Quality assurance practices of internal examinations in selected Eswatini primary schools
DOI:
https://doi.org/10.34142/2709-7986.2025.30.1.16Keywords:
assessment, internal examination, quality assurance, reliability, standardisationAbstract
Purpose/Aim: Internal examinations are essential for formative assessment, offering valuable insights into learner progress and informing teaching strategies. However, current quality assurance practices in these examinations are prone to various shortcomings. These flaws can significantly affect the reliability and fairness of assessments, potentially resulting in inaccurate evaluations of learner achievement. A key concern is identifying the challenges and limitations that undermine quality assurance in internal examinations within Eswatini’s primary schools. By highlighting these issues, this study aims to contribute to improvements that uphold the integrity and effectiveness of this crucial assessment tool.
Methodology: This qualitative case study embedded within the interpretative paradigm enabled the researchers to gain an in-depth understanding of how quality is assured in internal examinations in primary schools. Data was generated from five conveniently selected schools, where two teachers from each school participated in the study by completing an open-ended questionnaire. Five principals from the selected schools were part of the study by participating in semi-structured interviews. Document analysis also formed part of the data-generation process: in each school a sample of examination papers and marked examination scripts were reviewed to assess quality assurance.
Results: The findings revealed that maintaining the quality and integrity of internal examinations in Eswatini’s primary schools is still a serious concern. Identified problems affecting quality assurance in internal examinations were fairness, reliability, validity, restricted resources, a lack of second opinions on produced examination papers, insufficient uniformity, and inadequate examination supervision.
Conclusions: Based on the findings the study recommends regular implementation of training programs specifically tailored to equip teachers and principals with the necessary skills and knowledge to manage school-based assessments. The study further suggests that a policy should be put in place to serve as a guide in the preparation, monitoring, and supervision of internal examinations.
Downloads
References
Abdo, H., Chehabeddine, M., Chehabeddine, H., Nasrallah, I., El-Kak, A., & Hatem, G. (2024). Primary Schoolchildren’s Difficulties at School Following the Multiple Crises: A Single Center Cross-Sectional Study. Educational Challenges, 29(1), 9–27. https://doi.org/10.34142/2709-7986.2024.29.1.01
Alhassan, A., & Anya, C. (2017). Forms and consequences of examination malpractices in Nigeria’s schools and universities: What should the stakeholders do? International Journal of Education, Training and Learning, 1(1), 9–21. https://doi.org/10.33094/6.2018.11.9.21
Batra, P., Pillai, P., & Kaim, P. (2023). Quality education from teachers’ perspective. RESEARCH REVIEW International Journal of Multidisciplinary, 8(6), 44–52. https://doi.org/10.31305/rrijm.2023.v08.n06.007
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper (Ed.), APA handbook of research methods in psychology (Vol. 2, pp. 57–71). American Psychological Association.
Brown, G., & Harris, L. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3, 22–30. https://doi.org/10.14786/flr.v2i1.24
Chand, S. (2024). Bridging the gaps in quality education. The Educational Review, USA, 8(2), 202–210. https://doi.org/10.26855/er.2024.02.001
Chuene, D., & Teane, F. (2024). Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa. South African Journal of Education, 44(2), 1–10. https://doi.org/10.15700/saje.v44n2a2387
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.
Dawadi, S. (2020). Thematic analysis approach: A step-by-step guide for ELT research practitioners. Journal of NELTA, 25(1–2), 62–71. https://doi.org/10.3126/nelta.v25i1-2.49731
Essien, I.T. (2014). Innovations in assessment of learning to sustainable development in Nigeria. World Educators Forum, 5(1), 298–303. https://www.globalacademicgroup.com/journals/world%20educators%20forum/ESSIEN.pdf
Gil-Hernández, C., Paneda-Fernández, I., Salazar, L., & Munoz, J. (2024). Teacher bias in assessments by student ascribed status: A factorial experiment on discrimination in education. Sociological Science, 11, 743–776. https://doi.org/10.15195/v11.a27
Grocott, C., Moe, E., & Verhelst, N. (2024). Investigating level descriptors and their impact on validity. Studies in Language Assessment, 13(1), 199–236. https://doi.org/10.58379/LIHU1555
Hansen, C.T. (2024). Assessment for learning: A summary of concepts, tactics and strategies. Summit Institute, Auckland. http://dx.doi.org/10.13140/RG.2.2.28213.28640
Ireen, B., Harrison, D., & James, C. (2024). Achieving accountability and quality education through assessments: A comprehensive exploration of assessment practices in Zambia. International Journal of Advanced Multidisciplinary Research and Studies, 4(6), 600–607. https://doi.org/10.62225/2583049X.2024.4.6.3481
Ito, H., López-Pernas, S., & Saqr, M. (2024). A scoping review of idiographic research in education: Too little, but not too late. In 2024 IEEE International Conference on Advanced Learning Technologies (ICALT) (pp. 10–12). IEEE. https://doi.org/10.1109/ICALT61570.2024.00010
Junjie, M., & Yingxin, M. (2022). The discussions of positivism and interpretivism. Global Academic Journal of Humanities and Social Sciences, 4(1), 10–14. https://doi.org/10.36348/gajhss.2022.v04i01.002
Kingori, E.W., Kiumi, J.K., & Kingori, W. (2018). Relationship between school characteristics and students’ academic aspiration: The case of public secondary schools in Laikipia County, Kenya. East African Scholars Journal of Education, Humanities and Literature, 1(2), 62–69. https://doi.org/10.30653/001.201931.57
Mangena, O., & Chidakwa, N. (2024). The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities. Educational Challenges, 29(2), 225–246. https://doi.org/10.34142/2709-7986.2024.29.2.15
Mirza, H., Bellalem, F., & Mirza, C. (2023). Ethical considerations in qualitative research: Summary guidelines for novice social science researchers. Social Studies and Research Journal, 11(1), 441–449. https://www.researchgate.net/publication/370838199
Nkambule, S. (16 November, 2023). Leaked exams: Form Vs to re-write 4 subjects. Eswatini Observer.
