Authors : Tindan Nipielim Thomas; Seidu Isaiah

Volume/Issue : Volume 9 - 2024, Issue 11 - November

Google Scholar : https://tinyurl.com/yp5uhyfj

Scribd : https://tinyurl.com/544rc2kz

DOI : https://doi.org/10.5281/zenodo.14466557

Abstract : This study explores on recycled examination questions and academic integrity. Examination is a fundamental component in most systems of education. Recycling examination questions has been prevalent across educational institutions at different levels thereby raising some notable concerns on its effects on students, teachers, and academic integrity. This practice is examined in different views. Though it gives short-term advantages such as less load on teachers and examiners, it also poses major risk to the main aim of education. The repetition of past examination questions encourages rote memorization rather than true comprehension of concepts, thereby impairing students' abilities in critical thinking and problem-solving. This practice arises as a result of the pressure to produce excellent examination results; it narrows the curriculum, inhibits teachers' creativity, and reduces the overall quality of education. This paper emphasizes the significant impact of recycling past examination questions on academic integrity and how it undermines the fairness and legitimacy of evaluations. The Rawls' concept of "justice as fairness," is reviewed in this study. Other perspectives which assert that repeating past questions guarantees equity and feasibility in evaluation are rigorously reviewed. Interestingly, it is noted that the benefits are eclipsed when compared with the negative impact on student learning, teacher instructional strategies, and the integrity of academic institutions. This study advocates for reconsideration of this practice by suggesting alternative evaluation methods such as formative assessments, project-based learning, and open- ended inquiries which enhance engagement with the content and stimulate creativity. This study notes that academic integrity and meaningful learning outcomes necessitate institutions to prioritize examinations that accurately reflect genuine understanding, creative and critical thinking abilities rather than mere dependance on past examination questions. Keywords: Examination, Assessment, Recycling questions, Academic integrity, Rote memorization, Critical thinking.

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