Untitled - Umalusi

Report to the Minister of Education, 

Ms GNM Pandor, MP, 

on The Senior Certificate Examination 

2005

Contents 

Page 

Foreword 3 

Chapter 1: Overview of the 2005 Senior Certificate Examination Report 5 

Chapter 2: The moderation of question papers 11 

Chapter 3: The moderation of Continuous Assessment (CASS) 21 

Chapter 4: The monitoring of the Conduct of the Senior Certificate Examination 42 

Chapter 5: The moderation of marking 60 

Chapter 6: The standardisation of 2005 Senior Certificate results 73 

Chapter 7: Conclusion 78 

2

Foreword 

Umalusi has approved the release of all the results of this year’s Senior 

Certificate assessments as well as the assessments of the General 

Education and Training Certificate for adults and vocational education 

and training. The Minister of Education will be informed of this decision. 

The examination system is massive. There has been a significant increase 

in the number of candidates taking examinations across the three sectors. 

Assessment bodies administer this system very smoothly and it has 

reached an admirable level of maturity. There was open disclosure to 

Umalusi of various relatively minor irregularities which were reported on 

At its meeting this morning, the executive committee of Umalusi’s Council 

concluded, from reports submitted by its own moderators and monitors as 

well as those of the national and provincial departments of education and 

a daily basis. Umalusi was vigilant in following up these wrongdoings 

and can report that assessment bodies have, to the best of our 

knowledge, handled them efficiently and in line with policy. 

the two independent assessment bodies, that the examinations in all three 

sectors were conducted in line with policy and regulations and that the 

results were reliable, valid, fair and credible. 

This has been a year of review and improvement of Umalusi’s quality 

assurance processes. A comprehensive evaluation of all assessment 

bodies was conducted. Together with the results of the research into the 

Umalusi is the quality assuror in the general and further education and 

training bands of the national qualifications framework. It applies various 

quality assurance methods such as: 

• moderation of question papers; 

• monitoring of the conduct of examinations; 

standard of Senior Certificate examinations and the comparability of 

examinations in vocational education and training with the Senior 

Certificate, Umalusi was able to interrogate, revise and improve all its 

quality assurance of assessment processes and procedures. The Council 

is also seriously engaged with the issue of standards in the examinations. 

• moderation of marking of scripts (centralised and on-site); 

• moderation of continuous assessment (CASS); and 

• standardisation of the marks in accordance with agreed statistical and 

educational principles. 

This year, as a result of last year’s research, Umalusi paid particular 

attention to the cognitive challenge of question papers resulting in a 

higher level of papers for 2005. The examination has become less 

3

Foreword (continued) 

predictable and this enhances its reliability and validity. However, 

the Council is still troubled by the time allocated for some examination 

papers where there is a greater emphasis on source-based and 

interpretive questions. 

2005 is a special year for the Senior Certificate Examination. This year’s 

cohort are the first to have completed their general education phase (i.e. 

up to grade 9) through outcomes-based education (OBE). They then had 

to go back to the old curriculum system from Grade 10. Although 

difficulties could have been expected, the system appears to have coped 

The monitoring of examinations has also received particular attention from 

Umalusi. Three key stages of the examination were monitored: the state 

satisfactorily, thus easing concerns for the next two years. Thereafter, the 

new National Senior Certificate is due to be written in 2008. 

of readiness of assessment bodies; the conduct of the examination 

and the results’ phase. Measures have been put in place to ensure 

assessment bodies have the required systems to monitor examinations. 

Umalusi remains concerned about continuous assessment in all three 

sectors. In the forthcoming year the quality assurance processes for these 

assessments will receive particular attention. This also goes for the 

Furthermore, the quality assurance of the marking of Senior Certificate 

standard of examinations in practical subjects. 

papers has been greatly improved through the implementation of 

centralised moderation of marking for the six national subjects: 

Accounting, Mathematics, Physical Science, Biology, History and English 

Umalusi takes this opportunity to thank all its stakeholders for their 

co-operation and support in each of its quality assurance processes. 

Second Language. Assessment bodies were required to send a sample of 

scripts to the Council. This sample was then moderated by the 

organisation’s external moderators and feedback was provided on a 

daily basis to the assessment bodies. 

John Pampallis, Chairperson 

21 December 2005 

4

Chapter 1 

Overview of the 2005 Senior Certificate Examination Report 

1. Introduction 

implementing examination related processes, the cognitive challenge of 

examination question papers, the appropriateness and weighting of 

Umalusi reports on the standard of the Senior Certificate Examination to 

the Minister of Education on an annual basis. In this regard, Umalusi 

reports on each of the quality assurance of assessment processes and 

procedures which together ensure a credible Senior Certificate 

Examination. These processes ensure that all aspects of the examination 

are put through rigorous quality checks. This enhances confidence that the 

content in question papers in relation to the syllabus, the quality of 

presentation of examination question papers, the efficiency and 

effectiveness of systems, processes and procedures for the monitoring of 

the conduct of the Senior Certificate Examination, the quality of marking 

as well as the quality and standard of internal quality assurance 

processes within the assessment body. 

Examination meets the required standards. Umalusi has very carefully 

considered all the public concerns about standards in this examination. In 

this regard, Umalusi conducted research to determine quality and 

standards in this examination towards the end of 2004. The findings of 

this research have been fed directly into the quality assurance processes 

used by Umalusi. The tools for moderation of question papers have been 

reviewed and sharpened as a result of this research. Other processes, like 

moderation of continuous assessment, moderation of marking as well as 

the monitoring of the conduct of the Senior Certificate Examination have 

all been strengthened by the findings of the research. 

Chapter 1 of this report outlines the purpose of the report, its scope and 

briefly discusses the quality assurance processes used by Umalusi to ensure 

that the Senior Certificate Examination meets the required standards. The 

second chapter reports on the findings of the moderation of question papers. 

This chapter also reports on the standard of the question papers. Chapter 3 

outlines the findings from the moderation of continuous assessment. The fourth 

chapter discusses the findings from Umalusi’s monitoring of the conduct of the 

Senior Certificate Examinations. Chapter 5 discusses in brief the details of the 

moderation of marking. The next chapter reports on the standardization of 

Senior Certificate results and the seventh and final chapter summarizes the 

Umalusi judges the quality and standard of the Senior Certificate 

Examination by determining the level of adherence to policy in 

findings of the quality assurance of the 2005 Senior Certificate Examination 

and makes some recommendations for improvement. 

5

2. Purpose 

The purpose of this report is to report on Umalusi’s quality assurance of 

continuous assessment, moderation of marking, monitoring the conduct 

of the Senior Certificate Examination as well as the moderation of 

examination marks. 

the 2005 Senior Certificate Examination with respect to the following: 

The report covers each of the processes in different chapters. Each 

• The salient findings from the external moderators’ reports, which are 

synthesized, analyzed and used to make judgements on the standard 

of the Senior Certificate Examinations. 

• The quality and standard of continuous assessment across assessment 

bodies. 

• The quality and standard of marking the Senior Certificate 

Examination among assessment bodies. 

• The efficiency and effectiveness of processes for the conduct of the 

Senior Certificate Examinations within assessment bodies. 

• The moderation of marks during the standardization process. 

• The recommendations for the improvement of assessment processes. 

3. Scope of the report 

This report covers all the five quality assurance of assessment processes 

used by Umalusi to ensure that the Senior Certificate Examination is of the 

chapter captures the salient findings with respect to each of the 

processes, highlights some problem areas and ends by offering 

recommendations for improvement. The report does not cover these areas 

in great detail but it highlights salient observations on each of the 

quality assurance processes. 

4. Quality assurance of assessment processes 

used by Umalusi 

A brief outline of Umalusi’s quality assurance of assessment processes 

and procedures used for the Senior Certificate Examination process 

will help the reader to understand the rigor and extent of Umalusi’s 

quality assurance function. This section aims to provide an overview of 

the processes that are used to ensure the quality of the Senior 

Certificate Examination. 

required standard; namely, moderation of question papers, moderation of 

6

Umalusi is responsible for the quality assurance of the Senior Certificate. 

In keeping with its mandate, Umalusi focuses on the quality assurance of 

the external examinations and the school-based continuous assessment 

(CASS) which leads to the attainment of the Senior Certificate. The 

quality assurance activities undertaken by Umalusi include moderation of 

question papers, monitoring the conduct of the examinations, moderation 

of marking, standardisation of results, and verification and moderation of 

school-based continuous assessment. 

4.1 Moderation of question papers 

• Cognitive challenge 

• Technical criteria 

• Language usage 

• Quality and standard of internal moderation. 

4.2 Monitoring the conduct of examinations 

Over the last four years, Umalusi and its predecessor, SAFCERT, have 

engaged in rigorous and extensive monitoring of the Senior Certificate 

Examination. The monitoring focuses on three main aspects: 

In order to accomplish this function, Umalusi utilises the services of 

external moderators who are highly qualified and experienced 

professionals in their respective subjects. The moderation process focuses 

on ensuring that question papers are of an acceptable standard, cover 

the appropriate content as prescribed in the syllabus, and are presented 

• Auditing the assessment bodies’ monitoring systems. 

• Monitoring their state of readiness to administer the Senior Certificate 

Examination. 

• Monitoring the administration and conduct of the Senior Certificate 

Examination. 

in a professional manner. Moderators are required to consider the 

following criteria: 

With regard to monitoring the administration and conduct of the 

examination, Umalusi uses uniform criteria and an elaborate monitoring 

• Adherence to policy 

instrument. The criteria focus on the following: 

• Content coverage 

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• Management of examination and marking centres; 

• Delivery of question papers and collection of scripts; 

• Invigilation and suitability of examination centres; 

• Security and storage of scripts; 

• Credibility of markers; 

• Training of markers; 

• Checking of marked scripts; 

• Transfer of marks to mark sheets; and 

• Accommodation of markers. 

4.3 Moderation of the marking process 

Umalusi moderates the marking of scripts by deploying external 

moderators to marking centres during the marking process, and also by 

moderating a sample of marked scripts after the release of the results. 

External moderators are deployed to the marking centres to ensure that: 

• all the systems and processes that relate to marking are in place and 

effective; and 

• the product of marking is a true reflection of the performance of 

individual candidates. 

4.4 Moderation of continuous assessment 

In 2001, school-based continuous assessment (CASS) marks (or year 

marks) were included in the Senior Certificate Examination, counting 25% 

of the final mark in all subjects. Inclusion of year marks was not new to 

the Senior Certificate Examination; under the previous dispensation, year 

marks counted 50% towards the final mark in the Natal Education 

Department and 33% in the Transvaal Education Department. Umalusi’s 

approach to the verification and moderation of CASS looks at specific 

subjects and all aspects relating to CASS in that subject. The evaluation 

focuses on: 

• the memoranda are correctly interpreted; 

• the standard of marking and internal moderation of scripts is 

maintained across all examining bodies and throughout the 

• the input into the CASS system; 

• the process of CASS implementation; and 

• the assessment outcome. 

marking process; 

8

A sample of nine subjects was identified for evaluation and samples of 

portfolios were selected from each of the assessment bodies. Subject 

experts evaluated these in accordance with the agreed criteria. 

4.5 Statistical moderation of Senior Certificate results 

Umalusi standardises both the examination marks and the CASS scores 

presented by the different schools in the country. Standardisation is 

necessary to address the variation in the standard of question papers and 

Statistical moderation of CASS is undertaken per institution and per 

subject. The mean and standard deviation of the examination mark (from 

the written paper) is used in this process. After the examination scores 

have been standardised, the mean of the examination score of a 

particular subject at a particular centre is compared to the mean of the 

CASS score. If the mean of the CASS score is within a certain range of 

the examination mean, then the CASS mean is accepted as is. If the mean 

of the CASS score is either too low or too high, it is brought within a 

certain range of the examination mean. 

marking that may occur from year to year and across examining bodies. 

Statistical moderation of examination marks consists of comparisons 

between the current mark distributions and the corresponding average 

distributions over the last three years. Standardisation meetings take 

place between the completion of marking and publication of results. 

Statistical moderation has been an integral part of the Senior Certificate 

Examination under both the JMB and SAFCERT. While some of the details 

have changed over the years, the basic process has remained the same. 

This comprises the following: 

These meetings are attended by a team from Umalusi’s Statistics 

Working Group and, in the case of the provincial examinations, by a 

contingent from the examinations section of the relevant province’s 

education department. The meeting for the national examinations is 

attended by representatives from the National Department and from all 

the provincial departments. 

• Norms are established for each examination subject (Higher Grade 

and Standard Grade) conducted by an examination authority, 

separately for each of these authorities. 

• An authority’s examination results (in the form of mark distributions and 

plotted ogives) are sent to the SAFCERT/Umalusi statistics team 

(usually the evening before the statistical moderation meeting). A 

9

preliminary discussion is held regarding the adjustments to be 

recommended at the meeting. (A similar meeting is held by the 

Examinations Committee of the authority.) 

• A statistical moderation meeting takes place, at which the examination 

results for each subject (Higher Grade and Standard Grade) are 

discussed and adjustments (including no adjustment) are agreed upon. 

The statistics team meets in the new year to review the results and the 

adjustments. 

10

Chapter 2 

Moderation of question papers 


The research into the standard of the Senior Certificate Examination 

conducted by Umalusi in 2004 as well as the report to the Minister of 

Umalusi moderates question papers to ensure that the standard is 

comparable across all assessment bodies, and that the question papers 

are sufficiently and relatively fair, valid, reliable and appropriate. 

Education in the same year observed that the standard of the Senior 

Certificate Examinations papers may have been compromised by the fact that 

question papers set did not cater for all the cognitive levels. Thus for 2005 

moderation criteria were improved to ensure that question papers set would 

In order to maintain public confidence in the examination system, the 

question papers must be seen to be relatively: 

• fair; 

• reliable; 

• representative of an adequate sample of the curriculum; 

• representative of relevant conceptual domains; 

test all the cognitive levels from the lower order to the higher order skills. 

2. Purpose of the chapter 

The purpose of this chapter is to extract salient findings from the external 

moderators’ reports, synthesise and analyse these and make judgements 

on the standard of the Senior Certificate Examinations. 

• representative of relevant levels of cognitive challenge. 

Furthermore, the chapter highlights problems that potentially compromise the 

For this reason external moderators are required to carefully moderate the 

quality of the question papers set for the Senior Certificate Examinations. 

question papers on behalf of Umalusi, recommend improvements and 

finally approve the question papers. External moderators then report 

comprehensively on their findings, so that Umalusi can evaluate the quality of 

The chapter finally makes recommendations for improvement of the 

standard of question papers. 

question papers set for the Senior Certificate Examinations. 

11

3. Scope of the moderation practice 

• Mathematics Paper 1 and Paper 2 HG and SG 

• Physical Science Paper 1 and Paper 2 HG and SG 

Umalusi moderated 66 of all the subjects offered at Grade 12, six of 

which are set at national level and the rest by different assessment 

bodies. Composite reports were received from external moderators on 

Popular subjects (currently assessment body question papers but to 

become national subjects in 2006): 

each of the question papers moderated. These reports commented on 

question papers in their original state when they were initially submitted 

to Umalusi’s external moderators. They also comment on their status after 

intervention by external moderators. This report does not focus on all the 

66 subjects moderated, but draws out issues that were observed that are, 

in most cases, common to the 66 subjects moderated. 

