ANNEX VIII HARMONISATION OF THE EAC EUDCATION …

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ANNEX VIII

HARMONISATION OF THE EAC EUDCATION SYSTEMS AND

TRAINING CURRICULA.

DRAFT RULES AND REGULATIONS GUIDING THE CONDUCT OF

EXAMINATIONS IN EAC EDUCATION INSTITUTIONS

EAC SECRETARIAT

Arusha, Tanzania

August, 2014

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Table of Contents

Table of Contents .................................................................................................................................... 2

1.0 Introduction .................................................................................................................................. 5

2.0 BODIES RESPONSIBLE FOR CONDUCT OF EXAMINATIONS .................................... 6

2.1 Current bodies responsible for various Examinations among EAC Partner States ............................ 7

3.0 AIMS AND OBJECTIVES OF EXAMINATIONS ....................................................................... 9

3.1 Primary School Examinations ............................................................................................. 9

3.1.1 Current aims and objectives of Primary schools examinations among

Partner States ................................................................................................................................... 9

3.1. 2 Proposed EAC aims and objectives of Primary School Examinations ............. 11

3.2 SECONDARY SCHOOL EXAMINATIONS ....................................................................... 12

3.2.1 Table3: Current aims and objectives of Secondary schools examinations

among Partner States ...................................................................................................................... 12

3.2.2 Proposed EAC aims and objectives of Secondary school examinations ........... 13

The aims and objectives of Secondary School Examinations shall be to: .................. 13

3.3 PRIMARY TEACHER EDUCATION EXAMINATIONS – CERTIFICATE ..................... 14

3.3.1 Table 4: Current aims and objectives of Teacher Education-Certificate among

EAC Partner States ....................................................................................................................... 14

3.3.2 Proposed EAC aims and objectives of Primary Teacher Education Certificate

Examination ........................................................................................................................................ 17

3.4 TEACHER EDUCATION EXAMINATIONS – DIPLOMA .............................................. 18

3.4.1 Table 5: Current aims and objectives of Teacher Education-Diploma

Examination among Partner States ............................................................................................ 18

3.4.2 Proposed EAC aims and objectives of Teacher Education Examinations-

Diploma ................................................................................................................................................ 21

4.0 The Rules and Regulations Guiding Generation, Moderation, Printing, Security

and Conduct of Examinations. ......................................................................................................... 21

4.1 Registration of candidates .................................................................................................. 21

4.1.1 Eligibility ............................................................................................................................... 21

4.1.2 Modalities ............................................................................................................................. 22

4.1.3 Period for Registration ...................................................................................................... 22

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4.1.4 Number of subjects ........................................................................................................... 22

4.1.5 Registration Fees ................................................................................................................ 23

4.1.6 Penalties for Late Registration ....................................................................................... 23

4.2 Generation of examination items ..................................................................................... 23

4.2.1 Moderation of examination items ............................................................................ 24

4.3 Typesetting of Question Papers ........................................................................................ 24

4.4 Proof reading of question papers ..................................................................................... 24

4.5 Storage of Proof-Read Items /Question Papers ........................................................... 25

4.6 Printing Examination Question Papers ......................................................................... 25

4.7 Packing of Examination Papers ........................................................................................ 25

4.8 Distribution of Examination Question Papers............................................................. 25

4.9 Security of Examinations ................................................................................................... 25

5.0 Modalities of supervising and administering examinations ........................................ 27

5.1 Preparing for examinations .................................................................................................... 27

5.1.1The Examination Timetable ............................................................................................. 27

5.1.2 Regulations for the conduct of the examinations .................................................... 27

5.1.3 Generation of packing lists ............................................................................................. 28

5.1.4 Stationery......................................................................................................................... 28

5.1.5 Briefing and commissioning of field officers ......................................................... 28

5.2 Arrangement of examination rooms ................................................................................ 28

5.3 Entering examination rooms ............................................................................................. 29

5.4 Starting examinations ......................................................................................................... 29

5.5 While the examination is in progress ............................................................................. 30

5.6 Ending examinations ........................................................................................................... 30

5.7 Packing scripts ....................................................................................................................... 30

5.8 Marking scripts ...................................................................................................................... 31

5.9 Processing of examination scores/results and Grading results/awards ........... 31

6.0 Procedures for handling examination malpractices. ..................................................... 32

6.1 Tapes/forms of examination malpractice .......................................................................... 32

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7. 0 Procedures for announcing examination results ............................................................... 33

8.0 EAC examinations rules and regulations framework glossary ……………………. 33

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1.0 Introduction

East African Community Partner States consider education to be paramount to

Social, political and economic development and believe that a nation cannot be

better than the quality of its people. Article 5 of the Treaty establishing the

East African Community states that in order to achieve the objectives of the

Community, Partner States agree to undertake concerted measures to foster

co-operation in Education and Training within the EAC. They further agreed to

co-ordinate human resource development policies and programmes and also

harmonize curricula, examination, certification and accreditation of education

and training institutions.

