THE EXAMINATION SYSTEM AS A MEASUREMENT TOOL FOR PROVIDING RELIABLE INFORMATION ON QUALITY OF EDUCATION IN SKILLS-BASED SUBJECTS: A REVIEW

Abstract

Educational systems world-over rely on examination systems and any actions undermining examinations pose a great threat to validity and reliability of examination results and certification. Factors such as teacher competency and suitability, availability of funds, quality of management and supervision of schools and changes in examinations are inter-linked and key to success of any educational reforms and curriculum changes. Teacher skills and knowledge are important considerations, together with the level of support from school administrators, supervisors and the availability of resources. The examination process in many countries, unfortunately, has become a “contemporary shame” because of the examination malpractice that has become endemic in educational systems to the extent of undermining the validity, reliability, and authenticity of examinations and ultimately the integrity of certificates issued. This paper therefore, attempted to review studies done on examinations and assessment techniques used, and the challenges faced in attempts to ensuring that examinations remain valid and reliable measurement tools of competencies attained in skill-based subjects. Portfolio assessment is recommended as providing alternative and authentic mode of assessment for skill-based subjects. Introducing its use would add to examination techniques currently used and thus help as a better measure tool of skills and competencies achieved for quality education.