A Critical Analysis of the Effectiveness of Examination Policy on Examination Administration in Kenya

The study analyses the effectiveness of examination policy in evaluation of educational goals, programs and project. It also analysis the short term effects in achieving and maintenance of high level of integrity, efficiency and honesty in the conduct and administration of examination.It likewise looks at the impact of the policy through step by step analysis of the process of setting examinations questions, selections of questions, moderating of the examination, printing of question papers, packaging of question papers, storage of question papers, dispersing of question papers from council headquarters, storage at designated distribution centres, dispersal to examination centres, examination time, packing of answer scripts, return the examination scripts to the council, marking of scripts, processing of results and final release of the results. An expert oriented evaluation model which depends on professional expertise to judge the educational programs is used.The model allows the evaluator to examine objectives and goals and identify the areas of failures and success. Critical analysis of examination policy research rendered itself to qualitative research methodology because the researchers analysed the policy and procedures as applied in the conduct and administration of examination. The researchers endeavored to interrogate the policy to find out its effectiveness in achieving the core values of high level of efficiency, honesty, and integrity and the goals of education. The methodology engaged a multidimensional focus involving an examination, interpretation and naturalist (Denzin and Lincon, 1994) approach to the policy. The researchers focused on examination reports, document analysis and the laid down procedures of handling the examination papers. It was found that there are many levels and loopholes through which the examination leakages, cheating and malpractice occur which defeat the purpose of examination as an evaluation tool. The conclusion is that the examination policy does not adequately address the conduct and administration of national examination. There is therefore need to revise the policy to address the loopholes in examination administration and conduct since as of now it is insensitive inadequate.