Given the central role played by examinations in terms of impacting curricula

implementation process, competencies, and learning outcomes, and also

realizing that examinations influence what is taught in classrooms, ensuring

quality examinations across Partner States is critical. These demands for

consistence in the way examinations are conducted across the EAC and

therefore it is hoped that through harmonization of Rules and Regulations

guiding the conduct of examinations will lead to improved quality of human

resource and fast tracking of political, social, and economic development

undertakings.

The Partner States have prepared draft harmonized curricula for pre-primary

and primary education, secondary education, and primary and secondary

teacher education. To complete the curriculum harmonization process, draft

rules and regulations to guide the conduct of examinations in the EAC have

been developed. The developed rules and regulations will serve as a point of

reference across the Partner States.

The draft of Rules and Regulations are organized into seven sections; section 1

-introduction, section 2 - bodies responsible for conduct of examinations,

section 3 - Aims and Objectives of examinations, section 4 - the rules and

Regulations guiding generation, moderation, printing, security and conduct of

examination, section 5 - modalities of supervising and administering

examinations, section 6 – Procedures for handling examination malpractices,

and section 7 – Procedures for announcing examination results.

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2.0 BODIES RESPONSIBLE FOR CONDUCT OF EXAMINATIONS

All Partner States have well established independent examination bodies except

Burundi that has a directorate in the Ministry of Basic and Secondary

Education charged with the responsibility of evaluation, administration and

supervision of public examination. However, for consistency in the EAC region,

it is recommended that Burundi also establishes an independent national

examination body that will be responsible for the conduct of examinations. This

could enhance opportunities for sharing best practices among national

examination bodies across partner states.

The 2010 EAC Heads of examinations meeting held in Nairobi, Kenya, upheld

the recommendation of the Regional Report on the Harmonization of EAC

Education Systems and Training Curricula, to revive the EAC examination

Council.. It was recommended that the EAC Examination Council be reinstated

in order to work closely with national examination bodies in each of the Partner

States to ensure quality in the implementation of the EAC examination rules

and regulations.

In the case of pre-primary education, assessment at this level of education has

been left in the hands of respective institutions and other implementing

agencies. Pre-school children are assessed using continuous assessment mode,

observation and recording. This ensures that pre-primary children are not

assessed beyond their physical, social and cognitive development stage.

Table 1 presents Partner States and the examination bodies responsible for

conduct of examinations at different education levels in each of the countries.

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2.1 Current bodies responsible for various Examinations among EAC Partner States

Table1

Burundi Kenya Rwanda Tanzania Uganda

Pre-

Primary Examinations

Private and

individual institutions

Private and


Private and


Private and

individual schools

Private and


Primary

education Examinations

organizing

committee of the National

Competition

National Team

of program analysis program and

education system

Kenya

National Examination

Council (KNEC)

Rwanda

Education Board

National

Examinations

Council of Tanzania

(NECTA)/Zanzibar

Examinations

Council (ZEC)

Uganda

National

Examinations

Board

Secondary Education

examinations

National Commission

responsible for conducting

examinations

Kenya National

Examination

Council (KNEC)

Rwanda Education

board

National

Examinations

Council of Tanzania

(NECTA)

Uganda

National

Examinations

Board

Primary Teacher

Education Examinations

(certificate)

School based jury composed

of teachers

Kenya

National

Examination

Council

(KNEC)

University of Rwanda, Kigali

College of Education

National Examinations

Council of Tanzania (NECTA)

Kyambogo

University

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Secondary

Teacher Examination (Diploma

Quality

Assurance Service of

inspection and evaluation Bureau in

collaboration with the National

Commission for Higher

Education

Kenya

National

Examination

Council

(KNEC)

Universities

University of

Rwanda, College of

Education

National

Examinations

Council of Tanzania

(NECTA)

Kyambogo

University

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3.0 AIMS AND OBJECTIVES OF EXAMINATIONS

The section presents the aims and objectives of examinations at different levels of education i.e.,

primary education, secondary education, and teacher education in each of the partner states.