Oktarina, N., Rusdarti, R., Yulianto, A., & Wahyuni, K. (2023). The role of quality assurance in improving the quality of education. Contemporary Educational Researches Journal, 13(4), 264–275. https://doi.org/10.18844/cerj.v14i4.9119
Okwelle, P.C., & Ayonmike, C.S. (2014). Towards value re-orientation of Yoruba on the role of technical vocational education and training (TVET) for sustainable development in Nigeria. Journal of Education and Practice, 5(8), 186–191. https://core.ac.uk/download/pdf/234635526.pdf
Olanipekun, S.S., & Aina, J.K. (2014). Improving students’ academic performance in Nigerian schools: The role of teachers. International Journal of Research in Humanities and Social Studies, 1(2), 1–6. https://ijrhss.org/pdf/v1-i2/1.pdf
Olson, J., & Krysiak, R. (2021). Rubrics as tools for effective assessment of student learning and program quality. In Curriculum development and online instruction for the 21st century (pp. 173–200). https://doi.org/10.4018/978-1-7998-7653-3.ch010
Patil, Y., & Kalekar, S. (2014). CIPP model for school evaluation. Scholarly Research Journal for Humanity Science & English Language, 2(10), 2615–2619. https://paper.researchbib.com/view/paper/48335
Peter, S., Karst, K., & Bonefeld, M. (2024). Objective assessment criteria reduce the influence of judgmental bias on grading. Frontiers in Education, 9,1386016. https://doi.org/10.3389/feduc.2024.1386016
Rejina, K.C., & Baral, P. (2023). Applying context, input, process and product (CIPP) model for course evaluation. KMC Journal, 5(1), 205–218. https://doi.org/10.3126/kmcj.v5i1.52460
Ritzhaupt, A., Stefaniak, J., Conklin, S., & Budhrani, K. (2020). A study on the services motivating instructional designers in higher education to engage in professional associations. The Journal of Applied Instructional Design, 9(2), 15–31. https://doi.org/10.51869/adrjssckb
Sapigao, E., & Mero, J. (2024). Integrative and collaborative assessment: A contemporary shift of improving students’ academic performance. Cognizance Journal of Multidisciplinary Studies, 4(11), 102–107. https://doi.org/10.47760/cognizance.2024.v04i11.008
Selkan, O. G., Dağlı, G., Altınay, F., & Altınay, Z. (2024). Evaluation of Strategic Planning Practices of Managers in Primary Education Institutions. Educational Challenges, 29(2), 388–400. https://doi.org/10.34142/2709-7986.2024.29.2.26
Stufflebeam, D.L. (2002). CIPP evaluation checklist: A tool for applying the fifth instalment of the CIPP model to assess long-term enterprises. http://www.wmich.edu/evalctr/checklists/cippchecklist.htm
Tierney, R.D. (2016). Fairness in educational assessment. In M.A. Peters (Ed.), Encyclopedia of educational philosophy and theory (pp. 1–6). Singapore: Springer Science and Business Media. https://doi.org/10.1007/978-981-287-532-7_400-1
Udim, D., Abubakar, U., & Essien, O. (2018). An in-depth evaluation on the issue of examination malpractice in Nigeria. Research in Pedagogy, 8(2), 204–213. https://doi.org/10.17810/2015.84
UNESCO. (2007). Indicators of quality and facilitating academic mobility through quality assurance agencies in the Asia-Pacific Region. Bangkok: UNESCO and Thailand National Accreditation Council.
Varouchas, E. (2015). The impact of quality assessment systems on teaching, learning and curriculum: A case study of a non-profit private higher education institution in Greece. International Journal of Knowledge Society Research, 6(4), 1–17. https://doi.org/10.4018/IJKSR.2015100101
Zanga, G., & De Gioannis, E. (2023). Discrimination in grading: A scoping review of studies on teachers’ discrimination in school. Studies in Educational Evaluation, 78, 101284. https://doi.org/10.1016/j.stueduc.2023.101284
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Goodness Tshabalala, Gawie Schlebusch, Solomon Makola
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
_logo_late_2025.svg.png){kind=logo}
