assignment is shorter and of lower cognitive demand
compared to a Practical Assessment Task (PAT). Practical assignments require
of learners to apply their knowledge to carry out a given task in a given
situation.

Examinations
The mid-year and trial examinations for Grade 12 should each consist of two
papers counting 100 marks each. The duration of Paper 1 and Paper 2 is 3 hours.
All the questions are compulsory. The questions should be set in such a way that
they assess the knowledge and skills covered in all the EGD Learning Outcomes.

See Appendix 3 for guidance on the weighting of the cognitive levels in

examination papers.

The trial examination needs to be closely related to the final examination in

terms of time allocation, layout of paper and subject requirements. See Section
3.4.2.2 for an outline of the Grade 12 examination paper.

3.4.2 External assessment in Grade 12

The external assessment component in Grade 12 consists of an externally written
examination (50%) and the Practical Assessment Task (25%).

3.4.2.1 Practical Assessment Task

Schools will be informed of the task at the beginning of the first term of each
academic year. Schools will choose one option from given scenarios.

A Practical Assessment Task allows the teacher to directly and systematically

observe learner applied competence. The assessment of performance is based on
the demonstration of specific technological skills. Practical Assessment Tasks
allow the learner to illustrate complex learning where knowledge, skills, and
values are integrated in a performance. The task should have utilitarian value
and must be based on real-life situations. The Practical Assessment Task runs
through the first three terms and should be handed in at the end of the third term.

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 The Practical Assessment Task in Grade 12 is externally set and moderated, but
internally assessed. The design project is completed under controlled conditions
and is assessed by means of a rubric. The learners should know the assessment
criteria before they start with the task.

In Engineering Graphics and Design, the Practical Assessment Task makes up

25% of the total promotion mark and includes two separate tasks, namely:
• a design project (PAT Part 1) and
• a CAD drawing (PAT Part 2).

PAT Part 1 – Design project (50 marks)

Learners are expected to produce and present designs. The design project could
be set in either a civil or mechanical context. The design should require the use
of instruments, freehand or CAD for the drawings. All work done for this task is
presented in a Design Portfolio.

The design project counts 50 marks and consists of a design portfolio (25%) and
the final design (75%).

The design portfolio should include evidence of how the development of the
project was approached, that is the:
• The planning process
• The knowledge and skills accumulated in the process
• The technological process followed
• The safety and environmental aspects considered
• The calculations used – if applicable, sketches or diagrams
• The starting time and ending time – how long it took to complete from
start to finish
• The investigations or research undertaken, and
• Any other information that is relevant to the project.

The final design developed in the design project is the culmination of problem
solving and development through the design process expounded in Learning
Outcome 2 (Investigate / research – concept ideas / sketches – final drawings –
evaluate).

The design project for EGD will be undertaken in three phases:

Phase 1: Learners produce the relevant information and drawings or
sketches and modelling and trial material which will lead to the
making of the product or artefact. The evidence of this phase
will be located in the design portfolio and this phase will be
undertaken during term 1 and the start of term 2.
Phase 2: Learners develop the actual product or artefact at the start of
the second term and finalise it by the end of term 3.
Phase 3: Learners submit the product or artefact for assessment by the
end of the third term. The accompanying planning done in
phase 1 (design portfolio) must also be submitted for
assessment at this time.

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 PAT Part 2 – CAD drawing
In a CAD practical drawing task learners are provided with a drawing and asked
to reproduce it using CAD and show certain features such as dimensions, layers,
notes, annotations, etc according to predetermined criteria.

NOTE:
Where schools do not have CAD facilities the interim suggestion is that a
second design project of the same cognitive level be set that must be
completed using instruments.
As CAD is a compulsory component of the EGD curriculum, all schools
must ensure that they start acquiring the necessary computer hardware
and software and phase this component in as soon as possible.

See Appendix 2 for an example of the two rubrics with which to assess this
project.

3.4.2.2 External examination

The external end-of-year examination papers should test the knowledge and
skills covered in all the Engineering Graphics and Design Learning Outcomes.
The following table suggests the outline for examinations in Grade 12.

