Equating Examinations as a Prerequisite for Ensuring Standards in Centralised Senior Certificate (Matric) Examinations in South Africa

Abstract

This article reviews the practices of standard setting and statistical moderation of Senior Certificate (Matric) results. After introducing important issues pertaining to standard setting across the globe, the paper reviews the basis for standard setting and statistical moderation currently practiced in South Africa. The impact and effect of these practices are evident in the various tables of statistical data, presented as addenda, to the article. The appeal to history in the discussion is intended to encourage the reader to appreciate the difficulties relating to standard setting and moderation of examination and assessment results, as well as the evolution of these practices. The key argument presented is that, in spite of public debate, and pending the full implementation of the new Outcomes Based Education System, with its envisaged progressive moderation processes, the current practices is probably the best way to ensure fairness, objectivity and equal opportunity to access into tertiary institutions.