3.1 Primary School Examinations

3.1.1 Current aims and objectives of Primary schools examinations among Partner States

Table 2


To test their

knowledge and ranking

the candidates by their

performances

To allow

them to pass in secondary

education if they succeed

the leaving exam

To measure the

To assess the

suitability of learning

activities to pupils.

To measure the

cognitive development of

a learner.

To enhance

learning and pedagogy through

provision of constant

feedback.

To

select/identify learners who

To

measure the

learners knowledge level;

Determine which

learning objectives the learner

has attained

To control curriculum

implementation

To

enhance

To assess the

ability of candidates in

applying the theory-based knowledge

with regard to primary school

syllabus

To assess the


applying theory and practical

knowledge in solving

different

To measure the

learners attainment on

prescribed goals and objectives as espoused in the

various areas; English, Mathematics,

Social Studies and integrated

Science Curriculum.

Determine the

level of competence of

learners in literacy and

numeracy.

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competences of the teachers of

primary schools

To test

whether teaching materials are

relevant

are suitable for further education.

To inform curriculum

reviews/ changes in the

country by identifying its strengths and

weaknesses and providing

feedback to curriculum developers and

implementers.

To evaluate the

achievements of broad and specific

objectives of the curriculum.

efforts for effective teaching

and learning

through feedback

Selection

and placement

to the next cycle

Accountability of the

entire education system.

challenges encountered in daily life.

To use the examination

results as a criterion for

selection of pupils to join secondary

education

To use the

examination results to

improve teaching and learning

processes as well as the curriculum.

For diagnosis

Placement

Accountability

Certification

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3.1. 2 Proposed EAC aims and objectives of Primary School Examinations

The aims and objectives of Primary School Examinations shall be to:

i. To assess the learners achievement on aims and objectives as

prescribed in the Harmonized Curriculum

ii. Determine the abilities/level of competence the learners have

achieved in literacy and numeracy.

iii. Enhance learning and pedagogy through provision of constant

feedback.

iv. Select/identify learners who are suitable for further education.

v. Identify strengths and weaknesses of the education system and

provide feedback to curriculum reviews, policy makers, and

implementers

vi. Provide a basis for certification

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3.2 Secondary School Examinations

3.2.1 Table3: Current aims and objectives of Secondary schools examinations among Partner

States


To test their

competence in different fields.

Test the

correlation of the student's option

choice with their performances for an eventually

reorientation

To select the

candidates able to continue with further

education

To inform

curriculum review and

reforms

Assess the

suitability of learning

activities to learners.

Measure the cognitive,

psychomotor and affective development

of a learner

To enhance

learning and pedagogy through

provision of constant

feedback

To

select/identify learners who are

suitable for further

education

To inform

curriculum reforms and

To measure

the learners knowledge

level;

Determine

which learning

objectives the learner has attained

To monitor and evaluate

curriculum implementation

To enhance efforts for

effective teaching and

learning through feedback

Selection and placement to

the next cycle

Accountability

of the entire education

To assess the


applying the theory-based

knowledge with regard to secondary

school syllabus

To assess the


applying theory and

practical knowledge in solving

different challenges

encountered in daily life.

To use the

examination results as a

criterion for selection of pupils to join

To measure

attainment of knowledge and

skills in the various learning

areas tested, including functional literary

and numeracy skills; science process skills and

problem solving

To provide for

evaluation of the curriculum and

its implementation

To provide

feedback on performance

aimed at improving

instruction To provide a basis for certification

and selection and placement

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reviews

To evaluate

the achievements of broad and

specific objectives of

the curriculum

system.

either higher secondary education or

courses in other

institutions

To use the

examination results to improve

teaching and learning

processes as well as the curriculum.

3.2.2 Proposed EAC aims and objectives of Secondary school examinations

The aims and objectives of Secondary School Examinations shall be to:

i. Assess learners achievement of EAC education aims and objectives as prescribed in the

Harmonized Curriculum,

ii. Determine the abilities and level of competence the learners have achieved.

iii. To provide constant feedback to enhance teaching and learning.

iv. Identify and select learners who are suitable for further education, training and job market.

v. Identify strengths and weaknesses of the education system(quality and standards, learners,

curriculum and the instruments use)

vi. To inform curriculum review and reform, policy formulation, curriculum development and

implementation.

vii. Provide a basis for certification

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3.3 Primary Teacher Education Examinations – Certificate

3.3.1 Table 4: Current aims and objectives of Teacher Education-Certificate among EAC Partner

States


To test their

level in special

methodology

To test if

they have

enough knowledge to teach

To test their ability to

teach, to evaluate and their

responsibility

To use the examination

results to improve teaching

methods

To assess the

suitability of learning activities

to student teachers.

