WAEC TO INTRODUCE CBT FOR WASSCE
The West African Examinations Council (WAEC) has announced a groundbreaking development that is set to reshape the landscape of West African education. Starting from the next academic year, WAEC will introduce Computer-Based Testing (CBT) for the West African Senior School Certificate Examination (WASSCE). This move marks a significant shift in how students in the region will be assessed, bringing with it a host of benefits and challenges. In this blog post, we’ll explore the implications of this decision and what it means for students, educators, and the educational system as a whole.
The Head of National Office (HNO), Mr Patrick Areghan, gave the hint in an interview with the News Agency of Nigeria (NAN) on Saturday in Lagos. Areghan was speaking against the backdrop of notable achievements and advancements of the council under his watch, as he prepared to bow out of office on Oct. 1.
He would be bowing out after completing his three-year tenure. He said that introducing the CBT mode of administrating some of the council’s examination had been part of his vision for the body in the near future. We have already started something in terms of CBT examination and we have gone far with our plans even in the sub region. But this is not an easy task as some people may think. This is because we ask ourselves, how do we conduct CBT for practical and essay papers? We can only readily do that in the case of objective questions. But so many people will not see it from that angle. They argue that some others are doing it, why can’t WAEC do same. Now, no one even talks about energy; how many schools are exposed to computer literacy? How many have computer facilities and how many have electricity to run these things?
Even where you have all these things on ground, how do you handle the issue of theory and practical papers? So, these are the issues, but that is what I want the council to do in the very near future. We should be able to conduct CBT examinations, even if it means starting with the objective questions,” he said.
The Evolution of Assessment
Traditional paper-based examinations have been the norm for decades, serving as the primary means of evaluating students’ knowledge and skills. However, the world has evolved, and the demands of the 21st century require a more dynamic and adaptable approach to education. CBT offers several advantages over traditional methods of assessment, making it a logical choice for WAEC.
Efficiency and Timeliness: CBT streamlines the examination process, reducing the time needed for printing, distribution, and marking of paper-based tests. This means faster results and quicker feedback for students.
Reduced Cheating: CBT can include sophisticated security measures, such as randomizing questions and using biometric authentication, making it more difficult for students to engage in dishonest practices.
Adaptive Testing: CBT can adapt the difficulty of questions based on the student’s performance, providing a more accurate assessment of their abilities.
Accessibility: CBT accommodates a wider range of students, including those with disabilities. It allows for features like screen readers and adjustable font sizes.
Data-Driven Insights: CBT generates valuable data that can help educators and policymakers better understand student performance, identify areas of improvement, and refine educational strategies.
Challenges and Concerns
While the introduction of CBT for WASSCE is a commendable step forward, it is not without its challenges and concerns.
Infrastructure: Not all schools in West Africa have the necessary infrastructure, including computers and stable internet connectivity, to implement CBT effectively. Addressing this infrastructure gap is crucial.
Digital Literacy: Students may need training to become familiar with CBT systems. This is an opportunity to enhance digital literacy skills, but it will require investment in training and resources.
Security: Ensuring the security of CBT systems is paramount to prevent hacking or other forms of cheating.
Equity: The move to CBT must not exacerbate educational inequalities. Efforts should be made to ensure that all students, regardless of their socio-economic background, have equal access to CBT.
Psychological Impact: Some students may experience increased anxiety when faced with computer-based testing, particularly if they are not accustomed to using computers for exams. This psychological aspect needs to be addressed sensitively.
In Conclusion
The decision by WAEC to introduce CBT for WASSCE is a progressive step towards modernizing education in West Africa. It aligns with global trends in assessment and offers numerous advantages in terms of efficiency, security, and data-driven insights. However, it also poses challenges that must be addressed to ensure a smooth transition and equitable access for all students.
As the implementation of CBT unfolds, collaboration among educational stakeholders, including governments, schools, and technology providers, will be crucial. With proper planning, investment, and support, CBT has the potential to revolutionize education in the region, preparing students for the demands of the digital age and empowering them to excel on a global scale. It is a bold step forward in the pursuit of educational excellence in West Africa.
