Meeting the challenge of equity : the introduction of differentiated examination papers in Malta

Abstract

Traditionally examinations have exerted a powerful influence on educational practices. Sultana (1996) describes how education in Malta was initially available only to the higher social classes who were born into their positions and considered able by virtue of their class. The introduction of examinations changed this and led to meritocracy-or at least to the promise of it-whereby 'the selection of people for occupational roles [would] not [be] on the basis of birth and connections but on anew, more rational basis of individual ability and effort'. Parents became persuaded that through a sustained effort and investment in school work, their children could hope for a better quality of life than they themselves had. This idea has led in Malta to a large preoccupation with measuring, predicting performance, selecting and channeling children, and certification based on ability. For more than forty years this selection and certification was provided by external, largely U.K.-based examination boards. This was mainly due to the fact that external examinations were believed to provide standards, fairness and international recognition. Another reason was the colonial mentality described by Sultana (1998) that 'British is best' and the belief that only those examinations set and marked abroad can be reliable and valid. This reliance on external examinations had to change as a repercussion of the introduction of the General Certificate of Secondary Education in the United Kingdom which according to Sultana 'was not quite consonant with educational policy and practice in Malta'. The need for a local system of examinations was felt more and more and this led to the establishment of the Matriculation and Secondary Education Certificate Examinations (MATSEC) Board which was charged with the task of developing an examination system which would later replace foreign external examinations. There were many reasons why a local examinations system was needed. Some of the reasons for this reform were outlined in a speech given by the then Minister of Education in a conference on Secondary Education held by the Malta Union of Teachers. The new examinations system, it was claimed, was locally oriented and based on subjects familiar to Maltese students and the needs of the country. Another important factor was the fact that large sums of money left the country to pay for examination fees; not only would locally-set examinations keep that money in Malta, but the cost of sitting for the different papers could be lowered. A final reason given by the Minister was the opportunity presented to change the examinations system from one modeled on British norms and practices, to one more compatible with that in other European countries. This was compatible with Malta's political decision to apply for entry into the European Union. One of the major challenges for the MATSEC Board was therefore to develop an examinations system which reflected the needs of students in Maltese schools. Traditionally the preoccupation with selection and certification had led to an emphasis on what Gipps describes as an 'examinations culture' and the sitting for examinations which consisted 'of a set of questions administered during a fixed period of time under reasonably comparable conditions for all students'. The new local system of examinations however tried to move away from this 'examinations culture to an assessment culture'. According to Ventura & Murphy: ( ... ) the opportunity was taken to promote equity among candidates of different attainment levels, gender and social backgrounds. The measures included the setting up of papers at different levels; the introduction of an element of school based assessment in several subjects; relatively low examination fees; avoidance of cultural and gender bias in the examination papers and restriction of registration to candidates who were either in their final year of compulsory schooling or aged 16 or over. These measures were expected to attract candidates with a wider range of abilities and social backgrounds ( ... ) and to avoid cultural and gender bias. Therefore in theory assessment practices in Maltese schools were being shifted from a traditional philosophy of examinations to one which was more consonant with changes in assessment practices taking place internationally. The new philosophy was one which tried to emphasize the positive achievement of students and develop assessment practices which would allow all students 'to show what they know, understand and can do'. One of the major innovations of the new system of examinations, the introduction of differentiated examination papers, was in fact introduced to reflect this shift in philosophy and to promote equity among students. Within a Maltese context the issue of equity is important because students' success in examinations is a key element in access to job opportunities or post -secondary education. Therefore it is important to ensure that 'assessment practices and interpretation of results are fair and just for all groups'. This case study therefore tries to explore whether the new system of differentiated examination papers introduced in Malta in 1994 was fair and just for all students in Maltese schools. In this chapter I would in particular like to explore the impact of this innovation in the new system of examinations on the lives of students, on their achievement and future aspirations.