Grade 12:
• Two papers
• 100 marks each = 200 marks
• Paper 1 = 3 hours
• Paper 2 = 3 hours

Suggested outline for the Grade 12 examination papers:

PAPER FOCUS MARKS
Emphasis on 1st angle orthographic projection
• Civil drawings
• Electrical diagrams
Paper 1 • Perspective (2-point) 100
• Interpenetration and development
The paper can address the design process and include analytical type
questions.
Emphasis on 3rd angle orthographic projection
• Mechanical drawings
• Isometric
Paper 2 100
• Loci
The paper can address the design process and include analytical type
questions.
TOTAL 200

3.5 Promotion
For promotion and certification purposes learners should achieve at least a level
2 rating (Elementary achievement: 30-39%) in Engineering Graphics and
Design.

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3.6 Moderation
All Grade 10 and 11 tasks are internally moderated, while all Grade 12 tasks
need to be externally moderated. The subject head or head of department for
Engineering Graphics and Design at a school will generally manage this process.

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 APPENDIX 1: DETAILS OF THE MOST APPROPRIATE
GRADE 10 ASSESSMENT TASKS AND TOOLS

1. TASKS

Case studies
Case studies can be given to learners as assignments – a case study focuses
on a specific aspect related to Engineering Graphics and Design, for
example drawing office practice, industry standards in a specific
engineering field, study of staircases, mechanisms in a machine or modern
electronic devices. This assessment task should be approximately two to
three hours in duration and should result in a graphic(s) related to the case
study. It could be a redesign, a storyboard, a poster, etc. Appropriate text
may at times be included to accompany the graphic(s).

Research tasks
Research tasks are focused on finding out something, in other words the
task requires the learners to find data, information, etc. about a topic. An
example may be the development of drawing instruments over time,
gathering data related to specifications in the electrical, engineering
drawing and graphics or mechanical field, the change in use of mechanisms
in the mining industry, etc. The main difference between a case study and a
research task is that a case study is about known aspects, whilst a research
topic may entail unknown aspects and may result in a new design, theory or
process. Therefore, a research question must be formulated so that the
result will be a finding of some sort.

Assignments
Assignments are tasks that require learners to do more than interpret
questions and drawings, copy or reproduce information or drawings, do
drawings that require knowledge from past examination papers, etc. They
should focus on adding value to the skills and knowledge in Engineering
Graphics and Design. Assignments provide an excellent opportunity for
research into different aspects of Engineering Graphics and Design and also
provide opportunities for designing. They should, where possible,
concentrate on a specific context, such as the engineering drawing and
graphics, mechanical or electrical field and should ideally focus on more
than one concept and include design, for example redesign a cam to
produce specific movements, design the wiring layout for a small house or
design the plumbing layout for a two-storey building. These tasks should
require that a variety of skills and knowledge are applied, for example an
engineering drawing and graphics task could ask for a complete floor plan,
a perspective drawing, freehand drawing and an indication of the electrical
fixtures. Assignments should be between two to four hour duration and
should incorporate two or more of the Learning Outcomes of which
Learning Outcome 2 should be one.

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 Tests
Tests should focus on testing a specific skill or knowledge or a combination
of both. They should not be cluttered with a range of concepts in one
question. Tests must be administered under controlled conditions. Tests
could target specific concepts, such as completing the loci of a point on a
mechanism, completing drawings with respect to hatching or dimensions,
determining the true lengths and angles of lines, changing a drawing from
first to third angle, completing circuit diagrams from given data or inserting
plumbing and electrical fixtures into a given floor plan. All tests must
assess the learners’ ability to apply understanding of concepts in authentic
problem-solving or design situations. The minimum duration of a test
should be 30 minutes. Tests should be set and assessed with a quality set of
criteria and memoranda.

Examinations
Examinations are culmination or capability tasks; they are like extended
tests and should cover all Learning Outcomes. All examinations must be
administered under controlled conditions.

2. TOOLS
Checklist of criteria
Criteria are the specific things that are looked for in a graphic or piece of
work, for example use of conventions, use of space, correctness,
interpretation, accuracy, quality of line work and innovativeness.

Rubrics or level descriptors for criteria:

Rubrics are explanations of what is expected for each of the criteria that are
chosen – rubrics usually describe what is required on a scale.

Marking memorandum
Marking memoranda usually contain the model or expected answer (where
possible). They also state how many marks are to be awarded for each
aspect (criteria) and describe in detail how and where marks or credits
should be awarded.

