History Curriculum and Examination Alignment:the 2014 History Junior Certificate FinalExamination in Swaziland.
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 5
Abstract
This study analyses the alignment between national goals, objectives and examination items of 2014 history Junior Certificate. This validity investigation aims at illuminating the knowledge and cognitive processes tapped by history items-to assess if some core skills (higher cognitive) were omitted or not from the examination. Taxonomy table was used for establishing alignment between exam items, knowledge and skills learnt. This assisted in assessing the nature of the items in relation to national goals, content and objectives. Content analysis was used to analyse the data. The findings indicated that while some items aligned to specific goals, objectives and contents but many were omitted from the examination.It was revealed that misalignment compromised the validity of the results. The examination had a skewed type of alignment particularly with national goals. The examination was good in gathering information about students’ skills and knowledge but exacerbated the problem of curriculum narrowing. Government’s effort to reform the education system through the examination resulted in technical changes with little contributions to teaching and learning. It is recommended that examination should be considered as an accountability policy for promoting multiple changes in practice including quality of teaching and enhancing the effectiveness of teachers and examiners.
Authors and Affiliations
Boyie S. Dlamini
Keywords
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- EP ID EP419182
- DOI 10.9790/0837-2305105472.
- Views 42
- Downloads 0
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