The Maltese secondary education certificate examination : an evaluation

Abstract

This study attempts to evaluate the Maltese SECE and strives to show how accurately a perspective is this exam giving of the students' writing skills and linguistic competence in the Maltese language. The research approach employs (what is termed in the field of evaluation research as) Methodological Triangulation. It consists of a cross-sectional survey, with self-administered questionnaires distributed to 575 First year Post-Secondary students of varying abilities, a number of interviews - with syllabus and paper setters, markers, lecturers, assistant lecturers and teachers - and an analysis of the May i 998 examination raw scores. The evaluation is carried out on the aspects of examination format, content, level and backwash effect. The study also evaluates student performance and the examination as a measure of the Maltese students' linguistic competence and writing skills in their mother tongue. Regarding the format of the exam, the study suggests that either the present combined format of language and literature be removed and have two separate exams or a common graded Paper 2. Overall, the content of the Maltese SECE was generally accepted and the oral component was overwhelmingly deemed to be adequate by the surveyed sample. However, the interviewed personnel have offered suggestions for improvement with respect to the Oral and the Comprehension component. As regards the level of the exam, certain components do not seem to reflect the level they are actually meant to test, especially the differentiated Papers 2A and 28. The findings also showed both positive and negative backwash effects. Finally, the analysis showed that overall, the exam was differentiating between students with different abilities as the range of grades obtained by respondents can be represented by a normal distribution; that is, the bulk are all roughly average with only a few at both ends of the bell-shaped distribution. Although, the examination in certain components of the exam seems to cater for students with different ability there is certainly room for more improvement so that the content level of the components reflect the level they are meant to test. The study suggests that the Education Division should review its position on the number of lessons devoted to the teaching of Maltese and increase them to be at par with English lessons. This can help towards giving the Maltese language and its national exam (Maltese SECE) more recognition and approval by the public.