| dc.description.abstract | Mock examination as a formative assessments criterion also acts as a fallback in case of a need to predict early university intake, or investigate any suspicions or malpractice in the final examinations. Mock therefore as an assessment tool, must meet the guidelines on examination procedures to ensure reliability. The study was conducted with the objectives of determining whether the mock examinations are reliable enough in terms of quality assurance indicators for use in predicting the results of the Kenya Certificate of Secondary Education examinations (KCSE). The research used the survey design with questionnaire as the research tool. The questionnaire was administered to a population sample of 65 secondary schools that represented all the categories and quantitative and qualitative analysis done. The study found that the quality assurance indicators that guide examinations are practiced in most schools during the preparation and administering of mock examinations. The research further found that there is high positive correlation (0.949) between the mock and KCSE examinations results. The study concluded that mock examinations are reliable but there is need to harmonize the structures for setting, moderation and invigilation to make it more stringent. | en_US |
