WAEC Stanine Grading System For BECE: A Recipe For Examination Malpractice In Ghana

Introduction
The Basic Education Certificate Examination (BECE) is a critical examination in Ghana that determines the placement of Junior High School (JHS) students into various Senior High Schools (SHS) across the country. The results of this examination are pivotal, as they essentially shape the academic and, to a large extent, career paths of students. Since the introduction and application of STANINE grading system for BECE results grading, has sparked intense debate, with some stakeholders in the education sector, raising concerns about its potential to encourage exam malpractice. This article will delve into how the STANINE grading system works, its implications for students, and how it might inadvertently promote examination malpractice among schools and students.

Understanding the STANINE Grading System

The STANINE (Standard Nine) grading system is a method of standardizing scores by dividing them into nine bands or categories. Unlike traditional percentage-based grading, STANINE assigns grades based on a statistical distribution, typically using a bell curve. In the context of the BECE, students' performances are distributed along a scale where a smaller percentage of students fall in the highest and lowest bands, and the majority are placed in the middle bands. According to GESHub.org 2023 as reported by Justice Donkor, grades 1 to 9 is virtually fixed. Which means that, only a predetermined percentage of students can attain each grade. With this system, a top performer in a school, does not necessarily guarantee a Grade 1 in a subject. The Stanine system’s pre-established percentages ensures that only a small percentage of students can achieve the highest grades, regardless of their individual school rankings. The breakdown below shines light on the predetermined nature of this grading system.

For instance:

1. Only 4% of candidates can achieve Grade 1.
2. Only 7% of candidates can achieve Grade 2.
3. Only 12% of candidates can achieve Grade 3.
4. And, only 4% will consistently achieve Grade 9.

Implications of the STANINE Grading System

1. Normalization Over Performance
One of the primary criticisms of the STANINE system is its tendency to prioritize normalization over individual performance. This means that even if a large number of students perform exceptionally well, the system forces their scores to fit a bell curve, limiting the number of high scores. As a result, even capable and hardworking students might receive lower grades than they deserve simply because of how their peers performed. This article resonates with the position of Kofi Asare, the Executive Director of Africa Education Watch (EduWatch), that, it is not the best approach for WAEC to rely solely on anticipated grades or what I termed predetermined grading. This leads to the next argument; pressure on students and schools.

2. Pressure on Students and Schools
Since placement into Senior High Schools is largely determined by BECE scores, and BECE results is what measures school’s performances, the STANINE system intensifies competition among students. This increased pressure compels students and schools to look for ways to secure high grades, even if it means engaging in dishonest practices. In many cases, this translates into a heightened risk of examination malpractice as schools, students, and parents seek to improve results at all costs. The STANINE grading system by WAEC therefore underscores the need for cheating among students, schools and parents. Especially, as unfortunate as it maybe, parents, guardians and society rely heavily on BECE results at the expense of quality training and teaching of schools. The cocurricular activities of some schools to ensure the holistic training students, is not the focus of some parents. It is all about how many ones or six a school got. This notion, as regrettable as it may sound, compel, most especially some private schools to go extra mile of engaging in dishonest ways to improve their performances for societal ratings. Fortunately, when these students eventually get into Senior High Schools, the boys and girls are separated from men and women to the exoneration of some good work of some schools.

Statistics on Examination Malpractice in Ghana

Examination malpractice has been a growing concern in Ghana over the past few years. The West African Examinations Council (WAEC), which oversees the BECE, reported that over 14,000 students had their results withheld due to suspected malpractices in 2022 alone (GESHub.org). According to WAEC, this number represented a significant increase from previous years, reflecting an escalating issue that needs urgent attention.

The rise in exam malpractice can partly be attributed to the excessive pressure to excel in standardized tests like the BECE, where placement into quality senior high schools can determine a student's future opportunities. The need to score higher on the STANINE scale has made some students and schools resort to unethical means to secure their spots in reputable institutions and boost their school’s image.

How the STANINE Grading System Encourages Exam Malpractice

1. Increased Competition and Peer Pressure

Under the STANINE grading system, achieving high scores is made difficult due to the statistical normalization of results. This has led to cutthroat competition among students, with many feeling that they must outshine their peers to get placed into the best schools. This pressure often pushes students and schools towards dishonest practices, such as cheating or colluding with teachers and invigilators, to ensure they secure better scores.

