How do I prepare?

No special preparation is required for any of the NBTs. However:

The Mathematics test is based on the Curriculum Statement for the NSC subject Mathematics, Papers 1 & 2 only.
The Academic Literacy test (one of two components of the Academic & Quantitative Literacy test ) assesses capacity to engage successfully with the demands of academic study in the medium of instruction.
The Quantitative Literacy test (one of two components of the Academic & Quantitative Literacy test) assesses ability to manage situations or solve problems of a quantitative nature in real contexts relevant to higher education. It is closely related to the intended outcomes of the NSC subject Mathematical Literacy.

DOMAIN DESCRIPTOR FOR THE NBT ACADEMIC LITERACY TEST

The National Benchmark Test in Academic Literacy aims to assess Grade 12 learners’ ability to:

read carefully and make meaning from texts that are typical of the kinds that they will encounter in their studies;
understand vocabulary, including vocabulary related to academic study, in their contexts;
identify and track points and claims being made in texts;
understand and evaluate the evidence that is used to support claims made by writers of texts;
extrapolate and draw inferences and conclusions from what is stated or given in text;
identify main from supporting ideas in the overall and specific organisation of a text;
identify and understand the different types and purposes of communication in texts;
be aware of and identify text differences that relate to writers’ different purposes; audiences; and kinds of communication;
understand and interpret information that is presented visually (e.g. in graphs, tables, flow-charts);
understand basic numerical concepts and information used in text, and be able to do basic numerical manipulations.

DOMAIN DESCRIPTOR FOR THE NBT QUANTITATIVE LITERACY TEST

The National Benchmark Test in Quantitative Literacy aims to assess Writer’s ability to:

select and use a range of quantitative terms and phrases;
apply quantitative procedures in various situations;
formulate and apply formulae;
read and interpret tables, graphs, charts and text and integrate information from different sources;
do calculations involving multiple steps accurately;
identify trends and patterns in various situations;
reason logically and
competently interpret quantitative information.

DOMAIN DESCRITOR FOR THE NBT MATHEMATICS / CAMP TEST

The National Benchmark Test in Mathematics, referred to as the Cognitive Academic Mathematical Proficiency (CAMP) test, aims to assess Grade 12 learners’ ability with respect to a number of mathematical topics, set out below.

Tests will contain items at four different cognitive levels selected from the competence areas described in below. Items are thus located within a matrix defined by the competence areas and four levels of difficulty. These levels are roughly described in terms of knowing (Level 1), performing routine procedures (Level 2), performing complex procedures (Level 3) and reasoning, reflecting and problem solving (Level 4). Items can often be placed in exactly one cell within the given grid; at times items test more than one skill, but are assigned to the grid in terms of their primary function. The fact that ‘problem solving’ is placed at Level 4 should not suggest that there is no problem solving at any other level, but rather that problem solving at this cognitive level requires greater insight than problem solving where routine procedures or more complex procedures are involved.

It is not the intention of these tests to replicate either the NSC or the Mathematics Olympiad. The point of departure of the tests is the set of Subject Assessment Guidelines (excluding the optional Paper 3) as stated in NSC documentation. The assumption is made that if a student has achieved a pass in the NSC, a certain level of content and procedural competence has been reached. The tests are explicitly designed to probe Higher Education competencies (i.e. depth of understanding) within the context of the NSC curriculum.

The Competence Areas are as follows:

1. PROBLEM SOLVING AND MODELLING

1.1 Algebraic processes

Pattern recognition and generation
Operations involving relationships such as ratios and percentages
Modelling situations by making use of mathematical process skills
Operations involving surds, logarithms and exponents, including financial calculations
Calculations involving integers, rational and irrational numbers
Algebraic manipulation

1.2 Functions represented by graphs and equations

Identification of domain and range
Properties of graphs, relationship between graphs and their equations or inequalities
Graphs of functions and interpretations of transformations (rotations, translations, reflections) of functions; solution of related problems
Applications of principles of differential calculus to rates of change and related problems involving simple, linear and non-linear functions

2. BASIC TRIGONOMETRY, INCLUDING GRAPHS OF TRIGONOMETRIC FUNCTIONS, PROBLEMS REQUIRING SOLUTIONS OF TRIGONOMETRIC EQUATIONS AND APPPLICATION OF TRIGONOMETRIC CONCEPTS

Characteristics and interpretations of trigonometric functions and their graphs (such as domain, range, period, amplitude), including transformations of trigonometric functions
Problems involving the solution of trigonometric equations and the use of identities
Application of area, sine and cosine rules problems
Application of trigonometric concepts in solving problems, including two- and three-dimensional problems

3. SPATIAL PERCEPTION INCLUDING ANGLES, SYMMETRIES, MEASUREMENTS, REPRESENTATIONS AND INTERPRETATION OF TWO-DIMENSIONAL AND THREE-DIMENSIONAL SHAPES

Transformations (including scale factor)
Properties of shapes (2D and 3D)
Perimeter, area, volume (modelling)
Analytic geometry (linking geometric and algebraic properties)

4. DATA HANDLING

Measurement (and related interpretations)
Representation (and related interpretations)

5. COMPETENT USE OF LOGICAL SKILLS IN MAKING DEDUCTIONS AND DETERMINING THE TRUTH OF GIVEN ASSERTIONS

The table below shows the achievement levels in each domain: in other words, what you would need to be able to demonstrate to be placed into the ‘proficient’, ‘intermediate’, or ‘basic’ benchmark category in each domain.

