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National Senior Certificate Examinations
Markers Training Manual
Prepared & Compiled by: Dr. M.J.B.Mthembu
Chief Director-Provincial Assessment, Examinations & Quality Assurance
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INTRODUCTION
The marking of candidates’ work in public examinations is one of the most challenging but
rewarding exercises. The National Senior Certificate marking needs intense and prolonged
concentration coupled with validity, reliability, consistency and accuracy. Besides producing a
mark, the outcome of marking for each candidate must be a reflection of the extent to which
the knowledge, skills and other competencies have been demonstrated. The candidate’s mark
is a representation of a rounded judgment which takes account of how well the candidate has
met each of the various criteria in the assessment of the curriculum that he/she offers.
Hounsell (2014: 1) maintains that the most important aspect of good and accurate marking is
the Marker’s familiarisation with the marking scheme/guidelines. In the National Senior
Certificate examination familiarisation will include the ability to apply the marking
scheme/guidelines to make good judgments on how well the candidate has responded to
questions. The marking guidelines are subject-specific and therefore each Marker must have
sound content knowledge so that he/she can interpret the marking scheme/guidelines to make
judgments on various forms of candidates’ responses especially when it comes to questions of a
higher cognitive demand.
Since the introduction of the National Senior Certificate examinations in 2008, the province of
Kwa Zulu Natal has been managed the marking for more than 100 000 candidates. The size of
the marking task in the province is so huge that it requires good leadership and management
skills. It is for this reason that the each marking center is managed by Center Managers,
Administration Managers, Script Control Managers and Marking Managers/Chief Markers.
This training manual focuses on critical professional aspects of marking with purpose of
supporting Markers in their execution of the marking task. Part one of the training manual
covers the theoretical part of marking. It explains the nature, scope and requirements of
marking with special reference to the National Senior Certificate examination. It also captures
the art of marking various categories of questions such as objective based, point based and
level based questions.
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PART 1
THEORY OF MARKING PUBLIC EXAMINATIONS
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1.1. FACTORS INFLUENCING THE ACCURACY OF MARKING
The most curial ingredient of accurate marking is the Marker’s expertise. The question of what
constitutes accurate marking has been occupying a larger space in the South African
educational debate especially in structures like the National Examination and Assessment
Committee (NEAC), National Assessment Irregularities Committee (NAIC) and the National
Heads of Examinations Committee (NHEC). There are various factors which have been identified
by various scholars as likely to contribute to the accuracy of marking. These factors include the
general knowledge and the level of education of the Marker, subject knowledge, personality
and work ethic, teaching and marking experience as well as training provided. The extent to
which each of these factors contribute to quality marking has not been adequately debated but
it is correct to argue that they do not contribute equally to the accuracy of marking. The
Markers subject knowledge is the most important factor. The following diagram which is
adapted from Irenka & Nadas (2008:4) sketch the factors which influence the accuracy of
marking.
THE ACCURACY OF MARKING
DEMANDS OF THE MARKING TASK
MARKING
ACCURACY
General knowledge and
education
Subject knowledge
Marker training
Personality traits and
work ethics
Teaching experience
Marking experience
Chief/Principal Marker’s
leadership Utilisation of knowledge of
marking strategies
Markers
Expertise
OTHER FACTORS ARE: quality of
the memo, response features,
characteristics of Markers, Marker
training, cognitive processes used
in marking, [Tisa, Whitehouse,
and Maugham & Burdett 2013]
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1.2. THE TASK OF MARKING PUBLIC EXAMINATIONS
The task of marking public examinations is different from the day to day marking of school-
work. It is a process that includes a variety of factors. It also entails the movement of
examination scripts from one marking team to another (question marking model), from the
Marker to the Moderator (Senior Marker, Deputy Chief, Chief Marker and Internal Moderator).
Unlike the day to day marking at school, the marking of public examinations involves the
checking of scripts by the Examination Assistants as well. In other words, the marking of public
examinations differs from School Based marking because it has various levels of quality
assurance designed to ensure that no candidate is unfairly advantaged or unfairly
disadvantaged.
The marking of public examination aims at achieving the following objectives
The first one is the results of each candidates transferred from the candidates’ answer
scripts and recorded in a mark sheet.
The second product is an analytical report on errors and misconceptions made by
learners (moderator’s report) which are used to inform interventions in the coming
year.
The third one is a report required by UMalusi and the Department of Basic Education on
marking.
The fourth product is an irregularity report which captures cases of alleged irregularities
identified by Markers and Moderators. Appointed Markers should be able to identify,
from learner responses, indications which show that there were irregular practices
which may have occurred during the administration of the examination.
The fifth product is a Marker Evaluation Report (MEV) which provides feedback about
each Marker’s performance during marking. This report must be used to draw
conclusions about ach Marker’s competency to mark the candidates’ work correctly and
accurately.
Another feature of the marking of public examinations is that it includes the external
moderation and verification by the Department of Basic Education and UMalusi respectively.
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For the external moderation and verification process the Department of Basic Education and
UMalusi utilises the services of highly experienced subject specialists in the nine provinces.
Their main task is to moderate marking and verify its quality. This external process of quality
assurance includes the sampling of scripts for central moderation of marking.
Another critical aspect of the marking of public examinations is monitoring and support. The
monitoring and support activity aims at ensuring that all the marking centers are free of
challenges and that they are managing the marking process according to policies regulating the
administration of examinations. The monitoring of marking is a collaborative effort of the
Provincial Examination Bodies, the National Department of Education and UMalusi.
All the activities discussed so far show that the marking of public examinations is a process and
not an event. Marking is summative assessment for the class of the current year (the class of
2014) because its will result to the promotion of candidates from secondary/high school
education to tertiary education institutions and various fields of employment. It is formative
assessment for the class of 2015 because Markers will identify common errors and
misconceptions made by candidates with an intention to eliminate them in the following year
through interventions.
1.3 QUALITY MARKING: A NON-NEGOTIABLE
The fact that good marking is a cornerstone of a good examination system cannot be argued
further than what has been discussed in the previous section of his document. In the National
Senior Certificate examinations stakes are not just high but they are very high. Under normal
circumstances candidates and schools must have full confidence in the process of marking of
candidates’ work at this level because it is of national interest and it utilises the expertise of the
best teachers in the country (OFQUAL 2013:2). This confidence must result from an effective
and excellent application of marking guidelines/memorandum and the application of the
Markers’ content knowledge which is above board.
The Department of Education is not just responsible for the management and administration of
marking but it is also responsible the quality thereof. Quality marking is the main expectation
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by the Department of Basic Education and UMalusi. Quality marking refers to marking that is
characterised by accuracy, validity, reliability and consistency. These four expectations are non-
negotiable during the marking process. The marks awarded to candidates must be a true
reflection of their performance/competencies in terms of knowledge and skills targeted by
different examiners when setting questions (OFQUAL 2013:3).
The Department of Basic Education aims at achieving marking outcomes of the highest quality
throughout the system through robust systems and controls which are designed to prevent
erratic judgments and to identify and remedy marking errors when they occur. To support the
achievement of quality marking the Department of Basic Education has put in place six levels of
moderation in all the marking centers (Senior Marker, Deputy Chief Marker, Chief Marker,
Internal Moderators, External Moderators and Verification by UMalusi).
Each subject is marked by a panel of Markers under the leadership of the Chief Marker who is
directly responsible for the quality and accuracy of marking. The Chief Marker reports to the
Center Manager who is responsible for the smooth functioning of the entire marking center.
The Chief Marker is supported by Deputy Chief Markers who are responsible for a team of
Senior Markers. (OFQUAL 2013:9).
2. Discussion &
standardisation of the
memorandum
1. Training of
Markers for the
marking task
3. Sample marking
and
standardisation of
marking
4. Commencement
of the marking
process
5. Internal and
external
moderation of
marked scripts
6. Entry of marks
into mark sheets
7. Final checking of
errors in the
marked scripts
8. Capturing of
mark sheets
9. RESULTING OF THE NSC CANDIDATES
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1.4 ACHIEVING QUALITY MARKING BEFORE THE ACTUAL MARKING
The process of quality marking begins as soon as the subject examination is written. After the
paper has been written, the Chief Marker and the Internal Moderator must analyse the
question paper because they are responsible for the management of its marking and
moderation. The Chief Marker and Moderator must identify the types of questions asked by the
examiners and distribute them according to the Blooms Taxonomy of cognitive demands. The
main reason for doing this is that that Markers differ in terms of experience and exposure to
the marking of public examinations. The following table is an example of the analysis of the
types of questions in the paper.
National Senior Certificate (2013): Agricultural Sciences Paper 2
Question Category Relevant Markers
Question 1.1 – 1.4 Knowledge question The marking team must be dominated by new Markers (those with no marking experience, one year and two years’ experience). New Senior Markers can be tasked to lead the team.
Question 2.1 – 2. Application and evaluation
questions
The marking team must be dominated by experienced Markers and experienced Senior Markers.
Question 2.2. Analysis questions The marking team must be dominated by more experienced Markers and more experienced Senior Markers.
Question 2.3. Evaluation questions The marking team must be dominated by highly experienced and qualified Markers and Markers.
Question 2.4. Application The marking team must be dominated by highly experienced and qualified Markers and Markers.
Question 2.5 Synthesis The marking team must be dominated by highly experienced and qualified Markers and Markers.
Question 3 Knowledge,
comprehension, application
and analysis.
The marking team must be dominated by highly experienced and qualified Markers and Markers.
