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Examination Management As A Way Of Achieving Quality Assurance In Odl Institutions: The Case Of Zimbabwe Open University

Year 2013, Volume: 14 Issue: 1, 326 - 337, 01.03.2013

Abstract

An examination is an important component of any institution that educates people. It is a form of assessment used to measure the students’ understanding of the concepts and principles they would have learnt. Zimbabwe Open University, an Open and Distance Learning institution has been setting its own examinations for the academic programmes offered. Through examinations, ZOU students are encouraged to take an active role in analysing and questioning the things they would have learnt. This paper discusses the examinations management at ZOU with a special focus on the setting, administering, marking right up to the publication of results. It will also discuss the challenges that ZOU is facing in conducting examinations. It will finally emerge with some valuable practical suggestions on how ZOU can improve on its examination management and thereby achieve quality assurance in all its programmes. The investigation adopted the qualitative methodology and a case study design to generate data to address the questions which guided the study. The purposively sampled sample was drawn from ZOU’s National Centre, Bulawayo and Matabeleland North Regions. The sample consisted of manager -examinations, manager- quality control, chairpersons of departments from different faculties, programme leaders, programme coordinators, regional quality coordinators, regional administrators, and students who were in their second year of study. Face-to-face interviews were used to generate data from manager -examinations, manager- quality control, regional quality coordinators and regional administrators. Data from chairpersons of departments from different faculties, programme leaders, programme coordinators, second year students were generated through focus group discussions. Major findings were the management of examinations at ZOU enhances quality assurance, cited activities which contributed to quality assurance included setting of examination items for the item banks, tight security in the transporting of examination items to and from the regions, residential marking, active invigilation. Participants were aware of activities that compromised quality assurance such as uncommitted invigilators, incomplete examination, lack of clarity on instructions, lack of security and non-confidentiality of examination items, timetable alterations. Some of the challenges that were mentioned by participants were unrealistic deadlines set by academic registry regarding marking, delays in dispatching of Personal Identification Numbers to newly admitted students, welfare of invigilators during invigilation, and the need for communication between invigilators and other relevant authorities if the need arise when the examination is in progress. Some of the recommendations arrived at were that faculties should hold periodic workshops on examination management, induction of new staff members who deal with examination management, adopting ICT in the dispatch of examinations to regional centres and networking of the National Centre and the regional centres to facilitate communication and generation of student Personal Identification Numbers.

References

  • Benza, T. (2001). “ZOU extends the frontiers of Tertiary education beyond the Traditional
  • Boundaries in Zimbabwe” in M.A Izuagie, (ed). International Journal of Distance Education, 1 (1): 17-30. Examination quality is Not protected by examination hurdles. (2010).
  • (http://www.afaanz.org/openconf/2010/modules/request.php?module=oc_program&a ction=view.php&id=88, accessed on 8 August, 2011.
  • Government of Zimbabwe. (1999). Zimbabwe Open University Act. Harare: Governement Printers.
  • Gudhlanga, E.S. (2004). Strengthening African Universities: A critical Appraisal of the Zimbabwe Open University’s Delivery Strategies. Paper presented to The Indaba
  • International Conference preceding The ZIBF held at the Crown Plaza. Harare, 1-3 August2004.
  • Midlands State University (nd). Guidelines for Quality Assurance. http://www.msu.ac.zw//Guidelines%20for%20quality%20assurance%20at%2 0MS %2006.pdf) Accessed on 13 August 2011.
  • Mulgridge, I. (2001). Quality Assurance in Open and Distance Education. International
  • Journal Of Distance Education, (1), 126-134. Harare: ZOU. Nyaruwata, L. T. (2010). Open and Distance Learning Strengthening Space of Higher
  • Education, Zimbabwe Challenges and Experiences. http://events.aou.org/userfiles/file/.../leonorah_nyaruwata_promotingodl. Accessed on 11-08-11
  • Pfukwa, C. and Matipano, J. (2006). “The Role of Zimbabwe Open University in Open and Distance Learning in Zimbabwe” PROGRESSIO 28 (1&2): 54-63.
  • Ramsden, P. (1992). Teaching and Learning in Higher Education. London: Routledge.
  • Rowntree, D. (1977). Assessing Students: How Shall We Know Them? London: Harper and Row.
Year 2013, Volume: 14 Issue: 1, 326 - 337, 01.03.2013

Abstract

References

  • Benza, T. (2001). “ZOU extends the frontiers of Tertiary education beyond the Traditional
  • Boundaries in Zimbabwe” in M.A Izuagie, (ed). International Journal of Distance Education, 1 (1): 17-30. Examination quality is Not protected by examination hurdles. (2010).
  • (http://www.afaanz.org/openconf/2010/modules/request.php?module=oc_program&a ction=view.php&id=88, accessed on 8 August, 2011.
  • Government of Zimbabwe. (1999). Zimbabwe Open University Act. Harare: Governement Printers.
  • Gudhlanga, E.S. (2004). Strengthening African Universities: A critical Appraisal of the Zimbabwe Open University’s Delivery Strategies. Paper presented to The Indaba
  • International Conference preceding The ZIBF held at the Crown Plaza. Harare, 1-3 August2004.
  • Midlands State University (nd). Guidelines for Quality Assurance. http://www.msu.ac.zw//Guidelines%20for%20quality%20assurance%20at%2 0MS %2006.pdf) Accessed on 13 August 2011.
  • Mulgridge, I. (2001). Quality Assurance in Open and Distance Education. International
  • Journal Of Distance Education, (1), 126-134. Harare: ZOU. Nyaruwata, L. T. (2010). Open and Distance Learning Strengthening Space of Higher
  • Education, Zimbabwe Challenges and Experiences. http://events.aou.org/userfiles/file/.../leonorah_nyaruwata_promotingodl. Accessed on 11-08-11
  • Pfukwa, C. and Matipano, J. (2006). “The Role of Zimbabwe Open University in Open and Distance Learning in Zimbabwe” PROGRESSIO 28 (1&2): 54-63.
  • Ramsden, P. (1992). Teaching and Learning in Higher Education. London: Routledge.
  • Rowntree, D. (1977). Assessing Students: How Shall We Know Them? London: Harper and Row.
There are 13 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Onias Mafa This is me

Enna Sukutai Gudhlanga This is me

Publication Date March 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 1

Cite

APA Mafa, O., & Gudhlanga, E. S. (2013). Examination Management As A Way Of Achieving Quality Assurance In Odl Institutions: The Case Of Zimbabwe Open University. Turkish Online Journal of Distance Education, 14(1), 326-337.