ABSTRACT
This chapter critically examines the sociocultural responsiveness of the West African Secondary School Certificate Examination (WASSCE), focusing on the social and cultural diversity of examinees in Nigeria and Ghana. By employing semiotics test-design resources framework and the integrated design and appraisal framework, the chapter examines the various aspects of WASSCE test items, including language resources, images, and contextual elements. Findings reveal that some of the test items pose significant challenges to examinees due to cultural misalignment, such as unfamiliar context (more Western context) and character names, as well as complex language usage. Moreover, some questions did not take into consideration students’ sociocultural experiences. This chapter highlights the significance of socioculturally responsive assessments in promoting equitable access to education. This chapter further proposes actionable recommendations and provides a roadmap for enhancing the cultural responsiveness of the WASSCE to better serve the diverse student population in West Africa.
