Abstract:
This study was particularly aimed at the examinations and
the effect they have on schooling at the secondary school
level in Zimbabwe. The views and opinions of teachers on the
use of terminal examinations for certification and the
influence they are seen to have on teachers' approach to the
curriculum were examined.
The literature has shown that there is widespread
criticism of the justice and effects of terminal examinations.
It is argued that they lead to an over-emphasis of that which
is measured, knowledge and intellectual ability, at the
expense of that kind of education progress which is almost
impossible to measure in an end-of-the-course assessment.
Three hundred and six secondary school teachers
responded to a survey which asked for teachers' perceptions of
examinations and the curriculum. The findings of this study
indicated that teaching is structured towards examinations.
Although teachers are trying to teach and develop reasoning
skills and other activities, the pressure of examinations and
the importance of doing well in them force teachers to
restrict themselves to examination requirements.