• Afrikaans Primary and Additional Language 

• Agricultural Science 

• Business Economics 

• Economics 

• Geography 

For the purpose of this report therefore, focus will be on the following 20 

Assessment Body Question Papers: 

subjects: 

• Art 

National Question Papers 

• Computyping 

• English Primary Language 

• Accounting HG and SG 

• Biology Paper 1 and Paper 2 HG and SG 

• English Additional Language Papers 1, 2 and Paper 3 HG and SG 

• History Paper 1 and Paper 2 HG and SG 

• Home Economics 

• Hotelkeeping and Catering 

• IsiZulu Primary and Additional Language 

• IsiXhosa Primary and Additional Language 

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• Technical Drawing 

• Travel and Tourism 

4. Approach to moderation of question papers 

Umalusi appoints external moderators who are qualified subject 

specialists and experts in the field of assessment to moderate question 

papers. For the 2005 SCE question papers Umalusi appointed 64 

external moderators who were responsible for 66 subjects. Each of these 

external moderators moderated question papers at a central venue, 

where the panel of examiners was available to address issues raised by 

the external moderator. 

For both these approaches, external moderators used very detailed and 

specific criteria set by Umalusi when moderating question papers. Criteria 

are reviewed and improved yearly to ensure that they accomodate all the 

aspects of the question paper pertaining to quality and standard of the 

question papers. 

moderators was responsible for one subject, except for two moderators 

who were moderating two subjects each. The moderators moderated all 

the grades (standard and higher). In cases where there are more papers 

Criteria used to moderate the question papers, as used by external 

moderators, covered the following aspects: 

(Paper 1, 2 or 3) in a subject, we had one external moderator per paper, 

except in English Second Language where we had one moderator 

moderating all the three papers. 

• Standard of the question papers 

• Coverage of core syllabus 

• Cognitive levels assessed 

Umalusi used different approaches for moderating national and 

assessment body question papers. For assessment body question papers 

(including back-up papers), assessment bodies sent question papers to 

moderators, who would then moderate and write reports to both Umalusi 

and the assessment bodies. With regard to national question papers, 

• Presentation of question papers 

• Internal moderation of question papers 

• Strengths observed from question papers 

• Weaknesses observed from question papers 

• Overall impression on the question papers 

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5. Findings 

The key issue of concern to Umalusi when question papers are 

moderated is the standard of the question papers. The word standard is a 

very relative term and Umalusi moderates question papers on the premise 

that standard is dependent broadly on the following aspects: 

both Higher Grade and Standard Grade. It also seeks to discover whether 

key content areas in each subject were covered in the examination 

question paper. Furthermore, the criterion examines whether the question 

paper consists of constructs that cover crucial subject-specific knowledge. 

In the final analysis, the weighting of questions in relation to areas of 

subject content is another focus of the criterion. 

• Adherence to policy 

• Levels of challenge (cognitive demand) 

• Quality of the representation of question papers 

• Quality of internal moderation 

Moderators for the six national subjects – Mathematics, Biology, Physical 

Science, History and Accounting – observed that content coverage with 

regard to all the aspects mentioned above was quite adequate for 

examination question papers in 2005. History question papers in particular, 

are reported to be by far of a better quality than the previous years. 

The report discusses the standard of the question papers in general, 

concentrating on the quality of the question papers particularly as they 

were prior to external moderation. The report then unpacks the four 

aspects as bulleted under five above. 

The English Second/Additional Language moderators reported that the 

content that was covered in 2005 was in line with the relevant syllabus 

requirements for this year. 

5.1 Content coverage (Adherence to Policy) 

National question papers for 2005 reflect the syllabus requirements 

relatively accurately. 

This criterion requires the moderators to establish whether the examination 

question paper accurately represents the content specified in the syllabi for 

14

5. 2 Cognitive skills 

In History, moderators found that differentiation into Higher Grade and 

Standard Grade was clear and in line with the guidelines. The same was 

the case with Biology. Physical Science moderators, on the other hand, 

observed that there was a very clear distinction between the Higher 

Grade and the Standard Grade examination question papers. This, they 

stated, could be determined through content selection and the weighting 

of items demanding high-level thinking skills. 

The purpose of this criterion is to establish what conceptual constructs are 

being tested by the examination question paper. It also seeks to find out the 

challenge or difficulty level of the examination question paper. In addition, 

the criterion investigates the extent to which the examination question paper 

is in line with the best and latest developments in the teaching of that particular 

subject. Lastly, it examines the extent to which the examination question 

papers differentiate between Standard Grade and Higher Grade. 

The testing of cognitive skills refers to the challenge or difficulty levels at 

which examination questions are pitched. This is central to the standards 

The moderators for national subjects – History, Biology, English Second/ 

Additional Language, Physical Science, Accounting and Mathematics – 

found that the 2005 Higher Grade examination papers were set in line 

with the latest developments in the teaching of these subjects, at least in 

the Higher Grade. 

of the examination. The overwhelming finding by the moderators in the 

majority of subjects – Mathematics, Biology, History, Physical Science, 

Accounting and English Second/Additional Language – was that the 

examinations contained a satisfactory weighting of questions that required 

the deployment of higher-order thinking skills. 

The History moderators applauded the 2005 Higher Grade examination 

question paper in the following observation: 

The foregoing discussion points to a general trend towards setting more 

questions that are regarded as cognitively more demanding. 

“Three years ago we set ourselves a goal to achieve – we are there now. 

I’m proud of the standard of this paper.” 

15

5.3 Technical criteria 

Language, Biology and Physical Science question papers had to be 

moderated a number of times before they were signed off by moderators. 

In judging the technical aspect of the examination question papers, the 

moderators looked at: 

5.5 Question papers set by assessment bodies 

• the organisation of the paper; 

• technical details like the cover page, layout, numbering and mark 

allocation; and 

The standard and quality of those question papers that are set at 

assessment body level seems to be on par with that of the national 

papers. Moderators noted improvements in the following subjects: 

• the quality of illustrations, graphs, tables, and other graphics. 

• Computer Studies 

The majority of the subject moderators – History, Biology, Mathematics 

Physical Science, Accounting and English Second/Additional Language, 

observed a significant improvement in the technical aspects of the 

examination question papers. They noted vastly improved layouts 

compared to previous question papers. On the whole, the examination 

• Afrikaans Primary, First and Additional Language 

• Sepedi Additional and Third Language 

• IsiXhosa Primary Language HG 

• Xitsonga Primary and Additional Language 

• Art 

papers were more user-friendly. 

5.4 Internal moderation 

The Biology Paper 1 by the IEB was a cause for concern because it did 

not comply with national policy. 

The standard and quality of internal moderation has been very low for 

many years and has not improved at all. English Second/Additional 

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5.6 Back-up question papers 

• effective contextualisation of questions; 

• “fresh” questions; and 

Assessment bodies are required to set back-up question papers to be used 

• all round accuracy and balance of the papers. 

in case of emergency. The standard and quality of back-up question 

papers continues to be poor. Some papers had to be returned to 

assessment bodies because of the poor standard of the papers. 

6. Strengths 

6.4 The Physical Science Paper 2 from Free State, IEB, National and 

Gauteng as well as the national paper were of a good standard. 

The Free State HG paper is the best example of OBE infusion ever. 

It was very innovative and original. 

6.1 It is worth noting that on the whole the quality of question papers set has 

improved greatly over the years. Of remarkable noting is the quality of 

questions set in terms of cognitive constructs of the subjects, and also 

ensuring that there is proportionate assessing of all the cognitive levels. 

6.5 In Mathematics Paper 1, the IEB, North West province, Western 

Cape and Gauteng overall set good papers. The North West HG 

paper, and the Northern Cape SG paper can serve as exemplars of 

good papers, in the sense that they contain, in general, the essential 

components that are looked for in a paper. 

6.2 There continues to be assessment bodies that strive to produce good 

standard question papers. The following examples are worth 

highlighting: 

7. Areas of concern 

7.1 Late submission of question papers for first moderation. Assessment 

6.3 The Physical Science Paper 1 from Western Cape and Northern 

Cape were singled out by moderators mainly due to: 

bodies still continue to send papers as late as September. The 

Biology HG papers from Limpopo, and the Biology SG and HG 

papers from Western Cape were sent in September. This puts the 

17

external moderators under pressure to approve papers they would 

have ordinarily rejected, due to time pressures. 

negatively on the quality and standard of question papers submitted 

for external moderation. 

7.2 Not all assessment bodies submit question papers for re-moderation. 

When a question paper is required for second or subsequent 

moderation, the external moderator indicates on the report, and such 

question papers should be re-submitted to the external moderator. 

7.6 The majority of question papers had to be moderated more than 

once, and this again is due to the poor quality and presentation of 

question papers. The following are examples of question papers that 

had to be moderated more than once: 

7.3 Assessment bodies submit incomplete question papers for external 

moderation. 

7.7 North West and Mpumalanga SG and HG Physical Science 

papers. 

7.4 The assessment body back-up papers do not match the quality and 

standard of the national papers. As indicated in the report earlier, 

7.8 The Mpumalanga English Primary Language SG and HG papers 

were moderated twice. 

external moderators attribute this to the competency of examiners. 

This is because the best moderators are attracted to set national 

papers. Assessment bodies have a tendency to use questions over 

and over again, making the question paper too straightforward 

and predictable. 

7.9 The Art paper from the following assessment bodies had to be moderated 

twice: North West HG paper 1, Gauteng SG and HG, 

Mpumalanga SG and HG, Eastern Cape SG and HG, Limpopo SG 

and HG and Western Cape SG and HG. 

7.5 Poor quality or even absence of internal moderation of question 

papers. This matter cannot be overemphasised as it impacts so 

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8. Recommendations 

Based on the analysis of the twenty reports from external moderators, the 

following are some of the recommendations: 

8.5 Examiners and internal moderators should keep abreast of 

international developments in their subjects, as this would ensure that 

new developments are infused into the paper. Trends are constantly 

changing in subjects and it is important that these developments are 

evident in the question papers set. These however, have to be 

8.1 Assessment bodies must submit question papers to external 

moderators well before the set due date of 30 April. 

communicated to teachers so that they teach in accordance with 

latest developments in the subjects. 

8.2 The interactive meetings between the external moderators, examiners 

and internal moderators that used to be hosted by Umalusi but have 

now been taken over by DOE, needs to be reinstated as this is the 

only forum where crucial issues relating to the setting, quality and 

8.6 Examiners and internal moderators should ensure that question papers 

are edited and in their print-ready form prior to forwarding them for 

external moderation. Question papers submitted for external moderation 

should, in all circumstances, be typed and NOT handwritten. 

standard of papers can be addressed. 

8.7 Question papers should be accompanied by typed internal 

8.3 In cases where new appointments are made, all the necessary 

examination information should be made available to the new 

appointees to allow for continuity. 

moderators’ reports that indicate clearly that internal moderation has 

been done. These reports must be presented on the report format 

prescribed by Umalusi, with all the necessary information. 

8.4 Examiners should revise question papers taking in to consideration 

the comments from external moderators and resubmit the revised 

copies on time. 

8.8 All assessment bodies should align question papers according to the 

national guidelines with regard to syllabus coverage, time allocation, 

topic allocation, language and formatting. 

19

8.9 The standard of the assessment body back-up papers needs to be 

looked into and improved seriously. Examiners should avoid 

repetition of questions and lifting of questions from past papers. 

steadily improving. A great deal of thought goes into their preparation, 

and because the stakes are so high, the panels strive for zero-defect. The 

standard of the assessment body back-up question papers is low and 

continues to deteriorate. The quality of questions set is a clear indication 

8.10 In addition to the above recommendations, an ideal situation 

would be to have all question papers set at national level as this 

that no creativeness is applied, and also the quality of internal 

moderation is a serious concern. 

wouldensure same standard and quality of question papers set. 

External moderators have, however, worked very hard to ensure that all 

8.11 The IEB should be required to set two papers of 2 hours duration 

(instead of one 3 hour paper) to bring it in line with the national 

papers with immediate effect. 

the moderated and finally approved question papers were of an 

acceptable standard. As a result, Umalusi is, therefore, confident that the 

standard and integrity of the Senior Certificate Examinations 

was not compromised by the quality of finally approved questions papers. 

8.12 Examiners and internal moderators should use a checklist, or 

analysis grid to ensure that the syllabus content is correctly 

covered, the spread and variety of questions is satisfactory, and 

that the level of cognitive demands are assessed proportionally. 

9. Conclusion 

It is very clear from the report that the standard of the national papers has 

improved significantly. Likewise that being set by assessment bodies is 

20

Chapter 3 

Moderation of Continuous Assessment (CASS) 


The aim of internal assessment is twofold: to offer learners an alternative 

chance to demonstrate their competence and to assess those skills that 

cannot be assessed through traditional examinations. However, problems 

regarding its reliability continue to dog continuous assessment. As a result, 

Umalusi has built into the statistical moderation of continuous assessment 

a tolerance range that would enhance confidence in the scores that 

accrue from this. 

The Senior Certificate Examination consists of two components: one 

external and the other internal. Internal Assessment, or Continuous Assessment 

(CASS), constitutes 25% of the final mark for the Senior Certificate 

Examination. The written external examination, on the other hand, makes up 

75% of the final mark. Marks for these components are presented separately, 

but are combined to form the final mark for certification purposes. Umalusi 

has the responsibility to ensure that scores presented for the purposes of 

continuous assessment are relatively reliable. For this reason, Umalusi subjects 

this component to its quality assurance regime. 

This chapter will outline the scope of Umalusi’s moderation of continuous 

assessment, proceed to discuss the approach to moderation of continuous 

assessment and then table the salient findings from this exercise. 

Furthermore, the chapter will highlight the strengths within assessment 

Internal assessment is set, marked and graded at site level. This makes it 

absolutely necessary for Umalusi to put in place measures to 

standardize internal assessment. In order to standardize internal assessment, 

Umalusi sets down directives. These directives include defining the 

composition of internal assessment, the respective responsibilities of key role 

players, presentation of internal assessment as well as moderation 

bodies with regard to their implementation of continuous assessment. It 

will also identify problem areas and suggest solutions. 

2. Purpose of this chapter 

The purpose of this chapter: 

procedures. The moderation procedures in place at Umalusi and how they 

are deployed to the quality assurance of continuous assessment are discussed 

in detail later in this chapter. 

• To report on the quality and standard of continuous assessment within 

assessment bodies. 

21

• To identify problem areas in the implementation of continuous 

assessment. 

• recommend solutions to the problems identified. 

3. Scope of the moderation of Continuous 

Assessment 

Umalusi moderates continuous assessment across all the nine provincial 

departments of education and the two independent assessment bodies. For 

the 2005 moderation exercise, 21 CASS portfolios per subject per assessment 

body were selected from the eleven assessment bodies. 

A team of 14 moderators was deployed to various assessment bodies to 

undertake this task. Table 1 below shows the subjects, the number of schools 

and the portfolios that were moderated across the assessment bodies. 

