Abstract:
This study analysed the empirical differences in standard setting procedures in public examinations and determined the differences in the standard setting procedures used for core Senior School Certificate Examination (SSCE) subjects of Mathematics, English Language and Biology by West African Examinations Council (WAEC). It determined the differences in the general standards of SSCE core subjects and in the proportion of the grades in relation to the effect size. These were with a view to evolving a scientific stable procedure in public examinations. The ex-post facto research design was adopted for the study. The sample consisted of 30 secondary data of empirical studies purposively selected using the internet and hand searching of journals, articles and papers presented at the WAEC monthly and annual seminars. Data collected was analysed using the One-Way Analysis of Variance (ANOVA) statistical method. The result showed that a statistically significant difference existed in the standard setting procedures used for core subjects of SSCE. Also, there was a significant difference in the standard setting procedures used for the core SSCE subjects of Mathematics, English Language and Biology with regard to student performance in public examinations. Further, there was a significant difference in the standards between SSCE core subjects in the proportions of the grades in relation to the effect size. The study concluded that the Stanine grading system currently in use for reporting the SSCE is adequate for the purpose of identifying candidates and level of their attainment in SSCE subjects.
