Abstract:
Today, the examination system is one of the key contemporary moral issues as technology
continues to play a transforming role in societies in all over the world. The prospects for the
utilisation of new technologies in the field of education continue to be part of human
consciousness from a number of angles. One principal angle, with a strong bearing on the
assessment and evaluation of the education system, is that of public examinations. Within the
dynamics of modern formal education, it is universally acclaimed that examinations are vital in
determining the credibility of the quality of education that any nation offers to its citizens. The
utility of Information and Communication Technology (ICT) in educational assessment at
national, regional and international levels require concerted efforts. Nevertheless, the study
observes that the application of ICT in the assessment of examinations is experiencing some
impediments in several developing countries in general and in Zimbabwe in particular. At the
moment in Zimbabwe, computer-based assessment in public examinations is conspicuously
elusive, given that the educational policy since independence in 1980 is miles apart from the
reality in schools. The paper posits that ICT, if given adequate funding, can make immense
contributions on Quality Assurance (QA) in the educational system in Zimbabwe. The study
established that ICT can be utilised as an integral component to improve efficiency,
effectiveness and excellence in learning, teaching and assessment. Yet, the authors are
convinced that processes of assessment must be anchored in the ethics of human integrity and
honesty whose moral essence is religiously informed. Though the use of ICT in educational
assessment is still minimal, the study recommends that some synergies should be developed
between the government and the corporate world as key stakeholders to reinvigorate the
education delivery processes. Methodologically, the study utilised questionnaires administered
to Education Officers and School Administrators, teachers drawn from seven sampled
Secondary schools in Masvingo District.
