1. Tuesday, 3 March 2015 Dr Mafu S Rakometsi
Portfolio Committee on Basic Education Report on the Quality Assurance of the National Senior Certificate (NSC)
Tuesday, 3 March 2015
Dr Mafu S Rakometsi

2. Introduction to the context, principles, approaches and processes
WHAT CAN WE LEARN FROM THE NSC RESULTS?
Introduction to the context, principles, approaches and processes
Dr Mafu S Rakometsi, Chief Executive Officer of Umalusi

3. Quality Assurance of Assessment
Regulatory Framework
Quality Assurance of Assessment
NQF Act Section 27 (h)
The Quality Council (QC) must develop and implement policy and criteria for assessment for the qualifications on its sub-framework.

4. Section17 of the GENFETQA Act
(5) The Council must, with the concurrence of the Director-General and after consultation with the relevant assessment body or education institution, approve the publication of the results of learners if the Council is satisfied that the assessment body or education institution has —
(i) conducted the assessment free from any irregularity that may
jeopardise the integrity of the assessment or its outcomes;
(ii) complied with the requirements prescribed by the Council for
conducting assessments;
(iii) applied the standards prescribed by the Council which a learner is required to comply with in order to obtain a certificate; and
(iv) complied with every other condition determined by the Council.

5. Framework for Quality Assurance of Learner Achievement
Based on established and existing practices in assessment for certification
Prescribed components of external assessment (examinations) and Site-based/ internal / continuous assessment
Use of systems, processes, and procedures to evaluate, inspect, monitor and report on examination systems, processes and procedures of public and private assessment bodies

6. Framework for Quality Assurance of Assessment
Evaluation and /or accreditation of assessment bodies;
Periodic inspection of assessment systems;
Ongoing monitoring of assessment systems; and
Quality assurance of external examinations through:
Moderation of examination question papers
Monitoring and moderation of SBA
Monitoring the conduct of examinations
Moderation of marking
Standardization of assessment outcomes

7. Approval for the release of Results
Approval is based on the following requirements:
the examinations are conducted compliant to the applicable policies regulating the conduct and administration of the examinations; and
at the time of approval, there is no serious irregularity which could undermine the credibility of the examinations.

8. Quality Assurance of Assessment
Quality Assurance of the DBE 2014 National Senior Certificate Examination
Ms Faith Ramotlhale
Senior Manager:
Quality Assurance of Assessment

9. Moderation of question papers
PURPOSE:
To ensure that the question papers are of the required standard - (CAPS and SAG’s);
To ensure that the question papers are relatively:
- fair
- reliable
- representative of an adequate sample of the curriculum
- representative of relevant conceptual domains
- representative of relevant levels of cognitive challenge

10. Moderation of the question papers
Approach:
Question papers set by panel of examiners – DBE
Internally moderated by DBE
Externally moderated by Umalusi
Subsequent moderations and approval

11. Moderation of the question papers
Criteria:
Technical criteria
Internal moderation
Content coverage
Text selection, types and quality of questions
Cognitive demands
Marking memorandum/guidelines
Language and bias
Predictability

12. Moderation of the question papers
Areas of Good Practice:
Percentage of question papers and memoranda approved after first and second moderation (Nov’ % ; Mar’ %)
To ensure equivalence of standards, the final and supplementary examination question papers are moderated simultaneously.
Areas of Concerns
6 question papers were approved in August after the fifth moderation;
The use of analysis grids for content and cognitive levels;
(IsiXhosa FAL P1 &2; IsiXhosa HL P2; Nov’14 and March’15).

