Rethinking equity in exams
As students in Ghana begin the Basic Education Certificate Examination (BECE), the concern for a fair examination can give some parents and families sleepless nights.
This is because written examination can become a barrier rather than a measure of knowledge for most children with special needs.
To ensure that every child is assessed on ‘this ability’, and not disability, thoughtful examination accommodations are essential.
Accommodations, adjustments
Examination accommodations are adjustments made to how a test is administered, without altering what is being tested.
This is to ensure equity in the assessment. In Ghana, through the work of the West African Examinations Council, several provisions already exist.
These include extra time, readers for visually impaired candidates, Braille or large-print question papers, and in some cases oral responses.
Separate rooms may also be arranged for candidates who require reduced distraction or specialised supervision.
These accommodations are not privileges.
A child with dyslexia may understand a question perfectly but struggle to read it under time pressure.
A child with cerebral palsy may know the answers but be physically unable to write quickly.
Without accommodations, such students are unfairly penalised, and examination results no longer reflect true learning.
Since high-stakes exams like BECE and the West African Senior Secondary Certificate Examination (WASSCE) go a long way to determine progression to senior high school or tertiary education respectively, teachers and parents must work together to ensure children requiring accommodations are served.
Beyond fairness, ensuring accommodations also makes a bold statement about Ghana’s commitment to children’s rights.
The United Nations Convention on the Rights of Persons with Disabilities, emphasises inclusive education.
As a signatory to this international framework, Ghana must not relent in this effort. Rather than consider it as a bother, the existing systems of accommodations in place should be improved year on year, and same should be communicated to Ghanaians.
Many Ghanaians do not know much about these accommodations. This provision also aligns with the national goals of improving educational outcomes and reducing inequality.
Access to accommodations often depends on early diagnosis, documentation, and proactive school administration. Because children in under-resourced areas are not formally assessed, they miss out.
Improve
To improve, Ghana can adopt several practical steps. First, the existing standardised national guidelines for identifying and supporting candidates with special needs should be implemented to reduce variability between schools.
Second, investment in assistive technology can expand options for candidates with physical and learning disabilities.
Third, examiner training should include inclusive assessment practices, ensuring that accommodations are applied consistently and fairly.
Finally, awareness campaigns can help parents and teachers recognize learning differences early, allowing timely application for support.
Deeper issue
A deeper issue lies in how we define intelligence and success.
The traditional exam model largely assesses linguistic and logical-mathematical skills.
Yet, the theory of Multiple Intelligences highlights at least nine forms of intelligence, including spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal abilities.
Many children with special needs excel in these alternative domains but are underserved by purely written, time-bound exams.
This raises an important question: should all children be examined in the same way?
A more inclusive system would incorporate diverse assessment methods which can well provide a more holistic picture of a child’s abilities.
In the end, examination accommodations are not about lowering standards.
They are about removing barriers.
As Ghana approaches another examination season, there is an opportunity to strengthen an already evolving system.
By combining fairness, innovation, and a broader understanding of intelligence, the country can ensure that every child, regardless of ability, has a genuine chance to succeed.
The writer is a Child development expert/Fellow of the Zero-To-Three Academy, USA.
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