International J. Soc. Sci. & Education 2012 Vol. 2 Issue 4, ISSN: 2223-4934 E and 2227-393X Print 718 A Study of the Efficacy of Grade Seven English Essay Examinations: A Case for Selected Primary Schools in Harare By Caiphas Luke Kapfunde, Tichaona Mapolisa and Nelson Chibvonga Madziyire Department of Educational Studies, Faculty of Arts and Education Zimbabwe Open University (ZOU) Abstract The study analyses the efficacy of the Grade 7 English Language essay examinations in selected Harare primary schools in Zimbabwe. One hundred respondents made up of heads and teachers in the selected primary schools participated in the study. The sample included participants from high and low density suburbs. Some were from government schools whilst others were from non-government schools. A questionnaire was developed and a pilot study was carried out to validate the instrument before it was distributed to selected Heads of primary schools and their current and former Grade Six and Grade Seven teachers. The objective for limiting the study to theses groups was that these were the people presumed to have the information that was needed for the study. The study found out that essay examinations were perceived to: (a) be promoting the development of creativity and originality in the learners; (b) be a pre-condition to linguistic accuracy and language development in pupils; and (c) cater for divergent thinking in pupils. The study recommended that: (a) Grade 7 teachers must effectively plan their work with their pupils’ learning needs in mind; (b) pupils should read more library books to broaden their knowledge base; (c) teachers and examiners should be in-serviced in the skills involving essay teaching, writing and marking; and (d) teachers should employ various strategies such as prompt speeches, debates, drama, poem, presentations and essay competitions at class, cluster, district and provincial levels to improve pupils essay writing skills. Definition of Key Terms The following key terms have been defined in the context of this article: Efficacy refers to the adequacy of the Grade 7 English examination in preparing primary school pupils for further education and life. Grade 7 English essay examination is a published or standardized test that marks the end of the primary school education in Zimbabwe. Learners write one guided essay usually of one page in length. 1. Introduction During the second half of the last century, the question of the impact of the multiple choice examinations revolved mostly around the evaluation of its benefits and costs. Nowadays, in the context of the education system in Zimbabwe, there appears to be a paradigm shift. In this paper we analyse the efficacy of the Grade 7 English essay examinations with particular reference to primary schools in Harare. Essay examinations taken at the end of the primary school cycle in Zimbabwe are not new. This strategy was there for a long time but was abolished at independence in 1980. The re-introduction of the essay examinations at Grade 7 level in Zimbabwe has been in place for nine years now. While this practice appears to be relatively new in the schools, it is one that needs to be taken seriously in the wake of concerns for the achievement of quality education the world over. Most empirical studies show that there exists a weak and elusive connection between essay examinations and quality education. Background to the Study