13. Moderation of the question papers
Definition and Purpose:
Internal assessment refers to any assessment conducted by the provider , the outcome of which count towards the achievement of the qualifications
Ascertain the degree to which assessment bodies/DBE is attempting to ensure standardisation across
Ascertain the standard and quality of the tasks
Establish the extent and quality of internal moderation and feedback
Verify the reliability and validity of the assessment outcomes

14. Moderation of Internal Assessment
Approach:
Approach
Focus Subjects
Provincial Feedback on the SBA Moderation during March/ April’ 2014
Verification of the DBE SBA Moderation during June/July 2014
Verification of SBA moderation - Umalusi independent sample Oct/Nov’2014
Mathematics, Life Sciences,
Physical Sciences
Accounting, English FAL, History, Geography, Life Orientation, Music, Mechanical Technology
Agricultural Technology
Computer Application Technology, Civil Technology, Dramatic Arts, Maths Lit

15. Moderation of Internal Assessment
Areas of good practice:
Internal moderation was conducted at three levels in some subjects, and well structured moderation process was in place
DBE moderation was found to be rigorous, brief, relevant and feedback was provided to teachers and learners
Generally, the SBA programme was managed appropriately, and the work schedule was adherence to
In some provinces marking was generally fair, marks were transferred accurately and marks were captured and calculated electronically

16. Moderation of Internal Assessment
Areas of concern:
Shadow marking, and incorrect allocation of marks have a negative effect on the validity, reliability and fairness of the SBA – at school and district level
Marking was too lenient , wide gap between marks scored in tests, examinations and practical tasks, and essay matrix levels were applied inaccurately
The use of rubrics still presents a major problem for teachers, and the marking rubrics for assignments, research projects, and practical investigations were poorly designed
Inability of learners to answer questions of a higher cognitive order, and poor research skills were noted in many subjects

17. Monitoring of Examinations
State of readiness
Umalusi shadowed the DBE in all provinces, and conducted independent verification of 82 district offices and a few schools
Findings:
Areas of Concerns:
Staff capacity is inadequate with a high number of vacant posts in PDE’s and districts
Inadequate resources at PDE’s and District offices
Co-ordination between PDE head office and District needs improvement

18. Monitoring of Examinations
State of readiness
High number of independent centres, lack of capacity to audit them may affect the credibility of examinations
Areas of Good Practice:
DBE standardized the turnaround times nationally for distribution of question papers and return of answer scripts
Most PED have the necessary security arrangements in place
Piloting of electronic locking system in one province
Most PDE’s have adequate to excellent printing, storage and distribution facilities

19. Monitoring of the writing phase
Procedure:
Umalusi reviewed the sampling procedure
Centres offering SC and NSC had records of irregularities, high enrolments, record of performance, whistle blowers
Areas of Good Practice:
In most provinces appropriate practices were followed and examination regulations were adhered to
No of exam centres
No of exam centers monitored by Umalusi
No of Umalusi monitors
6704
359 90

20. Monitoring of the writing phase
Some examination centres had resident monitors assigned for the full duration of the examination.
Areas of Concerns:
Delivery of examination material to rural nodal points was not always on time, and poor record keeping of examination material collected
Inadequate monitoring by assessment bodies in some provinces
Training of chief invigilators and invigilators should be intensified in certain provinces so that compliance to examination regulations is adhered to
Training of candidates on examination rules should be enhanced

21. Monitoring of marking phase
Areas of Good Practice
Marking centres were generally well organised and suitable for the task
Adequate and experienced security personnel at the gates and entrances to the venues in most provinces; and
Training of marking personnel was generally thorough and effective
Areas of Concerns:
Poor marking facilities, and shortage of ablution facilities
Late arrival of markers and load shedding hampered progress
Number of marking centres
132
No of marking centres monitored
104

22. Monitoring of Marker Selection
PURPOSE:
To monitor the marker selection process with the view to establishing a benchmark for the practices employed in the selection and training of markers:
Umalusi monitored the following processes:
Process of marker selection
Audit of marker selection
Training of various levels of markers
Criteria used for marker selection: Resolution 6 of 1997 as amended in 2001

23. Monitoring Marker Selection
Gauteng: (Performance of learners at 60%)
Shortage of applications for English HL – decrease number of Senior markers and extension of the marking period
Limpopo:
No documentation/ evidence to verify the list of applicants
Marker experience was captured incorrectly
List of markers declared incompetent during previous year was not available
Discrepancies in the appointment of marking personnel: Unqualified Senior Markers supervising highly qualified and experienced teachers
Unqualified markers with no subject specialization
Grade 10 teachers, principals, and teachers who were not teaching literature