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Question 4 Knowledge and analysis The marking team must be dominated by highly experienced and qualified Markers and Markers.
The analysis of questions must be followed by the distribution of Markers across different types
of questions. This distribution is based on Markers’ teaching experience as well as their
qualifications in the subjects. This can include the performance of the school in the subject in
previous years. It is very important to place new Markers and new Senior Markers in knowledge
and comprehension questions. Such simpler questions can boost their confidence in marking
and help them to get used to the demands of marking public examinations. Experienced
Markers and Senior Markers must be placed in application, synthesis, analysis, and evaluation
questions. Such questions are more challenging and they need Markers are dynamic with the
ability to interpret candidates’ responses correctly using the marking guidelines.
1.5 RELIABILITY: AN ELEMENT OF QUALITY MARKING
One of the most important characteristics of quality marking is reliability. Reliability is very
important in marking yet it is not very easy to achieve. In order to maximise reliability, the Chief
Marker and the Moderator must give each Marker the same script/question to mark during
training. Markers and Chief Markers must mark and moderate the scripts quickly and confirm
consistency of marking or recommend another round of sample marking if consistency has not
been achieved. After several attempts the team must show a balanced scoring of questions and
consistency. It is at that time that the Chief Marker declares that there is consistency in the
marking of the question. After this Markers can start marking the other scripts.
1.6 MINIMISING SUBJECTIVITY
The marking of the National Senior Certificate examinations is guided by the marking
guidelines/memorandum. The marking guidelines/memorandum contain well thought of
responses which accommodate almost all possible responses. Subjective marking is marking in
which the marks awarded depends on the personal opinion or condition of the Marker instead
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of marking guidelines. The Assistant Markers, Senior Markers, Deputy Chief Markers, Chief
Markers and Internal Moderators must try to minimise subjectivity caused by the following:
The ‘Halo effect’
In the marking and assessment context, the “halo effect” refers to the cognitive biases of
Markers that attend to their thinking causing them to apply their overall impression of the
candidate, their likeability and their successfulness (Teaching and Learning, 2014, Leaning to
Teach, Teaching to Learn. 2014: 2). The “halo effect” can be a challenge in the marking of public
examinations in the following ways:
A candidate can answer the first two parts of the question very well and the Marker can end up
assuming that the following questions are good and give a wrong grade. The opposite can
happen when the candidate has answered the first two question of a section in a dismally poor
manner and then the Marker assumes that the candidate is generally a poor learner. This s
likely to influence the grading of the rest of the candidates questions.
The Chief Markers can decide start with the distribution of full time candidates’ scripts because
they write all the subjects. After the completion of full time candidates, the Chief Marker then
release the scripts of part-time candidates’ because they are fewer. If Markers happen to know
about this arrangement (that the coming consignment is of part-time candidates) they may,
influenced by the “halo effect’) grade them lower because of the myth that part-time
candidates are poor performers. Although this myth is an unfounded fact, it can influence the
scoring of candidates by Markers. Some of the Markers can go to an extent of over-suspicion of
irregularities because of the belief the part time candidates are always ill prepared.
The ‘Relative effect’
The relative effect refers to the influence of the work of one candidate in the scoring of another
candidate. This happens when the Marker first reads the responses of a good candidate, score
him/her a good grade. When the same Marker reads a response of the average candidate who
is not as good as the first one, he/she gives a lower score because the response do not come
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anywhere closer those of the previous candidate. This often happens when Markers read essay
questions or long paragraph responses (Leaning to Teach, Teaching to Learn. 2014: 2).
Relative effect can be seen when the Marker starts with scripts of learners from a very good
school and give all candidates very high scores because of their excellent work. The relative
effect creeps in when the same Marker’s next batch of scripts come from a school of average
learners. Influenced by relative effect, the Marker can be tempted to compare the performance
of the second school to that of the first school thus scoring them too low. The problem with
relative effect is that the decision of the Marker is influenced by the performance of the first
group and not by the guidelines in the memorandum.
‘Personal biases’
Personal biases refer to the tendency of Markers to use their own personal beliefs to make
decisions about candidate’s responses. This often happens when Markers deal with questions
which require an opinion of the candidate about a particular idea or a process or a decision or a
form of behavior.
The influence of personal biases happens when the Marker becomes more indulgent towards
an answer that adopts a view that is similar to his/her personal view. Personal biases are very
dangerous especially in questions where the candidates are expected to raise their viewpoint
about particular issues from the source material (e.g. a cartoon or a newspaper extract). If this
happens a Marker may be unconsciously tempted to give higher marks to candidates who
argue in favour of a view which is not similar to his or her own personal view (Leaning to Teach,
Teaching to Learn. 2014: 2).
‘Moods and physical state and emotional state’
The marking of the National Senior Certificate examination is a taxing excessive both
emotionally and physically. The Markers must complete the assessment of thousands of
candidates within as short period of time. The Marker must mark the work which was
completed in more than eight months in a matter of less than 20 days. This kind of work needs
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reading, decision making, consistency and accuracy. All these demands of the marking task are
likely to affect the marking process.
The effect of moods and physical state can be seen during the appeals process where more
errors are identified in the scripts which are marked towards the end of the marking day or
towards the end of the marking period.
Since marking is taxing physically and mentally, Markers must not mark when tired or hungry.
This affects the quality of marking. It is therefore important that Markers eat on time and work
for reasonable number of hours. The problem of emotions is usually evident towards the end of
marking when Markers try to mark faster to complete and go home (Leaning to Teach, Teaching
to Learn. 2014: 2). Chief Markers must manage the final days of marking in such a way that the
last candidates to be marked are not unfairly disadvantaged.
1.7 VALIDITY AND CONSISTENCY OF MARKING
1.7.1 Validity of marking
This is one of the most important aspects of quality of marking. Markers must differentiate
between the assessment of content of the candidate’s answer from the assessment of the
candidate’s writing style. A Marker must not focus on language expression and language
competency except in cases where the medium is the message. Exclude as far as possible
interferences from such distractions as poor handwriting and untidiness (Leaning to Teach,
Teaching to Learn. 2014: 2).
1.7.2 Consistency of marking
The style of marking is one of the most important factors that influence the consistency of
marking. Some of the marking styles suit the essay types of questions and some suit short
answer or short paragraph questions. Most of the National Senior Certificate examination
papers suit the model of “marking per question”. If this approach is not applicable, the
“marking per section” model should be used. The “whole script marking” model must be the
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last choice that the Chief Marker must think of. The following are factors which favour the
“marking per question” model.
Markers get used to the memorandum faster than it would have been with the whole
script
Marking flows faster without compromising accuracy
The flow of completed scripts is not retarded by long time taken to mark the entire
script
New Markers can be given shorter questions until they are accurate and confident
The moderation of scripts by the Senior Markers becomes easier than in the marking of
the entire scripts
It is easy to assess consistency of marking as the Senior Marker deals with a group that
marks one question.
The pace of marking helps the Chief Marker to identify popular and unpopular questions
and to reorganize the marking team where necessary.
Going through the entire script necessitates keeping a greater range of answers in mind which
complicates the judgments as marking continues (Leaning to Teach, Teaching to Learn. 2014: 2).
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PART 2
THE ART OF MARKING DIFFERENT TYPES OF EXAMINATION
QUESTIONS
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2.1 THE ART OF MARKING DIFFERENT TYPES OF EXAMINATION QUESTIONS
When examiners set the National Senior Certificate question papers they use a variety of
questions which differ in terms of cognitive demands and complexity. Most of the question
papers start with short questions of lower cognitive demand and conclude with longer
questions of higher cognitive demand. The most critical part in the training of Markers should
be the inclusion of strategies for marking different kinds of questions. The marking of short
questions cannot be done in the same way as that of long questions. The marking of
Mathematics, Accounting, Mathematical Literacy and other subjects which require numeracy
skills will always differ from the marking of social sciences.
We can classify examination items/questions according to the kind o marking required. The
hallmark of these questions is that all creditworthy responses/answers can be sufficiently pre-
determined to form an accurate marking scheme/memorandum that removes superficial
judgments from the Markers. The items can be classified into:
Objective – marking items/questions
Points based marking items/questions
Level based marking items/question
2.1.1 OBJECTIVE ITEMS/QUESTIONS
Objective items are questions which are objectively marked. Dhawan & Bramley 2013 contends
that these types of items require very brief responses and they, to a greater extent, constrain
how candidates should respond. Objective marking items fall under first level items in the
Blooms Taxonomy. They test knowledge and remembering of facts. Examiners usually use
action verbs like name, list, find, identify, locate, define etc. The objective marking items
include:
Multiple choice questions
Matching items
One-word responses
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One word source based responses
One word- correction of statements
The objective marking items usually require candidates to demonstrate the knowledge of facts.
They are questions in the first/bottom level of the Blooms Taxonomy.
THE GOLDEN RULES
1. Before you start to mark an objective question, quickly check the sequence of responses.
If the numbering is correct, apply the memorandum as memorised. If the numbering is
mixed, then read each response carefully because the candidate did not follow the
sequence. If there are gaps, be careful because there are spaces in between.
2. When marking, the Marker should read the question, the candidate’s response and
then check its correctness in the memorandum. Reading the correct answer in the
memorandum first and then the candidate’s response followed by the question are
wrong. The Marker reads memo to check whether the candidate is correct or wrong and
not the other way round. The reason for this rule is that we are not marking the
memo, but we are marking the candidate’s answer guided by the memo.