Table 1: Samples for moderation 

ASSESSMENT BODY SUBJECT NO. OF SCHOOLS NO. OF PORTFOLIOS 

BCVO Accounting 7 21 

Eastern Cape History 7 21 

Biology 7 21 

Free State English Second Language 7 21 

History 7 21 

Gauteng Physics 7 21 

IsiZulu 7 21 

IEB Accounting 7 21 

Kwa – Zulu Natal IsiZulu 7 21 

Afrikaans Second Language 7 21 

22

ASSESSMENT BODY SUBJECT NO.OF SCHOOLS NO.OF PORTFOLIOS 

Limpopo History 7 21 

Afrikaans Second Language 7 21 

Mpumalanga History 7 21 

English Second Language 7 21 

North West Physics 7 21 

History 7 21 

Northern Cape Physics 7 21 

Biology 7 21 

Western Cape Mathematics 7 21 

The schools were selected on the basis of their overall performance in the 

Grade 12 examinations of 2004. The portfolios selected fell into the 

following categories: 

• 80% and above 

• 50 – 60% 

• Below 40% 

• Average performing school – pass rate of 50% 

• Low performing school – pass rate of 20% and below 

Each school was required to provide one portfolio from each of the 

following ranges: 

4. Approach to the moderation of Continuous 

Assessment 

Moderators were deployed to assessment bodies for a period of three 

days to moderate continuous assessment portfolios. Umalusi’s 

23

approach to the moderation of CASS portfolios comprises three 

stages, namely: 

Post-moderation sessions were held with the same officials that 

attended the pre-moderation session, during which Umalusi’s moderator 

highlighted both the strengths and areas of concern that were identified 

• A pre-moderation session; 

• The moderation of portfolios; and 

• A post-moderation session. 

during the moderation session. 

5. Findings 

Pre-moderation sessions were held during which assessment body officials 

involved in providing support to teachers and ensuring the proper and 

In order to judge the standard of continuous assessment, Umalusi uses a 

set of criteria to assess portfolios. These criteria are as follows: 

effective implementation of CASS were interviewed on the following 

aspects: 

• Adherence to national policy and guidelines. 

• The appropriateness and standard of the assessment tasks being 

• Compliance with policy 

• Teacher training on CASS 

• Quality of internal moderation 

developed within assessment bodies. 

• The degree of standardisation within the assessment body. 

• The extent and quality of internal moderation. 

• Teacher development with regard to CASS implementation. 

Moderators then proceeded with the moderation of portfolios. This 

• The reliability of CASS scores. 

required a re-mark of the portfolio after which moderators were required 

to pronounce judgment on the quality of the portfolio. 

This chapter will discuss general findings, proceed to identify 

strengths, highlight problem areas and suggest solutions through 

recommendations. 

24

5.1 Compliance with policy 

information regarding the management of portfolios, i.e. timeframes, 

process approach to writing, supervised and unsupervised pieces, 

On the whole, assessment bodies adhere to policy and other 

guidelines when implementing continuous assessment although there 

are instances of provincial/assessment body perculiarities. 

shorter pieces, presentation of learners, portfolio, safekeeping of 

portfolios, recording of assessment, educators, master portfolio, penalties, 

completion of forms and worksheets as well as moderation procedures, 

are dealt with. 

With the exception of a few isolated cases, which will be highlighted 

under the section entitled areas of concern, CASS is being 

implemented in line with policy requirements. There are some slight 

modifications within each assessment body. Assessment bodies are 

also taking pains to ensure that they provide teachers with as 

much support and guidance on how to interpret policy so that it is correctly 

and effectively implemented. The CASS policy is supported by 

The North West Department of Education has revised its CASS policy and 

guideline documents based on recommendations made by Umalusi 

during 2003/4 as well as put systems in place to make the implementation 

of CASS succeed in their province. Monitoring and moderation 

instruments have also been designed and officials have been appointed 

to manage, monitor and moderate CASS. 

subject specific guidelines, which are developed with a view to 

providing teachers with the necessary guidance on what is required of 

them and how to implement CASS. 

In the Northern Cape, the CASS guidelines for higher and standard 

grades have been separated. Each booklet has exemplars of a 

range of assessment activities and provides teachers with guidance on 

Certain assessment bodies go to great lengths to ensure that these guidelines 

are comprehensive and in-depth. The Free State Department of 

Education, for instance, has developed a detailed and in-depth guideline 

that assists teachers in formulating literature questions. Furthermore, 

how to design tasks covering topics from every aspect of the syllabus 

and the weighting for various cognitive levels that need to be assessed, 

which enables teachers to integrate CASS with normal teaching 

and learning. 

25

5.2 The appropriateness and standard of the 

assessment tasks 

presentation on a real-life company, whilst the other required learners to 

choose a public company and compile a report of the financial statements. 

In the main the standard of test items and examination papers are 

appropriate in that they cater for learners in Grade 12 and cover 

syllabus requirements. 

From the Afrikaans portfolios in KwaZulu Natal it was evident that all schools 

write provincially standardized tests and examinations and therefore these 

tasks are appropriate for learners in Grade 12. Assessment tasks are also 

based on syllabus requirements. Levels of difficulty are addressed in the 

This can also be attributed to the high reliance on past question papers. 

The challenge seems to surface when teachers are required to set their 

different topics and forms of writing, e.g. discursive essays are more 

challenging than narrative essays. 

own assessment tasks such as assignments, projects, etc. It is at this point 

that the distinct difference in ability levels becomes apparent. 

In KwaZulu Natal and Gauteng, in most instances the standard of the 

IsiZulu tasks is suitable for Grade 12 learners. In the language usage 

In the Free State, the standard of English Second Language tasks are 

appropriate, as subject specialists have developed them at provincial 

level. The tests and exam tasks in this section are moving away from 

discreet language questions to a more communicative and contextual 

approach (language in action which is in keeping with modern trends in 

language teaching). 

section, comprehension texts are suitable and the tasks cover a range of 

cognitive levels in that while some simple questions may require a 

one-word answer, others may demand evidence of the learner’s insight 

into the implied causes of, say, the character’s behaviour. In the Afrikaans 

portfolios there is evidence that levels of difficulty are being addressed in 

the different topics and forms of writing. 

Projects presented by the IEB were commendable. One contained a task 

that required learners to analyse the financial situation and make a 

Biology tasks from the Eastern Cape revealed that most tasks concentrate 

on tests and examinations and assessed low cognitive ability levels as will 

26

e discussed later in the report. 

consistent with the requirement for Grade 12. 

The standard and appropriateness of assessment tasks set for Afrikaans in 

Limpopo, were in certain instances up to standard and based on syllabus 

requirements. In History, assessment tasks were to a large extent of a 

poor quality as is reflected in the areas of concern. 

In Physical Science, Gauteng, in an attempt to ensure a relative degree 

of standardisation across the province, has all schools in the province do 

five common tasks namely the homework assignment, two practical tasks 

and two examinations. 

5.3 Standardisation within the assessment body 

In the North West, the Physical Science team has taken their first steps 

towards standardising CASS across their regions by prescribing the eight 

Assessment bodies generally have in place processes and procedures 

for standardisation of the implementation of continuous assessment. 

experiments for practical work and writing a common September paper. 

In addition to this, they have a CASS moderation policy and a policy to 

adjust CASS marks. 

English portfolios form the Free State Department of education revealed 

that there is consistency in the standard of assessment tasks across schools 

and the district since many schools rely on examples of tasks from the 

assessment body. 

The standard setting process and the meetings, which are held in the 

Western Cape at the beginning of each year with the curriculum advisors, 

5.4 The extent and quality teacher development 

There is evidence of teacher development for the implementation 

of continuous assessment within assessment bodies but the quality and 

rigor varies. 

is commendable. All aspects of CASS are dealt with during this session. 

Curriculum Advisors then cascade this information to teachers. Of note is 

that even though districts or schools set their own tasks, the standard is 

The nature and quality of teacher training in which the successful 

implementation of CASS lies is an aspect that certain assessment 

27

odies appear to have no clear strategy for as will be highlighted 

under areas of concern as the report progresses. There are provinces 

that are making attempts to ensure that teachers are equipped to 

subject advisors. Learning facilitators are required to provide reports to 

the CASS co-ordinator, who uses these reports to identify schools where 

further support is required. 

undertake the task of implementing CASS through standard setting 

meetings, cluster sessions that are held at least once per term and 

workshops, whilst in other provinces, a two hour session (for the entire 

Gauteng provides their teachers with on-going support during school 

visits and cluster meetings. 

year) is held with teachers. In most instances, training is confined to 

communicating the contents of the policy and guideline documents. 

Practical, hands-on experience for example on how to develop an 

appropriate project/investigation in Mathematics and how to assess 

the task is lacking. It is precisely for this reason that many teachers 

either shy away from this activity or extract from a past examination 

paper a task that they deem appropriate to be used as aproject/ 

investigation. The consequence of this is that the task is often 

inappropriate. 

In the Northern Cape, the support and guidance given to teachers 

by subject advisors and their role in internal moderation is 

noteworthy. There are 107 schools in the province that offer 

Biology at Grade 12. Despite the fact that they are widespread, 

each school is visited once a year and poor performing schools twice. 

There is also evidence that the quality of work in these poor 

performing schools has improved as a result of the additional support 

provided to them. 

In the Free State, not only are the guidelines for English Second Language 

in-depth, but of note is the amount of effort put into ensuring that teachers 

understand and have a good grasp of the contents of the CASS policy 

Educators in the North West underwent an intensive two-day 

training session early in the year during which they were trained on the 

following: 

and guideline documents. This is done through hosting of workshops and 

regular site visits by learning facilitators, more commonly known as 

• The different CASS components 

28

• Weighting of CASS components 

• Examples of CASS components (for standard setting) 

• Minimum requirements of CASS components 

aspects of CASS, e.g. facilitators moderate the choice of topics in the 

extended, short and transactional writing and provide feedback to the 

educators. 

• Contents of educators’ and learners’ portfolios 

• Guiding participants on the pace-setters 

• The meaning of continuous internal moderation conducted by senior 

management teams at school/learning site level 

• The quality of CASS activities. 

In Mpumalanga, internal moderation occurs periodically at site level 

whilst in other cases, moderation seems to occur just before portfolios are 

made available to curriculum implementers. The cluster system of 

moderation is being implemented in more areas than in previous years 

and specially appointed teachers have been designated the position of 

From this it is evident that much effort and planning went into the 

cluster leader. 

organization thereof. 

5.5 Internal moderation of internal assessment 

There is evidence to show that assessment bodies do moderate 

continuous assessment. However, the quality and rigor varies. 

There is adequate evidence in both learners’ and educators’ portfolios 

from the Free State to suggest a rigorous approach to the moderation of 

The Western Cape has three moderation sessions per year, each of three 

to four hours in duration. In each case feedback is given to teachers and 

the curriculum advisors ensure that learners assess relatively consistently. 

There is clear evidence form the comprehensive reports available that 

portfolios have been thoroughly moderated at school level and by the 

subject advisor. Moderation involves the checking that criteria have been 

met and that standards are maintained. 

portfolios at regional and provincial level. Educators’ portfolios revealed 

that the CASS mark sheets were audited. Facilitators ensure that there is 

compliance with policy and provide evaluative inputs on the various 

In KwaZulu Natal, moderation of Afrikaans CASS portfolios takes place 

quarterly at cluster level and once, at the end of the year at provincial 

29

level. Educators moderate each other’s learner and educator portfolios. 

All learners’ portfolios are taken to the meeting. 10% of the portfolios 

taken from the whole rating scale are moderated and not less than five 

per school. Certain prescribed mark sheets and annexures are filled in at 

these meetings to show that moderation has taken place. These forms are 

kept in the coordinators’ and educators’ files. 

5.6 The reliability of the assessment outcome 

The continuous assessment scores for 2005 were, to a large extent, 

reliable. 


6.1 Adherence to policy 

a. The Biology exemplar document developed by the Northern Cape is 

lacking in the following respects: 

• There are no activities that assess experimental design (skills 

30-38 listed in the National Guideline Document) 

• A four-point rubric is still being used for the assessment of graphs 

while the rubric used in the written papers at national level is on 

a 10/11-point scale 

• Guidance regarding the allocation of marks for the caption for 

To ascertain whether marks awarded to learners are reliable, moderators 

were required to re-assess tasks with a view to establishing whether marks 

awarded to learners were reliable. In general, moderators found that there 

was a high degree of correlation in the mark/s awarded by the teacher, 

internal moderator (where applicable) and the external moderator. 

diagrams and units for quantitative answers is absent 

• The questions in the classwork activities are not graded into 

ability levels, nor is there any guidance on how teachers can 

grade the questions themselves 

• One of the activities includes details of the dark phase of 

photosynthesis, which fall outside the scope of the syllabus. 

Instances where problems were picked up in relation to the reliability of the 

assessment outcome will be discussed in detail under areas of concern. 

b. In Biology in the Eastern Cape, the following deviations from the 

National policy is apparent: 

30

• The weighting for classwork set in the National policy is 50% 

while the Eastern Cape Education Department has set it as 30%. 

While a reduction in weighting of this component is in the right 

direction, it needs to be discussed at National level so that 

implementation can be standardised for the entire country to 

ensure fairness. In this circumstance it probably disadvantages 

learners of the Eastern Cape Education Department. 

• The policy lacks prescriptions in terms of topic and type for the 

various forms of assessment for the purposes of standardisation. 

However, it does indicate in general terms, for example, that 

practicals should be assessed by way of at least two worksheets 

and at least three practical experiments. But it lacks details 

with respect to the differences between a worksheet and an 

experiment or how these should be employed. 

• The weighting of the practical work component is also reduced, 

from 20% to 10%. This could have an advantageous effect on 

the CASS marks of the learners from the Eastern Cape. 

• An additional formal test in the form of the June exams is 

prescribed. This could increase the total average of the exam 

c. The Beweging vir Christelike Onderwys (BCVO) continues to use 

Gauteng’s policy and guideline documents despite Umalusi having 

brought to their attention the need for them to develop their own documentation 

based on National policy. 

marks, thus making it unfair when compared with other 


• The policy attempts to distinguish between the various 

components of CASS. However, while it indicates the size and 

extent of control of the tasks, it does not indicate the variety and 

d. Teachers in the North West are making great effort to satisfy internal 

policy requirements. However, it seems as though many schools are 

falling short as a result of an overload regarding the number of 

portfolio pieces teachers and learners are required to complete. 

the outcomes/skills to be assessed. The negative effect of this 

omission was revealed in the portfolios, in that, almost every task 

in the portfolio was a test-type of activity. This goes against the 

rationale for continuous assessment. 

31

6.2 Standard of assessment tasks 

should not be there, i.e. there is still too much summative assessment. 