Assessment of all pieces is carried out by first determining the specific

criteria to be targeted in the piece of work. Criteria stipulate what is to be
assessed, for example the use of conventions, the layout or line work. For
each of these criteria there should be a description stating what is expected,
so that when the evidence is presented a balanced judgment can be made.

Model answers provide a useful indicator of what the solution should look
like. These should ideally provide for alternative solutions as well, for
example a different method of determining a true length or different
orientation. In Engineering Graphics and Design there will also be
instances where a model answer is not possible, for example when a design
for the interior of a dwelling is required. A marking memorandum should
always accompany any task for assessment purposes. Depending on the

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 task the marking memorandum will indicate the allocation of marks for the
individual aspects that will be assessed, and should in all instances tie up
with the criteria. For example, if one of the criteria for a question of
electrical drawings is ‘the use of conventions’ the mark allocation could be
ten. The marking memorandum will further clarify how these ten marks
should be distributed for the drawing, such as two marks each for five
correct circuit symbols used. This could be further specified as one mark
for the correct symbol and 1 mark for the correct orientation of the symbol
in the completed circuit.

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APPENDIX 2: EXAMPLES OF ASSESSMENT TOOLS

Design projects should be assessed using two rubrics: one for assessing the final design and the other for assessing the design portfolio.

A. RUBRIC FOR ASSESSMENT OF FINAL DESIGN

LEVELS OF PERFORMANCE
7 6 5 4 3 2 1
CRITERIA
80 –100% 70 - 79% 60 - 69% 50 - 59% 40 - 49% 30 - 39% 0 - 29%
A very high level of A high level of skill An adequate level A satisfactory level A limited level of A low level of skill A very low level of
skills evident in is evident in of skill is evident in of skill is evident in skill is evident in is evident in skill is evident in
drawing. drawing. drawing: drawing: drawing: drawing. drawings:
Drawings are Drawings satisfy Drawings satisfy Drawings satisfy Drawings satisfy Drawings barely Drawings are
perfect according to size and shape. size and shape. size and shape. limited size and/or fulfil size and shape incomplete and
size and shape. Drawings show Drawings show Drawings show shape requirements. requirements. show little attention
Proportion Drawing are very little minor deviations in some deviations in Drawings show Drawings are not to size, shape,
(Freehand, accurate according deviations in accuracy. accuracy. deviations in accurate according accuracy or
designing) to angles (isometric, accuracy. Drawings fulfil the Drawings reflect accuracy. to angles. ergonomics.
oblique, Drawings fulfil the ergonomic some ergonomic Drawings reflect a Drawings show no
orthographic) ergonomic considerations. considerations. few ergonomic ergonomic
Drawing reflects considerations. considerations. considerations.
effectively
ergonomic
considerations.
A very high level of A high level of An adequate level A fair level of A limited level of Some insight in A lack of insight in
insight in drawing insight in drawing of insight in insight in drawing insight in drawing drawing assemblies drawing assemblies
Assembly assemblies is assemblies is drawing assemblies assemblies is assemblies is is demonstrated. is demonstrated.
(Assemblies, demonstrated. demonstrated. is demonstrated. demonstrated. demonstrated. Assemblies show a Assemblies are
exploded views, Assemblies show Assemblies show Assemblies show Assemblies show Assemblies show a limited incomplete and
sequence clearly how parts fit clearly how most how most parts fit how some parts fit limited understanding of show little attention
diagrams…) together in sectional parts fit together in together in most together in some understanding of how parts fit to how parts fit
or outside views. all sectional or sectional or outside sectional or outside how parts fit together in some together, the correct
Assemblies show outside views. views. views. together in sectional sectional or outside sequence of

