Abstract
This chapter sets out to analyse the Ordinary Level English Language Paper at the General Certificate of Examination from 2012– 2015 within the English-speaking sub-system in Cameroon. Five specific research objectives were formulated to guide the study that used the survey research design. The population of the study comprised of 45 English language teachers/examiners and 260 forms four and five students (approximately 14-15 years). Qualitative and quantitative data were collected. Two sets of questionnaires were developed for both teachers and students, and an interview guide for Head of Departments and examiners. Documentation was also employed such as past GCE questions from 2012–2015, end of marking subject reports, and O/L English language syllabus. Data analysed using the Pearson Product Moment Correlation showed that there was a correlation between assessment objectives, test content, test item development, assessment rubrics, and students' performance in English language. Based on findings, certain recommendations were suggested.
TopIntroduction
Like most nations in Sub-Sahara Africa, Cameroon is a multilingual and multicultural country with more than 240 Home Languages (HLs), plus official and other foreign languages. No HL is used in schooling, as in other African countries (Tante, 2010a, Tante, 2010b). Historical evolution shows Cameroon was ruled first under the Leagues of Nations following the defeat of Germany in the First World War and continued by Britain and France as a United Nations’ Mandated Territory. East Cameroon (French speaking) gained independence from France in 1960, while Southern Cameroon (English-speaking) had hers in 1961 by joining East Cameroon. Due to different experiences in education, governance and law both countries formed a federation with each state being autonomous but with a federal government. This chapter is concerned with the English-speaking sub-system which was enshrined into the 1998 Law on Education that each education system would be run autonomously according to their inherited second languages., creating two sub-systems in Cameroon (In the English-speaking sub-system in Cameroon six years is spent in the primary school and seven in the secondary school. The first five years of secondary schooling ends up with a certificate examination called the General Certificate of Education (GCE O Level). Success in the GCE O Level enables a student to proceed to High School where success after two years of study gives a student a General Certificate of Education Advanced Level (GCE A Level). Success at the GCE A Level is lee way to Higher Education. These seven years are graded as ‘Forms’, that is Form 1 to Form 5 and Lower Sixth and Upper Sixth. To make it clearer I will describe in the ‘Introduction’ the structuring of the educational systemEnglish language has a huge implication for Anglophones since it is a subject on the school curriculum from nursery to Higher Education (English as a second language); it is used across the whole curriculum it is the language for formal and informal communication; it is the language for law, the media and business (Ayafor, 2005). The implication is telling in academic progress, transformative initiative in education, work mobility and generally to the Sustainable Development Goals (SDGs) targets. The government is making great efforts to improve learners’ competency and communication fluency, and accuracy because the syllabus aims at building users who would be all-rounded in English. A pivotal consideration then is making judgments regarding the level of a learner of the English language end-of-course examination. Pertinent questions arise, such as the aims and objectives of the exam, the content of the exam, tasks, and activities. So, there are many reasons for developing a concise understanding of the principles and practices of language testing.
More and more young people in Cameroon, where English is used as the main language of instruction, find it challenging to access tertiary education because of poor performance in English language at the end of their post-primary schooling. In addition, there is a general frustration expressed by employers about the language inadequacy of employees. However, it has been observed that communication in English language in Cameroon often seems to suffer a lot from language usage problems (Nana, 2013). Statistics of English language scores at the GCE O Level show continuous below-average scores for years (see Table 1 below). One wonders if there may be a problem with the exam content, objectives, rubrics, organisation or testing techniques. This study then will attempt analysising the sub-tests that make up the English Paper at the GCE O Level Examination in Cameroon from 2012 to 2015 to find out if any trend could be drawn that may be useful not only in Cameroon but to other English as Medium of Instruction contexts.
Table 1. Evolution of performance at the GCE Ordinary Level Examination from 2012 - 2015
| Subject | English Language |
| 2012 | Registration | 81365 |
| Sat | 80488 |
| Passed | 29417 |
| % Passed | 36.55 |
| 2013 | Registration | 89898 |
| Sat | 88789 |
| Passed | 33781 |
| % Passed | 38.05 |
| 2014 | Registration | 91639 |
| Sat | 89821 |
| Passed | 11910 |
| % Passed | 13.26 |
| 2015 | Registration | 105328 |
| Sat | 103978 |
| Passed | 27276 |
| % Passed | 26.23 |
Key Terms in this Chapter
Test Performance: A category of testing whereby skill is expected to be displayed more than knowledge. Other types of testing such as achievement, diagnostic and proficiency focus on different techniques.
Test Development: Language test development process is the stages which the development of a test goes through. From purpose, description of knowledge and skill, test specification, test items, piloting to evaluating test items.
Assessment Rubrics: These are instructions that help in guiding the learner on expectations of a task, activity, or question. Rubrics instruct learners how their answers should be aligned to the questions. Generally, the literature stresses certain categories like formative, summative, ongoing, and alternative assessments.
GCE Ordinary Level: The General Secondary Examination Ordinary Level marks the end of secondary schooling in the Cameroon English-speaking sub-system. It has a duration of five years and precedes entry into high school.
Test Objectives: This informs the reader about the aims or goals or the purpose of an assessment.
Examination: A formal end-of-course judgment that determines a learner’s achievement, performance, or outcome.
Assessment: The broad concept involving making judgmental decisions on learners. This attempts to provide valid and reliable answers to what, why, who, and how questions.
English Language: One of the official languages in Cameroon. It is used across the curriculum and for communication as English as a second language (ESL).