CASS is therefore dominated by tests in this province. 

a. A critique of the assessment tasks developed in the Free State is that in 

many aspects of Literature questions are language/textual based and 

do not allow for learners to express various points of view. 

d. Biology portfolios from Gauteng revealed that there is no 

differentiation between tasks given to higher and standard 

grade learners. 

b. The national policy stipulates that process writing should be 

encouraged. However, in the Free State, there was little evidence of 

process writing in either of the districts as manifested in the learners’ files. 

e. In the Eastern Cape, Biology tasks in general assessed low cognitive 

ability levels. Most tasks consisted of items, which contained 

multiple-choice questions, biological terms, matching, providing labels 

c. The purpose of practical work in Physical Science is to assess learners’ 

science investigative skills. However, in the North West, Rustenberg and 

Bergsig High schools combine content and attitudes with science skills 

and this inclination is not appropriate to the purpose of practical work. In 

the case of Sewagodimo Secondarty School, theoretical practicals are 

used but they are just content tests. Practical work should be assessed with 

rubrics but this was not done in spite of the provincial subject policy that 

prescribes the use of rubrics. Therefore, in the case of Sewagodimo SS, 

and functions to diagrams. Classwork focused primarily on objectivetype 

questions, which assessed the recall of knowledge. Most projects 

were a very simplistic exercise for Grade 12 learners, such as 

collecting and sticking pictures of different foods. Practical work is not 

investigative in nature, but merely required learners to access 

information. Very little or no attention is paid to the principles of 

investigations. Most of the tasks are invalid, as it does not assess the 

relevant skills as indicated in the policy document. 

assessment tasks are largely summative and dominated by tests. In the 

case of Rustenberg and Bergsig there is performance-based tasks in 

practical work but there is also content and attitude testing included that 

32

f. The following was noted in Accounting portfolios from the Independent 

Examination Board (IEB): 

• There was very little creativity shown and most class tests are 

- Thomas Moore College 

- Penryn College 

- The King’s Court 

exercises out of books or old papers. This means that it is just a 

repetition and the learner’s context is not considered. Tests and 

examinations are to a large extent a mere regurgitation of old 

question papers. This was found in portfolios from Thomas 

Moore College, Redhill School, The King’s Court and 

St Andrew’s College. 

• Only one school, namely Penryn College submitted SG files and 

it is noted that many of the tests were the same for HG and SG. 

This is not giving the HG learners the necessary extension, as in 

this case most of the tests can be regarded as being of a SG 

level. As an example, one learner achieved 29% overall yet 

most of the class tests were in the 80%. While it is normal to 

achieve a higher mark in class tests the range seems to be 

excessive. The standards of tests must be very carefully 

considered. There must also be progression over the year and 

while studying a particular section. 

• Assessment tasks set by the following schools lacked higher order 

questions: 

g. An evaluation of Accounting portfolios from the BCVO revealed that: 

• Tests that were presented are based on past papers or revision 

booklets. There is no creativity shown and very little variation in the 

types of questions set. The same topics are re-examined in the 

controlled test, class test, June exam and prelims. Ratio and 

analysis seldom feature in the various forms of assessment, an 

issue that needs to be addressed. Even projects were confined to 

tasks/topics that teachers had “lifted” from past examination papers. 

• There is little evidence of the use of higher order questions, 

wherein learners are required to solve problems, discuss and 

explain concepts, apply knowledge to situations that are 

unfamiliar to the learners. A misconception seems to exist as to 

what constitutes problem solving. A mathematical calculation is 

just that and not necessarily problem solving. Teachers also need 

to relate the class work to the real world in which the learners live. 

• Approximately a third of the prelim papers (107/300) were 

questions that involved a great deal of insight and were 

33

inappropriate for SG learners. These learners did not fair well in 

these questions. While high standards should always be strived 

for it must not be at the expense of the learners, particularly 

standard grade learners. The teacher, however, needs to be 

congratulated on showing initiative in setting questions and making 

the learners engage in thinking exercises. In comparison to other 

schools though, these papers were of a much higher standard. 

the essays (higher or standard grade) and at the latter questions 

posed was limited to cognitive levels 1 and 2. 

• Learners need great assistance with respect to the History 

‘survival skills’. They battle with the writing of suitable 

introductions and conclusions in essay questions. They also need 

to be taught how to develop and sustain a line of argument, 

especially in HG. These are the aspects they are rewarded for 

or get penalised on during the marking of essays. 

h. In History in the North West, there are still instances where: 

• Source-based questions are based on a single source 

(Lot Mashiane Secondary). A single source exercise is good 

practice to introduce learners to source-based work. It is 

particularly useful in the junior GET band. However, at Senior 

Certificate level learners are required to handle, with some 

measure of competence, questions based on a group of sources 

and to be competent to deal with more complex and skillsorientated 

questions. 

• There is no differentiation between higher and standard grade 

tasks, e.g. at Mmanotshe Moduane High School and Abel 

Motshoane High School. At the former school, the moderator 

was unable to ascertain which marking instrument was used for 

i. In the History portfolios from Limpopo, it was noted that assessment 

tasks continue to be largely summative in nature, and do not 

differentiate between higher and standard grade, despite Umalusi 

highlighting this to the assessment body over the past few years. No 

effort seems to have been made to assist teachers in producing tasks 

that are formative in nature through the provision of exemplars that are 

developed at provincial level. There is also no planned focus on 

historical skills identified in the National Guideline document. The 

moderator pointed out the following with regard to the tasks: 

• Essay writing 

- In general no concentration on the application of skills, rather 

on content. 

34

- No regard to argumentative type essays. 

• Source based exercises 

- General reliance on old question papers, without taking the 

annual adaptations into account. This reflects a lack of 

understanding of the different levels of source-based questions. 

• The research work (assignment) 

- Lack of provincial guidance. 

- Lack of understanding of the skills that need to be assessed. 

• Standardised Tests and trial Exams: 

- No clear planned structure on the skills that were assessed. 

• The trial examination, which is provincially set and moderated 

has serious flaws, e.g. almost no differentiation between HG and SG; 

vague questions in Paper 1SG Q4.1.3 and 4.2.4 marking guideline 

does not answer the question posed e.g., Paper 1SG, Q4.1.3; 

4.1.5; and Paper 1 HG Q 6.1.5 and 6.1.6. 

• Of serious concern is the assessment tasks developed for research 

work. There is clear evidence of a lack of understanding of: 

- what historical research is. 

j. In Limpopo, the following was found in Afrikaans: 

• Not all prescribed writing styles were assessed in Afrikaans. The focus 

appeared to be mainly on the narrative style. Descriptive, reflective, 

expository, argumentative and discursive modes of writing were only 

found in portfolios from Ellisras High School and Harry Oppenheimer 

Agricultural School. 

• In the shorter pieces of writing (functional writing), the main focus is on 

the letter. Very few included diary entries, reports, obituaries, dialogues, 

speeches, etc. 

• There is still a heavy reliance on past examination papers. 

• The standard of texts used for comprehension passages are often 

inappropriate. Teachers at Ellisras High School tended to select texts that 

were too complex for second language learners, whilst those at Tabudi 

Secondary selected texts that were too easy . 

• The standard of assessments tasks in most instances were below 

expectations. Questions tended to require learners to merely recall 

or regurgitate information. This was evident even in the Literature 

questions. 

- how to use sources and acknowledgment thereof. 

- how to compile a rubric for research work. 

k. From the Afrikaans portfolios in KwaZulu Natal it was evident that 

in Comprehension and Literature, the questions tend to be geared 

35

to testing content and are generally not reflective of the different 

cognitive levels. 

6.3 Standardisation within the assessment body 

a. In Limpopo, for Afrikaans, there is no attempt being made at 

6.4 Internal moderation of CASS portfolios 

a. In contrast to Afrikaans portfolios from KwaZulu Natal, the IsiZulu 

portfolios reflect a lack of internal moderation, despite the provincial 

policies requirements that portfolios must be moderated at school, 

cluster and provincial level. 

provincial level to ensure a relative degree of standardisation of 

assessment tasks across the assessment body. This can be gauged 

from the inconsistency in the standard of assessment tasks across 

schools and districts as can be seen in the following: 

b. During the pre-moderation discussion held for Afrikaans in 

Mpumalanga, officials acknowledged that internal moderation was in 

most cases inadequate. This was confirmed in the Afrikaans 

Additional Language report for Provincial Cass Moderation Grade 

• In Segolola High school, a language test was set out of a total of 10 

marks which was then converted to a mark out of 80, whilst learners at 

Waterberg High School were required to write a full test out of 80 marks. 

• Some teachers require learners to write essays on non-challenging 

topics, e.g. at Tabudi Secondary School learners were required to write 

on ”My skool is mooi”, whilst others provide extremely challenging 

12, 2005, which stated that internal moderation of CASS was in most 

cases inadequate. District moderators did not check whether the totals 

for each section and the mark allocations were correct. Where 

moderation is done, it is also resticted to a mere audit. No information 

could be found with regard to the prescribed frequency of internal 

moderation and feedback mechanisms to educators. 

topics such as “Die boksies is vir skoene – nie vir mense nie”. 

c. Evidence in The North West, in the learners’ History portfolios 

suggest that moderation is rather cursory. There is no evidence of 

remarking of learners’ work. The only evident difference between the 

36

educators marking and that of the internal moderators was in the use 

of an ink of a different colour. Thus, one would see a mark of a green 

pen next to that of a red one. It appeared that the idea was limited 

only at giving the impression of moderation without actually getting into 

grips with such a menial task. Provincial moderation is also confined to 

being more of a verification process, apparently necessitated by the 

pressure to submit final CASS marks to Head Office. 

respect to the quality, appropriateness and variety of the tasks to 

individual educators. 

6.5 Reliability of the assessment outcome 

a. In the Western Cape, detailed memorandums are available for 

Mathematics. In instances where the memo did not provide all alternate 

answers, teachers were able to assess candidates appropriately. 

d. The History portfolios in Limpopo also showed up inadequacies in 

internal moderation processes. In all the portfolios moderated, it was 

evident that portfolios had merely been audited. 

However, in the rubrics for certain tasks, too much weighting was 

given to some aspects such as, submission within the stipulated time, 

method, neatness, etc. Mathematical aspects had almost the same 

weighting as other aspects. 

e. In the Eastern Cape moderation is supposed to take place at site level 

once a term and at cluster level at least three times per year. However, 

in the Biology portfolios proper moderation of educator tasks and 

learner performance is almost non-existent at site level. This is revealed 

by the lack of any evidence of moderation in the educator’s portfolio 

as well as in the learner portfolio. As far as the cluster moderation is 

b. In the Northern Cape, for Biology there is virtually no variance in marks 

awarded by teachers, the internal and external moderator, which 

indicates that teachers have a sound knowledge of the application of 

marking guidelines, whether these are traditional marking memoranda 

or the relatively new rubrics, rating scales and check-lists. 

concerned, some portfolios have cluster reports in them. These, 

however, are checklists, which merely audited the number of pieces. 

There is very little in the way of constructive, qualitative feedback with 

c. In the North West, the History educator at Mmanotshe Moduane High 

School exhibited competence in using the marking instrument for 

37

History essays, especially when applied to better performing learners. 

However, when it came to the lower end of the performance scale, 

moderator which indicates a serious lack of understanding amongst 

certain teachers on: 

the educator tended to allocate higher marks to under-performing 

learners. This appeared to be a deliberate strategy to maintain a 

better average mark in the end. This is a phenomenon that has been 

identified in a current CASS research project that Umalusi is engaged. 

Teachers seem to be overly strict on higher performing learners, whilst 

learners at the bottom end of the scale are being advantaged. 

• The application of the matrix 

• The application of a rubric 

• Global marking 

• Levels Marking 

• How to arrive at a mark through the writing of comments 

d. In Limpopo, in certain instances there is a marked difference between 

Marks are therefore unreliable as is evident in the following instances: 

the mark allocated by the History educator and that of the Umalusi 

Name of District Name of Name of HG/SG Mark awarded to Mark awarded by UMALUSI 

school /region educator learner by educator moderator/verifier 

Mbhangazeki Mopanie M.W. Baloyi S. Chabalala HG 

High School C. Mashimbye HG 

M.O. Nkuna HG 

J. Makhubele HG 

Letshele Bohlabela S. Moropane G.M. Ndlovu HG 

186 139 

400 

400 

130 88 

400 

400 

186 167 

400 

400 

141 120 

400 

400 

178 146 

400 400 

High School N. Mogane HG 

168 

400 

132 

400 

38

e. Still in Limpopo, History marking guidelines are often incomplete in 

that they: 

Currently all assessment bodies, policies reflect that moderation and 

monitoring will take place at site, cluster/regional and provincial level. This 

is the ideal, but in reality given the various constraints such as a lack of human 

• do not provide alternative answers. 

• do not indicate a mark allocation. 

• do not identify the skills needed. 

• do not provide guidelines on how evidence should be used. 

• do not provide evidence of how to apply the rubric. 

resources to long distances between schools, this is not being implemented. 

Assessment bodies are urged to re-visit these policies on an annual basis so 

that what’s in theory is practicable and implementable in practice. 

7.2 Appropriateness and standard of the assessment tasks 


7.1 Policy 

Assessment bodies are urged to ensure that their CASS policy and 

guideline documents do not in any way deviate from the minimum 

requirements set by National policy and guidelines. In instances where 

assessment bodies feel the need to increase the number of assessment tasks, 

assessment bodies are cautioned to look at the impact thereof on the teacher, 

learner and teaching and learning needs to be considered. With the current 

national requirements for CASS teachers feel overburdened. Such a decision 

should not adversely affect the implementation of CASS. 

The over-reliance on past examination papers should be clamped down 

on by assessment bodies. As discussed during the CASS feedback 

sessions held with assessment bodies in 2004, exemplars that cover a 

range of forms of assessment need to be developed centrally by 

subject specialists and experienced teachers. These should then be 

internally moderated and distributed to schools to assist teachers in the 

implementation of CASS. 

7.3 Standardisation across assessment bodies 

The National Department of Education needs to take the lead in this 

regard. Clearly defined standards together with appropriately developed 

39

and assessed tasks need to be developed by a team of subject 

specialists (representatives from the various assessment bodies) at 

national level. Umalusi’s moderators should then moderate these. Once 

these tasks have been finalised, they should then be distributed to assessment 

bodies that can use them during teacher development sessions and 

for the development of exemplars at assessment body level. 

moderation takes place at the various levels, i.e. site, district/regional 

and provincial, on a continuous basis. Moderation should involve the 

re-mark of a selection of assessment tasks (both teachers’ and learners’ 

portfolios) with a view to determining the standard and appropriateness 

thereof. Moderation should also at all times be undertaken by subject 

specialists, based on criteria that’s been developed at provincial level and 

that is aligned to that used by Umalusi. 

Assessment bodies also need to put measures in place to ensure that 

schools within and across districts/regions develop assessment tasks that 

are relatively standardized. District/regional officials as well as subject 

advisors should be tasked with this so that there is not too much of a 

deviation in the standard of tasks developed for CASS across the 

assessment body. 

7.4 The extent and quality of internal moderation and 

teacher development 

Qualitative feedback to both teachers and learners needs to take place 

immediately after moderation has taken place. A moderation report must 

be generated after each moderation session, which highlights strengths 

and areas of concern in relation to the criteria used for moderation. 

Measures need to be put in place at site/district/regional/provincial 

level to ensure that there is indeed implementation of feedback. 

