The Adaptation of Language Testing Models to National Testing of School Graduates in Nepal: Processes, Problems and Emerging Issues

The school education system in Nepal is chronically under-resourced, severely lacking in infrastructure and school teachers are often untrained and demoralised. The isolation of remote areas in the mountainous terrain, the effects of a ten-year civil war, and a cuhure impregnated with respect for traditional hierarchical, rule- and memory-based modes of instruction exacerbate this situation. Nevertheless, English language is taught throughout Nepal in both private and public schools through a centralised system of education with a centrally prepared curriculum. In the mid 1990s, a new English curriculum, based on the 'communicative approach ' was implemented. However, the pedagogic practices as well as the examination systems are still steeped in a traditional focus on knowledge of language, rather than usage. In addition, memorisation of information and rote learning are encouraged. The 'old ' English test format of the School Leaving Certificate (SLC) Examination is still in use despite extensive critiques as to its validity, reliability and theoretical adequacy. Clearly, there is a negative 'wash-back ' effect from the old tes