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WhatdotheChildrenKnow?ASitua(onalAnalysisofClassroomAssessmentPrac(cesin

SamoaDr.DianaE.Guild,Ph.D.

Presenta(ontotheSecondNa(onalConferenceonEduca(onal

MeasurementandEvalua(on

August2010

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TheIndependentStateofSamoa

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TheIndependentStateofSamoa

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EducationalSectorProjectII

Projectgoal:Amoreequitableandeffec(veeduca(onsystemthatwillenhancethelearning

outcomesofyoungpeopleforfurtherstudy,work,

andadultlife

Focus:Primaryandsecondaryeduca(on Intent:Increaseequitableaccesstoeduca(on;

improvethequalityofteachingandlearning;andstrengthenthena(onalcapacityforpolicy

development,design,andimplementa(on

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Outcome:Enhancedqualityofeduca(onthroughimprovingthecurriculum,assessmentprocedures,

learningmaterials,andteachingprac(ce;providing

equitableaccesstotrainedteachers,facili(es,equipment

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ESPIIComponents

Introducingcurriculumreformandassessmentsystems

Developingeffec(veteachers Improvingaccesstoqualityeduca(on Strengtheningcapacitytoundertakeresearch,

evalua(on,policyanalysisandplanning

Strengtheningcapacitytoimplementandmanagedevelopmentprojects

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TheEducationSystem

MinistryofEduca(on,Sports,andCulture Curriculum,MaterialsandDevelopmentDivision,

AssessmentUnit

164Schools 1500+TeachersandPrincipals 21SchoolReviewOfficers 15,000Primaryand10,000SecondaryStudents

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NationalExaminations

Year4SPELLTest1 Year6SPELLTest2 Year8Na(onalExam Year12SamoaSchoolCer(ficateSSC) Year13PacificSeniorSecondaryCer(ficatePSSC)

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SituationalSurveyinClassroom

AssessmentPractices 14PrimarySchools 6Colleges/SecondarySchools Semi-structuredinterviews Wrienques(onnaires ClassroomObserva(ons

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SituationalSurveyinClassroom

AssessmentPractices Understandingofassessment Assessmentprac(ces Recordkeeping,marking,storage,andaccess Professionaldevelopment Providingfeedbacktoparents

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MainFindings

UnderstandingofAssessment Assessmentmeasuresstudentsabili(es,or

understandingofwhathasbeentaught

Unclearunderstandingofdiagnos(cand/orforma(vetypesofassessment

4teachersdefinedassessmentasawaytoinformtheirownteachingprac(ces

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AssessmentPrac8ces Testsandexamsareusedtomeasurestudent

achievement

Resultsofbothinternalschool-basedtestsandexamsaswellasna(onalexamsareusedtoclassify

andrankstudents

Testsandexamsnotnecessarilyusedtomonitorlong-termprogressorinformteacherprac(ce

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Onlyend-of-termormid-/end-of-yearexamina(onsareusedasthebasisforrepor(ngstudent

achievementonreportcards

Veryfewschoolsuseforma(veassessmentorsumma(veclassroom-basedassessmentac(vi(es

exceptaspartofthereportcards,andofthosethat

do,theweigh(ngisverylimited

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Recordkeeping,markingstorageandaccess Assessmentbooks Examsstoredinfilesinschooloffice Mid-yearandend-of-yearreportcardsusedinall

schools

Marksgiveninreportcardsarebasedonmid-/end-of-yearexamsonly

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Progresscardsusedsporadically

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ProfessionalDevelopment FeedbackconferencesorganisedbytheAssessment

andEvalua(onUnit

MESCtraininginpast10years PrincipalsandSchoolReviewOfficersprovide

professionaldevelopment

Teachergroupmee(ngsonwri(ngexams

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Na(onalUniversityofSamoapre-serviceteachereduca(on

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ProvidingFeedbacktoParents ParentsDays Exammarksandra(ngspostedinclassrooms

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GeneralConclusions

Assessmentistypicallydefinedasawaysofmeasuringwhatthestudentknows,andisused

primarilyforrankinghim/heragainstpeers

Forma(veassessment,althoughobserved,wasnotusuallyrecognisedbytheteacher

Teachersproduceweekly,post-unit,monthly,end-of-termexamina(onsforeachsubject

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Mostassessmentislimitedtolowercri(calthinkingskilllevels

Appearstobeverylileself-orpeerassessment Professionaldevelopmentconsistentthroughout

theeduca(onsystem

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NextSteps

DevelopmentoftheSamoaNa(onalAssessmentPolicyFramework

Extensiveinserviceteachertraining Traininginmanagementandmonitoringof

classroomassessmentforprincipalsandschool

reviewofficers

Developmentofaclassroomassessmentmanual