The marking of objective items must be the most accurate part of marking yet Markers often
make errors in them. There are two possible reasons for this inaccuracy. Firstly many Markers
do not take them seriously because they regard them as easy to mark. Secondly Markers
quickly get used to the memorandum and stop referring to it at an early stage. Thirdly Markers
have a tendency of ignoring the mixing of numbers by candidates and assume that they all
follow the same numerical order.
2.1.1.1 Multiple choice questions
Multiple choice questions are questions which require that candidates choose the correct
answer from the given options. Options can range from 3 to 5 choices. Most of the multiple
choice questions have 5 possible answers to choose from. In such cases 4 options are
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distracters and one is the expected correct answer. The following is an example of a multiple
choice question.
Question: Various options are provided as possible answers to the following questions. Choose
the answer and write only the letter (A-C) next to the question number (1.1.1-1.1.5) in the
answer book, for example 1.1.6 B.
1.1.1 Government income and expenditure estimates for a three year period are reflected in
the ……..
A -Provincial budget
B- Main budget
C-Medium term expenditure framework (MTEF)
1.1.2 When the state use tariffs to discourage imports it is called…………………
A-Protectionism
B- Export promotion
C-Monetary policy
1.1.3 The flow of money from the financial sector into the economy is called a/an
A-Leakage
B-Expense
C- Injection
1.1.4 Tertiary economic activities are also known as ……………………….industries
A-Extractive
B-Service
C-Processing
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1.1.5 Research can be classified as ………………………….economic activity
A-Primary
B- Tertiary
C- Quaternary 2 X 5 (10)
Expected responses
1.1.1-C
1.1.2-A
1.1.3-C
1.1.4-B
1.1.5- C
(i) Methods of marking multiple choice questions
There are two popular methods of marking the multiple choice questions. Some of the
examiners provide an insert answer sheet for candidates to use when responding to multiple
choice questions. Some of the examiners instruct that candidates use the answer book to write
their responses to multiple choice questions.
The stencil method
This method works in cases where the examiner has given an instruction that candidates must
answer the question in a provided answer sheet. In such cases multiple choice questions must
be marked by using a structured scheme. The question paper comes with an insert already
prepared for learners to complete. The following is an example of an answer sheet.
EXAMPLE OF A MULTIPLE CHOICE ANSWER SHEET
Centre number
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Exanimation number
1.1.1 A B C
1.1.2 A B C
1.1.3 A B
1.1.4 A B C
1.1.5 A B C
After the discussion of the memorandum by all Markers, they must punch holes on each option
of a blank answer sheet. This must be placed on the learners answer sheet and correct answers
will fall under the holes. All answers which don’t appear under the holes are incorrect.
EXAMPLE OF A MARKING STENCIL
Centre number
Exanimation number
1.1.1 A B
1.1.2 B C
1.1.3 A B
1.1.4 A C
1.1.5 A B
It is important that Markers and moderators use the blank mark sheet of the same size as the
one used by learners. It is also important that Markers and Moderators place the mark-sheet
accurately on the candidates answer sheet. This helps to avoid marking wrong answers as
correct and vice versa. The Chief Markers must guide the marking panel on whether they must
use ticks or marks as they identify correct answers.
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Marking multiple choice questions in the answer book
This method is used in papers where the examiner gives an instruction that the multiple choice
questions must be answered in the answer book. The examiner expects that multiple choice
questions are answered on the answer book like all other questions. The following is an
example a candidate’s response.
1.1.1-C
1.1.2-A
1.1.3-C
1.1.4-B
1.1.5-C
(iii) Common mistakes committed by candidates when they answer multiple choice questions
Reference to the memo is always essential to mark candidates work because there are those
who do not follow the instructions but still write correct responses. This requires reading from
the question paper and the memorandum from time to time. Candidates also make a mistake
of mixing of items or numbers. When the examiners give instructions to candidate, they don’t
expect that candidates will not follow the sequence as it appears in the questions. Some of the
candidates do not follow this sequence. The candidates’ responses can appear as follows in a
multiple choice question.
SCHOOL A : REGULAR PRACTICE
CANDIDATE A CANDIDATE B CANDIDATE C
Correct responses in correct sequence
Correct Mixed responses Correct responses with no corresponding numbers
1.1.1-C
1.1.2-A
1.1.3-C
1.1.4-B
1.1.5-C
1.1.3-C
1.1.1-C
1.1.2-A
C
A
C
B
Chief Marker
must take a
decision.
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1.1.5-C (10) 1.1.4-B 10) C
CANDIDATE D The candidate left some gaps
CANDIDATE E The candidate mixed the responses and left gaps
CANDIDATE F The candidate wrote in full
1.1-C
1.1.2 X
1.1.3-C
1.1.4 X
1.1.5-C (6)
1.1.5- X
1.1.3-C
1.1.1 X
1.1.2-A
1.1.4-B (6)
1-MTEF
1.1.2-Protectionism
1.1.3-Injection
1.1.4-Service
1.1.5-Processiong( 10)
All the candidates shown the example above tried to answer the same question but some did
not follow the instruction. Some have mixed the answers but there was no instruction on
mixing of responses. Candidate A has all the correct answers in a correct sequence as per
instruction; Candidate B has all the correct answers but in a mixed sequence, Candidate C has
all the correct answers but did not match them to numbers. Candidate D left some gaps,
Candidate E mixed numbers and left gaps and Candidate F gave correct answers but wrote in
full.
Caution-Although the Markers are expected to know the memorandum, they must expect that
some of the candidates can give correct responses in a different way. This needs more and
more reference to the question paper and the memorandum.
SCHOOL B : IRREGULAR PRACTICE
CANDIDATE A CANDIDATE B CANDIDATE C
Correct responses in correct sequence
Correct Mixed responses Correct responses with no corresponding numbers
1.1.1-B X
1.1.2-A
1.1.3-A X
1.1.4-B
1.1.5-A X (4)
1.1.1-C B X
1.1.2-A
1.1.3-A X
1.1.4-B
1.1.5-A X (4)
1.1.1-B X
1.1.2-A
1.1.3- B A X
1.1.4-B
1.1.5-A X (4)
CANDIDATE D CANDIDATE E CANDIDATE F
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The candidate left some gaps The candidate mixed the responses and left gaps
The candidate wrote in full
1.1.1-C B X
1.1.2-A
1.1.3-A X
1.1.4-B
1.1.5-A X (4)
1.1.1-B X
1.1.2-A
1.1.3- B A X
1.1.4-B
1.1.5-A X (4)
1.1.1-B X
1.1.2-A
1.1.3-A X
1.1.4-B
1.1.5-A X (4)
Something irregular has happened at this centre. The Marker must refer this case to the Senior
Marker. It appears as if someone dictated answers to candidates or candidates have colluded in
the examination room. Candidates B, C, D, and E even went to an extent of cancelling some of
their correct answers and replaced them with the common answers that others have written.
2.1.1.2 Matching questions
In the National Senior Certificate examinations, the matching-items usually have two columns
(Column A & B or 1 & 2). In such questions one of the columns has statements and the other
column has concepts or vice versa. Examiners usually use such questions to test knowledge and
understanding of the subject content. Candidates are expected to demonstrate their
knowledge and understanding by matching the correct statement to the correct concepts. The
following is an example of a matching question.
Choose the item in column B that matches the description in column A. Write only the letter
(A-F) depending on your selected response next to the question number (1.2.1 – 1.25).
COLUMN A COLUMN B
1.2.1 A person who prepares and guide players in a soccer team
A. Referee
1.2.2 A room in which players dress and wait before they play
B. Technical Adviser
1.2.3 A person who adjudicates in a soccer game
C. Spectators
1.2.4 People who watch a soccer game D. Change room
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1.2.5 People outside the field who assist the person who adjudicates on a soccer game
E. Linesman
F. Coach
2 x 5 (10)
Expected responses
1.2.1-F
1.2.2-D
1.2.3-B
1.2.4-C
1.2.5-A
(i) Marking the matching questions
In most cases the examiner gives an instruction that candidates must write the number of the
item in column A and the letter of the description/term/concept in column B e.g. 1.1.2. G. In
other words Markers must first read the response and then refer to the memorandum to make
decision. Markers must not take advantage of their memory and mark this question without
referring to the memorandum. Generally the speed at which the Markers eyes move from the
answer book to the memorandum and back to the answer book will improve naturally with
time. Markers should not disadvantage candidates by applying memorized answers incorrectly.
(ii) Common mistakes made by candidates when answering matching questions
In matching questions, the examiner usually instructs the candidates to write only the number
of the statement in column A and the letter of the corresponding answer from column B (e.g.
1.2.1. E. The majority of the candidates follow the instructions but there are those who ignore
the instruction but still provide correct responses and shown below.
SCHOOL A : REGULAR PRACTICE
CANDIDATE A CANDIDATE B
Candidate followed the instruction Candidate followed the instruction but
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mixed correct responses
1.2.1 F
1.2.2 D
1.2.3 B
1.2.4 C
1.2.5 A (10)
1.2.4 C
1.2.1 F
1.2.5 A
1.2.2 D
1.2.3 F (10)
CANDIDATE C
Candidate C wrote correct answers but did not follow the instructions
COLUNM A COLUNM B
1.2.1 A person who prepares and guide players in a soccer team.
F. A coach
1.2.2 A room in which players dress and wait before they play
D. Change room
1.2.3 A person who adjudicates in a soccer game
B. Referee
1.2.4 People who watch a soccer game. C. Spectators
1.2.5 People outside the field who assist the person who adjudicates on a soccer game
A. Linesmen (10)
The difference here is that candidate A has followed the instructions correctly and can be
marked easily and quickly but candidates B and C did not follow the instructions but have
written correct responses. All deserve full marks.