24. Monitoring of Marker Selection
Mpumalanga
Each panel had the pass rates of schools for the previous year and verified against the application form
There were anomalies in the appointment of Physical Science P2 markers: teacher with PTD and ACE, incomplete forms accepted, Grade 10 teachers, incompetent teachers; inexperienced Senior markers
Placement battery Test administered
North West
The process was thorough, corroboration of application forms, school performance, and 2013 performance evaluation
The marker selection and appointment was not compromised, and training of markers was conducted satisfactory

25. Monitoring of Marker Selection
Kwa-Zulu Natal
Though pass percentage was captured it was not considered as a selection criteria , markers with 29% of learner performance were selected to mark Physical Science
Pass percentage was considered for Chief Marker positions
The monitoring of the process by Umalusi was not well received
Free State
The criteria were used without any enhancement, no deviation from PAM.

26. Monitoring of Marker Selection
Northern Cape
The markers were ranked according to ranking criteria designed by the PDE:- classroom performance, quality of marking in the previous marking sessions
Discrepancies in the appointment process were observed:
Inexperienced and unqualified chief markers and internal moderators were appointed in certain papers;
2 markers without credentials were appointed in Life Sciences P1.

27. Monitoring of Marker Selection
Western Cape
Competency test administered in 11 gate way subjects
Markers were expected to obtain 60%
Two years teaching experience of Grade 12 between
Consistency in the application of the selection criteria
Training of markers covered all aspects of marking
Eastern Cape:
Selection criteria -school performance resulted in the shortage of markers, thus more than 10% of novice markers were appointed

28. Verification of marking
PURPOSE:
Moderation of marking determines the standard and quality of marking and ensures that marking is conducted in accordance with agreed practices
Umalusi engages with the following processes during the moderation of marking:
Pre-marking/memorandum discussion: centralised memo discussions recommended - this will ensure consistency across provinces and marking centres
Moderation of marking (centralised and on-site)

29. Memo discussion meetings:
Marking verification
Memo discussion meetings:
Areas of good practice:
The memo discussions for the approval of final memoranda went relatively well in 2014
Improved training in most subjects was observed and the introduction of the tolerance range is highly commendable
Few changes were made to marking guidelines for enhancement of marking

30. Memo discussion meetings (cont)
Areas of concern:
Provincial representatives often experienced problems accessing a sample of scripts to pre-mark before coming for memo discussion meetings
The time between the marking dates and the memo discussions was too tight to allow pre-marking to take place
This was reported in several subjects, and seriously compromised the validity of the process, as meaningful discussion and consistency depends on the pre-marking of scripts

31. Memo discussion meetings (cont)
Areas of concern:
Some provinces sent only one representative or none at all to the memo discussions
The fact that the memo discussions for African languages, HL, SAL and FAL took place in the same time slot caused problems because these subjects share national examiners, internal moderators and external moderators
Where training occurred in FAL and SAL papers, it was compromised as the time allocated was too short
SeSotho HL P2 up to 60% of the memorandum was changed with many alternatives added

32. Verification of Centralised & on-site marking
Areas of good practice:
Computer Application Technology (CAT) consultation model with national internal and external moderators is commendable for ensuring consistency of marking across the provinces
The intensive and extensive training of markers had a positive effect on the quality of marking

33. Verification of Centralised & on-site marking (cont)
Areas of concerns:
Candidates had difficulty in the interpretation of specific verbs that denoted to cognitive level of questions
Appointment of incompetent personnel as chief markers
The official rubric for creative writing needs further refinement as it has advantaged candidates in the higher categories
Appointment of incompetent internal moderators- unauthorised additions to the marking guidelines

34. Verification of Centralised & on-site marking (cont)
Areas of concerns:
Inadequate number of internal moderators compromises the rigorous moderation of scripts
Mistakes in the marking may be attributed to non compliance to the marking memorandum by markers

