ASSESSMENT IRREGULARITIES AND EXAMINATION MALPRACTICES IN TERTIARY EDUCATION
For some time now in the Cameroon educational system, the examination boards, higher institutions, and the society as a whole had been crying aloud on examination irregularities. From 2005-2015 academic years, some school personnel are said to have leaked examination questions and cheated in the writing and correction of the examination papers. The General Certificate of Examination Board (GCEB) and the Office du Baccalaureate (OB) administrative officials have denounced the examination fraud in some schools. The recent cases in June 2015 in the Advanced Teachers' Training institutions and the Faculty of Education students were alleged victims of assessment irregularities that affected the actual students' output. These and more are examples that attest for assessment irregularities. Based on this premise this study is to explore the probable causes of these irregularities in the tertiary education. The following variables like assessment tools, physical and psychological environments, the know-how of the evaluator and the students' factor were envisaged for the study. The theoretical framework of this study is based on the works of some eminent scholars like, Banduraand Spring. Four research questions were formulated, from which a 10-items questionnaire was established and purposive sample of 220 lecturers, and 220 students from higher institutions in Yaoundé were used. Descriptive and inferential statistics were used and the results indicated that assessment irregularities have a significant impact on examination mal practices. Key words: Assessment, evaluation, examination irregularities, tertiary
Maureen, E. Tanyi (PhD) Ed. Psych. & Wirngo Tani Ernes
ASSESSMENT IRREGULARITIES AND EXAMINATION MALPRACTICES IN TERTIARY EDUCATION
For some time now in the Cameroon educational system, the examination boards, higher institutions, and the society as a whole had been crying aloud on examination irregularities. From 2005-2015 academic years, some school personnel are said to have leaked examination questions and cheated in the writing and correction of the examination papers. The General Certificate of Examination Board (GCEB) and the Office du Baccalaureate (OB) administrative officials have denounced the examination fraud in some schools. The recent cases in June 2015 in the Advanced Teachers' Training institutions and the Faculty of Education students were alleged victims of assessment irregularities that affected the actual students' output. These and more are examples that attest for assessment irregularities. Based on this premise this study is to explore the probable causes of these irregularities in the tertiary education. The following variables like assessment tools, physical and psychological environments, the know-how of the evaluator and the students' factor were envisaged for the study. The theoretical framework of this study is based on the works of some eminent scholars like, Banduraand Spring. Four research questions were formulated, from which a 10-items questionnaire was established and purposive sample of 220 lecturers, and 220 students from higher institutions in Yaoundé were used. Descriptive and inferential statistics were used and the results indicated that assessment irregularities have a significant impact on examination mal practices. Key words: Assessment, evaluation, examination irregularities, tertiary