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 LEVELS OF PERFORMANCE
7 6 5 4 3 2 1
CRITERIA
80 –100% 70 - 79% 60 - 69% 50 - 59% 40 - 49% 30 - 39% 0 - 29%
unambiguously the Assemblies show Assemblies show Assemblies show or outside views. views. assembly or the
sequence of putting clearly the sequence the sequence of acceptably the Assemblies show Assemblies show position of parts for
together parts. of putting together putting together sequence of putting acceptably the little understanding assembly.
Assemblies show parts. parts. together parts. sequence of putting of how to sequence
clearly the positions Assemblies show Assemblies show Assemblies show together parts. the putting together
of all parts for clearly the positions the positions of the positions of Assemblies show of parts.
assembly. of most parts for most parts for some parts for the positions of a Assemblies show a
assembly. assembly. assembly. few parts for limited
assembly. understanding of
positioning parts for
assembly.
A very high degree A high degree of An adequate degree A satisfactory level A limited degree of A low level of A lack of
of competency, competency, of competency, of competency, competency, competency, competency,
knowledge and skill knowledge and skill knowledge and skill knowledge and skill knowledge and skill knowledge and skill knowledge and skill
in interpreting in interpreting in interpreting in interpreting in interpreting in interpreting in interpreting
questions and questions and questions and questions and questions and questions and questions and
executing drawings executing drawings executing drawings executing drawings executing drawings executing drawings executing drawings
is shown: is shown: is shown: is shown: is shown: that shows up as is shown:
in accuracy of all in accuracy of most in accuracy of most in accuracy of some in accuracy of some major faults: in drawings that are
Correctness
dimensions; dimensions; dimensions; dimensions; dimensions; in accuracy of a few incomplete and in
in correctness of all in correctness of in correctness of in correctness of in correctness of a dimensions; which accuracy,
visible and hidden most visible and most visible and some visible and/or few visible and/or in correctness of correct application
details; and in hidden details; and hidden details; and hidden details; and hidden details; and most visible and of lines and
accuracy of all in accuracy of most in acceptable in accuracy of some in accuracy of some hidden details; and constructions
calculations and calculations and accuracy of most calculations and/or calculations and/or in accuracy of most receive little
constructions. constructions. calculations and constructions. constructions. calculations and attention.
constructions. constructions.
A very high level of A high level of An adequate level A satisfactory level A limited level of A low level of A very low level of
Conventions knowledge and knowledge and of knowledge and of knowledge and knowledge and knowledge and knowledge and
(Dimensions, application of application of application of application of application of application of application of
sectioning, “SANS” drawing “SANS” drawing “SANS” drawing “SANS” drawing “SANS” drawing “SANS” drawing “SANS” drawing
lines, symbols) conventions is conventions is conventions is conventions is conventions is conventions is conventions is
evident in all evident in most evident in most evident in some evident in some evident in most evident in:

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 LEVELS OF PERFORMANCE
7 6 5 4 3 2 1
CRITERIA
80 –100% 70 - 79% 60 - 69% 50 - 59% 40 - 49% 30 - 39% 0 - 29%
drawings in terms drawings in terms drawings in terms drawings in terms drawings in terms drawings in terms Incomplete work
of the consistent of the correct use of the correct use of the correct use of the correct use of the incorrect use that shows little
correct use of: of: of: of: of: of: attention to the
Line types Line types Line types Line types Line types Line types use of acceptable
Dimensioning Dimensioning Dimensioning Dimensioning Dimensioning Dimensioning line types and
techniques techniques techniques techniques techniques techniques the techniques of
Naming or Naming or Naming or Sectioning Sectioning Sectioning dimensioning,
labelling labelling labelling techniques techniques techniques sectioning and
techniques techniques techniques naming or
Sectioning Sectioning Sectioning labelling.
techniques techniques techniques
A very high level of A high level of An adequate level A satisfactory level A limited level of A low level of A very low level of
ability shows ability shows of ability shows of ability shows ability shows ability shows a little ability is evident in
understanding of understanding of understanding of understanding of limited understanding of work that is
positioning of acceptable acceptable acceptable understanding of positioning of incomplete and
Layout and views, the use of positioning of positioning of positioning of positioning of views and aspects does not show
presentation positive and views, and a range views and a range views and a limited views and a limited to be considered in understanding of
negative space and of aesthetic of considerations in range of range of presentations. positioning views
aesthetic considerations in presentations. considerations in considerations in and/or aspects to be
considerations in presentations. presentations. presentations. considered in
presentations. presentations.

