Abstract:

Examination malpractice is a plague that has eaten deep into the rubrics of some African countries’ education system leaving them with a lot of atrocities injurious to the products of this system and the nations. This paper was on how the indigenous Educational Evaluation could be used to improve teachers’ perception of examination malpractice and help them find quick solution to this canker worm. It traced the history of education in Africa from the informal era to the formal stage. Through this history, it looked at some of the issues that brought about examination malpractice in the educational system which deviated from the acceptable norms of the African people. This is to the extent that teachers who are supposed to teach, correct and direct students are now accomplice to this scourge called examination malpractice. The paper affirmed and proved that examination malpractice is not endogenous as the African people were afraid of engaging in societal taboos in order not to offend their gods. This has long been bastardized with the advent of foreign culture. The paper recommended several means of using knowledge of indigenous evaluation to correct teachers’ perception of examination malpractice and specifically suggested that teachers should be educated on the indigenous method of evaluation which shows exact ability rather than enhances or devalues ability.