Focused teacher development programmes around the following is 

required: 

As mentioned under “Policy”, in most cases, internal moderation of CASS 

is not effective and lacks rigour. Qualitative feedback is lacking and 

where it does take place, it’s too late to make an impact on the current 

cohort of learners. Assessment bodies need to ensure that internal 

• Implementation of CASS and integration into the normal teaching and 

learning. 

• Difference between forms of assessment and types of assessment. 

40

• Assessment in an outcome-based education context (the use and 

application of rubrics, scoring, etc.) 

7.5 The reliability of the assessment outcome 

Once teachers have been trained on the aspects related to CASS and 

internal moderation process is stepped up, the marks awarded to learners 

for CASS tasks will be a more realistic and reliable. 

8. Conclusion 

The proper and effective implementation of CASS continues to pose a 

challenge to teachers, subject advisors and other officials within 

assessment bodies that are responsible for the implementation of CASS. 

The standard of assessment tasks across the country also continues to 

vary and in certain cases, CASS marks remain unreliable as is evident in 

the report. 

41

Chapter 4 

Monitoring of the Conduct of the Senior Certificate Examination 


approach was adopted for the monitoring of the Senior Certificate 

Examination in 2005. 

Umalusi began the monitoring of the Senior Certificate in 2000 and 

started playing a verification role in 2003. Assessment bodies are 

required to closely monitor the administration of examinations and report 

to Umalusi on a daily basis. Umalusi deploys monitors to assessment 

bodies’ head offices, examination centres and marking centres to verify 

the contents of reports submitted to Umalusi. The following phases of the 

Senior Certificate Examination were monitored: 

Monitors, together with the assessment body representatives were trained 

at Umalusi offices and the training was held on 31 August 2005 where 

all assessment bodies were represented. However, it became clear to 

Umalusi that representatives from assessment bodies that are sent for 

training are not the officials responsible for monitoring in some assessment 

bodies. Furthermore, they do not provide feedback to the responsible 

people when they get back. This became evident when Umalusi 

• The design phase which focuses on the state of readiness of the 

assessment bodies to administer the examination; 

• The conduct of examinations which includes the writing and marking 

process; and 

• The capturing, processing and release of results, which includes 

capturing of marks, standardization and release of results. 

reminded assessment bodies of information and documentation pertaining 

to monitoring. 

2. Purpose 

The purpose of monitoring the administration of the Senior Certificate 

Examination within the various assessment bodies is to: 

From time to time, Umalusi reviews its quality assurance processes. 

Umalusi reviewed the monitoring instruments and these were 

further revamped during the training where the trainees made their 

input. Umalusi also reviewed its approach to monitoring and a new 

• establish the effectiveness of the systems that are in place at 

assessment body level, for the registration of candidates, appointment 

of examiners, moderators, invigilators and markers; 

42

• ensure that there are appropriate security measures in place for the 

safekeeping of the examination material; 

• establish the state of readiness of the assessment bodies to administer 

the October/November 2005 Senior Certificate Examination; 

• ensure that processes related to the administration and conduct of the 

Senior Certificate Examination are credible; 

• ensure that marking is done in a fair manner and is of appropriate and 

acceptable standard; 

• ensure that the processing and capture of results does not advantage 

or disadvantage learners. 

4. The approach 

Umalusi deployed 23 monitors to monitor the conduct of Senior Certificate 

Examination. The deployment of monitors took into consideration the 

vastness of the province. For example, Limpopo, Eastern Cape, 

KwaZulu-Natal and Gauteng were each allocated three monitors 

whereas other provinces were allocated two monitors each. Each 

monitor was required to monitor two schools in a day over three days; 

however, the convenors were allocated two days to monitor the writing 

phase as one day was reserved for monitoring the design phase. 

3. The scope 

The monitoring exercise extends across the eleven assessment bodies, 

namely, the nine provincial departments of education, the Independent 

Examination Board (IEB) and the Beweging vir Christelike Volkseie 

Onderwys (BCVO). 

All the phases of examination were monitored during the 2005 Senior 

Certificate Examinations. Umalusi selected a sample of two subjects per 

assessment body across all assessment bodies that were tracked from the 

monitoring of the design phase through to the capture and processing of 

results. The sampling of subjects was informed by the 2004 Senior 

Certificate Examination monitoring reports. Subjects that had problems 

were tracked. However, some assessment bodies had no problems in 

The monitoring exercise started on 09 September 2005 and 

ended on 19 December 2005 after the standardization meetings 

2004 but the same route was taken to maintain uniformity and to ensure 

that that proper systems are in place. 

were finalized. 

43

The table below indicates the subjects monitored across assessment 

bodies. During the design phase, the monitoring focused on the quality 

processes with regard to the editing, translation (where applicable) and 

printing of the following question papers: 

8. North West • Setswana 

• Hotel Keeping and Catering 

9. Free State • Sesotho 

• Geography 

ASSESMENT BODY 

SUBJECTS 

10. IEB • Mathematics 


11. BCVO • Computer Science 

1. Mpumalanga • Geography 

• Accounting 

• Economics 

2. Eastern Cape • Economics 

• Technical Drawing 

3. Limpopo • Business Economics 

• Travel and Tourism 

Umalusi staff were also deployed to assessment bodies to shadow monitors 

as they monitored the conduct of examinations. The purpose thereof was 

to get an understanding of what monitors actually do when they 

monitor schools and also to provide guidance and support where necessary. 

4. Western Cape • Geography 

• Computer Studies 

5. Gauteng • Geography 


6. KwaZulu-Natal • Business Economics 

• IsiZulu First Language 

7. Northern Cape • Home Economics 

• Technical drawing 

Furthermore, Umalusi requested monitoring plans from assessment bodies 

which was used to verify that monitoring was taking place. The selection of 

sample of examination centres to be monitored during the 2005 Senior 

Certificate was based on the 2004 Senior Certificate Examination 

monitoring reports and the 2005 monitoring plans. Examinations centres that 

reported irregularities in the 2004 examinations were also targeted. During 

the monitoring of marking, a sample of subjects which reported irregularities 

44

during the writing phase were selected and monitors were required to 

establish the extent and severity thereof. Assessment bodies and Umalusi 

monitors were required to monitor the following phases of examinations: 

4.1 The design phase 

During this phase, assessment bodies were required to complete 

self-evaluation instruments and write reports on their state of readiness. 

These reports were then submitted to Umalusi and monitors were 

deployed to assessment bodies’ head offices to verify the information in 

the reports. During the verification process, monitors were required to 

track two subjects with regard to processes relating to the setting, 

moderation, typing, editing, proofreading, translating (where applicable) 

and approval of question papers. 

sample of examination and marking centres were visited by Umalusi 

monitors to verify that monitoring takes place at assessment body level. 

4.3 The capturing, processing and release of results 

Monitors visited the assessment bodies’ capturing centre for a day to 

ensure that marks have been correctly captured. The same subjects that 

were marked during the design phase were verified. 

5. The findings 

5.1 The design phase 

5.1.1 General findings 

4.2 The conduct of examinations (including marking) 

The following are the general findings of the monitoring process: 

With regard to monitoring the conduct of examinations, assessment 

bodies were responsible for the daily monitoring of the examinations. 

Daily reports were submitted to Umalusi with the purpose of assisting 

Umalusi to promptly react to issues that need urgent attention. A 

a. Registration of candidates in all assessment bodies was done in 

February/March and preliminary schedules were sent to schools by 

the end of March. All assessment bodies had completed registrations by 

June and as indicated in the reports, no amendments or new registrations 

45

were allowed after June. By September all assessment bodies had 

finalised registration and timetables were sent to schools. 

c. Training of examiners, internal moderators is done at assessment body 

level. However, the training is not intensive. Markers are trained on the 

first day of the marking session and the training takes a form of 

It is interesting to note that assessment bodies are trying to make 

registrations as easy and efficient as possible. For example, the 

Western Cape Department of Education has introduced an Internet 

registration system and the majority of schools in the province have 

access to Internet and have therefore registered their learners online. 

Schools that do not have access to Internet registered their learners 

manually by filling in the registration forms. The Northern Cape 

memorandum discussion. Assessment bodies do not have training manuals 

for the above-mentioned personnel except for North West. Western 

Cape Department of Education does not have a training programme for 

the examiners but provided evidence of the Powerpoint presentation that 

was used during the training. Limpopo, Independent Examination Board, 

Beweging vir Christelike Volkseie Onderwys and Western Cape are in 

the process of developing the training manuals. 

Department of Education has developed a system where learners are 

registered by a computer and schools without computers had to 

request assistance from the neighbouring schools. The Limpopo 

Department of Education has outsourced data capturing to some 

private companies. 

d. The processes relating to the setting of question papers went well in all 

assessment bodies except for Western Cape where there was a delay 

in the setting of History HG Paper. The assessment body made 

arrangements with Umalusi for late submission for external moderation. 

b. Assessment bodies have criteria for the appointment of examiners, 

5.1.2 Areas of concern 

internal moderators and markers. All assessment bodies train all 

personnel involved in the administration of examinations. However, the 

The following are areas of concern that emerged from the reports: 

training of examiners and internal moderators is not done intensely in 

all assessment bodies. 

a. Training of examiners and internal moderators is not taken in a serious 

46

light. This is shown by the fact that assessment bodies do not have 

5.1.3 Recommendations 

training manuals for such personnel. No training of examiners is done 

in Northern Cape as the assessment body alleges that the people 

employed in these positions are experienced and have the necessary 

knowledge and skills for setting the question papers. 

a. That assessment bodies send people responsible for monitoring to a 

monitor training conducted by Umalusi, or make sure that people sent 

for training provide feedback to those responsible for monitoring. 

A major concern is that this aspect was noted and reported on in the 

2004 Senior Certificate Examination and assessment bodies have 

b. That assessment bodies adhere to timelines set for submission of 

reports and prescribed report formats are used. 

done nothing to that effect. 

c. That all assessment bodies develop generic training manuals for 

b. The reports submitted by assessment bodies to Umalusi are sketchy 

examiners, internal moderators and markers. 

and thus do not provide detailed information as required from the 

instruments. 

d. That training of examiners and internal moderators be viewed in a 

serious light. 

c. The Limpopo Department of Education failed to submit a detailed 

monitoring plan. The reason cited for this was that assessment body 

monitors monitored schools that were convenient for them. The monitoring 

e. That assessment bodies adhere strictly to Umalusi’s requirement to 

submit detailed monitoring plans. 

plan that was submitted was on the national subjects only. 

47

5.2 The conduct of examinations 

through courier service on a weekly basis whereas in Western Cape 

the courier company collects scripts on scheduled dates. In 

5.2.1 General findings 

KwaZulu-Natal and Gauteng, question papers and answer scripts are 

collected from nodal points and answer scripts are returned to the 

The following are the general findings of the monitoring of the conduct of 

examinations: 

same points at the end of the examination session. Gauteng 

Department of Education has a system in place to account for every 

answer script that is issued to an examination centre. Chief invigilators 

a. Chief invigilators and invigilators are appointed in writing. In most of 

assessment bodies, school principals are appointed as chief 

are required to return all unused and spoilt answer scripts to the nodal 

points and sign for them. 

invigilators except for Western Cape where prominent community 

members are appointed as chief invigilators and they in turn appoint 

invigilators. The invigilators have to be over 23 years of age and they 

must not have any of their family members writing Senior Certificate in 

the year they are appointed. 

c. The chief invigilators open the question papers in front of candidates 

before the commencement of examination. After the chief invigilator 

opens the question papers, invigilators hand them out to candidates. In 

most examination centres, the attendance register is circulated amongst 

candidates whilst the examination is in process. The invigilators check 

b. In most of the assessment bodies, question papers are distributed by 

district or circuit officials every morning and answer scripts collected 

by the same officials at the end of the examination session except for 

question papers with candidates to confirm that all candidates have the 

correct question papers and that all question papers have all pages, 

however, not all chief invigilators or invigilators do this. 

Western Cape and Northern Cape where the examination material is 

delivered to schools through courier service in batches thrice and 

twice respectively. In Northern Cape, answer scripts are collected 

d. Invigilators at most centres were vigilant during the examination, 

however, at Emmanuel Christian School and Dzimauli High School 

48

invigilators were seated and the reason provided for that was that very 

few candidates were writing the paper. 

communication facilities at the marking centres were available and 

in working order. 

e. Most examination centres have seating plans, however, in Limpopo at 

Techni-Ven, there was no seating plan and the reason provided for this 

was that not all candidates turned up for the examination. This 

raises a concern because in case an irregularity is suspected, there 

will be no reference to the seating plan to justify or dispute the 

occurrence of the irregularity. 

h. The appointment of markers is done on an annual basis. The 

markers must have passed the subject for which they have applied 

to mark at second year level and must have taught the subject at 

Grade 12 in the past three years. The examination administration 

assistants are also appointed across the assessment bodies and 

their duties are to ensure that all questions in the scripts are marked 

and that marks are correctly carried over to the margins and to 

f. Examination centres are kept clean except for somewhere it was 

reported that the rooms were untidy. The centres that were reported to 

the cover. They also have to ensure that computation of marks is 

done correctly. 

be untidy in Limpopo are Dzimauli High School and Techni-Ven 

centres. In Gauteng, Immaculata Combined school was also found to 

be untidy. In Limpopo, candidates at Techni-Ven were allowed to bring 

cellphones into the examination room but were required to switch them 

off. The discrepancy was brought to the attention of the chief 

invigilator and he acknowledged that this was an error on his side. 

i. The training of markers focuses mainly on the discussion of the 

memorandum across all assessment bodies. The chief markers and 

senior markers report at the marking centre a day before the markers 

to check the number of scripts against the mark sheets and sort the 

scripts. Thereafter, a sample of scripts is marked by the team 

followed by a discussion of the memorandum during which new 

g. Generally, venues used as marking centres were of a good 

standard. The furniture at the marking centres was suitable and 

answers that are correct but are not included in the memorandum 

are highlighted. 

49

In Western Cape, Gauteng, Northern Cape and Limpopo, one script 

that is to be used for the training of markers is photocopied and 

markers are required to mark the copied script. The memorandum and 

marking process is then discussed using the script as the focus of the 

discussions. In Limpopo and North West, markers are required to 

prepare a marking memoranda beforehand so that their memoranda 

can be compared with the one developed by the examiners and 

the monitoring stage marking was completed and some boxes of 

scripts were left in the centre unattended. At the University of 

Witswatersrand JCE in Gauteng, there was security at each exit point 

and the markers were required to identify themselves with cards if they 

went beyond the security point. Everyone leaving the marking centre 

was searched to ensure that no scripts were being taken out of the 

centre. This was found in Mpumalanga too. 

refined by the chief markers and the senior markers. 

l. The internal moderators spent about six hours a day at the marking 

j. Marking is done per question/s in all assessment bodies. This proves 

to be good practice as markers are less strained in trying to get 

acclimatised to the whole memorandum. Each group of markers 

responsible for marking the same questions have a senior marker 

monitoring their marking. Each group is made up of experienced and 

centre depending on the distance they have to travel. The internal 

moderation is generally done at three levels, by the senior marker, the 

chief marker and the internal moderator. A sample of scripts is 

moderated by the internal moderator and feedback is provided 

immediately to the chief markers. 

novice markers and a lot of guidance is given to the novice markers. 

