Ghana's education system currently prioritizes student ranking over measuring actual learning achievement. The Basic Education Certificate Examination (BECE) uses a norm-referenced assessment method, known as stanine, which compares students against each other. This system, while effective for selection purposes, may not accurately reflect whether students have met specific educational standards.
The West African Examinations Council (WAEC) explicitly states that BECE candidates are graded using the stanine method. This system scales test scores on a nine-point scale, with a mean of 5 and a standard deviation of 2. WAEC explains that this approach is suitable for both certification and selection, ranking and comparing candidates' performances relative to one another. Grade boundaries can vary based on overall candidate performance, not fixed standards.
This assessment philosophy contrasts sharply with Ghana's evolving curriculum, which increasingly emphasizes competencies and performance standards. The National Pre-Tertiary Education Curriculum Framework defines assessment as determining a learner's attainment of necessary knowledge, skills, attitudes, and behaviors. It stresses that assessment should provide meaningful feedback on progress towards defined performance indicators. This creates a disconnect between what the curriculum aims to achieve and how student learning is actually measured.
Papa Dee, The Stammering Linguist of Nunyãdume, highlights this critical distinction. He argues that a nation should primarily measure its children against what it promised to teach them, not merely against one another. This perspective suggests a need for criterion-referenced assessment, which evaluates students against predefined learning objectives. Such an approach would indicate whether students have mastered specific skills, rather than just how they compare to their peers.
The current examination system also raises significant mental health concerns for students. Examinations do not just produce grades; they influence experiences, identity, family expectations, and anxiety levels. A child can easily internalize poor examination performance as a personal failure, impacting their self-worth and future outlook. Educational psychologists, psychiatrists, teachers, and policymakers must consider these broader impacts.
Moving forward, a re-evaluation of Ghana's assessment philosophy is crucial. Shifting towards a criterion-referenced system would better align with the competency-based curriculum. This change would provide more accurate data on the effectiveness of educational investments and support for struggling pupils. It would also foster a learning environment that prioritizes genuine achievement over competitive ranking, potentially improving student well-being. Decision-makers and educational institutions will need to collaborate to implement these reforms effectively.