SCHOOL B : IRREGULAR PRACTICE
CANDIDATE A CANDIDATE B
Candidate followed the instruction Candidate followed the instruction but mixed correct responses
2.1 .1 F
1.2.2 D
1.2.3 A X
1.2.4 B X
1.2.5 C X (4)
2.1 .1 F
1.2.2 D
1.2.3 A X
1.2.4 B X
1.2.5 C X (4)
CANDIDATE C CANDIDATE D
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Candidate followed the instruction Candidate followed the instruction
2.1 .1 F
1.2.2 D
1.2.3 A X
1.2.4 B X
1.2.5 C X (4)
2.1 .1 F
1.2.2 D
1.2.3 A X
1.2.4 C B X
1.2.5 C X (4)
CANDIDATE E CANDIDATE F
Candidate followed the instruction Candidate followed the instruction
2.1 .1 F
1.2.2 D
1.2.3 A X
1.2.4 B X
1.2.5 C X (4)
2.1 .1 F
1.2.2 D
1.2.3 A X
1.2.4 B X
1.2.5 C X (4)
The responses of candidates in this question show that there was something irregular at this
centre. The Marker must refer this case to the Senior Marker. It appears as if someone dictated
answers to candidates or candidates have colluded in the examination room. Candidates D
cancelled one of the answers and replaced it with the common answers that others have
written.
Caution: Markers should not expect the same pattern of answering. The fact that some of the
candidates will provide correct answers without following the instruction means that Markers
should always refer to the question paper and the memorandum. They must always expect
such challenges and manage them in such a way that candidates are not unfairly
disadvantaged.
3.1.1.3 One word response items
One word questions are items in the examination paper which requires the candidate to give a
word in the place of a statement. They are objective in the same way as the multiple choice and
26 | P a g e
the matching questions. The only difference is that one word answer items do not provide a
choice of answers. The following are examples:
Give one word in the place of statements below:
1.1 A place where people visit to read and borrow books.
1.2 A person who makes dresses.
1.3 A person who mends shoes.
1.4 A member of the legal profession qualified to deal with conveyance, draw up wills etc.
1.5 A person who manages a bank or a group of banks.
Expected responses:
1.1 Library
1.2 Dressmaker
1.3 Cobbler
1.4 Solicitor
1.5 Banker
The example given above shows that one word questions have no given responses to choose
from. The candidates must give one word from his/her knowledge of the subject content. The
main challenge is such questions is that candidates can write wrong spelling because there are
no given choices and they are not expected to write letters instead of words.
(i) How to mark one word response items
The method of marking one word items is very simple. The Marker should first scan through the
expected answers and understand the whole question. This requires knowledge of subject
content and ability to apply it. The Marker must check the memorandum at all times. The
marking guidelines provide the answers and the Marker must apply those guidelines accurately.
One of the main tricks in the marking of one word responses is that the marking guideline can
give more than one answers for the same statement or definition or question. In such cases
the Marker must remember all the “possible one word answers”. After reading each answer the
27 | P a g e
Marker must check the memorandum at all times. This will eventually improve the accuracy of
marking.
(iii) Common mistakes made by candidates in answering “on word” questions
In one word answer questions the examiner usually instructs candidates to write only the
number (e.g. 1.3.1 – 1.3.5) in the answer book and the required word next to it (e.g. 1.3.1 an
actor). Well trained candidates follow the instructions carefully but those who were not trained
do not follow the instructions or read the instructions with understanding.
Question: Give one word for in the place of the statements below. Write the number of the
question and next to it correct word (e. g 1.3.6. Magistrate).
Responses:
EXAMINATION ROOM ONE
CANDIDATE A CANDIDATE B
Candidate followed the instruction Candidate did mixed numbers but followed the instruction
1.1 Library
1.2 Dressmaker
1.3 Cobbler
1.4 Solicitor
1.5 Banker (10)
1.4 Lawyer
1.2 Dressmaker
1.5 Banker
1.1 Library
1.3 Cobbler (10)
CANDIDATE C
Candidate did not follow the instructions
1.6 A place where people visit to read and borrow books is a library.
1.7 A person who makes dresses is a Dressmaker.
1.8 A person who mends shoes is a Cobbler.
1.9 A member of the legal profession qualified to deal with conveyance, draw up wills etc. is a
Solicitor.
1.10 A person who manages a bank or a group of banks is a Banker. (10)
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EXAMINATION ROOM TWO
CANDIDATE D CANDIDATE E
Candidate followed the instruction but presents the same correct and incorrect as others in the room.
Candidate followed the instruction but presents the same correct and incorrect response as others in the room.
1.1Library
1.2Taylor X
1.3Repairs X
1.4Conveyancer
1.5Teller X (4)
1.1Library
1.2Dressmaker Taylor X
1.3 Shoemaker Repairs X
1.4 Conveyancer
1.5Teller X (4)
CANDIDATE F CANDIDATE G
Candidate followed the instruction but presents the same correct and incorrect response as others in the room.
Candidate followed the instruction but presents the same correct and incorrect response as others in the room.
1.1 Library
1.2 Taylor X
1.3 Repairs X
1.4 Conveyancer
1.5 Teller X (4)
1.1 Library
1.2 Dressmaker Taylor X
1.3 Shoe-designer Repairs X
1.4 Conveyancer
1.5 Teller X (4)
CANDIDATE H CANDIDATE I
Candidate followed the instruction but presents the same correct and incorrect response as others in the room.
Candidate followed the instruction but presents the same correct and incorrect response as others in the room.
1.1Library
1.2Taylor X
1.3Repairs X
1.4 Conveyancer
1.5Teller X (4)
1.1 Library
1.2 Taylor X
1.3 Repairs X
1.4 Conveyancer
1.5 Teller X (4)
From the example given above it is clear that all candidate in room one responded differently
but correctly. Candidate A and B followed the instructions but candidate B mixed the answers.
29 | P a g e
Candidate C wasted time by re-writing the statements first and then providing the responses.
Candidates C’s responses are correct. Room two presents a different scenario. All the
candidates in the room wrote similar answers. Some even cancelled their correct answers and
replaced them with wrong answers which are similar to others. In such a situation the marker
must report a possible examination malpractice to the Senior Marker
2.1.1.4 One word labeling questions/One word source based responses
In the short answer labeling questions candidates are expected to demonstrate their
knowledge by naming the parts of a given source (e.g. a map, a diagram etc.). The examiners
can use numbers or letters of the alphabet in the place of the real names of the parts of the
given source. Sometimes one word questions are used as introductory items which are
followed by longer questions based on the same source. The following is an example:
Example: The diagram below represents a portion of the central nervous system of humans.
1.1 Write down the LETTER ONLY of the part which:
1.1.1 Regulates heartbeat and breathing rate (1)
1,1.2 Cordinate movement while walking (1)
1.1.3 Interprets what you see (1)
1.1.4 Has its hemisphere connected by the corpus callosum (1)
1.1.5 Controls balance equilibrium (1)
Expected responses:
B
A
C
30 | P a g e
1.1.1 C
1.1.2 B
1.1.3 A
1.1.4 A
1.1.5 B
(ii) Marking short labeling questions
The Marking of this question is fully guided by the memorandum. It is rare to find multiple
answers in these questions. The eyes of the Marker must always move from the question
paper, the candidate’s response and the memorandum to avoid mistakes. When marking such
a question the Marker should familiarise him/herself with the responses and move faster with
time without compromising the accuracy of marking. However, the Marker must try by all
means to accommodate errors of candidates who failed to follow the instructions.
(iii) Common mistakes made by candidates in labeling questions
Let us take the question given in the example above. The examiner says: “Write down the
LETTER ONLY”. This means that the examiner expects candidates to write numbers 1.1.1 -1.1.5
and then the correct letters. The main challenge which can compromise accuracy in this
question can be mixing of answers as a result of failure to follow instructions. Candidates can
give correct answers in different ways as follows.
CANDIDATE A The candidate followed the instruction correctly and provided all correct answers
CANDIDATE B The candidate followed the instruction, mixed numbers and provided all correct answers
1.1.1 C
1.1.2 B
1.1.3 A
1.1.4 A
1.1.5 B (5)
1.1.3 A
1.1.4 A
1.1.1 C
1.1.2 B
1.1.5 B (5)
CANDIDATE C The candidate followed the instruction correctly and provided three correct answers
CANDIDATE D The candidate did not follow the instruction correctly and provided all correct answers
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1.1.1 C
1.1.2 X
1.1.3 A
1.1.4 X
1.1.5 B (3)
C
B
A
A
B
Candidate A gave correct responses and followed instructions correctly. Candidate D followed
the sequence without writing numbers of the answers. Candidate B decided to mix the
responses but they are correct. Candidate C gave only three correct answers. This means that
the Marker must try by all means to accommodate the all the forms of responses so that
candidates are not disadvantaged. A memorised answer should be applied carefully in such
cases.
2.1.1.5 Correction of statements – one word answers
This is another type of knowledge questions. The examiner gives a definition or a sentence with
one wrong concept. The wrong concept is usually underlined. In such questions the examiner
usually instructs the candidates to correct the sentence by replacing the underlined words or
the word in brackets. Usually candidates are not expected to re-write the whole sentence but
they are instructed to give the correct word instead of the underlined one. The following is an
example of such short questions.