5.2.2 Areas of concern 

k. The security at marking centres is very tight across assessment bodies, 

however, the monitor who visited the Pietersburg High School marking 

centre found the security not to be as tight as at other centres. 

There were no guards at the storeroom and markers moved in and 

out of the Biology HG P2 marking rooms without being searched. At 

a. It is disturbing to note that the noise level at some examination 

centres is very high during the writing of examinations. At Kheto 

Nxumayo, Techni-Ven and Tshikhuthula high schools in Limpopo, the 

noise level was high. Also, in Western Cape, at Mitchell’s Plain Islamic 

50

High School, Isaiah Christian School, John Ramsay Secondary School, 

Isilimela Secondary, Masiphumele Secondary and Kylemore Secondary 

School, the noise level was found to be very disruptive. 

e. In Mpumalanga at Dumezizwe, Bankfontein and Eastdene 

candidates were allowed to write examinations without identity 

documents bearing their photos. Invigilators only relied on letters 

of admission and/or timetables for identification purposes. This is 

b. The collection of scripts at most examination centres leaves much to 

be desired. Invigilators require candidates to leave their answer 

scripts on the desks so that they can be collected in numerical order. 

The practice was observed in Limpopo at Mareka Senior Secondary 

School, Kheto Nxumayo, Manyangannna, Tshikuthula and Dayimani 

not sufficient for identification of part-time candidates as this allows 

for ghostwriters. Also, in Western Cape, because invigilators are 

not teachers employed at the schools, it is necessary that all 

candidates carry identity documents as invigilators do not know 

the candidates. 

High Schools. The practice was also observed at WEM School in 

Mpumalanga. This is unacceptable because candidates may remove 

scripts from the examination room as they leave. 

f. At Laudium Secondary School in Gauteng, a full time candidate had 

forgotten to take along his identity document to school and was 

required to go home to collect it fifteen minutes prior to the 

c. Unused and spoilt answer scripts were left lying around in the 

examination room at Kheto Nxumayo in Limpopo. Candidates may 

use these answer sheets to scribble notes at the back of the answer 

sheets and use them when writing other papers. 

commencement of the examination. The candidate contacted his parents 

telephonically and the identity document got delivered instead. The chief 

invigilator cautioned against such practice in future as it unsettles the 

candidate before the commencement of examination and could result 

into the candidate being late for the paper. 

d. At Rosebank House Damelin the invigilators were uncertain about the 

procedure to be followed in the oral component of the Italian and 

Spanish question papers. 

g. In Western Cape, full-time candidates do not bring identity 

documents to the examination room and the invigilators do not know 

51

the candidates. This may encourage candidates to behave in an 

irregular manner. 

scripts was guaranteed at Tshwane North College because the 

scripts were placed outside the marking room for one of the marking 

personnel to take them to the next marking room. 

h. The chief invigilator at Forbes Grant Secondary Senior School was 

not present at the school and had not delegated the responsibility 

to anyone. Invigilators at the mentioned centre were also not 

appointed in writing. 


6.1 That assessment bodies ensure both full-time and part-time 

examination centres have seating plans. 

i. Training of markers does not address how markers may detect an 

irregularity and also on how to handle them. 

6.2 That chief invigilators ensure no scripts are left unattended on desks 

towards the end of the examination session. 

j. No irregularity registers were kept at the marking centres as per 

Umalusi’s Directives for Reporting of Irregularities. 

6.3 That senior management at schools control the noise levels at 

examination centres while the examination is in process. 

k. At Sarel Cilliers in KwaZulu-Natal, some markers arrived late, after 

training was completed and were not trained. 

6.4 That an irregularity record book be kept at examination centres, 

circuit offices, district offices and head offices. An entry must be 

l. The marking rooms used at Tshwane North College and University of 

Witwatersrand JCE were small and could not host all markers of the 

same subject. This called for a number of rooms to be used and thus 

scripts had to be moved from one room to the other. The safety of 

made therein by the person to whom the irregularity report is 

provided and the date on which the irregularity is reported be 

indicated. This will assist in tracking down the process followed and 

the levels at which the irregularity is reported. 

52

6.5 Candidates in the Western Cape must be required to take 

along identity documents to the examination room as invigilators are 

members of the community who do not know them. 

7. The capturing and processing of results 

7.1 General findings 

6.6 Chief invigilators should under no circumstances deny full-time 

candidates access to the examination room because they do not 

have their identity documents. According to the Policy on Conduct of 

Senior Certificate Examination, the invigilator may admit full-time 

a. Marks of candidates are captured per question and the computer program 

then adds all the marks. If the total written on the script 

tallies with that provided by the computer, the capturers are assured 

that correct computation has been done. 

candidates at a school on producing an admission letter only. 

b. Assessment bodies do not only rely on the mark sheets for 

6.7 That assessment bodies thoroughly train markers on all aspects 

related to marking. 

capturing of candidates’ marks. This is a good practice because 

computation errors can be detected and corrected during the 

capturing process. However, the Beweging Vir Christelike Vlokseie 

6.8 That assessment bodies keep the irregularity register at the marking 

centres and that the register should bear signature of the departmental 

Onderwys (BCVO), Free State and North West capture marks 

directly from the mark sheets. 

official to whom the irregularities were reported. 

c. Assessment bodies appoint and train data capturers. The capturing 

6.9 That assessment bodies ensure all markers attend training to ensure 

consistent marking. 

process does not take longer than five days. A double capture 

system is used to ensure accuracy. 

53

d. Data capturers are required to sign confidentiality forms before they 

can commence with the capturing process. The security at capturing 

venues is very tight and no one is allowed to pass though the 

security without producing a positive identification. 

The errors are communicated to SITA and SITA in turn sends these corrections 

to assessment bodies. 

7.2 Areas of concern 

e. The capturers can access the data only via their user identity and 

password. This makes it difficult for unauthorised people to access the 

data and if data is tampered with, then the system will assist in tracing 

the person who might have tampered with the data. To ensure that 

capturing is of high quality, the Free State Department of Education had 

two sessions of capturing where the first group that captured marks form 

08h00 to 14h00 was replaced by another group that captured from 

14h00 to 20h00. This assists in ensuring that the capturers are not 

overcome by fatigue such that they would commit errors. 

a. Some assessment bodies rely solely on the mark sheets for the 

capture of marks. This is a cause for concern as some of the scripts 

might have computation error that cannot be detected at any stage of 

the capturing process. 

7.3 Recommendation 

a. All assessment bodies must use the double capture system to ensure 

accuracy of candidates’ marks. 

f. Services Information Technology Authority (SITA) captures the 

adjustments for all assessment bodies. Free State uses GIJIMA, which is 

an agent of Services Information Technology Authority. These 

adjustments are then sent to the assessment bodies. Umalusi 

personnel check the adjustments to ensure they have been implemented 

according to the agreements made during the standardisation meeting. 

8. Irregularities 

Umalusi, as part of its mandate in ensuring that the required standards 

in the Senior Certificate Examination are met, monitors the conduct of 

this examination. Monitoring the extent to which assessment bodies 

handle examination irregularities in accordance with national policy is 

54

part of Umalusi’s broad function of monitoring the conduct of 

examinations. With respect to monitoring irregularities, Umalusi utilizes 

the following strategies: 

The nature of irregularities in 2005 followed an established trend of 

similar kinds of irregularities that are reported to Umalusi on a yearly basis 

and they include the following: 

• Deployment of national teams to monitor the conduct of examinations. 

• Use of a common monitoring instrument across all assessment bodies. 

• Daily reports from assessment bodies. 

• Teleconferences with assessment body officials. 

8.1 Findings 

In general, assessment bodies deal effectively, efficiently and quickly with 

irregularities that are defined as “technical” in the regulations. Part of 

the reason for this is that there are very clear procedures outlined in the 

regulations that assessment bodies must follow in handling this type of 

irregularity. Irregularities in this category are fairly easy to deal with. 

Furthermore, the recent establishment of the National Examinations 

Irregularities Committee (NEIC) has helped both to expedite the process 

of dealing with irregularities and created a structured manner of dealing 

• Lack of delivery of question papers. 

• Candidates writing without positive identification as defined in the 

regulations. 

• Candidates leaving the examination room before the stipulated time. 

• Power failure affecting subjects like Typing, Computyping and 

Computer Studies. 

• Candidates changing grades at the time of writing. 

• Bomb scares. 

• Disruptions. 

• Rains (especially in Kwazulu-Natal and the Eastern Cape). 

• Errors in question papers. 

• Negligence by invigilators, such as confusing exam starting times. 

• Opening the wrong question paper. 

• Use of crib notes. 

• Ghost candidates. 

uniformly with irregularities. It has also put pressure on assessment bodies 

to settle irregularities speedily. 

55

There were also irregularities of a more serious nature which the 

concessions policy to compensate candidates. 

assessment bodies could not finalise quickly because they required more 

investigation time or they were, for one reason or the other, out of the 

hands of the assessment body concerned. Nonetheless, some of them 

were successfully resolved by the assessment body before the 

standardisation process. These irregularities include the following: 

d. A Computer Studies teacher in the Western Cape Education 

Department tempered with the discs containing the candidates’ 

answers in order to adjust their answers. This was picked up during 

marking and the added answers were disregarded. Action is in 

progress against the said teacher. 

a. A question paper was written prior to the date scheduled at the 

Kuruman Prison within the Northern Cape Department of Education. 

This irregularity was successfully resolved by the assessment body. 

The security and integrity of the examination were not compromised 

as the paper did not leak. 

e. There were alleged leakages of the Mathematics Higher Grade Paper 

2 in Gauteng as well as KwaZulu-Natal Education Departments. Both 

assessment bodies could not establish any leaks. Both cases are being 

investigated by the police. 

b. The Animal Husbandry paper in Limpopo was discovered to be a 

replica of the March 2005 paper. This irregularity was successfully 

handled by the assessment body who rescheduled the exam to 

another date and administered another paper. 

f. The Beweging Vir Christelike Volkseie Onderwys’ chief marker 

arrived at the marking centre after marking had commenced. She 

did not provide any reason nor did she report that she would be 

late. When she arrived, she marked scripts from a centre where she 

offers extra Biology classes. She was dismissed immediately after 

c. The IsiXhosa Literature paper in the Kwazulu-Natal Department of 

Education contained setworks that were not prescribed for 2005. The 

assessment body called the examination off and applied the Umalusi 

this was discovered and the scripts were remarked. It was 

discovered that candidates from that centre were awarded marks 

they did not deserve. 

56

g. The Independent Examinations Board Volkskool Vryburg reported that 

there was possible candidate assistance at Volkskool Vryburg in 

Afrikaans 1st Language HG Paper, Biology SG Paper 1, 

9.4 There is a general compliance among assessment bodies with the 

requirement to establish Provincial Examinations Irregularities 

Committees. 

Computyping SG and Afrikaans 2nd Language HG Paper 2. Other 

irregularities reported pertain to School-Based Assessment and these 

were dealt with by the assessment body. 

9. Strengths 

9.1 The inception of the National Examinations Irregularities Committee 

has strengthened the ability of assessment bodies to deal effectively 

with irregularities of all kinds. 

9.5 There is a significant reduction of incidences of leakages of 

examination question paper. As a matter of fact none of the alleged 

leakages could be established to be true. 


10.1 Some assessment bodies do not comply satisfactorily with the 

requirement to submit daily reports to Umalusi. The consolidated 

reports submitted to Umalusi were not in the prescribed format. A 

9.2 Assessment bodies are dealing with technical irregularities quickly, 

case in point is Limpopo Department of Education. 

efficiently and in accordance with the regulations. 

10.2 Some technical irregularities that are pretty straightforward remain 

9.3 There is a general improvement in the level of compliance with the 

unresolved for too long. 

requirement to submit daily reports to Umalusi and to submit reports 

on all irregularities that take place at the various stages of the 

examination. 

10.3 Some assessment bodies have not complied with the requirement 

to establish Provincial Examinations Irregularities Committees. 

57

10.4 Alleged question paper leakages do not seem to be resolved 

convincingly in the shortest possible time. There is a general 

tendency to palm these off to the police. 


11.1 Assessment bodies are urged to adhere strictly to Umalusi’s 

Directives for Reporting Irregularities by reporting in accordance 

with the requirements thereof 

11.5 As per regulations for the Conduct, Administration and 

Management of Assessment for the Senior Certificate, paragraph 

31 (l) and (m), candidates are required to submit their answer 

sheets and any other aid issued to them before they leave the 

examination room. The invigilator is required to tick off the name 

of the candidate on the mark sheet to confirm the presence 

or absence of that candidate. Chief invigilators and 

invigilators must adhere to the above-mentioned regulation as 

there were cases where candidates left the examination room 

with their answer scripts. 

11.2 Assessment bodies should put in place mechanisms to ensure quick 

and efficient resolution of technical irregularities. 

12. Conclusion 

11.3 Provincial Examinations Irregularities Committees must be 

established in all provinces to facilitate quick and efficient handling 

of irregularities. 

From the monitors and assessment bodies’ reports, it is evident that all 

assessment bodies have systems in place to ensure the smooth running of 

examinations. The reports allow Umalusi to confidently declare the results 

of the 2005 Senior Certificate Examinations credible despite irregularities 

11.4 Assessment bodies need to put in place strategies to investigate 

question paper leakages in as quick a time as possible. 

that were reported. However, assessment bodes must view the need for 

the training of examiners and internal moderators in a serious light. 

58

Umalusi has in place the required quality assurance measures to 

monitor irregularities. The bulk of the irregularities reported in 2005 were 

of a general nature that is consistent with the types of irregularities that 

have been reported over the years. There were, however some serious 

irregularities that were reported and conclusively dealt with by assessment 

bodies. On the whole, therefore, the assessment bodies have handled 

irregularities that occurred in 2005 with a fair measure of success. The 

establishment of the National Examinations Irregularities Committee and 

its provincial clones has strengthened the arm of assessment bodies in 

dealing with irregularities. 

59

Chapter 5 

Moderation of marking 


The moderation of marking is of critical importance as it to a 

large extent determines the standard and quality of marking, 

and ensures that marking is conducted in accordance with agreed 

practices. 

maintained across all examining bodies and throughout the 

marking process; 

• positive marking practices are reinforced; 

• all the systems and processes that relate to marking are in place 

and effective; 

• immediate feedback during the marking process is provided so that 

learners are not unfairly advantaged/disadvantaged; and 

Umalusi moderates the marking of scripts by deploying external 

moderators to marking centres during the marking process, and for 

nationally examined subjects this process takes place at Umalusi’s offices 

• Umalusi moderators gain an understanding of the standard and 

appropriateness of the examination question paper and the 

common problems experienced by candidates. 

in Pretoria. External moderators are deployed to the marking centres to 

ensure that: 

Moderators report comprehensively on their findings, so that Umalusi can 

evaluate the marking process for the Senior Certificate Examination, and 

• the memorandum is correctly interpreted; 

• consensus is reached on memorandum interpretation; 

• relevant additions and alternatives to be included in the 

memorandum are accepted and finalised; 

• all markers have a clear understanding of the memorandum 

in order to ensure accurate and consistent allocation of marks to 

candidates; 

• the standard of marking and internal moderation of scripts is 

take the necessary steps to ensure the quality and validity of this particular 

aspect of the examination process. 