To evaluate the

capacity of

student teachers in applying theoretical

concepts in the classroom.

Assess the

student teachers acquisition of

specific pedagogical

skills.

To identify

student teachers who are likely to succeed in

certain courses which require

To

measure the

learners knowledge level;

Determine

which learning objectives

the learner has

attained

To control

curriculum

implementation

To

enhance efforts for

effective teaching

To measure the

ability of student

teacher to use knowledge and research skills

to facilitate teaching and

learning in schools

To measure

how the student

teacher can use persuasive

techniques and skills in rehabilitating

students’ behaviour to enable them to

learn effectively

To measure

how the student

To measure

the learners attainment

on prescribed goals and

objectives as espoused in

the various areas; English,

Mathematics, Social

Studies and integrated Science

Curriculum.

Determine

the level of competence of learners

in literacy and

numeracy.

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specific skills and aptitudes.

To inform

curriculum reviews/changes

at this level by identifying its

strengths and weaknesses and providing

feedback to curriculum

developers and implementers.

To evaluate the

student teacher’s acquisition of

administrative and leadership skills.

To enhance the

quality of teaching personnel

produced.

and learning through

feedback

Selection

and placement

to the next cycle

Accounta

bility of the entire

education system.

teacher can use skills in measurement

and evaluation in education so

as to improve on teaching and learning in

schools.

To measure how the

student teacher can use

knowledge and curricula in

preparation of lessons, and

adapt their teaching to take care of

students with special needs

so as to help them learn better.

To use

examination results as a criterion for

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certification of primary teacher

trainees

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3.3.2 Proposed EAC aims and objectives of Primary Teacher Education

Certificate Examination

i. To assess and evaluate the candidate’s mastery of skills and

competences as requirement of teaching professional/pedagogical/ and ragogical and school leadership skills.

ii. To ensure that Primary teacher education curriculum is effectively

implemented. iii. To enhance efforts for effective teaching and learning through

feedback. iv. To determine the level of quality of the teaching workforce being

produced which has an implication on the teaching learning outcome.

v. To monitor, evaluate and reinforce the realisation of the set aims and objectives of education.

vi. To assess the effectiveness of the system on teachers’ training. vii. To promote teachers’ scientific/ technical and cultural knowledge,

skills and attitudes needed for the education system.

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3.4 Teacher Education Examinations – Diploma

3.4.1 Table 5:Current aims and objectives of Teacher Education-Diploma Examination among Partner

States


To test the acquired knowledge in special methodology

To control their ability in applying theory and practical knowledge in complexity situations

To test their ability to teach, to evaluate and their responsibility

To improve teaching methods by research in pedagogy fields

To assess the suitability of learning activities to student teachers.

To evaluate the capacity of student teachers in applying theoretical concepts in the

classroom.

Assess the student

To measure the learners knowledge level;

Determine which learning objectives the learner has attained

To control curriculum implementation

To enhance efforts for effective teaching and learning through

feedback

Selection and placement to the next

To measure the ability of student teacher to use knowledge and research skills to facilitate teaching and learning in schools

To measure how the student teacher can use persuasive techniques and skills in rehabilitating students’ behaviour to enable them to learn effectively

To measure how the student teacher can use skills in measurement and evaluation in education so as to improve on teaching and learning in schools

To measure how the student teacher can use knowledge and

To measure the learners attainment on prescribed goals and objectives as espoused in the various areas; English, Mathematics, Social Studies and integrated Science Curriculum.

Determine the level of competence of learners in literacy and numeracy.

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teachers acquisition of specific pedagogical skills.

To identify student

teachers who are likely to succeed in certain courses which require specific skills and aptitudes.

To inform curriculum reviews/changes at this level by identifyin

g its strengths and weaknesses and providing

cycle

Accountability of the entire education system.

curricula in preparation of lessons, and adapt their teaching to take care of students with special needs so as to help them learn better.

To use examination results as a criterion for certification of secondary education teacher trainees

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feedback to curriculum developers and implementers.

To evaluate the student teacher’s acquisition of administrative and leadership skills

To enhance the quality of teaching personnel produced.

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3.4.2 Proposed EAC aims and objectives of Teacher Education

Examinations-Diploma

i. To assess and evaluate the candidate’s mastery of pedagogical/ and ragogical and school leadership skills.

ii. To ensure that teacher education curriculum is effectively implemented. iii. To enhance efforts for effective teaching and learning through feedback.

iv. To determine the level of quality of the teaching workforce being produced which has an implication on the teaching learning outcome.

v. To monitor evaluate and reinforce the realisation of the set aims and

objectives of education policy. vi. To assess the effectiveness of the system on teachers’ training. vii. To promote teachers, scientific/ technical and cultural knowledge, skills

and attitudes needed for the education system.