Question: Change the underlined word to make the following statements correct. Write only
the number of the statement (1.4.1-1.4.5) and next to it the correct word.
1.4.1 A wish is a document which explains what the deceased wants to happen when he/she
dies. (1)
1.4.2 The annual event in which the president of the country addresses the nation on matters
of the country is called the state of the president. (1)
Chief Marker must take a
decision.
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1.4.3 The sinner is a person who appears before the magistrate for a criminal offence allegation
1.4.4 A woodworker makes all types of household and office furniture. (1)
1.4.5 The captain city of Zimbabwe is Harare. (1)
Expected responses:
1.4.1 Will
1.4.2 State of the nation address
1.4.3 Accused
1.4.4 Carpenter
1.4.5 Capital city
Candidates can interpret the question differently and may end up not following the
instructions.
CANDIDATE A CANDIDATE B
Candidate followed the instruction Candidate did follow the instruction and mixed numbers
1.4.1 will
1.4.2 state of the nation address
1.4.3 accused
1.4.4 carpenter
1.4.5 capital city (5)
1.4.3. accused
1.4.2. state of the nation address
1.4.5 capital city
1.4.4 carpenter
1.4.1 will (5)
CANDIDATE C CANDIDATE D
1.4.1 will
1.4.2 X
1.4.3 accused
1.4.4 X
1.4.5 capital city (3)
1.4.4 capent
1.4.1 X
1.4.3 accuse
1.4.5 main city X
1.4.2 state of the nation address (1)
Chief Marker
must take a
decision.
33 | P a g e
CANDIDATE E Candidate did not follow the instructions, wrote in full and replaced the incorrect words in the statements.
1.4.1 A will is a document which explains what the deceased wants to happen when he/she
dies.
1.4.2 The annual function in which the president of the country addresses the nation on
matters of the country is called the state of the nation address.
1.4.3 The accused is a person who appears before the magistrate after being arrested for an
offence. (accused)
1.4.4 A carpenter makes all types of household and office furniture.
1.4.5 The capital city of Zimbabwe is Harare. (5)
Candidate A has given correct answers and has followed the instructions correctly. Candidate B has
followed the instructions but decided to mix responses. The Marker must use part of the memorised
answers carefully because the sequence has been changed. Candidate D left open spaces which makes
the memorised part of the memorandum difficult to apply. Candidate E re-wrote full sentences and
provided correct answers.
2.1.2 POINT BASED ITEMS/QUESTIONS
Point based items fall within level two and three in the Blooms taxonomy. Examiners usually
use action verbs such as explain, discuss, describe, use, calculate, and summarise. This type of
questions generally requires brief responses ranging in length from one sentence to two
paragraphs or a diagram or a graph. The key feature of point based questions is that the salient
points of all or most creditworthy responses may be predetermined from a largely prescriptive
mark scheme. These responses, however, leave the Markers with room to accommodate all
variations that deserve a mark. In points based responses there is a one-to-one correspondence
between the correct points and given marks (Dhawan & Bramley 2013). Each point is usually
one or two marks.
Point based questions include:
One sentence (point) response question
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Points in short paragraph questions
Opinion points questions
Source based points questions
Computational/mathematical questions
THE GOLDEN RULE
Mark each response in such a way that the mark will remain the same even if the candidate
applies for remarking.
2.1.2.1 Short sentence response questions
Short answer questions are questions which require that the candidate respond in one or two sentences
or a short paragraph. These questions are used by the examiners to test knowledge and understanding
of key facts or concepts. Examiners can also use such questions to test the understanding of content in
just a short paragraph. The amount of writing in these questions is determined by the marks allocated.
In most cases 2 marks will be given for one sentence and 4 marks can be given for two sentences etc.
Usually 5 or 6 marks are given for short paragraphs.
(i) Marking short sentence knowledge questions
When marking short answer questions, the Marker must first understand the responses suggested in the
memorandum. Unlike one word answers, short sentence questions have meaning. The Marker must
understand the meaning of candidate’s responses and be able to interpret them. The Marker must
always expect that candidates may write the same answer in different words. This means that Markers
must apply their subject knowledge and marking skills in a balanced manner.
The marking of short sentence questions require that the Marker reads all the responses. It is therefore
difficult to know the memorandum and apply it in the same way in all the scripts. In short sentence
questions, the memorandum usually provides key words as a guide to the Marker. As the Marker reads
this question he/she must look for the key words. Marking consistency is difficult to achieve in short
answer questions because candidates write in different ways but meaning the same thing. Therefore the
Marker must read the whole sentence or paragraph in order to decide on the marks obtained by the
candidate. Where there are key words, the Marker must look for them as he/she reads the sentence or
a short paragraph.
35 | P a g e
Example of a short answer question
Question: Define the term “balanced of trade” (2)
Expected response: Balance of trade refers to a systematic record of all transactions between one
country and other countries (Any other definition).
The words “Any other definition” mean that candidates are allowed to define “balance of trade” in
different but correct ways. The memorandum suggests that there must be something like records of
transactions and between countries.
(iii) Possible interpretations of candidates in such questions
Candidates may follow or not follow the instructions and they can write a totally different definition
without the key words. This is where the knowledge of subject content comes into play.
POSSIBLE RESPONSES
Candidate B Difference between the value of imports and export of the country (2)
Candidate C Balance of trade means the records of all the transactions of trade between one
country and others. (2)
Candidate D Balance of trade is a phrase which means records of all transactions between one
country and other countries. (2)
Candidate E Transactions between countries (Chief Marker’s advice)
Candidate F Balance of trade is the manner in which the country manage its imports and exprotings
(Chief Marker’s advice)
Candidate G Balance of trade is the manner in which the country manages its imports and
exprotings (Chief Marker’s advice)
Candidate H Balance of trade is the manner in which the country manage its imports and ex…….
(Chief Marker’s advice)
All the first four candidates attempted the question fairly. Candidates A-C gave correct definitions which
are not the same as those given in the guidelines. These deserve full marks because they are correct.
Candidate D wrote the correct answer and cancelled it. The Marker must read the cancelled answer and
give a mark if it is correct. Candidate E just gave one key phrase but these key words are in the memo
36 | P a g e
answer and full marks can be given. Candidate F wrote a definition which is not in line with the expected
answer. Candidate G wrote a definition which is not in line with the expected answer. The Marker must
be advised on both cases. In the same question Candidates F, G & H have given exactly the same
response word for word and the only difference is that Candidate H did not complete the sentence but
it is the same as that of other candidates. I such cases the Marker must draw the attention of the Chief
Marker because there is a possibility of collusion among the three candidates. It is possible that
Candidates G ran out of time and could not complete the copying OR THE Invigilator came around and
was forced to hide the crib note.
Caution: In this type of questions, reading is of critical importance so that no candidates are
disadvantaged or deprived of the marks that they deserve. Markers must be able to interpret the
responses of candidates using their knowledge of the subject.
2.1.2.2 Opinion questions
Opinion questions are questions which require that the candidate gives his/her opinion about an
occurrence, a new idea, a cultural belief, an economic or social or political or legal or cultural issue etc.
Opinion questions require the application of subject knowledge in formulating an opinion about the
issue/s mentioned in the question. These questions have a higher cognitive demand because they
require the candidate to remember the facts from content and then formulate an original opinion as per
requirement of the question.
(i) Marking opinion questions
The wording of opinion questions is roughly equal to the total number of candidates who responded. No
two answers are similar. If the Marker is assessing opinions of 150 candidates, chances are that there
will be 150 versions of opinions. Some opinions can mean the same but the wording can differ. The
memorandum can only give guidance to the Marker. Although this question requires an opinion, the
memorandum will give guidelines within which the candidates are expected to give their opinions. As
the Marker reads the responses of candidates, reference must always be made to the guidelines.
Markers must know that some of the candidates can give good responses which are not covered in the
memorandum. If that is the case, the Marker should give full marks and advise the Senior
Marker/Deputy Chief Marker/Chief Marker because it is a new but correct answer.
Example
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In your opinion why do we still have a serious shortage on Black industrialists in South Africa? (1X4) (4)
Memorandum answer:
Lack of capital
Lack of training or any relevant answer
Lack of access to capital
Lack of exposure and awareness to opportunities
(iii) Different interpretations by candidates
SCHOOL ONE
CANDIDATE A
Shortage of business skills
Lack of business mentorship
Shortage of money to start business
Incorrect thinking about talent
(4)
CANDIDATE B
Irrelevant training
Lack of human resource knowledge
Historical discrimination against
economic participation
Blacks believe in working for other
people (4)
CANDIDATE C
Shortage of money
Lack of training opportunities
Lack of knowledge of how to start a
business
Inability to identify good markets (Chief
Marker’s opinion)
(3)
CANDIDATE D
Blacks are no aware of available business
opportunities
Blacks are not hard workers (Chief
Marker’s opinion)
Blacks are too dependent (Chief Marker’s
opinion)
Blacks have no money (2)
Candidates A, B, C, and D have given answers which are not in the guideline. This means that a Marker
must read each response carefully and interpret it in terms of the memorandum. Where the Marker is
38 | P a g e
not sure about any of these answers, he/she must consult the Senior Marker. For Candidate C the last
response needs the Chief Markers decision. Candidate D gave answers which are general, unfounded,
wrong, racist and derogatory. The Chief Marker must deal with this kind of response.
Caution: Markers must know that such questions need to be marked carefully because candidates are
most likely to give different opinions. The content knowledge of the Marker is very important for making
opinion question. The content knowledge of the Marker is more useful than the guideline in the
memorandum because the opinions of candidates must be in line with the subject content.
