A LONGITUDINAL STUDY OF ANGLAIS QUESTIONS PAPERS IN THE BEPC CERTIFICATE EXAMINATIONS IN CAMEROON

Olivier Nguemkom

Abstract


This paper analyses what and how the English Language (Anglais) was assessed at the BEPC certificate examinations in Cameroon over the period of 16 years (2009-2024). It considered Anglais question papers set under both the objective-based approach (2009 to 2016) and competency-based approach (2017 to 2024) so as to find out the change brought by the introduction of the newer approach. The content and statistical analyses of data have shown that the theoretical CBA assessment principles are yet to be fully implemented. Essential knowledge-wise, the effective implementation of the novel approach from 2018 has marked the end of testing pronunciation; it has introduced integrative testing (46.87%) in grammar (62.5%) and vocabulary (31.25%) in the forms of cloze passage and dialogue completions, with the old OBA discrete-point testing in the form of sentence completions resisting the change. Skills-wise, listening and speaking are unaccounted for in favour of reading comprehension and writing composition. While there is little change in what and how OBA and CBA assess reading comprehension, CBA has introduced new composition writing principles in structuring topics like context definition, instruction clarification and indicators or task specification, thus lengthening composition topics. The syllabus coverage in terms of situation assessment decreases as one goes from the first to the fifth situation under both OBA and CBA. Some suggestions and recommendations have been made to BEPC examination stakeholders for the effective implementation of CBA assessment principles.

 

Article visualizations:

Hit counter


Keywords


examination, assessment, testing, competency-based approach

Full Text:

PDF

References


Abbo, G. (2023). An Acoustic Investigation of the Production of Interdental Fricatives by Cameroonian ESL Learner. British Journal of Applied Linguistics. DOI: 10.32996/bjal.2023.3.2.2.

Ali, S. R., Ahmad, H. & Khan, A. A. (2019). Testing in English Language Teaching and its Significance in EFL Contexts: A Theoretical Perspective. Global Regional Review (GRR), (4)2, 254-262. DOI: 10.31703/grr.2019 (IV-II).27.

Atechi, S. N. (2015). The emergence of Cameroon Francophone English and the future of

English in Cameroon. Journal of English Linguistics, 3(3), 23-33.

Bader, F. & Hamada, H. (2015). Competency Based Approach: Between Theory and Practice.

Université Constantine 1: Algérie. Doi: 10.34174/0079-000-044-030.

Diffang L. (2019). Challenges Faced by Teachers in the Implementation of Competency-Based Approach in Secondary Schools in the Southwest Region of Cameroon. International Journal of Trend in Scientific Research and Development (IJTSRD), 3(6), 322-331.

Docking, R.A. (1994). Competency-based curricula-the big picture. Prospect, 9(2), 11-15.

Gonczi, A.; Hager, P, & Anthanasou J. (1993). The Development of Competency-based Assessment Strategies for the Professions. Department of Employment, Education and Training, National Centre for Vocational Education Research, LTD. Australian Government Publishing Service. A.C.N., 7(08), 967-311.

Hodge, S., & Harris, R. (2012). Discipline, governmentality and 25 years of competency-based training. Studies in the Education of Adults, 44(2), 155-170.

Larsen, M.K., & Matthew, N.G. (2015). Measuring mastery: Best practices for assessment in

competency-based education. Center for College & Career Success: Pearson.

MINISEC, (2014). Order N°264/14/MINESEC/IGE of 13 August 2014 to outline the syllabuses for Form I (6e) and Form II (5e) of Secondary General Education in Cameroon.

MINISEC, (2014). Order n° 419/14/MINSEC/IGE of 9 December 2014 to outline the syllabuses of 4e and 3e of Secondary General Education.

MINISEC, (2020). Programme of Study English Language to French–Speaking Learners

(Anglais) General Secondary Education.

MINISEC, (2023). Order N°238/2023/MINESEC of 14 June 2023 to redefine the syllabuses of the first cycle of general secondary education of the English-speaking and French-speaking sub-systems of education in Cameroon.

Moluayonge, G. E. & Washi, S. 2022. Assessing the Implementation of Competency-Based Approach in Primary Schools in Cameroon. Asian Journal of Education and Social Studies 32(4): 1-11. DOI: 10.9734/AJESS/2022/v32i430775.

Muluh, N.C. (2012). The Competency Based Approach to English Language Education and the Walls between the Classroom and the Society in Cameroon: Pulling Down the Walls. Theory and Practice in Language Studies, Finland, 2(3):516-523. 15.

Nforbi, E., & Siewoue, M.B. (2015). Perspectives for the competence-based approach with entry through real-life situations in the teaching of English in Cameroon francophone secondary schools. Cameroon Journal of Language Education, 1, 1-18.

Oller, J. W. Jr. (1973). Discrete point tests versus tests of integrative skills. In Oller, J. W. Jr. & J. Richards (Eds.), Focus on the learner: Pragmatic perspectives for Language Teacher (pp. 184-200). Rowley, MA: Newbury House.

Richards, J. C. (2001). Curriculum development in language teaching. UK: Cambridge University Press.

Richards, J. C. (2006). Communicative language teaching today. New York: Cambridge University Press.

Roegiers, X. (2004). L’École et l’Évaluation: Des Situations pour Évaluer les Compétences des Élèves. Bruxelles: De Boeck.

Safotso, G. T. (2018). A study of vowel nasalization and vowel epenthesis processes in Cameroon Francophone English. International Journal of Applied Linguistics & English Literature, 7(2), 214-218.

Tabe, A. N. (2019). Competency-based approach assessment strategies: Theory versus practice in Cameroon. International Journal of Applied Research, 5(4), 142-147.

Wiysahnyuy, L. F. (2021). The Competency Based Approach in Cameroon Public Secondary Schools: Modes of Appropriation and Constraints. International Journal of Humanities Social Sciences and Education, 8(1), 92-103. https://doi.org/10.20431/2349-0381.0801011.




DOI: http://dx.doi.org/10.46827/ejes.v11i11.5594

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Olivier Nguemkom

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).