4.0 THE RULES AND REGULATIONS GUIDING GENERATION,

MODERATION, PRINTING, SECURITY AND CONDUCT OF

EXAMINATIONS.

This section comprises 10 sub-sections namely, a) registration of candidates b)

generation of examination items; c) moderation of examination items; d)

typesetting of question papers; e) proof reading examination question papers; f)

printing examination question papers; g) security of examinations; h) packing

examination question papers; i)distribution of examination question papers

and j) moderation for conduct of examinations.

4.1 Registration of candidates

4.1.1 Eligibility

i. Candidates will have completed the proposed prescribed harmonized

curriculum at the relevant level.

ii. Partner States shall put in place a mechanism that enables learners

to register for examinations at all levels regardless of age.

iii. Examination bodies shall ensure that the registration templates have

provisions for recording the special needs status of candidates to

whom this is applicable.

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iv. A person shall not be eligible to register at a particular level if that

person does not meet the minimum entry requirements.

4.1.2 Modalities

Registration shall be done through accredited examination centres, using

modalities convenient to specific Partner States such as registration,

using Optical Mark Reader (OMR) or through e-registration.

4.1.3 Period for Registration

The period for registration shall be set in accordance with the

examination timetables of each Partner State.

4.1.4 Number of subjects

The subjects to be examined shall be as per the prescribed EAC

harmonized Curriculum for each level as follows:

i. Primary Education

Minimum number of subjects that shall include English, Kiswahili,

Mathematics, Science and Social Studies (which may include

Religious Education).

ii. Lower Secondary Education

Minimum number of subjects which include as compulsory subjects

English Language, Kiswahili, Mathematics, at least two subjects from

Social Studies (History, Civics, Geography, Religious Studies) at least

two Science subjects (Physics, Chemistry, Biology and Agriculture), or

General Science, Business studies, Entrepreneurship Skills or one of

the optional subjects, Creative Arts, (Fine Arts, Music, Dance and

Drama), Local and Foreign Languages, Sports, Physical Education,

Technical Subjects, Applied Sciences and Literature in English.

iii. Upper Secondary Education

Compulsory General studies/paper and minimum of three subjects

taken at principal level as follows: Mathematics and Science, ICT,

Entrepreneurship skills, Technical Subjects, Kiswahili, Foreign and

Local Languages, Literature, History, Geography, Economics Creative

Arts (Fine Arts, Music, Drama) Religious Education, Accounts,

Applied Science, Physical Education.

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At subsidiary level:

Subsidiary Mathematics or Basic Applied Mathematics shall be

offered to candidates who opted for science combination without

principal Mathematics.

Basic Applied Mathematics/Subsidiary ICT will be offered to all

candidates.

iv. Primary Teacher Education(PTE)

Compulsory Professional Education Studies including ECD and SNE,

English and Kiswahili. Three more subjects will be chosen from

Science, ICT and Mathematics, Social Studies and Religious

Education, Creative Arts, Local Languages/Foreign Languages and

Physical Education. A minimum of six subjects will be examined.

v. Secondary Teacher Education

Compulsory subjects shall include: Teacher Professional Studies, ICT,

Sex and Relationship Education. Two more subjects will be chosen

from the Sciences and Mathematics, Languages, Social Sciences and

Religious Studies, Entrepreneurship, Foreign and Local Languages.

4.1.5 Registration Fees

Registration fees shall be paid as stipulated by each Partner State.

4.1.6 Penalties for Late Registration

Late registration penalty charges shall be prescribed by individual

Partner State

4.2 Generation of examination items

Items shall be generated through item writing workshop. Item writers,

who shall be vetted, shall be teachers/teacher trainers with appropriate

qualification and experience. The setters shall be given training on

principles of item construction for capacity building

For quality assurance, the item writing workshop shall be coordinated

by assessment experts in specific disciplines

For the security of items writers shall:

i. Sign an oath of secrecy

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ii. Fill declaration forms ceding their copyright to the examination

authority

4.2.1 Moderation of examination items

i. Moderation shall be done by a panel of subject specialists. A panel

shall have not less than three members

ii. Moderators shall not moderate examinations for which they are

preparing candidates

iii. The moderation period shall be a minimum of three days per paper

iv. A marking scheme of each question paper shall be moderated

alongside the question paper

v. The subject specialist shall compile the moderated items into a hand

written draft of a question paper. Compilation of items into question

papers shall be done in accordance with table of specification

vi. Items /question paper banking

A bank of moderated items or compiled question papers shall be

maintained to be drawn upon in case of need

vii. During moderation, attention shall be paid to adaptation of questions

to take care of candidates with special needs, such as the visually and

hearing impaired;

viii. Examination bodies shall prepare guidelines on essential criteria to be

met by each item before being accepted;

ix. Moderators shall sign a declaration form and an oath of secrecy.