In school one above the candidates gave various kinds of answers which are linked to the suggested
answers. This needs application of subject content knowledge and the general knowledge. Some of the
responses show that there are candidates who are not only using the textbook but who are using other
sources of information. The marking of candidates’ responses in this question must therefore not be too
fast like multiple choice responses.
SCHOOL TWO
CANDIDATE A
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
Fronting by big businesses (4)
CANDIDATE B
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
Fronting by big businesses (4)
CANDIDATE C
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
Fronting by big businesses (4)
CANDIDATE D
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
Fronting by big businesses (4)
CANDIDATE E
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
CANDIDATE F
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
39 | P a g e
Fronting by big businesses (4)
Fronting by big businesses (4)
CANDIDATE G
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
Fronting by big businesses (4)
CANDIDATE H
Poor education background
Competition exclusion by existing
businesses
Impact of apartheid economic policies
Fronting by big businesses (4)
In school two above all the 8 candidates wrote the same answers. Since this is an opinion question. It is
not possible that so many candidates can be of exactly the same opinion. As soon as the Marker finds
responses like these in an opinion question, he/she must draw the attention of the Senior Marker and
make an allegation of a malpractice. The reason why a suspicion of a malpractice becomes valid is that
the nature of the question does not allow for exactly the same answers. The Chief Marker may even the
quality of invigilation at the center.
2.1.2.3 Marking mathematical/computational questions
These are questions which are used in the examination of subjects with calculations. The examiner
expects candidates to perform some calculations and work towards the expected answers. These
questions are usually found in Accounting, Economics, Geography, Physical Sciences, Mathematics and
Mathematical Literacy etc. In mathematical/computational questions marks are awarded for each step
rather than the answer only but the expected style of answering depends on the instructions given by
the examiner.
(ii) Marking mathematical/computational questions
When marking such questions, Markers must be guided by the memorandum as well as their knowledge
and skills in the subject. The calculations are usually a step by step attempt aiming at arriving at the
correct answer. In mathematical/computational questions the memorandum guides the Marker. It
shows parts of the calculations where marks must be awarded. If the examiner gave an instruction that
candidates MUST SHOW ALL CALCULATIONS, candidates are expected to show how they arrived at the
correct answer. The answer becomes just one part of the calculation steps. If there is no instruction
40 | P a g e
which says SHOW ALL CALCULATIONS then a candidate who only writes the correct answer will get full
marks.
Example 1
Question: Study the map below and calculate the distance between LARINKA and MAINSTREAM in
kilometers. Show all your calculations. (5)
Scale: I: 50 000
Memorandum answer – Map distance = Map distance X Map scale
100 000
= 3 X 50 000
100 000
= 150
10
= 1. 5 km
(iii) Different interpretation by candidates
CANDIDATE A
Formula: Map distance X Map scale (1) 100 000
CANDIDATE B
I.5 km (2)
CANDIDATE C
Formula: Map distance X Map scale 100 000 = 3 X 50 000 100 000 = 150 000 (5)
CANDIDATE D
Map distance X Map scale 100 000 = 3 X 50 000 100 000 (2)
MAINSTREAM LARINKA
41 | P a g e
100 000
= 1. 5 km
(Can give marks for the two steps but consult
the Chief Marker)
The four candidates have answered the question in different ways. Candidate A wrote only the formula
and gets 1 out of 5 marks. Candidate B wrote only the answer which is 2 marks. Candidate C wrote
three steps and the correct answer. Therefore Candidate C gets full marks. Candidate D wrote and
cancelled two steps and gets two marks (If the Marker doubts this, the Chief Marker must be consulted).
Caution: The Marker must award marks to the candidates in line with the instructions of the examiner.
In this case the examiner gave 1 mark per step and 2 marks for the correct answer. The candidate who
cancelled the correct answer without writing any other answer may be rewarded for the part of the
question written unless a different view is agreed upon during the discussion of the memorandum.
Markers must know different formulae for calculating distance because other candidates may have used
a different formula.
Example 2
Question:
Find :ifdx
dy 3 24
3x
xy (3)
Memorandum answer:
3
1
3
3
2
4
3
2
3
4
3
1
x
xdx
dy
xxy
Different workings by candidates
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CANDIDATE A
3
2
4
3
1xxy (1)
CANDIDATE B
dx
dy= 3
3
4x +
3
1
3
2
x
(3)
CANDIDATE C
3
2
4
3
1xx
dx
dy (0)
CANDIDATE D
3
2
4
3
1xxy
dx
dy= 3
3
4x +
3
1
2
3
x
(2)
The four candidates have answered the question in different ways. Candidate A only changed
surd form to correct exponential form and gets 1 out of 3 marks. Candidate B differentiated the
two terms correctly and gets 3 out of 3 marks. Candidate C does not understand the concept of
differentiation. Therefore, no marks are credited. Candidate D wrote and cancelled two steps
and gets two marks for changing surd form to exponential form and differentiating the first
term correctly.
2.1.2.4 Short paragraph questions
Short paragraph questions can be used to test different kinds of knowledge and skills. They can test
understanding wherein the examiner can explain, interpret, discuss, summarise, paraphrase, infer,
describe. Short paragraph questions can test the remembering of knowledge, the application of
knowledge, the understanding of content, creativity, evaluation of facts and the analysis of given
information. In the National Senior Certificate examination short paragraph question are mixed with
other types of questions and are usually derived from a source (diagram, chart, map, a passage etc.).
The ways in which short paragraph questions are used depend on the nature of the content information
of the subject.
(i) Methods of marking mixed questions
A short paragraph question cannot be marked in the same as short answer questions. When we mark
short paragraph questions we expect the same response presented in a different way. The marking
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scheme does not provide a response but it provides key words which Markers must use as a guide. The
marking of these questions demand that the Markers read with understanding so that candidates are
not deprived on the marks that they deserve. In short paragraph questions the Markers must be very
accurate because the key words of the memorandum can be presented in a variety of ways.
Example of a short paragraph question
Read the extract in a paragraph below DISCUSS the importance of the Spatial Development Initiative
(SDI) for economic development in South Africa. 2 x 5
(10)
The Spatial Development Initiative (SDI) programme has been in existence since 1995, with the primary
aims of generating investment projects in key economic sectors in specific areas of the country thereby
increasing employment in the sectors and areas. There are currently 1 SDI‘s in South Africa. The most
known ones are the West Coast SDI, Maputo Corridor, Wild Coast SDI, Fish River SDI, Platinum SDI,
Phalaborwa SDI, Lubombo SDI and the Richards Bay SDI (Naude and Mc Coskey (2000).
Expected response
The SDI’s are important because they:
Increase the productivity and wealth of marginal areas in South Africa
Raise the standard of living in local areas
Help to upgrade the local infrastructure
Increase public and private sector investment
Increase employment
Different responses from candidates
CANDIDATE A CANDIDATE B
The SDI’s create employment through
manufacturing and transportation. It also makes
transportation a necessity thus creating more
employment. SDI’s change the periphery as people
move to areas where new development takes
place thus improving the standard of living in
The SDI’s can change the poor places into better
places. They have a potential of attracting
industries in new areas. They can make people get
work. They can help us to get roads.
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those areas. The SDI’s create new transport
networks thus making the movement of goods
from the manufacturing areas to markers easier.
The SDI’s have a potential of increasing the Gross
Domestic Product. (6)
(6)
CANDIDATE C CANDIDATE D
The SDI’s can create employment changes and
stop people from leaving rural areas. The SDI’s
com with the upgrading of sustainable
development. They can create roads, bridges,
houses and other needs of the societies. They
can facilitate improvement of family life. (8)
The SDI’s can help to push back the frontiers of
poverty, reduce the rate of
unemployment, facilitate economic recovery
of the country, create space for the development
of transport networks, facilitate “sustainomics
“ leading to a balanced view of development and
environment stewardship. (8)
CANDIDATE E CANDIDATE F
Creation of wealth
Building of towns
Building of schools
Building of roads
More jobs (4)
The SDI’s will help because: It will reduce crime?
It will bring more money?
It will build schools
It will improve life
It will reduce service delivery protests (4)
From the responses of candidates in this paragraph question, it is clear that the subject knowledge of
the Marker is of critical importance. A marker who is not well developed in the subject can end up
marking candidates correct when they are wrong or vice versa. In this type of questions some of the
candidates demonstrate extra knowledge borrowed from the other subjects which they offer. This
needs a Marker who understands the subjects well and ho is well read in the field. Candidate E gets 4
marks because his second, third and fourth points mean the same (infrastructure).
2.1.2.5 Mixed questions
This is common type of question in most of the National Senior Certificate examinations. The cognitive
demand in mixed questions includes remembering, creating, evaluation, analysing, application and
evaluation in the Blooms Taxonomy. Mixed questions allow the candidate to demonstrate a variety of
knowledge and skills in one question. The following is an example of a mixed question.
For other answers
the Marker must
get the advice of
Chief Invigilator.