35. Examination Irregularities
The marking moderation process was intensified by deploying external moderators to the 9 provinces for the extended period and independent sampling of scripts
Irregularities that occurred in Mpumalanga, KZN and EC were identified during the verification of marking process at the various marking centre
Subjects that were implicated were mostly high enrolment subjects, namely Mathematics, Physical Science, Life Sciences, English FAL, Geography, History, and Business Studies and Accounting
DBE was informed to conduct an audit in the affected subjects and centres- Umalusi oversight role

36. Examination Irregularities
DBE conducted an audit in the two provinces and presented the outcome of the audits involving irregular patterns in the learners’ scripts; 39 centres were identified in KZN and 19 centres in the Eastern Cape
Umalusi’s external moderators and internal staff were deployed to the provinces to monitor and verify the outcome of the audits
DBE recommended the clearance of additional centres to EXCO, and after Umalusi verification additional centres were cleared in KZN and in the Eastern Cape;
DBE and EC Chief Director presented reports to EXCO from their investigation (candidates, invigilators and chief invigilators), - Umalusi oversight role

37. Examination Irregularities
Methodology differed- EC invigilators, Chief invigilator and candidates were interviewed by one team on the same date; objectivity and professionalism was observed
KZN- invigilators and chief invigilators were interviewed separately from candidates with the difference of a week in between by different panels; - subjectivity and lack of professionalism observed
The number of implicated centres stood at 20 in KZN and 14 in the Eastern Cape, the results of the implicated candidates were blocked pending the outcome of the hearings with candidates

38. Examination Irregularities
Meetings were held between Umalusi and DBE Senior Management; Umalusi Chairperson of Council and the Minister to map out the way forward; and conflicting views presented by media
DBE will provide Umalusi with the plans for the conduct of the formal hearings in the two provinces- scheduled in March/April 2015

39. Examination Irregularities
Province
Number of Centres
Outcome
Gauteng 6
Hearings in progress
Mpumalanga 3
Results cleared in Accounting
Western Cape 1
Implicated candidates barred for 1-3 years;
North West
Implicated candidates barred for 1-3 years
Northern Cape
Eastern cape 14
Results blocked pending hearings
KZN 20

40. Standardisation and verification of resulting
Provision of GENFETQA – Council may adjust raw marks
International practice – large scale assessment systems
Standardisation – process used to mitigate the effect of factors other than learners knowledge and aptitude on the learners performance
Sources of variability – difficulty in question paper, undetected errors, learner interpretation of questions

41. Verification of the Resulting Process
Planned
Status
Subject structures
Subject structures verified
Candidate registration
System verified during state of readiness visits
Generation of mark Sheets
Monitored
Capturing of Marks
Standardisation data & Booklets
Data sets received and verified
Capturing of adjustments
Verified
Statistical moderation & resulting

42. STANDARDISATION DECISIONS
WHAT CAN WE LEARN FROM THE NSC RESULTS?
STANDARDISATION DECISIONS
DBE NSC 2014

43. Statistical moderation
Scope of standardisation 2014:
Decision
Number of subjects
Subjects standardised
58 Subjects
Raw marks accepted
35 subjects
Moderated Upwards
13 Subjects
Moderated Downwards
10 subjects

44. SUBJECT
ADJUSTMENT
Physical Sciences
From 0 to : Raw
From 107 to 300 : CA
Mathematics
From 0 to : Raw
From 150 to 246 : Scale (0 to -6)
At : Scale to 0
Geography
From 0 to : Scale (0 to -10)
From 76 to : Block of -10 From 136 to 212 : Scale (-10 to 0)
From 212 to 300 : CA
English HL
From 0 to : Raw
From 37 to : Scale (0 to +6)
From 114 to 137 : Scale (+6 to+5 )
From 137 to 300 : CA

45. SUBJECT
ADJUSTMENT
Life Sciences
½ CA
History
Electrical Technology
IsiZulu HL, Sesotho HL, Setswana FAL

46. SUBJECT
ADJUSTMENT
Mathematics Literacy, CA
Hospitality Studies
Religious Studies
Business Studies
Agricultural Management Practice, Agricultural Technology
Information Technology, Engineering Graphics and design
isiNdebele HL, Sepedi HL, Sepedi FAL.