4.3 Typesetting of Question Papers

i. The subject specialist shall typeset all the question papers and

marking schemes.

ii. The typesetters shall use a checklist to ensure that the question paper

meets the prescribed specifications.

4.4 Proof reading of question papers

i. The subject officers shall be responsible for proofreading of the

typeset question papers. Where a subject officer is not professionally

competent in the subject matter e.g. Foreign Language, the

chairperson of the moderation panel or an expert selected by the

subject officer shall undertake the proofreading. Proof-reading shall

be done in a secure environment such as the manuscript office.

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ii. The proof-reader shall use a checklist to ensure that the question

paper has the required specifications.

iii. The proof-reader shall sign the checklist upon completion of the task.

4.5 Storage of Proof-Read Items /Question Papers

Examination bodies shall store proof read items/question papers in a

safe and secure facility, to avoid physical damage and examination

leakages.

4.6 Printing Examination Question Papers

All Partner states shall ensure that:

i. Printing of question papers shall be done in a secure environment

ii. Decision on the papers to be printed shall be made by the Head of

the examining body or the delegated officer/officers

iii. Printing shall be done by authorized personnel.

iv. Officers involved shall also sign an oath of secrecy and declaration

of interest form.

v. Printing of question papers for candidates with special needs shall

be considered.

4.7 Packing of Examination Papers

The Partner States shall indicate how packing of the examination

papers will be done under secure environment.

4.8 Distribution of Examination Question Papers

i. The question papers shall be packed in secured containers and

distributed to storage/distribution centres under National security

escort;

ii. Each distribution vehicle shall be accompanied by a senior officer

from the examination body.

4.9 Security of Examinations

Member states are encouraged to embrace the following best practices in

security of examinations identified from different partner states:

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i. Methods of concealing the identity of the examination

centres/candidates, such as the use of random numbers, shall be

devised by each examining body in order to reduce bias/subjectivity

during the marking of candidates’ scripts.

ii. To avoid impersonation Partner States should put in place an

appropriate mechanism to identify bona fide candidates such as

photographs and identification cards

iii. Personalization of certificates through the inclusion of candidates’

photographs shall be done to eliminate forgery of certificates.

iv. Examination bodies shall endeavour to include security features that

are difficult to forge on their certificates.

v. The conduct of the examination shall be guided by a code of rules and

regulations.

vi. The examination bodies shall give guidelines on setting,

administration, scoring, computation, storage and transmission of

continuous assessment scores.

vii. The examination body shall put in place mechanisms for moderation

of continuous assessment (CA) scores to ensure reliability.

viii. Examination bodies shall, through the relevant ministries responsible

for education, ensure enactment of legislation that provides for

deterrent penalties for examination malpractice.

ix. Examination bodies shall put in place measures to guard against

malpractices in the conduct of online examinations.

x. Distribution centres/storage stations shall be managed by authorized

personnel from the examination bodies.

xi. Examination centres shall be guarded by officers from National

security agencies.

xii. Examination papers shall be dispatched in such a manner that

reduces to a minimum the length of time question papers will be kept

in a centre before the commencement of the examination.

xiii. Where practically possible examinations shall be dispatched from the

headquarters of the examination body to storage stations/distribution

centres at least twice during the course of examination. This will limit

exposure of examination papers.

xiv. Examiners/Markers shall declare interest and sign an oath of secrecy.

xv. Marking shall be fully residential

xvi. Use of mobile phones by markers in marking centres shall be

restricted.

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xvii. The terms and regulations for marking shall be set in the letter of

invitation and markers shall be required to accept these conditions in

writing before the contract is granted.

5.0 MODALITIES OF SUPERVISING AND ADMINISTERING

EXAMINATIONS

This section presents detailed guidelines on how to go about supervising

and administering examination. It comprises of seven subsections,

namely:

5.1 Preparing for examinations

5.1.1The Examination Timetable

The examination timetable shall provide the following details:

i. The examination level;

ii. The year of examination;

iii. Code of the subject;

iv. Name of the subject;

v. Day and date of the examination;

vi. Time to start and end the examination;

vii. Duration of the examination;

viii. Number of sessions involved

ix. Important notes, instructions, cautions and penalties.