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Study the following figure which shows one of the settlements types and answer the questions that
follow:
1.1.1 Answer this question by choosing the correct answer from the given choices. Write only the
number of the question and the letter of the correct answer. This type of settlement is called
an/a…………………………… settlement. (2)
(a) Rural settlement
(b) Urban settlement
(c) Conglomeration
(d) Suburban
1.1.2 Name three important land use zones in this kind of a settlement. (3)
1.1.3 Discuss five factors that pull people into settlement areas like this. (10)
1.1.4 Suggest two ways in which the government of South Africa can stop the movement of people to
settlements like this. (4)
(19)
Expected responses
1.1.1 (b)
1.1.2 Retailing, accommodation, manufacturing, transportation, health, sports and recreation,
educational (any three urban land use zones)
1.1.3 Better job opportunities
Better standards of living
Better health facilities any other correct pull factor
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More education opportunities
Convenience
1.1.4 Decentralisation of industries, improvement of sanitation in rural areas, rural development,
provision of quality services in rural areas, development of sustainable rural economic activities,
government tax incentives to rural investments (Any other measure that can curb rural-urban migration)
(i) Marking mixed questions
The marking of mixed questions require the Marker’s ability to use his/her skills of marking objective
questions, points based questions and a times level based type of questions (essay questions). The most
important skill required is that of moving from one kind of marking to another kind of marking. Chief
Markers are always encouraged to give such questions to well experienced Markers. Markers must be
able to mark knowledge, comprehension, application, analysis, synthesis and evaluation questions at the
same time. Before the Marker starts marking this question, he/she must first check the sequence. In
mixed questions most of the candidates start with the questions they understand the best thus mixing
their responses.
(ii) Possible interpretations by candidates
CANDIDATE A
1.1.4 The government must take manufacturing industries from the big cities like Durban and relocate
them in the rural areas like Ulundi, Nongoma and Melmoth . The government must build more
hospitals, schools and sports grounds and Moses Mabhida in the rural areas like Zululand.
1.1.1 (a)
1.1.2 Industries, services and transportation
1.1.3 There are many jobs in the cities and people go there to get work. The cities have a lot of
entertainment and people want to watch soccer. The cities have good hospitals and
people with HIV/AIDS want to go to cities. In the city you don’t wait for a bust for hours and
there are many taxis, trains and buses. In the cities there are people who want to choose
from many universities. (19)
CANDIDATE B
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1.1.1 (d) X
1.1.2 Tourism and recreation, housing, airports and roads
1.1.3 Jobs are plenty, transport is many, houses are good
1.1.4 Rural development, tourism X (8)
Both Candidate A and B have followed the instructions. However, Candidate A mixed numbers.
Candidate B did not respond correctly to 1.1.1 but responded correctly in questions that followed. The
Marker must be careful in such cases. The guiding question is the first one but if the candidates still five
the correct answers in the following question, marks must be given.
2.1.2 LEVEL BASED ITEMS/QUESTIONS
These are questions which require longer answers. Answers usually range from one or two
paragraphs to multi-page essays or other extended responses (Dhawan & Bramley 2013).
Because the memorandum cannot have full essays, it provides key points to be covered by the
candidates. When deciding on marks for level-based questions, Markers apply the ‘principle of
best fit’.
(I) Methods of marking essay type questions
There is a difference between a good, excellent, average, poor and dismally poor essay.
Although the marking of essays is supposed to be more on the subjective side, excellent and
good essays must be awarded marks they deserve. The average essay must be awarded an
average mark and the poor essays must not be awarded good marks. A dismal essay may not be
awarded marks at all. The following table shows the difference between good, excellent,
average, poor and dismally poor essays. It is important for a Marker to understand these
differences so that the marking judgment is guided by clear facts.
In an excellent essay………….. In a good essay …………….
The candidate provides a comprehensive and accurate response to the question demonstrating a breadth and depth of reading and understanding of relevant information
The candidate generally produces an accurate and well informed answer to the question.
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about the topic.
The candidate shows a sophisticated ability to synthesise a wide range of facts and knit them into a response to the question.
The candidate writes a reasonably comprehensive response.
The candidate demonstrates clarity of argument and expression whilst focusing on the requirements of the question.
The candidate writes a well organised and a well-structured response which is within the scope of the question.
The candidate, where possible, demonstrates the ability to apply ideas to his/her response in line with the logic of the expected answer.
The candidate demonstrates an ability to write logically with each new paragraph connecting to the next paragraph.
The candidate does not deviate from the requirements of the question and demonstrates a clear understanding of the critical parts of the expected answer
The candidate demonstrates the use of relevant subject content or terminology in enriching his/her response.
In an average grade essay………………. In a below average essay……………..
The candidate responds to the question tangentially.
The candidate fails to understand and answer the question
The candidate is more on a general side of responding and misses some of the key points in the essay.
The candidates demonstrates very little or no knowledge of the content from which his/her response should be derived.
The candidate shows a number of inaccuracies and omissions and at times loses focus to the requirements or expectations of the question.
The candidate shows very little evidence of reading with numerous errors, omissions and irrelevances.
The candidate, in most cases, shows a very sparse coverage of the topic/content from which the question is derived.
The candidate’s work is highly disorganised and lack real argument with a lack of understanding of the subject content or vocabulary.
The candidate fails to support his/her argument with adequate and relevant evidence or examples.
The candidates write outside the scope of the key words of the question.
In a dismally poor grade essay…………………………………………………………………………………………..
The candidate shows a profound misunderstanding of the basic knowledge of the topic. The
candidate shows a complete failure to understand and to answer the question. The candidate
provides totally inadequate information in an incoherent manner. The candidate lacks the
ability to arrange the response in line with the question and writes quantity without focusing of
the action verb/s used by the examiner and the scope of the question.
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Whilst the above-mentioned facts are important in guiding the Marker, the marking of essays
still remain subjective because different Markers may use this same information and still make
different judgments. It is therefore important for the Chief Markers and Moderators to ensure
that the inter-Marker and the intra-maker inconsistency is minimised. There are many ways of
evaluating an essay. The understanding of an excellent, good, average, poor and dismal poor
essay is important because it can support the Markers general view of the essay.
(I) Method 1: Using a predetermined marking guide
A predetermined guide provides the percentages which Markers can use to judge the work of
candidates from excellent to dismally poor. The most important factor in this type of marking is
that the Markers must have more of less the same idea of what each of the grades mean so
that they do not differ in their grading.
Makers judgment Percentage marks
Excellent essay 80-100%
Good essay 60-70-79%
Average essay 40-49%
Poor essay 30-39%
Dismally poor essay 0-29%
(II) Method 2: Using a marking plan
The marking plan is developed by the examiners on basis of five criteria. They distribute the
marks in accordance with five critical areas of an essay. If, for example, the marks are 30 for an
essay the examiners can decide that content knowledge will be 15 marks (50%); presentation of
argument will be 6 marks (20%), organisation & logic will be 6 marks (20%), and focus of the
essay will be 3 marks (10%). The following graph shows how a marking plan can be used. This
method is good in that the Markers know how each of the critical aspect of the candidate’s
essay can be scored. At times Markers use this when they mark very long essays.
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Markers who understand the scoring of each aspects of an essay achieve consistency and
accuracy because they are properly guided. This method needs Markers to know the TYPE OF
essays that they will mark well in advance. In the marking of the National Senior certificate this
method can be used in essays which need candidates to discuss the topics through the
application of their content knowledge.
(iii) Method 3: Using the four benchmarks
In this evaluation the examiners develop four focus areas for Markers. Examiners distribute
marks according to four critical areas which are shown below. They then decide on the weight
of each area of the essay.
First benchmark Answering the question accurately
Second benchmark Strength of the argument
Third benchmark Degree of focus
Fourth benchmark Degree of knowledge demonstration
This method is not popular in the marking of essays of the National Senior Certificate. It can,
however, be useful because it allows for specific things (benchmarks) as determinants of
candidates performance. In the Marking of essays such methods are useful because they give
50%
20%
20%
10%
0% 10% 20% 30% 40% 50% 60%
Content knowledge
Presentation of argument
Organisation & logic
Focus of the essay
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Markers an opportunity to award marks/grades which they can defend and explain. This
method must not be used in isolation but it must be used together with the marking guidelines.
Marking guidelines, in this case, provide the scope which the essay should cover and the four
benchmarks provide the level of answering which determine the marks.
(iv) Mistakes made by candidates in essay type questions
1. Some of the candidates write correct facts and wrong dates or years of figures. This can
confuse the Marker because the facts are correct but what make them incorrect are the
dates or years or numerical data.
The panel, under the leadership of the Chief Marker and the Internal Moderator, must
decide on how such facts will be dealt with. This happens in subjects such as History.
2. Some of the candidates write long essays of irrelevant information. A Marker who is
lazy to read can look at the amount of work written and end up giving marks for
quantity and not for the ability of the candidate to answer the question.
Markers should be well guided so that they know what to look for and to know what
constitute an excellent, good, average, poor and dismally poor essay.
3. Some of the candidates mess up with information and facts in the first paragraph and
suddenly get back to a correct argument or response the following paragraphs. This can
cause the Marker (out of reading the first paragraph) to judge the whole essay as
incorrect.
Markers must avoid the “halo effect” and read the whole essay so that they make a
holistic conclusion about what the candidate wrote.
4. Some of the candidates, realising that they cannot complete the essay because of the
amount of time left decide to write key words instead of an essay. Sometimes,
depending on the nature of the question, key words do not answer the question but
they are just a regurgitation of facts.
Markers must ensure that the most important expectation from candidates is that
they answer the question. Facts which do not answer the question must not be
awarded marks.
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2.1.3 MODERATION
2.1.3.1. Rationale for moderation
Saddler (2009) argues that the judgments which are made by different Markers about
responses of candidates differ. These judgments sometimes depend on who marks the paper.
Some of the Markers are generous by their nature, some are strict and some are inconsistent.