2. Teacher and Institutional Pressure
Schools are often judged based on the performance of their students in national examinations like the BECE. Schools that consistently produce high scores are deemed more reputable, leading to better enrolment rates and funding opportunities. Consequently, some teachers and school administrators may be tempted to assist students during exams or manipulate grades to maintain the school's image, which indirectly leads to examination malpractices. Following the fixed percentage nature of the system for each grade in each subject, candidates must score the highest of mark to fall within a particular percentage bracket. For example, regardless of a candidate’s high score in say Mathematics, he or she might still find himself or herself placed in a lower grade bracket because only a limited number of students can occupy the highest percentage spots. This means that, candidates and schools must go the extra mile to secure top spot or fall within the highest percentage bracket, which contributes to the high levels of examination malpractices been reported yearly.

3. Exploitation by ‘Leakage’ Markets

The pressure to perform well on the BECE has given rise to a market where exam questions are leaked before the examination dates. While WAEC has taken steps to curb this menace, the leakage of BECE questions has not been completely eradicated. The normalization effects of the STANINE system mean that even if students prepare well, they are not guaranteed top grades due to how the system is setup, making the temptation to rely on leaked questions even stronger.

Criticisms and Calls for Reform
The drawbacks of the STANINE grading system have led to calls for reform from various education stakeholders in Ghana. Critics as EduWatch, argue that the system is inherently unfair because it does not solely reflect individual performance but rather puts students against one another, forcing them into a competitive mode that may not suit every student's strength.

Organizations like the National Association of Graduate Teachers (NAGRAT) and the Ghana National Association of Teachers (GNAT) have advocated for a review of the grading system, proposing a return to the traditional percentage-based system that evaluates students on their merits rather than fitting their scores into a bell curve. According to these groups, such a change could reduce the competitive pressures that drive students to engage in malpractice, fostering a fairer and more transparent examination process.

Recommendations
1. Review of the Grading System
The Ghana Education Service (GES) and WAEC should consider revisiting the STANINE grading system. Moving towards a percentage-based system could help reduce undue competition and better reflect students' actual academic capabilities. This would also ease the pressure on students, parents and schools, thereby reducing the likelihood of exam malpractice.

2. Improving Exam Security Measures
WAEC must continue to strengthen measures to prevent exam leaks. This could include increased surveillance, regular rotation of examination officers, and more secure methods of distributing exam papers. Additionally, strict penalties should be enforced for anyone found guilty of participating in the leaking or manipulation of examination materials. Even though serialization of objective question papers by centres, districts and regions is in the right direction, it has not dealt completely with the issue of examination malpractice.

3. Student and Teacher Education
Both students and teachers need to be educated on the dangers and consequences of exam malpractice. Awareness campaigns should be introduced in schools, emphasizing the importance of integrity and hard work over shortcuts to success. Teachers should also be trained to avoid practices that could inadvertently encourage dishonest behaviours among students.

4. The Need to Focus on Holistic Education

Holistic education emphasizes on the total development of a person’s; intellectual, emotional, social, physical, and spiritual. Unlike traditional education models that focus basically on academic achievements, holistic education aims at nurturing the student's overall well-being, creativity, and character. It encourages critical thinking, emotional intelligence, and ethical awareness, equipping students with life-long skills that transcends the classroom.

In a rapidly changing world, where success is defined not only by knowledge but also by one’s sense of responsibility, character and networking skills, holistic education creates well-rounded individuals who can contribute positively to society and lead fulfilling lives.

Conclusion
The STANINE grading system, though designed to standardize BECE results, has brought about challenges that could inadvertently encourage examination malpractice in Ghana. By promoting and creating an overly competitive environment, this system puts pressures on students, parents, teachers, and schools to seek out unethical means to secure higher scores. As such, there is an urgent need for reforms to the grading structure, alongside enhanced security measures, educational programs, and focus on holistic education, to curb the rising trend of exam malpractice and ensure fairness in Ghana’s educational system. Only then can the BECE fulfil its intended purpose of accurately assessing students' academic capabilities and potential for future success.

By: Salifu Hamza Iddrisu.