Examination bodies shall ensure that extra time is allowed to special

needs candidates as appropriate for each examination paper.

5.1.2 Regulations for the conduct of the examinations

The regulations shall be made to prescribe:

i. The roles/duties of the key officers who are involved in the conduct

and supervision of the examinations (Supervisors, Invigilators, Head

of Examinations Centres etc.);

ii. procedure on the conduct of theory, practical and vocational

examinations;

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iii. the type of stationery and equipment to be used during the

examination;

iv. procedures of handling examinations irregularities;

v. penalties for examinations irregularities

vi. a set of Instructions to guide field administration of examinations.

5.1.3 Generation of packing lists

The packing lists shall be generated from the registration data available. The

list shall show the following:

i. The name and code number of Region and the District;

ii. name and number of the school/ examinations centre;

iii. total number of candidates per centre and

iv. name of the storage station/distribution centre.

5.1.4 Stationery

The following stationery shall be required:

i. Tamper evident question and script return envelopes;

ii. Answer booklets with specific features;

iii. Braille paper and

iv. Special stationery for specific subjects like graph and drawing paper

5.1.5 Briefing and commissioning of field officers

The examination body shall:

i. Identify officers to be involved in the conduct of the examination;

ii. prepare the briefing program and

iii. issue appointment letters and other relevant documents

5.2 Arrangement of examination rooms

The examination centres shall be required to ensure that:

i. Candidates are placed at least 1.2 metres apart;

ii. the ratio of invigilator to candidate is 1 to 25;

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iii. name cards with index number are placed on the desks .Where possible

the card should bear the candidate’s photograph.

iv. all candidates sit in rows and columns facing the front of the

examination room;

v. invigilators are strategically positioned to have a clear view of all the

candidates at all times;

vi. there are no stimulus materials in the examination room;

vii. the rooms are well lit and ventilated and

viii. an alternative room is provided for the special needs candidates.

Examination bodies shall ensure that specialized personnel (e.g. sign language

interpreters and transcribers) are appointed and made available to provide

necessary assistance to special needs candidates during the examination.

5.3 Entering examination rooms

The examination centres shall ensure that:

i. only authorized persons are allowed to be near the examination room;

ii. authorized persons are near the examination room at least 30 minutes

before commencement of the examination;

iii. the bona fide candidates are identified and presented to the supervisor;

iv. candidates are frisked/checked for unauthorized materials by the

supervisor/invigilators before entering the examination room;

v. candidates are frisked/checked by invigilators/supervisor of the same

sex with the candidate and

vi. Candidates enter the examination room in an orderly manner.

5.4 Starting examinations

The supervisor shall ensure that:

i. examination starts according to the time table;

ii. authorized persons including candidates witness the opening of the

packet(s) and verification of the number of question papers packed;

iii. examination materials and question papers are distributed to candidates;

iv. candidates are given time to write index number/random numbers and

other details before the start of the examinations;

v. a bell is rung to signal the start of the examinations and

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vi. there is a clock in the examination room and time to start and end the

examination is written on the board

vii. Extra time should be given to learners with special needs

5.5 While the examination is in progress


i. candidates are identified by using photo album;

ii. candidates sign against individual subject register;

iii. candidates sign against script control form;

iv. invigilators at regular intervals move around the room to ensure

adherence to the examination rules;

v. Invigilators and other personnel adhere to examination rules and

regulations and

vi. there is complete silence during the examination session.

5.6 Ending examinations


i. candidates are alerted five minutes before the end of the

examination;

ii. a bell is rung to signal the end of the examination and

iii. invigilators collect scripts in an orderly manner and confirm that

candidates have written their index numbers.

5.7 Packing scripts


i. all scripts are brought to the supervision desk;

ii. scripts are arranged in ascending order of index numbers;

iii. scripts are counted and verified against the total number of

candidates present;

iv. scripts are packed in tamper-evident envelopes together with script

control sheet, subject attendance register, other documents and sealed;

v. candidates’ representatives, Head teacher(in Partner States where

this is possible), invigilators/supervisors witness the sealing of, and sign

the return envelopes and

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vi. all sealed return envelopes are handed over to the

distribution/storage stations.

5.8 Marking scripts

The Examination Body shall ensure that:

i. marking centres are procured;

ii. Scripts are delivered from the storage stations to the marking

centres;

iii. examiners/markers are trained;

iv. letters of invitation to examiners spell out the terms and conditions

of marking;

v. senior examiners are briefed;

vi. scripts are delivered to the marking centres and stored in a secure

room;

vii. dummy scripts and all other relevant documents are produced;

viii. coordination of all senior and other examiners is done;

ix. conveyor belt marking is used to enhance reliability;

x. continuous coordination is done throughout live marking;

xi. capturing of candidates’ scores is done electronically and

xii. verification of candidates’ scores is done by examiners, checkers

and adjudicators.

