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Evaluation has been the key measuring instrument employed to determine knowledge, skill, and competence levels in Ghanaian schools. By design, conventional assessment has been structured for students to recall studied materials and re-produce it through oral presentation, inscription, and/or demonstration. This is also the orthodox order by which appraisal has been undertaken to declare pass and qualification. The mechanism by which performance, knowledge, skill, and competence are determined based on volume of information to recall appears to be a limiting factor in measuring knowledge, skill, and competence especially in Technical and Vocational Education Training (TVET). Relatively, it is a common feature in world of work where labour has the leverage to refer from documented materials and other authorities and experts to deliver as expected. The study thus, is an inquiry attempting to look into the means of measuring performance, knowledge, skill, competence, and standards without depending much on absolute recall. It is a direct attempt to reduce rote learning drastically and prepare students for life other than examination. Being literally qualitative and quasi-experimental research, the inquest will adopt observation, descriptive, interpretative, and partial experimental research.

Critiquing Recalling as Mechanism in Answering Questions during Evaluation