Implementation of Educational Innovation: The Case of Speaking Assessment in the BGCSE English Examination

Abstract

This paper examines the factors why the BGCSE English syllabus provision to assess speaking skills have not been implemented 14 years after the syllabus was introduced. It is based on a study that was conducted with eight education officers responsible for English language education and assessment at policy making level at senior secondary school level. The officers were interviewed on the factors that were delaying or hindering the
implementation of the BGCSE English syllabus recommendation to assess speaking. The findings have indicated that there are two main contending categories of education officers who have a stake in what is taught and assessed in BGCSE ESL classes. While one group is concerned about the possible negative consequences of implementing the BGCSE English syllabus provision to assess speaking, the other is concerned about what they consider to be the negative impact of the non-assessment of speaking in the BGCSE English examination on teaching. It is concluded that because of two different views held by the two contending groups of education officers with regard to the main functions of the examination, there is reduced cooperation and consultation between departments that should be working together, thereby impeding educational innovation.

Keywords: curriculum, reliability, assessment, examination, syllabus, implementation