This research will take place in Zanzibar, where children are expected to show how well they have learned school subjects through formal examinations in English. In Zanzibar, on transition to secondary school, the medium of instruction switches from Kiswahili – the predominant first language - to English, with the first formal examinations administered in Form 2 entirely in English. These examinations are high-stakes; in Zanzibar, currently 50 per cent of students underachieve, failing to progress beyond basic education based on their examination performance. The research focuses on three curriculum areas (Science, Mathematics and English) and aims to: develop insights into the extent to which language factors contribute to poor examination achievement identify factors that will raise the quality of examining processes, thereby enhancing students’ potential to demonstrate fully their conceptual understandings The project involves a systematic review of research, quantitative analysis of examination performance over 10 years, qualitative analysis of the processes of examination setting, and case studies of (i) how targeted students engage with the examinations, (ii) the impact of classroom support on examination performance, and (iii) teacher assessment. These findings will provide the basis for the development of innovative examination formats to be trialled in schools.

The data collection methods are as follows: − Classroom observations: English, Biology, Chemistry, Maths − Ethnographic Field notes − Systematic Classroom Observation Schedules − Questionnaires: Students, Head Teachers − Tests/Examinations: Biology, Chemistry, Maths, English Vocabulary