THE NATIONAL BENCHMARK TESTS PROJECT DOMAINS

Bench-mark

Assessment of required institutional response

Description of benchmark category

ACADEMIC LITERACY

QUANTITATIVE LITERACY

MATHEMATICS

proficient

Performance in domain areas suggests that academic performance will not be adversely affected. If admitted, students may be placed into regular programmes of study.

Grade 12 students at the Proficient level should be able to:

Select and use a complex range of vocabulary; understand and interpret non-literal language; understand and critically evaluate the structure and organisation of texts and ideas within these texts; evaluate and use a complex range of different text genres; develop academic arguments; evaluate and interpret the evidence for claims.

Writers at the Proficient level should be able to:

Select and use a range of quantitative terms and phrases; apply quantitative procedures in various situations; formulate and apply complex formulae; read and interpret complex tables, graphs, charts and text and integrate information from different sources; do advanced calculations involving multiple steps accurately; identify trends/patterns in various situations; reason logically & competently interpret quantitative information.

Proficient writers should be able to demonstrate insight, and integrate knowledge and skills to solve non-routine problems . They should make competent use of logical skills (conjecture, deduction). Tasks typically require competence in multi-step procedures, represented in the framework outlined below:

Modelling, financial contexts, multiple representations of functions (including trigonometric), differential calculus, trigonometric and geometric problems (2D and 3D), measurement, representation and interpretation of statistical data, evaluate statistical models.

intermediate

The challenges in domain areas identified are such that it is predicted that academic progress will be affected. If admitted, students' educational needs should be met as deemed appropriate by the institution (e.g. extended or augmented programmes, special skills provision).

Grade 12 students at the Intermediate level should be able to:

Derive word-meanings from context; recognise non-literal language; recognise the fundamental structural and organisational characteristics of texts; recognise and be able to use a specific range of text genres; understand difference between academic and everyday arguments; make conclusions on the basis of evidence given for claims

Writers performing at the Intermediate level should be able to:

Select and use many quantitative terms and phrases; apply known quantitative procedures in familiar situations; formulate and apply simple formulae; read and interpret moderately simple tables, graphs, charts and text ; do routine calculations accurately most of the time; identify trends/patterns in familiar situations; reason moderately in simple situations.

Intermediate writers should be able to perform at the Basic level, and in addition be able to integrate knowledge and skills to solve routine problems . Tasks involve multi-step procedures which require some information processing and decision-making skills, within the framework outlined below:

Estimation, calculation, pattern recognition and comparison (in numerical algebraic and financial contexts); solution of equations; use and interpretation of relevant functions represented algebraically or graphically; geometric properties of 2D- and 3D-objects; geometric and trigonometric problems in two dimensions; calculation and application of statistical measures; representation and interpretation of statistical data.

basic

Serious learning challenges identified: it is predicted that students will not cope with degree-level study without extensive and long-term support, perhaps best provided through bridging programmes (i.e. non credit preparatory courses) or FET provision. Institutions admitting students performing at this level would need to provide such support themselves.

Grade 12 students at the Basic level should be able to :

Cope with a limited range of vocabulary; summarise key ideas related to the organisational structure of texts; recognise that texts have different purposes; understand the fundamental syntactical features of English language; interpret textually explicit information

Writers performing at the Basic level should be able to:

Select and use some basic quantitative terms and phrases; apply some known quantitative procedures partially correctly in familiar situations; formulate or apply simple formulae; interpret simple tables, graphs, charts and text ; sometimes do simple calculations correctly; identify trends/patterns in familiar situations.

Basic level writers should be able to carry out mathematical computations that require direct application of simple concepts and procedures in familiar situations. Tasks involve single-step problems requiring recall and reproduction of basic knowledge or procedures, within the framework outlined below:

The real numbers system; simple algebraic contexts; single representations of relevant functions and recognition of their graphs; identification of 2D- and 3D- objects; geometric and trigonometric calculations; identification and use of some statistical measures; simple representation of statistical information.

Do keep in mind the usual commonsense advice given to students who are about to take a test: Get adequate sleep the night before. Don’t drastically change your routine on the morning of the test. Avoid having to rush things at the last minute. Others may find that changing their routine the morning of the tests is helpful and reassuring. Do what works best for you.

National Benchmark Tests