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B. RUBRIC FOR ASSESSMENT OF DESIGN PORTFOLIO
LEVELS OF PERFORMANCE
7 6 5 4 3 2 1
CRITERIA
80 –100% 70 - 79% 60 - 69% 50 - 59% 40 - 49% 30 - 39% 0 - 29%
Shows an in-depth Shows a thorough Shows a good Shows a Shows adequate Shows a partial Shows little to no
10.2.1 and comprehensive understanding of understanding of satisfactory understanding of understanding of understanding of
Interprets a situation understanding of the situation or the the situation or understanding of the situation or the situation or the situation or
or given design brief the situation or given design brief. given design brief. the situation or given design brief. given design brief. given design brief.
given design brief. given design brief.
Shows evidence of Shows evidence of Shows evidence of Shows evidence of Shows evidence of Shows evidence of Shows little to no
in-depth research thorough research sound research adequate research adequate research limited research evidence of any
resulting in resulting in a range resulting in a resulting in a resulting in limited resulting in a research or
resulting in a wide of possible number of possible number of possible possible solutions, possible solution, research is
10.2.2
range of possible solutions, which solutions, which solutions, which which are which is not fully irrelevant to the
Researches possible
solutions, which are, logically and are clearly and are clearly recorded. recorded solution.
solutions
are clearly, comprehensively comprehensively recorded.
logically and recorded. recorded.
comprehensively
recorded.
Shows thorough, Shows independent Shows high level Shows satisfactory Shows adequate Shows limited Shows little to no
10.2.3 independent and and creative ways of evidence in evidence of evidence of evidence of evidence of any
Selects, analyses and creative ways in in analysing, analysing, analysing, analysing, analysing, analysis or
synthesises analysing, synthesising and synthesising and synthesising and synthesising and synthesising and synthesis in
information and synthesising and selecting a final selecting a final selecting a final selecting a final selecting a final selecting a final
selects a final solution selecting a final solution. solution. solution. solution. solution. solution.
solution.
The final solution The final solution The final solution The final solution The final solution The final solution The final solution
is of an exceptional is of an is of a very high is satisfactorily is adequately is partially is incomplete,
10.2.4 quality. A variety outstanding standard. completed. complete. complete. disjointed or not
Presents the final of presentation quality. A range of The presentation is The presentation is The presentation is The presentation is submitted.
solution methods are used. presentation tidy, correct, tidy, accurate and tidy and accurate. tidy and The presentation is
The presentation is methods are used. accurate and complete. reasonably untidy and
of exceptional The presentation is complete. The solution accurate. inaccurate.

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 LEVELS OF PERFORMANCE
7 6 5 4 3 2 1
CRITERIA
80 –100% 70 - 79% 60 - 69% 50 - 59% 40 - 49% 30 - 39% 0 - 29%
quality. of high quality. The solution complies with the
The solutions The solution complies fully with design brief.
comply fully with complies fully with the design brief.
the design brief. the design brief.
Shows evidence of Shows evidence of Shows evidence of Shows evidence of Shows evidence of Shows evidence of Little or no
comprehensive thorough acceptable satisfactory adequate limited evaluation evidence of any
10.2.5
evaluation at all evaluation at all evaluation at all evaluation of most evaluation at some at some stages of evaluation.
Evaluation
stages of the stages of the stages of the stages of the stages of the the design process.
design process. design process. design process. design process. design process.

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APPENDIX 3: TAXONOMY FOR ENGINEERING GRAPHICS AND DESIGN

CATEGORIES OF COMPLEXITY DESCRIPTION OF CATEGORIES SOME EXAMPLES WEIGHTING

give labels; list; name; state or identify functions; recognise;

Basic cognitive skills Recall of basic knowledge ± 10%
use given data, information or symbols; etc.

More than recall of facts includes describe or explain concepts; classify; choose from given
Comprehension understanding and insight into routine and data, information, conventions or symbols; make direct ± 30%
familiar content or situations decisions or deductions from data given; do calculations; etc.

interpret data; decide on the appropriate symbols, scales,

conventions, processes and time management; draw flow
Application of components and systems to charts or mind maps; produce graphics using mechanical or
Application ± 40%
familiar and unfamiliar situations CAD skills; draw tables and graphs to organise and present
data; draw sketches to communicate ideas and possible
solutions; etc.

Application of design principles, analysis, solve the problem; formulate a hypothesis; design a solution;
Higher intellectual abilities ±20%
synthesis and evaluation of data. analyse data; predict; argue; evaluate; etc.

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