Ghana's Stanine grading system, used for the Basic Education Certificate Examination (BECE), is conceptually appropriate for second-cycle school placement but requires periodic review. This assessment comes from the Institute for Education Studies (IFEST).
Dr. Peter Partey Anti, IFEST's Executive Director, stated the system effectively ranks candidates for limited senior high school and technical institute places. He explained that placement into these schools is fundamentally a selection and ranking exercise. The Stanine system allows comparing candidates based on their performance relative to their peers. This differentiation is crucial for allocating students to available school and programme slots.
This discussion arises amid concerns from private schools regarding this year's BECE results. The debate also highlights Ghana's broader assessment philosophy and its alignment with curriculum reforms. While the curriculum focuses on what learners know, Stanine primarily indicates a learner's position relative to others. This potential misalignment between teaching standards and exit point reporting needs addressing.
Dr. Anti emphasized that while the system is defensible for placement, it is not automatically the best possible system. He told the Daily Graphic that Ghana must periodically evaluate its effectiveness. He questioned whether the system ranks candidates fairly, accurately, and transparently enough for placement purposes. This is more critical than whether Stanine measures absolute mastery of the curriculum.
The Stanine model intentionally places approximately 4 percent of candidates in its highest category. Dr. Anti clarified that this restriction is not inherently problematic if BECE's principal function is placement. He argued that placement demands differentiation among candidates. However, he suggested that standardized or appropriately scaled scores could offer greater precision than broad grade categories. Two candidates might receive the same grade despite significant differences in their underlying scores.
Allegations that the system disadvantages private school candidates require concrete evidence. Dr. Anti noted that private schools are entitled to question the methodology. However, any claim of systematic disadvantage needs empirical support. Credible evidence suggesting such differences, not explained by candidate performance, should be independently investigated. This ensures fairness and maintains public confidence in the examination process.
Dr. Anti called for greater transparency in the grading process. He urged the West African Examinations Council (WAEC) and the Ministry of Education to clearly explain what BECE represents. Parents need to understand that a grade of one does not necessarily mean 90 percent or above. Instead, it signifies a candidate's position within a performance distribution.
IFEST recommends greater publication of the technical basis for grading. They also suggest structured engagement with schools, parents, and assessment experts. Periodic independent technical evaluations are necessary to determine if Stanine remains the most appropriate placement mechanism. An independent assessment oversight or appeals mechanism could review serious complaints. This mechanism would audit assessment procedures and provide an independent avenue of appeal. It should not interfere with WAEC's operational independence but ensure external accountability and quality assurance.