National, regional and international examinations are usually aimed at assess­ing knowledge and skills of candidates/ students guided by the delimitations of content and objectives specified in a syllabus, curriculum and/ or course outline. These tools of assessment take various forms and modes and are sub­ject to a range of interpretations of achievement or non-achievement. In order to determine levels of achievement, these assessment tools are often accompanied by descriptive rubrics which assist in assigning a fair grade to the items responded to in the examination. These rubrics not only provide standardized levels of distinction but also help to maintain objectivity and va­lidity which are two major essentials for fair assessment. The results, therefore, of most of these examinations are used solely as the method of determining a person's competence to engage in a variety of skills, or their having the pre­requisite for continuing educational opportunities or as a means of selection for employment.