An Evaluation of the Examination Assessment Techniques used by the Zimbabwe School Examinations Council (ZIMSEC) for grade 7 Deaf Candidates (PART B.)

Abstract

The study evaluated the examination assessment techniques used by ZIMSEC at grade 7 level. The study was motivated by the low pass rate among deaf candidates at grade 7 level in the period 2007 to 2011. At the centre of the study were two variables namely exam item development and exam paper administration. The descriptive survey design was used to solicit data from Zimbabwe School Examinations Council officials, teachers of candidates with profound hearing impairment and from heads of special schools that enroll students with hearing impairment. The population under study comprised 101 teachers of students with profound hearing impairment in the five special schools in Zimbabwe, 4 heads of special schools that enroll students with profound hearing impairment and about 300 officials from the Zimbabwe School Examinations Council. Non – probability sampling methods were used to come up with a representative sample of 4 school heads, 50 teachers and 10 Examination Managers. The results showed that the assessment language (English) was a great barrier to the deaf candidates as questions were asked in their abstract form. There was also concern raised where sign language differences could affect interpretation of examinations. More importantly the results revealed that teachers of the deaf were not involved in the marking process and the majority was not aware of how the exam scripts are marked or the availability of an assessment policy. Lastly the grading system used did not have some special provisions for the deaf candidates. The study recommended that the Zimbabwe School Examinations should establish flexible formats for candidates with profound hearing impairment to be able to present their responses. These formats should include signing on videos and responding in sign language to an amanuensis/ transcriber. The Government and stakeholder should establish a sign language authority to unify in language, train teachers of the deaf in sign language, interpretation ethics and license sign language interpreters. Zimbabwe School Examinations Council should establish guidelines that are specific to the marking scripts for candidates with profound Hearing Impairment. The government should establish and enforce a policy on the assessment of candidates with hearing impairments. It was also recommended that the Curriculum Development Unit should establish a sign language syllabus to allow candidates with hearing impairment to be assessed for proficiency in their primary language instead of proficiency in English and local languages. Key terms: Measurement: Deafness, Special School, Hearing impairment, Assessment procedures Examination Accommodation, Special arrangements