Examination Question Paper Development and Administration for Deaf Learners at Grade 7 Level: Reflections of the Zimbabwe School Examinations Council (ZIMSEC)

The study analyzed the development and administration of examination question papers for grade 7 deaf candidates in Zimbabwe. The study was motivated by the low pass rate among deaf candidates at grade 7 level in the period 2007 to 2011. At the centre of the study were two variables namely exam item development and exam paper administration. The descriptive survey design was used to solicit data from Zimbabwe School Examinations Council officials, teachers of candidates with profound hearing impairment and from heads of special schools that enroll students with hearing impairment. The population under study comprised 101 teachers of students with profound hearing impairment in the five special schools in Zimbabwe, 4 heads of special schools that enroll students with profound hearing impairment and about 300 officials from the Zimbabwe School Examinations Council. Non -probability sampling methods were used to come up with a representative sample of 4 school heads, 50 teachers and 10 Examination Managers. The results showed that there are a few modifications being done for deaf candidates during item development and the administration of exams at grade 7 level. Respondents also exhibited varying knowledge levels regarding what is supposed to be done for the deaf candidates pointing to systems barriers. Teachers of the deaf who are the key stakeholders were not being involved in the development of model test items for the deaf candidates. The study concluded that the low pass rates among deaf candidates is more of a result of external factors especially the unsystematic way exams are being administered. It was recommended that the Zimbabwe School Examinations Council should modify assessment instruments for candidates with profound hearing impairment. The Zimbabwe School Examinations Council should also involve teachers of candidates with profound hearing impairment during test development from the initial stages through item writing workshops so that tests are set with candidates with hearing impairment, not to be treated as an append ache.