5.9 Processing of examination scores/results and Grading

results/awards

The examination body shall ensure:

i. verification of candidates’ scores;

ii. verification of candidates’ missing scores and any other gaps;

iii. identification and verification of candidates with inconsistent

performance;

iv. verification of reported cases of examination irregularities ;

v. presentation of cases of examinations irregularities, presentation of

grade awards, hardship cases, withheld/pending cases for

discussion and approval by the Examinations Council/Board;

vi. dummy results are produced;

vii. Validation of candidates’ results and

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viii. Certification

6.0 PROCEDURES FOR HANDLING EXAMINATION MALPRACTICES.

Examination malpractices cut across all examination levels and take the

following forms:

i. Collusion

ii. Impersonation

iii. Prior access/leakage

iv. Smuggling of unauthorized materials into the examination room.

v. Double presentation of scripts/substitution.

vi. External assistance.

vii. Destruction of examination materials.

viii. Disruption of examination process.

ix. Possession of mobile phones and other electronic devices.

6.1 Tapes/forms of examination malpractice

The examining body shall ensure that:

i. evidence of malpractice gathered by invigilators, supervisors,

examiners/markers and other stakeholders are received by the

examination body;

ii. a technical committee is established to analyze the evidence and

make recommendations to the examination body.

iii. the relevant committee of the examination body examines the

evidence, considers the recommendations and makes decisions

which may include the following penalties in regard to individuals

that have been deemed culpable:

cancellation of results of affected candidates/centres;

withdrawal of accreditation of an institutions’ examination

centre status;

barring the candidate from re sitting the examination for a

specific period of time;

prohibiting a person found to have been involved in the

malpractice from participating in any activities of the

examination body and

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publishing the list of centres/persons involved in

malpractices.

The committee may also recommend:

i. Disciplinary action (professionally) against the perpetuators of the

malpractice and

ii. Prosecution in courts of law of the candidates and other persons

involved.

In all these procedures the right to be heard shall be granted to all

candidates and other persons suspected of involvement

7. 0 PROCEDURES FOR ANNOUNCING EXAMINATION RESULTS

The examination body shall:

i. brief the minister responsible for education;

ii. set the date for the release of the results;

iii. prepare the necessary documents for the release of the results;

iv. release the results to the public through the web site, Short Message

Services, Compact Discs, results slips, print outs etc.

8.0 EAC EXAMINATIONS RULES AND REGULATIONS FRAMEWORK

GLOSSARY

TERM DESCRIPTION

Subject officer An employee of an examining body in charge of a

particular subject.

Subject specialist A person with specialization in a specific subject

area.

Item writer/setter Subject specialist given the mandate to develop test

items for examinations.

Assessment The process of gathering information and making

judgments about student’s achievement or

performance.

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Assessment

expert

A person knowledgeable in educational assessment

practices.

Formative

assessment

Assessment that basically classroom and teacher

based, aiming at supporting students to make

progress in learning throughout a certain period of

time.

Summative

assessment

Assessment that summarizes the progress and

leaning achievement outcomes by learners after

completing a specific education cycle.

Continous

assessment

Assessment that is carried out on regular basis by

classroom teachers as part of their teaching and

learning strategies. This assessment can be used as

part of summative assessment.

Examination item

proof reader

Examination officer given the mandate to edit and

ensure correctness of the examination items.

Head of

Examination body

A person in charge of an examining body and all

examination activities e.g Chief Executive.

Markers/examiner An authorised subject expert charged with the

marking of examination scripts.

Senior

examination

officer

An officer who is entrusted with the administration

and management of examinations.

Invigilator An officer in charge of candidates in an examination

room to ensure proper conduct of the examination

and no candidate violates the examination

regulations.

Moderator An authorized subject specialist who reviews and

assesses the quality of examination items and

marking schemes and makes the necessary

amendments

Supervisor An officer in charge of the conduct of examination in

an examination Centre

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Stimulus

materials

Un authorised material / information in and around

the examination center/room before or during the

examination.

Examination

centre

An institution or any other place approved by the

examining body at which the final examinations are

taken by the candidates.

Examination

malpractice

Violation of examination rules and regulations

either before, during or after the examination .

Documents

ANNEX VIII HARMONISATION OF THE EAC EUDCATION …