Concept of Examination and Examination Misconduct

The concept of examination is as old as man dating back to the time of Adam and Eve in the Garden of Eden. However, Okoye (1986) traced its origin to the Chinese in the second century BC. And more recently into our schools by the Catholic Monastic Order in about 1599 since then there has been wide spread influence of examination in schools. Okoye (1986) defined examination as an organized assessment technique which presents the individual with series of questions, tasks geared towards ascertaining the individual acquired skill effectively. Akpotu (2004) was of the opinion that every examination has rules and regulations guiding the examinees and examiners which must be adhered to religiously.

    Examination misconduct implies non-conformity with the guiding rules and regulations of examination. It can be seen as a conscious or a deliberate and sometimes unconscious attempt by examiners and examinees to circumvent examination rules and regulations (Akpotu, 2004). Examination misconduct may be explained as non-compliance to the established rules and regulations that govern the conduct of examination. It is a willful disregard for the code of conduct that guides the examinee and examiners in the process of examination (Joe, 2004). The offenders deliberately device tricks to make the examiner have an unwholesome advantage aimed at securing an academic achievement which he or she is ordinarily not capable of achieving. It is an examination fraud.
    Examination misconduct could be seen as the various dishonest ways or methods used by learners in the process of writing examination to enable them achieve higher performance. It involves the use of microchips, impersonation and external help (Ughen, 2011). This phenomenon disturbs the process of Nigerian educational system because it makes the use of examination as a yardstick to measure students’ ability ineffective.

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