Practices in the Administration and Management of Examinations for Learners with Hearing Impairment in Zambia

Abstract

The study investigated the practices in the administration and management of examinations for grade 12 learners with hearing impairment in selected schools in Zambia. The study employed mixed methods research, in particular a sequential exploratory design. The sample was sixty (60) comprising teachers, headteachers, Education Standards Officers-Special Education, Education Standards Officers-Examinations, Education Standards Officers-General Inspection, Senior Education Standards Officers, special education, Principal Education Officers in charge of examinations, Examination Council of Zambia-special education and Headquarters Chief Examinations officer. Simple random sampling and purposive sampling techniques were used to select the respondents. Data was collected using a semi-structured questionnaire and interview guide which was analysed descriptively and thematically. Findings revealed that examinations were administered in the mainstream in Standard English language and pupils had difficulties understanding questions in English grammar different from that in signed English hence repeatedly raised their hands in the examination room; asking for someone to interpret in sign language. Most learners complained that the examinations are not suitable for them as they are neither in sign language nor signed English. Instructions during the examinations in most centers were given in English language, devoid of sign language interpreters to help, causing learners to repeat questions as answers in the answer booklet. The extra 30 minutes given to learners after the examination is not enough. Findings also revealed that marking is done by teachers specialized in particular subjects, who, mostly have limited knowledge in special education or signed English commonly used in written work among the hearing impaired; have challenges in reading and understanding the answers from the learners as they see signed English used as having too many grammatical errors. Markers see learners’ written work as not making sense because of their use of signed English and as a result, most work did not attract a mark leading to a majority failing examinations. The study recommends that the Examination Council of Zambia (ECZ) should use adapted or modified or signed English in examination questions and increase use of objective tests and qualified specialist teachers for the hearing impaired (HI) to mark examinations and set test items.

Key words: Hearing Impairment, Practices, Administration, Management, Examinations, Sign Language Interpreters

DOI: 10.7176/JEP/15-13-01

Publication date: December 30th 2024