The underlying principles regarding the process of the adjustment/standardisation of marks after the National Senior Certificate (NSC) examination

Every year speculation and even malicious rumours abound about the random adjustment by the Department of Education of Grade 12 candidates’ marks and even about arbitrary block adjustments regarding specific subjects. 
Such speculation and rumours undermine the credibility of the National Senior Certificate (NSC) and the proven achievement of Grade 12 learners. 
It is true that standardisation, or the scientifically calculated adjustment of marks, takes place every year after the NSC examination, but it happens under the vigilant eye of Umalusi (South Africa’s accreditation board). This process not only takes place regarding the NSC examination conducted by the Department of Basic Education (DBE), but also regarding the NSC examinations conducted by the SA Comprehensive Assessing Institute (SACAI) and the Independent Examinations Board (IEB). 
Standardisation/marks adjustment is not unique to South Africa. It is an internationally acceptable process that takes place in every country under the control and management of the various examination boards. The premise is that a norm is determined for each subject in accordance with the results of the previous five years (the “historical average”). An average as well as the median for every year is also determined. The number of distinctions and failures in the subject are also taken into account. The previous results, raw marks and norm are indicated in a graph. The current year’s marks are compared to previous years and deviations are determined. The underlying approach is that a specific year group’s results should not deviate considerably from the norm. The aim is to ensure that the credibility of the examination’s comparability is consistent year on year and to ensure that a specific year group is not advantaged or disadvantaged due to the content or standard of a paper. 
The standardisation process is primarily computer driven and the starting point is the raw mark (unadjusted examination marks), as well as the distribution curve of the marks on the graph. It is compared as closely as possible with the five-year norm. All candidates will not necessarily gain or lose the same number of marks, since the adjustment takes place based on where the difference lies regarding the median and the norm. This means that some candidates may even lose marks, depending on the graph comparison to the norm. If an adjustment takes place, it may not influence the ranking of the learners according to the raw mark. In case of block adjustments, candidates’ marks will be adjusted equally after having taken the five-year norm into consideration. However, this is highly exceptional and only takes place after thorough consideration of all relevant factors. 
Umalusi doesn’t necessarily accept that an adjustment may take place in case of a difference between the specific raw mark and the norm. If the current raw mark for a specific subject differs from the norm, the Department of Basic Education has to provide educational reasons why the subject’s marks has to be adjusted upward or even downward. An extremely important consideration will be that the paper’s degree of difficulty has to be analysed and compared scientifically to that of the previous five years. There may, for instance, have been a problem with the paper regarding a question that was formulated in such a way that candidates misunderstood it. Umalusi is extremely strict about these processes and fully ensures that objective and well-founded reasons exist. Only then a possible adjustment/standardisation is considered. The aim throughout remains to keep to the raw mark. 
The standardisation also only takes place per subject and not to generally adjust all the marks of all the subjects. After consideration of the raw mark and depending on the subject, the practical marks are brought into account in the case of practical subjects, the oral marks in the case of languages and the year marks (school-based assessment) for all other subjects. It is, therefore, extremely difficult to manipulate the general pass rate. 
Regarding the comparable standard of the various papers, it is important to take note of the fact that every paper is set by a panel of examiners. Only the most experienced and expert subject teachers are considered for appointment after having submitted their applications. The papers are also moderated by an internal as well as an external moderator. Umalusi appoints the external moderator and possible candidates can be teachers, subject advisors or university lecturers, who also have to apply for the position. Three papers are set per subject and the DBE decides randomly which paper will be used for the November examination, the complementary examination or the June exam in the following year. 
Bloom’s taxonomy is used to ensure a fair and credible distribution of questions regarding the grade of difficulty in accordance with the Curriculum Assessment Policy Statement (CAPS) for each subject. South Africa’s papers are also submitted to Cambridge International Exams and the Kenyan Examination Council to ensure their comparability and credibility in terms of international standards.
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