2. Approach and scope of the moderation 

of marking 

Umalusi engages in the following during the moderation of marking: 

• Pre-marking/Memorandum discussion session; 

60

• Centralised moderation of marking; and 

• On-site moderation of marking. 

2.1 Pre-marking/Memorandum discussion session 

For papers set by assessment bodies, moderators are deployed to the 

various assessment bodies whilst memo discussions are in progress. In the 

2.2 Centralised Moderation of Marking 

For this year the six nationally examined subjects were selected for this 

process. Assessment bodies were required to submit a sample of 20 HG 

and 20 SG scripts to Umalusi offices, following the commencement of 

marking. The following table provides the range of the sample of scripts 

selected for moderation: 

case of the nationally examined papers, the memo is finalized at a 

national memo discussion that takes place at a central venue organized 

Symbol 

Number of scripts 

by DoE. 

A 1 

B 1 

Moderators are required to ensure that the final memo is appropriate, 

does not unfairly/fairly advantage candidates, and allows for various 

alternatives where possible. 

C 3 

D 3 

E 4 

F 2 

The final memorandum is then signed off by the external moderator, prior 

to it being sent to assessment bodies. 

FF 2 

G 2 

GG 1 

H 1 

61

The subjects selected for moderation were: 

Seven of the nine public assessment bodies participated in this process. The 

Subject 

1. English Additional Language 

No. of moderators 

Western Cape and Gauteng Provinces were excused because their marking 

dates were outside Umalusi’s planned dates for the moderation of marking. 

However, Gauteng sent their Physical Science scripts to Umalusi as they were 

P1 + 3, HG and SG 3 

2. Mathematics P1 and P2, 

HG and SG 4 

3. Physical Science P1 and P2, 

HG and SG 4 

4. Biology P1 and P2, HG and SG 4 

5. History P1 and P2, HG and SG 4 

6. Accounting, HG and SG 3 

marking at the same time as Umalusi’s programme began. 

2.3 On-site Moderation of Marking 

Moderators were deployed to marking centres across all assessment 

bodies to moderate a sample of 20 HG and 20 SG marked scripts. 

Recommendations were provided to the Chief Marker and/or the Internal 

Moderator, who in turn ensured that recommendations were implemented. 

Moderation of the nationally examined subjects took place for 5 days 

from the 28 November – 2 December 2005. Moderators remarked, 

Eleven moderators were deployed to all eleven assessment bodies for 

eleven subjects. The process took place over two days. 

in certain cases the whole scripts, and in others remarked a sample of 

questions only. 

Feedback in the form of reports were sent to the 

The table on the following page provides details of the assessment 

assessment bodies on a daily basis in which recommendations for 

bodies and subjects moderated. 

improving marking were made to assessment bodies. Assessment bodies 

were required to implement this feedback immediately where necessary. 

62

Assessment body 

BCVO 

IEB 

Eastern Cape 

Free State 

Gauteng 

KZN 

Limpopo 

Mpumalanga 

North West 

Western Cape 

Subject 

Woodwork 

Geography 

IsiXhosa Primary Language 

Computer Studies 

IsiZulu Additional Language 

Business Economics 

TshiVenda Primary & 

Additional Language 

IsiNdebele Primary 

& Additional Language 

Needlework 

Biblical Studies 

3. Purpose of the report 

The purpose of this report is to provide a synthesis of the seventeen 

reports received by Umalusi on the moderation of marking for the six 

nationally and eleven provincially examined subjects, in order to highlight 

strengths and areas of concern related to marking among the various 


The following points served as the criteria for moderation of marking: 

• Standard of marking; 

• Adherence to the marking memorandum; 

• Consistency and accuracy in the allocation of marks; 

2.4 Deployment of staff members 

• Evidence of internal moderation and the rigour thereof; and 

• Competency of the markers. 

In addition to the deployment of moderators, Umalusi deployed staff 

members to specific marking centres to ensure that recommendations 

were being implemented and also to monitor the process followed 

by assessment bodies, with a view to identifying good practice and 

providing guidance to assessment bodies that are in need thereof. 

4. Findings 

4.1 Nationally examined subjects 

Generally markers adhered to the memorandum and the standard of 

63

marking was good. The marking guideline as agreed upon at the 

The following was observed: 

central memorandum discussion was adhered to. Although there were some 

inconsistencies in mark allocation, these could be ascribed to errors made by 

markers and moderators. The variation in mark allocation was small and 

made no significant differences. Many of these errors were also picked up 

during the internal moderation process. Many of the inconsistencies also 

occurred at the beginning of the marking session. This points to the 

importance of standardisation before marking commences. 

• question 2.2, the grey shading in the graph and key did not print 

clearly in some question papers in all provinces 

• question 5.1.5, the mark allocation was changed from 4 to 2. 

• question 5.1.7, the mark allocation was changed from 2 to 4. 

• In KwaZulu-Natal, the layout of the paper was changed. As a result 

part of question 3.1 appeared at the foot of page 12 and was 

repeated at the beginning of page 13, with a new number. This 

With the exception of question 5 in Accounting HG, there were no 

altered the numbering of subsequent questions. 

changes to the memorandum during the marking process. All assessment 

bodies were notified of these additions. 

These observations necessitated the following changes: 

There was a remarkable consistency in the marks allocated. However 

there was some inconsistency in the allocation of marks to the extended 

piece of writing in English Paper 3 in KwaZulu-Natal. There was a 

• All candidates were given full marks (3) for question 2.2.4. 

• The mark allocation for questions 5.1.5 and 5.1.7 were adjusted so 

that no candidate was disadvantaged. 

tendency towards bunching of marks, with markers not recognizing 

exceptionally good pieces of writing and overrating mediocre attempts. 

In Physical Science Paper 1 and 2, there were changes made to the 

original memo and these were accepted. It was, however, noted that the 

For Biology P1 HG, it was observed that the final examination question 

paper did not quite represent the final version of the moderated paper. 

chief examiners and internal moderators had not received ample time to 

hold pre-discussion sessions and also to mark a sample of scripts, as the 

64

memo discussion was held two days after the paper had been written. 

• In Limpopo a number of issues were identified which had the 

potential of compromising candidates. Entering of totals was 

For paper 2, recommendations made on the question paper were 

implemented except for the following cases: 

extremely poor. In HG alone, six questions were unmarked and 

markers were not entering marks on mark sheets. Several errors in 

totals were found. The quality of internal moderation was very poor. 

• Question 8.2 – The question was too difficult for SG. The external moderator 

had recommended that it be replaced but this did not happen. 

• Question 4.1 – It was suggested that the molecule be drawn as a 

straight chain and not a bent chain. This also did not happen. 

• In the HG paper, the number of one (1) mark questions were not 

substantially reduced as recommended. The external moderator had 

called for a reduction because these questions tend to make the paper 

too long. 

A number of cases were observed where the Chief Examiner 

awarded candidates zero, yet they deserved full marks. In some 

cases candidates were awarded full marks when they had many steps 

missing in their responses. Some candidates were awarded marks for 

responses that were not marked. 

• In Mpumalanga there was strong evidence that the moderator was 

not familiar with the marking memo, and also that markers were not 

that competent. 

• The external moderator had also requested that Question 8.2.2 be 

replaced because of lack of clarity. 

In Mathematics HG Paper 2, it was noted that the marking memo was 

generally adhered to in all provinces. The marking memo submitted by 

In Mathematics Paper 1 SG the following was observed: 

North West for HG included five changes to the mark allocation of some 

questions and varies from the approved national memo. Four of these 

• In KwaZulu-Natal, it was observed that in some cases markers did not 

append their initials/signatures to marked questions. Markers tended 

changes were approved, as they were consistent with the notes included 

in the final memo. 

to award learners more marks than they deserved. 

65

In the Mathematics SG Paper 2, it was observed that the marking memo 

marking and controls. 

was generally adhered to with the exception of Mpumalanga, where it 

was found that the memo was not strictly adhered to. The deviation of 

marks ranged from 1 to +13. 

In Physical Science Paper 2, amendments were made mostly to the 

SG memo. Question 5.1.1 was asked in both HG and SG, therefore 

amendments were also made to the HG memo for this question. These 

In English Additional Language Paper 1 and 3, HG and SG, there was 

a general consensus that the question papers and memoranda had been 

well constructed and that there were no ambiguities. 

amendments were considered necessary because candidates were either 

penalized for correct answers, or else the correct answers, not being in 

the memo, were ignored. 

In Physical Science Paper 1 it was observed that four of the eight 

provinces did not include the marking memorandum used, which meant 

that it was a lot more difficult to ascertain whether marking was 

conducted in accordance with the final memo. 

In general there was consistency in the allocation of marks and accuracy 

of totals in both grades and the internal moderator, chief marker, and 

senior markers did a good job of detecting inconsistencies and sorting 

them out in the moderation process. There were, however, inconsistencies in 

Limpopo HG – questions were marked correctly but marks were not 

In both the SG and HG, checking and control of marks and totals was 

the most significant weakness noted. Only two provinces had visible and 

allocated. Marks were incorrectly transferred to the front cover and to the 

computerized sheets. 

consistent control in place, while some appeared to have none at all. In 

one province there were a number of errors in this respect, some of these 

being committed by the moderator. As best as could be ascertained from 

the limited evidence, moderation ranged from reasonable to excellent. 

All provinces showed evidence of internal moderation with all the 

questions being moderated by the internal moderator. It was clear that 

all provinces had internal moderation procedures in place. 

Overall, the Eastern Cape and Western Cape produced the best 

66

Judging from the candidates’ responses to questions, the question papers 

learner was required to also give the topic of the essay. 

were deemed to be fair. The questions were clear and easily understood, 

and the candidates had a fair opportunity to exhibit their knowledge. The 

papers were of an appropriate standard. In English Second Language 

HG P1, the candidates’ responses revealed that levels of proficiency in 

English were generally low. In Accounting, it is noted that many HG 

candidates could not answer the ratio/theory type of questions. The 

formulae were often not even known. 

There was evidence of internal moderation in that senior markers 

moderated their groups and in turn the deputy chief marker moderated 

his/her number of scripts. All internally moderated scripts were written 

‘moderated’ and signed by the internal moderator. 

6. Strengths 

5. Provincially examined subjects 

6.1 The memo discussions are constructive with the chief markers 

participating freely, and in good spirit. 

Generally the marking memorandum agreed upon by the chief marker, 

senior markers and markers was followed strictly. However, some new 

alternatives from candidates’ responses were also considered and added 

6.2 The chief markers are conscientious about sticking to the 

memorandum during marking. 

to the existing memorandum. For example in IsiZulu Additional Language 

P3 HG in Gauteng, question,1 more detail was added under each of the 

listed sub-categories for the letter, e.g. word division, and spelling under 

6.3 It is clear that all assessment bodies have internal moderation 

procedures in place during the marking session. 

language, paragraphing under style, relevance to the theme of the letter 

under content, etc. In question 2.2, the topic of the letter (for1 mark) was 

added. In question 3.3, an example of what an acceptable Curriculum 

6.4 The external moderators found no evidence of any irregularities in 

the sample drawn from the provinces. 

Vitae may possibly look like, was added. In question 1.3 and 1.4, the 

67

6.5 The marking process was well controlled. 

7.2 The bunching of marks was a problem in some cases, and 

this could probably also be traced to insufficient training at the 

6.6 The chief marker was supported immediately by the external 

moderator on issues of marking. 

beginning of the marking session. An uncertain marker tends to take 

the safe route and avoids awarding very high or very low marks. 

6.7 Candidates’ responses were included as alternative answers to the 

memorandum. 

7.3 Chief markers and internal moderators need to take the task of the 

Examination Assistants very seriously, as several cases were found 

where the adjusted mark had not been captured in the total. Every 

6.8 Accuracy in the calculation and recording of marks improved as the 

chief marker became vigilant. 

script should be checked for computational errors. This issue was 

prevalent in the Limpopo and Free State province in English, 

Physical Science and History. 

6.9 Marks for each question were entered in a pencil on the cover of 

the answer sheet and re-written with a red pen only after being 

7.4 The levels of proficiency in English is generally low. 

verified by the Examination assistant and the Chief marker. 


7.1 The external moderators were not convinced that every examining 

body devoted sufficient time to training before markers began marking 

and this issue requires urgent attention. 

7.5 In Accounting the following exceptions were noted: 

- The theory (HG and SG), ratio and analysis (HG only) markers are 

not familiar with this type of questioning and thus candidates are 

often penalized. 

- Theory questions/opinions also needed to be marked in terms of 

the candidate’s calculations. Some conclusions of candidates were 

absolutely correct in terms of their working and were not given 

68

full credit. 

- Totals and sub-totals were also method marked with an inspection 

on the part of the markers. This was often not adhered to – either 

every total was just marked or in other cases these marks were not 

awarded. 

- Method marks for the final answers in the ratio calculations were 

subject to the fact that at least one of the items reflected in the ratio 

were correct. This was not always adhered to and candidates 

and preparing the memo. 

- There is a lack of consistency in the use of different coloured pens. 

For example, in Biology in one script you find red, green and 

black pens being used by the marker, senior marker and chief 

marker respectively. In another script, from the same province, 

green would represent the highest level of moderation. In North 

West province, internal moderators used blue pens. This should 

be discouraged since most learners write in blue. 

were awarded the method marks with no item being accurate. 

- The concept of foreign items was not consistently applied. 

- Markers did not always mark the calculations/reconciliation in 

question 2 HG and question 4 SG fairly. 

- In Physical Science Paper 1, it was reported that the memo 

discussion meeting was held two days after the paper was written. 

This afforded members very little time to carry out pre-discussion 

marking and in most cases members had no opportunity to do any 

marking as they could not source any scripts at all. 

- The memorandum submitted for external moderation is, in many 

cases, not the finalized version. In Physical Science Paper 2 SG, 

the memo submitted to the external moderator was not complete. 

Thus the first day of discussion meeting was devoted to finalizing 

7.6 In isiNdebele, in Mpumalanga the external moderator mentioned 

the fact that out of the 34 moderated scripts, a number of computational 

errors were identified, e.g. 

- Script No.: B0000001947771 was given 32 instead of 37 

- “ B0000001947750 was given 63 instead of 68 




In the HG P2 candidates performed poorly, especially in questions 

1, 2 and 3. These questions were based on poetry. Indications are 

that candidates were either not properly taught or did not 

understand poetry at all. In another instance candidates did not 

69

ead or understand instructions and sub-instructions on the question 

paper. 

7.9 In Gauteng, IsiZulu Additional Language P3 HG, there was a 

tendency to award marks somewhat too generously. For example, in 

question 2.2 (letter) a learner was allocated 5 out of seven marks for 

7.7 In the Free State, Computer Studies SG P2, one centre (Tweeling) had 

a problem with stiffy drives and printers. Several of the scripts were 

structure despite the fact that his/her letter contained no salutation, no 

conclusion and no paragraphing. In another instance in question 2.3 

incomplete. 