47. SUBJECT
ADJUSTMENT
Agricultural Science;
Raw
Tourisms, Consumer Studies
Dance Studies, Design , Dramatic Arts, Visual Arts, Music
CAT, Civil Technology, Mechanical Technology
Accounting, Economics,
Sesotho SAL, Sesotho FAL, Sepedi SAL, Setswana HL
Afrikaans HL, English SAL, English FAL
IsiXhosa HL, IsiXhosa SAL, IsiSwati HL, isiNdebele FAL, IsiNdebele SAL, IsiZulu FAL, IsiZulu SAL, IsiSwati SAL, IsiSwati FAL

48. SUBJECT
ADJUSTMENT
Xitsonga HL, Tshivhenda HL, Tshivhenda FAL, Xitsonga FAL,
Raw
Life Orientation

49. Statistical moderation
Areas for Concern
Some recommendations for adjustments were not in line with the principles of standardization
Essay questions that were left out of English FAL remains a concern
Late submission and inaccurate standardisation data delays the approval of results

50. Senior Manager: Quality Assurance of Assessment
Quality Assurance of the Independent Examinations Board (IEB) 2014 National Senior Certificate Examination
Ms Faith Ramotlhale
Senior Manager: Quality Assurance of Assessment

51. Moderation of the question papers
Areas of Good Practice:
Percentage of question papers and memoranda approved after first and second moderation (97% Nov 2014/ March 2015)
In general, the IEB internal moderation was of high standard, as evidenced by many papers that were approved at first moderation (72 papers)
Directives for compliance:
Since CAPS is new, cognitive level grids have been reviewed training of examiners for the interpretation and analysis and balancing cognitive levels of questions

52. Moderation of the question papers
Areas of concern:
The criteria for text selection, cognitive levels and language bias should be given attention to address the papers that were subjected to third moderation
The consistent failure of both examiners and internal moderators to address the problems that led to low compliance levels in some papers

53. Moderation of Internal Assessment
Term 4 moderation- focus on learner evidence and
teacher files
IEB
Subjects
Mathematics, Maths Lit, Life Sciences, Geography,
Physical Sciences, Accounting, English HL, History, Life Orientation, Business Studies, Economics, Afrikaans FAL,

54. Moderation of Internal Assessment
Findings: Areas of Good Practice
The teachers and learners are files were well presented
The IEB monitoring processes is rigorous, as evidenced by high compliance in the adherence to policy criterion
CAPS workshops were conducted
Findings: Areas of Concern
The use of previous years question papers without adjustment as assessment tasks lacks originality
Errors found in assessment instruments and marking guideline attributed to lack of pre-moderation
The erroneous awarding of marks compromises the reliability and validity of SBA marks

55. Monitoring of the writing phase Scope:
No of exam centres
No of exam centers monitored by Umalusi
No of Umalusi deployed for IEB monitoring
184 20 15

56. Monitoring of the writing phase
Findings:
Management of the examinations:
The implementation of the electronic locking system for question papers and answer scripts is innovative and reduce security risks
The school facilities and the environment was generally good and conducive to the writing of examinations
Adherence to the examination regulations
Adequate and appropriate security systems

57. Monitoring of the writing phase
Absence of serious irregularities commendable
Areas of concerns:
The conduct of audits of ablution facilities prior to the commencement of writing posed a security risk
Some centres did not allocate time for checking the question papers this might disadvantage candidates if there are technical irregularities

58. Monitoring of the writing phase
Scope
No of marking centres
No of marking centers monitored by Umalusi
No of Umalusi deployed for IEB monitoring 2 1

59. Monitoring of the marking phase
Scope:
Facilities used for marking were of the acceptable standard, safety and security measures were in place
The standardisation of marking guidelines and training of marking personnel was conducted appropriately

60. Verification of marking
Focus:
Memo discussion and on-site marking verification
Areas of good practice:
100% participation in memo discussions, discussions of potential problems and alternative answers

61. Verification of marking
Areas of improvement:
A need to modify the time allowed for memo discussions in order to deal with cases for ill prepared markers
To avoid too many changes to the memorandum it might confuse markers

