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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

24 | P a g e

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

25 | P a g e

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)

28 | P a g e

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

31 | P a g e

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.

32 | P a g e

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

34 | P a g e

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

37 | P a g e

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

42 | P a g e

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

43 | P a g e

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.

53 | P a g e

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

54 | P a g e

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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