Some Marker’s judgments are influenced by factors and aspects other than the actual quality of
the candidate’s work. These factors include the halo effect, moods, relative effect, personal
biases and the amount of effort. Regardless of who marks the script, candidates expect that
marks will only be given for the quality of their work.
In the marking of the National Senior Certificate examinations, each paper has an Internal
Moderator. The Internal Moderator’s work is to ensure that similar marking standards are
applied to all candidates. There are also External Moderators from the Department of Basic
Education and Umalusi. All these levels of moderation have one common goal i.e. to ensure
that the same standard is achieved across the National Senior Certificate subjects.
The Marker uses a red pen for correct answers () and for incorrect answers (X). The
moderator uses a green pen for correct answers () and for incorrect answers (X). Therefore
the Markers’ tools are a red pen, a question paper and a marking scheme/memorandum and
the Moderators’ tools are a green pen, the question paper and the marking
scheme/memorandum.
(i) The moderation exercise
The Moderator must remark the question/s already marked by the Chief Marker’s panel. This
panel forms the first level of marking. After the first level of marking, the Senior Makers, the
Deputy Chief Marker and the Chief Marker moderate the marked scripts. This forms part of the
second level of marking. The third level of marking is that of an Internal Moderator who checks,
through marking, the accuracy of scripts which have already been completed by the marking
panel. The next level of moderation is done by the Department of Basic Education and Umalusi.
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All the seven levels of moderation aim at the achievement of the same standard throughout the
system. The following is an example of moderation at all levels.
The Marker assess the candidate’s responses and give the following grades for the
candidate:
1.1.1 The government must take manufacturing industries from the big cities like Durban and
relocate them in the rural areas like Ulundi, Nongoma and Melmoth X. The government must
build more hospitals, schools and sports grounds and Moses Mabhida in the rural areas like
Zululand.
1.1.2 (c)
1.1.3 Industries, services and transportation
1.1.4 There are many jobs in the cities and people go there to get work. The cities have a lot of
entertainment X and people want to watch soccer. The cities have good hospitals and people with
HIV/AIDS want to go to cities X. In the city you dot wait for a bust for hours and there are many taxis,
trains and buses. In the cities there are people who want to choose from many universities X. (10)
The Internal Moderator moderates and give the following grades for the candidate:
1.1.1 The government must take manufacturing industries from the big cities like Durban and
relocate them in the rural areas like Ulundi, Nongoma and Melmoth X . The government
must build more hospitals, schools and sports grounds and Moses Mabhida in the rural areas
like Zululand.
1.1.2 (c) X
1.1.3 Industries, services and transportation
1.1.4 There are many jobs in the cities and people go there to get work. The cities have a lot
of entertainment X and people want to watch soccer. The cities have good hospitals and
people with HIV/AIDS want to go to cities. In the city you dot wait for a bust for hours and there are
many taxis, trains and buses. In the cities there are people who want to choose from many
universities X. (17)
Moderation by the Internal Moderator shows that there were discrepancies in the work of the
Marker. The candidate’s responses were not interpreted correctly. The Marker’s judgment
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shows that in some cases the relied more on the marking scheme/memorandum. The Marker
also marked the wrong answer in 1.1.2 correct but it is incorrect. A result of the Marker’s
discrepancies the candidate was awarded 10 marks out of 19 marks. After moderation by the
Internal Moderator the following changes occurred:
In 1.1.1 the Internal Moderator correctly interpreted the second point as meaning
better facilities and therefore marked it correct and added two marks ().
In 1.1.2 the Internal Moderator found that wrong response was marked correct. The
answer is (b) not (c). The moderator took out 2 marks.
Question 1.1.3 was not marked. The Internal Moderator marked it and three marks
were added.
In 1.1.4 the Marker did not award marks for the statement which says “In the cities there
are people who want to choose from many universities” but the Internal Moderator found this
correct because the memorandum says “Any other pull factor”
At the end of moderation the candidate gets 17 marks out of 19 marks. This means that the
Marker did not mark well. If here was no moderation the candidate was going to lose seven
(7) marks.
(ii) Moderator’s feedback
Because of discrepancies found by the Internal Moderator, it is important the Chief Marker is
informed of these discrepancies. This is called “continuous moderation reporting”. The Internal
Moderators must inform the Chief Marker that Markers must be warned against:
Leaving questions unmarked
Failure to interpret candidate’s responses correctly
Internal Moderator’s reports are important in that they help to improve the quality of marking
and to build the capacity of all Markers, Senior Markers and Chief Markers.
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2.1.4 IDENTIFYING CASES OF ORGANSED COPYING
Organised copying is one of the most serious examination malpractices. Whilst the Department
of Education is trying hard to discourage such things, the ‘wrong-doers’ are always a step
ahead. This does not mean that the departmental officials must stop defending the integrity of
the examinations. The methods of organised copying have changed. In the earlier sections of
this manual we have shown examples of irregularities which can be part of organised copying
or collusion amongst candidates.
Experts in organised copying are well advanced now. They write three or four versions of
answers and make copies for candidates in such a way that it becomes difficult to determine
the patterns. This means that Markers must be able to identify these patterns and report them
to the Chief Marker.
Markers are not allowed to ignore pattern of examination malpractice. A Marker who ignores
such examination malpractices can be blacklisted from the panel. It is therefore important that
all Markers understand the importance of reporting examination malpractices which they
identify during marking.
The following example shows that candidates were given answers which are different to avoid
being detected. The question paper had 7 questions. The organisers of copying got hold of the
question paper. They answered all the 7 questions correctly. They then made copies as follows:
Copy 1: QUESTION 1 & 3
Copy 2: QUESTION 2 & 5
Copy 3: QUESTION 4 & 7
Question six was left for candidates to answer. Copies are then distributes as follows in the
examination room.
5144114356003 Copy 1 5144114356009 Copy 2 5144114356015 Copy 3
5144114356004 Copy 2 5144114356010 Copy 3 5144114356016 Copy 2
5144114356005 Copy 3 5144114356011 Copy 1 5144114356017 Copy 1
5144114356006 Copy 1 5144114356012 Copy 2 5144114356018 Copy 3
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5144114356007 Copy 3 5144114356013 Copy 3 5144114356019 Copy 1
5144114356008 Copy 1 5144114356014 Copy 1 5144114356020 Copy 2
2.1.5 TOTALING OF QUESTIONS INSIDE THE ANSWER BOOK
The totaling of questions inside the answer book is different from the totaling outside the
answer book. It is advisable to locate the question total next to it. The following is an example
of how the totaling of questions inside the answer book can be done.
2.1.6 TOTALLING OUTSIDE THE ANSWER SCRIPT
MARKER MODERTOR
Initials & Surname Marks Question Marks Initials & Surname
S.T. Pillay 0 7 5 1 0 7 5 F.S. Manyoni
V.C. Zulu 1 2 0 2 1 2 0 D. Bezuidenhout
R.M. White 0 6 6 3 0 6 6 M.M. Mokoena
D.W. Klopper 0 9 2 4 0 9 2 V.S. Vilakazi
W.W. Majongo 0 9 9 5 0 9 9 D. Govender
P.S. Williams 1 0 0 6 1 0 0 R.S. Ndlovu
M.B. Martins 0 8 4 7 0 8 4 T. L. Latha
D.R. Bhengu 6 3 6 TOTAL 6 3 6 T. T. Koopersamy
CONTROLLED AND CERTIFIED CORRECT (SURNAME & INITIALS OF EA)
1.1.1 (b) 1.1.2 Retailing, accommodation, manufacturing, transportation, health, sports
and recreation, educational (any three urban land use zones) 1.1.3 Better job opportunities
Better standards of living Better health facilities any other correct pull factor More education opportunities Convenience
1.1.4 Decentralisation of industries, improvement of sanitation in rural areas, rural development, provision of quality services in rural areas, development of sustainable rural economic activities, government tax incentives to rural investments (Any other measure that can curb rural-urban migration)
15
14
19
24
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3. LIST OF SOURCES 1. [Office of Qualifications and Examinations Regulation [OFQUAL]. 2013. Review of
Quality Marking in Exams in A levels, GCSE and other Academic Qualifications. Belfast].
2. Andrew Roberts, Chris Buford and Sue Mew (2014): Essay Marking Guide. [Online]
http://studymore.org.k/markinguide.htm. Accessed on 13 June 2014.
3. Dai Hounsell (no-year) Marking and Commenting on essays. [Online]
www.docs.hss.ed.ac.uk/aid/Learning-teaching/..../Tutors-Chapter 6.pdf. [Accessed 13
July 2014)
4. No Author: What tutors look for when marking essays? No publishing house. No city
/town.
5. Andrew Roberts, Chris Buford and Sue Mew (2014): Essay Marking Guide. [Online]
http://studymore.org.k/markinguide.htm. Accessed on 13 June 2014.
6. Dai House (no year) Marking and Commenting on essays. No publishing house. No city
/town.
7. No Author: What tutors look for when marking essays? No publishing house. No city
/town.
8. Leaning to Teach, Teaching to Learn. 2014. A handbook for NUS teachers. [Online]
http:/www.cdtl.nus.edusg/handbook/assess/mark-exam.htm. ]
9. [Dhawan, V. & Bramley, T. 2013. Estimation of inter-rater reliability. Cambridge
University. Cambridge].
10. Teaching and Leaning (2014): The “Halo Effect” and Teacher Assessment. [Online]
www.huntingenglish.om/2014/05/07/halo-effect-assessment [Accessed 8 November
2013]
11. Sadler, D. (No year): Introduction to the process of moderating Assessments. Griffith
University, Queensland.
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