62. Verification of marking (cont)
Areas of Good Practice
The selection of senior markers is based on merit only
Experienced markers were assigned to mark the more challenging questions
Areas of concern
Lack of differentiation of the levels of moderation
Mark allocation and breakdown of marks was cited as a serious concern
The changes to the memorandum did not follow due process, nor Umalusi moderators have control over the process

63. Statistical moderation
Scope of standardisation 2014:
65 subjects standardised
Raw marks accepted: 43 subjects
Moderated Upward : 7 subjects
Moderated Downward : 15 subjects

64. Statistical moderation
Areas of concern:
Adherence to prescribed colors as prescribed in the directives for specification and requirement for standardization
Lack of IT personnel on standby during the standardisation period

65. SUBJECT
ADJUSTMENT
Accounting
From 0 to150: Raw
From 150 to 244: Scale (0 to -4) From 244 to 300: Scale (-4 to 0)
Hebrew SAL
From 0 to 300: Block+7
Life Orientation
From 0 to 83: Raw
From 83 to 237: Scale (0 to +3) From 237 to 300: Scale(+3 to 0)
Arabic SAL; English FAL; French SAL; CA
Life Sciences; Physical Science
Economics; Sports Sciences

66. SUBJECT
ADJUSTMENT
Business Studies;
½ CA
History, Geography
Design, Visual Arts, Dramatic Arts
Hindi SAL,
Sesotho FAL, Setswana FAL
Marine Economics

67. SUBJECT
ADJUSTMENT
Afrikaans FAL, Afrikaans HL, English HL,
Raw
German HL, German SAL, Gujarati FAL, Gujarati SAL, Hebrew SAL, Hindi FAL, Urdu FAL, Urdu SAL, Latin SAL; Modern Greek SAL, Portuguese SAL; Spanish SAL, Tamil FAL, Tamil SAL, Telegu SAL
IsiXhosa FAL, IsiZulu HL, IsiZulu FAL, SiSwati HL, SiSwati FAL,
Xitsonga FAL, Sepedi HL

68. SUBJECT
ADJUSTMENT
Tourism, Hospitality, Consumer Studies
Raw
Music, dance Studies,
Computer Applications Technology, Civil Technology, Information Technology, Engineering Graphics and Design,
Mathematics and Mathematical Literacy
Equine Studies, Nautical Science
Advanced Programme in Afrikaans
Advanced Programme in English
Advanced Programme in Mathematics

69. Senior Manager: Quality Assurance of Assessment
Quality Assurance of the South African Comprehensive Assessment Institute (SACAI) 2014 National Senior Certificate Examination
Ms Faith Ramotlhale
Senior Manager: Quality Assurance of Assessment

70. Moderation of the question papers
Areas of Good Practice:
Percentage of question papers and memoranda approved after first and second moderation ( 82% Nov 2014)
Directives for compliance:
Non compliance to CAPS guidelines
Papers approved after the fourth and fifth moderation
Re-use of questions from previous papers promotes predictability
Internal moderation was sub-standard

71. Moderation of the question papers
Directives for compliance:
High levels of non compliance in the area of internal moderation, content coverage, and cognitive levels
Failure of both examiners and internal moderators to interpreted and analyse cognitive levels
Submission of question papers with many technical errors

72. Moderation of Internal Assessment
Approach:
Approach
Focus Subjects
Verification of the SBA Moderation during August
Verification of SBA moderation - Umalusi independent sample Nov’2014
13 gateway subjects were moderated
14 gateway subjects were moderated

73. Moderation of Internal Assessment
Areas of Good Practice:
Compliance level on technical aspects
Good practice was observed in Agricultural Science, History, Business Studies and Economics in the final moderation
Areas of Concern:
The quality of internal moderation remains a concern
Lack of constructive feedback to learners was observed in most subjects

74. Moderation of Internal Assessment
Areas of Concern:
Non compliance in terms of the standard of tasks, rubrics, and the use of marking tools was still observed in November
The use of common papers that do not conform to CAPS persists
Learners performed well in internal examinations but poorly in preliminary examinations

