The main problem examined in this research is the lack of
explicit criteria by which standards for examinations can
be set. An attempt was therefore made to formulate educationally
accountable criteria in order to set uniform standards
for examinations, with special reference to mathematics.
The research first established a comprehensive perspective
of the role of examinations within an educational context.
This was done by a detailed literature study and a study of
the existing ways by which standards are determined. A
critical analysis of the types of examinations, as used
worldwide, was made. The use of item banks and the role
played by the Joint Matriculation Board in the Republic of
South Africa, received special attention.
There are two dimensions implicit in determining standards
for examinations. The horizontal dimension deals with
equality - equal opportunity, equal treatment and equal
evaluation. The vertical dimension covers the discriminatory
aspects of examinations. Both dimensions must be
taken into account if uniform, and proper, standards are
sought for any formal educational system as a whole.
The main conclusion of the study is that reliable and valid
criteria are only possible if the curriculum cycle as a
whole is taken into account. This implies curricular and
instructional validity - a curricular match between the
examination and the components constituting the curriculum
cycle.
Criteria to establi.sh uniform standards for examinations
in mathematics and in other subjects, may be subdivided into
two sets. These sets are:
(i) criteria of curricular relevancy
(ii) criteria of a technical nature
The criteria of curricular relevancy cover the components
of the curriculum cycle. These are identified as
* situational relevancy
* objectives relevancy
* content relevancy and
* instructional relevancy
Minimum competency skills and objectives should be clearly
and specifically defined so that teachers will know what
to teach, students will know what to study and examiners
will know what to test in an examination. The nature of
the educational end product will then be of a more equal
standard (Pullin, 1983).
The technical criteria are necessary to ascertain validity
in the examination as a whole. These embrace controlling
mechanisms to ensure the validity, objectivity and reliability
of the results. The following aspects were identified
as the most important:
* the curricular match
* formulating of questions
* marking
* sundry parameters covering the length of the paper, grading
of questions, uniformity in allocation of marks, etc.
* comparability mechanisms
* administrative aspects to ensure security and accuracy
* uniformity in determining the final result of ~he examination / Proefskrif (D.Ed.) - Randse Afrikaanse Universiteit, 1986
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/12886 |
| Date | January 1986 |
| Creators | Van Rooyen, Roelof Petrus |
| Source Sets | North-West University |
| Language | other |
| Detected Language | English |
| Type | Thesis |
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