The debate surrounding the Stanine Grading System, utilized for the Basic Education Certificate Examination (BECE) in Ghana, has recently gained prominence, with Dr. Peter Partey Anti, Executive Director of the Institute for Education Studies (IFEST), offering a nuanced perspective on its suitability for student placement. Dr. Anti, a seasoned education expert, argues that the system, fundamentally a selection and ranking exercise, necessitates a critical evaluation of its effectiveness, particularly in light of concerns raised by private school stakeholders.
Dr. Anti’s statement highlights the system’s core function: to compare candidates based on performance relative to the cohort, differentiating them for limited placement opportunities within senior high schools and technical institute institutions. He emphasizes that the system isn’t solely concerned with measuring absolute mastery of the curriculum, but rather, a statistically-driven ranking of candidates.
He asserted that while the system’s defensibility for placement is significant, it doesn’t automatically guarantee a superior system. He stresses the necessity of periodic assessment to determine fairness, accuracy, and transparency in the ranking process, rather than solely focusing on the degree achieved.
Specifically, Dr. Anti explained that two candidates could receive the same grade, despite differing underlying scores, suggesting a potential for bias. He underscored the critical need for a scoring system that produces a fair and precise ranking. He further stated that the question should be whether the scoring system produces the fairest and most precise ranking for placement, rather than whether Stanine measures absolute mastery of the curriculum.
He suggested a standardized or scaled score, which could provide greater precision than broad grade categories. According to Dr. Anti, the most crucial consideration is whether the underlying score distribution is properly determined, whether grade boundaries are technically sound, and whether candidates are treated consistently.
Furthermore, he addressed the allegation that private schools are unfairly disadvantaged, stating that allegations should be supported by evidence. He maintained that any credible evidence suggesting systematic differences that cannot be adequately explained by candidate performance should be independently investigated. He recommended a transparent process for grading, including publication of the technical basis for grading, engagement with stakeholders, and periodic independent technical evaluation.
Dr. Anti also advocated for greater transparency in the grading process to improve public confidence in the examination system. He stressed that WAEC and the Ministry of Education should clearly articulate the BECE’s purpose, particularly in relation to placement, ensuring clarity for parents and students. He urged parents to understand that a Grade One does not necessarily equate to 90% and above, but rather represents a candidate’s position within a performance distribution.
In conclusion, Dr. Anti’s perspective underscores the need for a robust, regularly evaluated assessment system to ensure that candidates are treated fairly, transparently, and consistently. The debate surrounding the Stanine system represents a broader discussion about whether Ghana’s assessment philosophy has sufficiently evolved to align with its curriculum reforms, and a review of the system’s effectiveness remains essential.”
Source: Graphic Online
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Source: Graphic Online
