1.0 Introduction
Examinations and assessment are an integral component of our educational structure. They are conducted both formally and informally, at practically all levels of education and serve a variety of different functions. In the narrow sense, examinations and assessments may be thought of as having predominantly educational purposes. They may be used in order to:-
a. Assess students' attainment at the end of a course or study programme.
b. Evaluate diagnostically students' academic achievement, progress and/or learning difficulties.
c. Evaluate students' aptitude, possibly for the purpose of assigning them to different courses or teaching set.
d. Evaluate the effectiveness of an educational programme or curriculum. (Richard, 1999)
Most of the examinations and assessments regularly conducted by teachers and schools on an 'internal' basis tend to fulfill one or more of these educational functions. Other examinations for example, those conducted 'externally' by the recognized examining boards and certain professional associations, likewise have a primary educational purpose: to assess the attainment of a student at the end of a course of study. The primary assignment of any school is to ensure effective teaching and learning of which assessment and examination a form of evaluation, plays a significant role especially in decision making about school programme (Ijaya, 2002). Assessment in education in general is essential and is an on going process. It is the basis for all educational activities. Assessment information is a vital tool in the hands of the professional teacher. It directs guides and protects both the teacher and the learner at every stage of academics (Okwudire, 2005).
Examinations and assessment are an integral component of our educational structure. They are conducted both formally and informally, at practically all levels of education and serve a variety of different functions. In the narrow sense, examinations and assessments may be thought of as having predominantly educational purposes. They may be used in order to:-
a. Assess students' attainment at the end of a course or study programme.
b. Evaluate diagnostically students' academic achievement, progress and/or learning difficulties.
c. Evaluate students' aptitude, possibly for the purpose of assigning them to different courses or teaching set.
d. Evaluate the effectiveness of an educational programme or curriculum. (Richard, 1999)
Most of the examinations and assessments regularly conducted by teachers and schools on an 'internal' basis tend to fulfill one or more of these educational functions. Other examinations for example, those conducted 'externally' by the recognized examining boards and certain professional associations, likewise have a primary educational purpose: to assess the attainment of a student at the end of a course of study. The primary assignment of any school is to ensure effective teaching and learning of which assessment and examination a form of evaluation, plays a significant role especially in decision making about school programme (Ijaya, 2002). Assessment in education in general is essential and is an on going process. It is the basis for all educational activities. Assessment information is a vital tool in the hands of the professional teacher. It directs guides and protects both the teacher and the learner at every stage of academics (Okwudire, 2005).
