AN ITEM DIFFICULTY ANALYSIS OF THE 2023 CEP AND FSLC EXAMINATIONS IN THE CENTRE REGION OF CAMEROON: IMPLICATIONS FOR VALID ASSESSMENT PRACTICES IN BASIC EDUCATION

This study analyzed the item difficulty of the 2023 Certificat d’Études Primaires (CEP) and First School Leaving Certificate (FSLC) examinations in the Centre Region of Cameroon, with emphasis on validity under the Competency-Based Approach (CBA). A descriptive evaluative design was adopted, using examination datasets from MINEDUB and the Department of Certification and Exams. After data cleaning in SPSS version 23, item difficulty indices (P) were calculated using Classical Test Theory, with thresholds for easy (0.76–1.00), appropriate difficulty (0.26–0.75), and difficult (0.00–0.25). A curriculum alignment review and gender-based comparisons complemented the analysis. Findings indicate that 71.4% of CEP and 66.7% of FSLC sub-disciplines were “easy,” with very high pass rates in Reading Comprehension (97.27%), French (95.56%), and Production d’Écrits (93.98%). Only four subjects, CEP Dictée + Questions (53.05%), CEP Problèmes (66.73%), FSLC Guided Writing (72.68%), and FSLC Mathematics 2 (70.23%), met the “appropriate difficulty” range. Mathematics 1 (FSLC) was the sole “difficult” subject, with a pass rate of 49.5%. Gender analysis showed that girls outperformed boys in language-based subjects, while boys slightly excelled in numeracy. The predominance of easy items undermines test validity, limiting discrimination between learners and neglecting higher-order skills required by the CBA. The study recommends revising exam construction to include a balanced distribution of item difficulty, integrating higher-order tasks aligned with Bloom’s taxonomy, pre-testing items, conducting routine psychometric reviews, and training examiners in assessment literacy. Implementing these measures will enhance fairness, curriculum alignment, and support Cameroon’s pursuit of SDG 4 on inclusive and equitable quality education.