75. Monitoring of Writing Scope: No of marking centres
No of Marking centres monitored
No of Umalusi monitors deployed to SACAI 65 10 5

76. Monitoring of writing Areas of Good Practice: Areas of Concern:
Invigilators arrived early in the examination rooms
Sufficient time was allocated for the admission of candidates to the examination room and to perform other exam related administrative duties
Areas of Concern:
Training of invigilators was not conducted at some centres
Lack of mark sheets in some of the centres

77. Monitoring of the writing
Non adherence to the examination time table might have compromise
Security at some centres was substandard, keys for strong rooms were kept by cleaners
Monitoring was not conducted extensively by the assessment body
Appointment of markers was questionable, as no proof of appointment was observed in some of the centres

78. Monitoring of marking Areas of good practice:
As a new assessment body no major systemic irregularities were identified or reported
Highly satisfactory facilities for marking are commendable
Areas of Concerns:
The security of the marking venue was inadequate lack of security guards at the marking doors

79. Memorandum Discussion
Area of Good practice:
High number of subjects in which potential problems were discussed and changes were made to the memorandum with in-depth discussions and rigour
Areas of concern:
Too many changes were made to the memoranda soaring 55 changes in Business Studies

80. Verification of Marking
Areas of good practice:
The verification of marking was thorough during marking guideline discussion the standard of marking was found to be adequate
Very few instances were found where internal moderators and markers had to improve on marking; where it happened it was technical errors
This assessment body has fairly a small number of candidates, therefore challenges were easily detected and corrected

81. Verification of Marking
Areas of concern:
There are still some novice markers who require further training and guidance especially when assessing higher cognitive level assay questions
Some internal moderators tend to be lax and ignore errors and discrepancies in mark allocation made by some markers this compromises the reliability of scores
The substitution and replacement of accounting markers during the marking process is a worrying factor

82. Standardisation and Verification of Results
Scope of standardisation 2014:
27 subjects standardised
Raw marks accepted: 24 subjects
Moderated Upward : 3 subjects
Moderated Downward : 0 subjects

83. Standardisation and Verification of Results
Areas of good practice
SACAI standardisation data was presented in accordance with Umalusi requirements, considering that it was the first NSC examination
Areas of Concern:
Incorrect calculations on raw scores and adjustments in languages; corrections were submitted during the standardisation meeting
There was no alignment between the table of content and the page numbers in the pairs analysis booklets

84. SUBJECT
ADJUSTMENT
Afrikaans HL
From 0 to : Raw
From 153 to 228: Scale (0 to +12
From 228 to 300: Scale (+12 to 0)
Tourism
From 0 to : Block +6
Afrikaans FAL, English HL, English FAL
Raw
Accounting, Economics, Business Studies
Life Sciences; Physical Science
History, Geography

85. SUBJECT
ADJUSTMENT
Consumer Studies, Hospitality
Raw
Dramatic Arts, Visual Arts
Computer Application Technology, Civil Technology, Information Technology, Mechanical Technology, Electrical Technology, Engineering Graphics and Design
Agricultural Science
Mathematics, Mathematics Literacy

86. Conclusion
The findings of the quality assurance processes are a clear indication of a maturing system that has, on the one hand, made positive strides towards improvement in certain areas of assessment and examination
But on the other hand, still has a few challenges that need to be addressed as the current regulations do not address how systemic irregularities can be addressed
The quality assurance of each of these processes presented above was conducted based on Umalusi criteria. Umalusi uses criteria that are subjected to constant review and refinement, to ensure that they are in line with current trends in assessment and examinations

87. Conclusion…
Despite the group copying in the EC and KZN, generally Umalusi is pleased with the manner in which the 2014 NSC examination was administered
Umalusi takes this opportunity to express appreciation to the national & provincial departments of education for their concerted effort in ensuring a credible examination
Umalusi expresses appreciation also to all the relevant stakeholders, including whistle blowers who are striving to ensure that credibility and the integrity of the examinations are not compromised

88. Thank you!