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The Compulsory Sequential System of Assessment in Cameroon: Evidence of a Conceptual Misunderstanding

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The Compulsory Sequential System of Assessment in Cameroon: Evidence of a Conceptual Misunderstanding


Kenneth Ngu Foncha | John Teneng Awa | Ndi Bernadette Frinwie



Kenneth Ngu Foncha | John Teneng Awa | Ndi Bernadette Frinwie "The Compulsory Sequential System of Assessment in Cameroon: Evidence of a Conceptual Misunderstanding" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3, April 2020, pp.737-742, URL: https://www.ijtsrd.com/papers/ijtsrd30696.pdf

Reforms in education, especially classroom practices, succeed only when teachers articulate beliefs and perceptions either during the planning phase or realization. At the introduction of the Sequential System of Assessment (SSA) in Secondary Schools in Cameroon, it was presumed it would increase commitment by school administrators and teachers to the use of students’ tests data and feedback to improve student learning and their own accountability for student learning. In practice, however, it is largely summative and serves as a means of control (of teachers, students and curriculum). This study explores the conceptual misunderstanding underlying the practice, its non-applicability and its continuing relevance in the context of Cameroon. A retrospective analysis of pre-and post-implementation data is made. Results indicate that the practice does not have any positive effects upon students’ learning, as measured in the Ordinary Level GCE results of English Language, French Language and Mathematics. The study established that the practice is rooted in a profound misconception wherein assessment is seen as a separate activity from instruction since the practice officially puts teaching on hold and intermittently shuts down learning for six weeks. There is an apparent mismatch between system priorities and classroom assessment practices. It is logistically impractical to provide qualitative feedback in Cameroon. Sustained dedication and enthusiasm from teachers are lacking. Formative assessment is scarcely achievable in a high-stakes public examinations tradition like Cameroon. The study concludes that the practice is inhibited by conceptual and operational problems and recommends a sustained professional development framework for teachers and a reconceptualization of the practice with emphasis on teacher autonomy. The study finally cautions against imported “blueprints” and the peril of copying educational fads of developed countries.

Assessment, feedback, learning outcomes


IJTSRD30696
Volume-4 | Issue-3, April 2020
737-742
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

International Journal of Trend in Scientific Research and Development - IJTSRD having online ISSN 2456-6470. IJTSRD is a leading Open Access, Peer-Reviewed International Journal which provides rapid publication of your research articles and aims to promote the theory and practice along with knowledge sharing between researchers, developers, engineers, students, and practitioners working in and around the world in many areas like Sciences, Technology, Innovation, Engineering, Agriculture, Management and many more and it is recommended by all Universities, review articles and short communications in all subjects. IJTSRD running an International Journal who are proving quality publication of peer reviewed and refereed international journals from diverse fields that emphasizes new research, development and their applications. IJTSRD provides an online access to exchange your research work, technical notes & surveying results among professionals throughout the world in e-journals. IJTSRD is a fastest growing and dynamic professional organization. The aim of this organization is to provide access not only to world class research resources, but through its professionals aim to bring in a significant transformation in the real of open access journals and online publishing.

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