Evidence was found in two centres of possible 

a learner was awarded 15 out of 20 marks for dialogue despite the 

irregularities. Printouts of several candidates with identical incorrect 

answers were found, as well as cases where the core of an incorrect 

answer was identical with that of another candidate although some of 

the surrounding material (labels, names, exam numbers, etc.) were 

different. The similarities in one of these cases were of such a nature 

that the possibility of guidance in the large group cannot be excluded. 

fact that his/her entire answer was given in essay form. 


8.1 More time should be spent on training and standardisation so that 

markers are well equipped before marking commences. The 

photocopying of a sufficient number of specimen papers should be 

7.8 In the North West, the external moderator for Needlework and 

Clothing, observed that the number of facts that the candidates 

budgeted for. The training session should continue until an 

acceptable level of standardisation has been achieved. 

were to give in their responses were not always specified. For 

example, “Why should garments be lined” [5]. The five stands for 

the number of marks, and this could confuse learners and lead them 

to giving five reasons. 

8.2 The variation in mark allocation should be kept to a minimum. 

Chief markers and internal moderators should play a crucial role in 

this regard. 

70

8.3 Examination assistants, under the supervision of the senior markers, 

must check every single script for accuracy of total and transferring 

8.8 Selection and appointment of markers in both Limpopo and 

Mpumalanga needs to be reconsidered. 

of marks to the cover page. 

8.9 Markers need to ensure that they apply the method of consistent 

8.4 In order to assist second language learners, bilingual answer books 

accuracy in the marking of all questions. 

should be avoided. Answer books should have two versions 

separately – one for English and one for Afrikaans. English and 

Afrikaans headings should not be combined in one column. 

8.10 Internal moderators should remain at the marking center for the 

complete duration of the marking so as to give the necessary 

support to the chief marker. 

8.5 Memo discussion meetings should not be held too close after the 

papers have been written. 

8.11 Curriculum implementers/Subject advisors should also be part of 

the marking process as monitors. 

8.6 Questions that require candidates to give a certain number of facts 

should always clearly indicate how many facts/items. 

8.12 Assessment bodies must ensure that they have sufficient examination 

assistants for checking computational issues. 

8.7 Sophisticated language should be avoided as language is a 

serious problem to the English Second Language learners. 

8.8 Examiners should strive to implement changes suggested by the 

external moderator. 

71

9. Conclusion 

Monitoring of marking centres by Umalusi staff revealed that administration 

and logistical arrangements are commendable. Venues were found to be 

conducive to marking in that there was sufficient security in and around 

the marking centres. Marking space was adequate. No unauthorized 

person was allowed into the marking venue. 

On the whole the process of moderation of marking has ensured that the 

standard of marking and moderation is appropriate and there was great 

improvement at all levels of marking. 

72

Chapter 6 

Report on the standardisation of the 2005 Senior Certificate results 


Umalusi standardises both the examination marks and the CASS scores 

presented by the different schools in the country. Standardisation of the 

examination marks is necessary to address the variation in the standard 

of the question papers and marking that may occur from year to year and 

across examining bodies. Through the standardisation and the other 

quality assurance processes, Umalusi aims to ensure that the Senior 

Certificate Examination yields results that are comparable across years 

and across examining bodies. The standardisation of examination marks 

is based on the principle that when the standard of examinations from one 

year to the next are equivalent, and they are taken by a sufficiently large 

body of candidates, then their statistical mark distributions should correspond. 

The same should hold across different examining bodies and 

across different subjects, taking into account any historical differences that 

may exist in the schooling of candidates across examining bodies and 

any intrinsic differences that may exist between subjects, and between the 

higher and standard grade levels. 

controlled tests, class work, assignments, practical work, projects, etc. In 

order to ensure that every mark submitted by an institution is a reliable and 

valid indication of the performance of the learner, Umalusi carries out a 

statistical moderation of the CASS marks. As the assessment and 

moderation capacities of the schools improve, the emphasis on statistical 

moderation of CASS marks will hopefully be reduced. 

2. Principles of standardisation 

Statistical moderation of examination marks consists of comparisons between 

the current mark distributions and the norms for the corresponding subjects. 

Pairs analysis and quantile graphs are also used in the process. The pairs 

analysis compares the mean marks in two subjects taken by the same group 

of candidates, whereas the quantile report compares the percentiles of these 

two distributions. These analyses are based on the principle that, as a group, 

the performances of the same candidates in two related subjects (taken at the 

same level) should show close correspondence. On the basis of all these 

comparisons, marks are either not adjusted or they are adjusted upwards or 

downwards by specific amounts over defined mark ranges. 

Continuous assessment (CASS) is the assessment that is conducted 

internally by a school or college. This will include class tests, term/ 

73

The following are some of the rules that were employed in the 

written nationally. 

For the sixth subject, History, which was written 

standardisation of the 2005 examination results: 

• No adjustments in excess of 10%, either upwards or downwards, 

would be applied, except in exceptional cases. 

nationally for the first time in 2003, the raw mark distributions for 

2003 and 2004, and the adjusted mark distribution for 2004 were 

used as a guideline for the adjustments. 

• Generally, no upward adjustments to above the norm, or downward 

adjustments to below the norm, would be applied. 

• Generally, no marks would be adjusted downwards to below 75 marks 

in the case of standard grade subjects, or to below 100 marks in the 

case of higher grade subjects. This is to ensure that no candidate fails a 

subject because of downward adjustment to the raw marks. 

• National norm for first languages 

All first Languages were standardised against a pre-determined 

national norm. A 3% distinction rate and a 7% failure rate were the 

norm for English and Afrikaans, First Language, Higher Grade. For 

English and Afrikaans, First Language, Standard Grade. a 0,3% 

distinction rate and a 2% failure rate was the norm. A 0,5% 

Three categories of norms were used in the standardisation of the 2005 

Senior Certificate results: 

distinction rate and a 7% failure rate was the norm for all African 

languages, First Language. However, the 0,5% was not used as the 

upper limit if the distinction rate exceeded this, provided it was not 

• Norms for provincially set question papers 

These are norms based on the average of the raw mark distributions 

of a particular province in a subject over the last five years. 

above 3%. Furthermore, in cases where the first language results 

have, in recent years, shown significant departures from the national 

norm, it has not been strictly applied. The Statistics Working Group 

will be recommending to Council that the national norms be replaced 

• Norms for nationally set question papers 

by historical norms from 2006. 

These norms were based on the average of the raw mark distributions 

over the years 2001 to 2004 since the first five subjects have been 

74

2.1 Standardisation of CASS marks 

Finally, the adjusted CASS mark of each candidate is combined with the 

adjusted examination mark in the ratio of 25:75, i.e. CASS constitutes 

Statistical moderation of CASS marks is undertaken per subject and 

per institution. The mean and standard deviation of the standardised 

examination marks (written paper) and those of the CASS marks are 

used in this process. The mean and standard deviation of the CASS 

marks are compared, per subject, per institution, with those of the 

standardised examination marks of the same candidates. Generally, 

the CASS marks are adjusted (up or down) to a mean of 5% above 

that of the standardised examination marks and to a corresponding 

standard deviation. If the CASS mean falls within a certain range 

above the examination mean plus 5%, then the CASS marks may be 

accepted as is, or adjusted downwards towards this mean. If the 

standard deviation of the CASS marks is too low (relative to that of the 

adjusted examination marks), indicating that the teacher was unable to 

distinguish between candidates’ performances and give a good 

spread of CASS marks, then the CASS marks are rejected and each 

candidate in the class is assigned a new CASS mark of exactly 5% 

above his or her examination mark. 

25% of the final mark of the candidate. 

3. Standardisation meetings 

In contrast to previous years, when the standardisation meetings were 

convened and chaired by the assessment bodies (the National and 

Provincial Departments of Education, the IEB and BCVO), for 2005 they 

were convened and chaired by Umalusi. There were a total of 12 

meetings, the first being the national meeting to consider the six common 

subjects (at higher and standard grade), which took place at the Sheraton 

Hotel chaired by the Chairperson of Umalusi’s Council. All the 

provincial meetings and those with the IEB and BCVO were held at 

Umalusi’s offices. Members of Umalusi’s Council chaired the meetings. 

Umalusi’s Statistics Working Group responsible for the mark adjustment 

process attended the national meeting as one team, but split into two 

teams of three members each for the other meetings. The latter meetings 

were organised in two parallel streams, with one team of statisticians 

attending each. In this way all the meetings could be completed in three 

days, instead of four days as in previous years. 

75

3.1 The national standardisation meeting 

were effected in each of the provinces for subjects with enrolments greater 

than 500. 

The meeting was conducted in a cordial spirit, and after a debate on the 

results of each subject, the statistical adjustments were agreed upon by 

both the assessment body and by Umalusi. 

“Computer adjustment” means that the marks were adjusted upwards or 

downwards by the computer to be brought in line with the norm (or as far 

as possible within the 10% limit). “Raw and computer adjustment” 

In contrast to previous years, the 2005 raw marks were all lower than 

their four-year averages, and History had its lowest marks to date. As a 

generally means that marks were adjusted upwards on to the norm and, 

when the norm was below the raw marks, the latter were retained. The 

result, upward adjustments were applied to all subjects. 

In most cases 

last two columns generally mean that marks were either not adjusted as 

the upward adjustments were relatively modest and below the allowed 

maximum of 10%, except for Physical Science HG, where this maximum 

increase was applied to the raw marks in the range 30% to 62%. For 

Mathematics HG, fairly high upward adjustments were required to get the 

mark distribution on to the norm, whereas for Mathematics SG the 

maximum upward adjustment was less than 3%. 

3.2 Assessment body meetings 

The meetings with all the Assessment bodies were conducted in a 

far as the norm or, rarely, to beyond it. 

3.3 Standardisation of CASS marks 

CASS marks were programmatically adjusted in accordance with the 

principles agreed for CASS standardisation. A detailed analysis of the 

CASS marks will be carried out early in the new year to establish whether 

or not the reliability of these marks is improving. However, one 

indicator of the quality of CASS is the percentage of CASS marks that 

have low standard deviations and are therefore rejected. 

congenial spirit. The table on page 77, summarises the adjustments that 

76

5. Recommendations for 2005 

6. Conclusion 

As mentioned earlier, the national norms for first languages no longer seen 

to be relevant, and the Statistics working group will be recommending that 

they be replaced by historical norms, as is the case with other subjects. 

The meetings took place in a good spirit, and while there were sometimes 

differences in opinion between the Umalusi team and the team from the 

examination authority, satisfactory decisions were reached in all cases. 

The Statistics Working Group is satisfied that the final marks (whether raw 

or adjusted) represent a fair reflection of the candidates’ performance, 

Table of Adjustments for 2005 

while maintaining the standard of the Senior Certificate Examination. 

Assessment body Raw Computer adjustment Raw and Computer adjustment Downward adjustment Upward adjustment 

KwaZulu-Natal 27 13 6 1 5 

Mpumalanga 10 6 9 0 1 

Gauteng 11 0 12 2 1 

North West 17 19 1 6 6 

Northern Cape 22 14 1 0 1 

Eastern Cape 8 10 8 0 2 

Western Cape 63 4 4 5 3 

Limpopo 5 9 11 6 0 

Free State 40 19 1 0 0 

IEB 51 0 0 3 14 

BCVO 22 0 0 0 8 

Total 276 94 53 23 41 

77

Chapter 7 

Conclusion 

Umalusi has, in the last year and a half, been grappling with the issue of 

standards in the Senior Certificate Examination. This serious attempt to 

The processes used by Umalusi to quality assure examinations are 

the following: 

determine the quality and standard of the Senior Certificate Examination 

came about partly as a result of Umalusi’s own internal review processes 

but also from public concerns about the standards of this examination. 

The rising pass rates were interpreted to mean that standards in the 

examination were declining. 

1. Moderation of question papers 

2. Moderation of continuous assessment 

3. Monitoring the conduct of examinations 

4. Moderation of marking 

5. Standardization of assessment outcomes 

Umalusi conducted an investigation in 2004 to determine the standard 

and quality of the Senior Certificate Examination. This study yielded very 

valuable lessons for Umalusi. Among other things, it pointed out the need 

to strengthen processes in place for the quality assurance of assessment. 

It also underscored the need to give attention to the cognitive challenge 

in question papers. This research culminated in concerted efforts to 

sharpen, streamline and strengthen the quality assurance of assessment 

processes used by Umalusi. In addition to all these efforts, Umalusi 

conducted an intensive evaluation of all assessment bodies’ Examinations 

and Assessments Directorate in 2005. This has given Umalusi detailed 

As a result of all the efforts that Umalusi has put into sharpening the tools 

it uses to monitor standards, the 2005 examinations were conducted in 

line with relevant policies and regulations and the quality and standard 

was beyond reproach. The cognitive demand in examination question 

papers in general, and the nationally set ones in particular, increased 

considerably. Question papers included more questions requiring higher 

order thinking skills. However, Umalusi still has concerns about the 

standard and quality of back-up papers and the quality and rigor of 

internal moderation of question papers in general. 

knowledge and insight into each of the 11 assessment bodies, systems 

and processes related to examinations and assessment. 

Umalusi also reviewed and strengthened its processes and procedures for 

the quality assurance of continuous assessment (CASS). As a result of this, 

78

an improvement was observed in the quality and standard of continuous 

assessment. Umalusi, however, remains concerned about the quality of 

CASS tasks and the level of internal moderation. 

Umalusi also moderated the marking of the Senior Certificate 

Examinations. This was done in two ways: centralised moderation and 

on-site moderation. With centralised moderation of marking, which was 

conducted for the six national subjects, assessment bodies send a sample 

The strongest link in the system is the quality of management of the administration 

of examinations. The system generally runs smoothly in spite of 

the examination system being such a massive operation. The ability of the 

assessment bodies to make this huge system work is truly admirable. 

of 20 scripts representing a spectrum of candidate attainment in all 

grades in all the selected subjects. During the marking period,. external 

moderators visit the marking centre and moderate a sample of scripts at 

the marking centre. Both processes feed immediately and directly into the 

marking process. In 2005 marking was conducted smoothly and was of 

The handling of irregularities within assessment bodies has improved. This 

the required standard. 

is partly due to the fact that in 2005 Umalusi issued Directives for 

Reporting of Irregularities which, among other things, requires assessment 

bodies to report irregularities to Umalusi within 48 hours. Furthermore, 

Umalusi had weekly teleconferences with officials within the assessment 

bodies to monitor irregularities and other examination-related issues. In 

addition to this, daily reports were received from assessment bodies. 

Umalusi also watched media reports carefully and followed them up with 

The 2005 standardisation process was a welcome “meeting of minds”. 

Umalusi’s standardisation principles are now well understood and 

accepted by assessment bodies. They also apply the same principles in 

considering subjects for adjustment. Both the national and provincial 

standardisation processes were conducted in a collegial spirit and the 

outcomes were educationally justifiable. 

assessment bodies. On the whole, assessment bodies handled minor 

irregularities that occurred, in line with the regulations. 

The 2005 Senior Certificate Examination, therefore, satisfied all Umalusi 

requirements for a reasonably fair, valid and reliable examination. 

79

37 General Van Ryneveld Street Persequor 

Technopark • Pretoria • South Africa 

Tel: +27 (12) 349 1510 • Fax: +27 (12) 349 1511

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