SESSION 3 Using SABER-Student Assessment to Benchmark ... · EDUCATION STAFF DEVELOPMENT PROGRAM . February 6, 2013 . Room I2-220 . Washington, DC. SESSION 3 Using SABER-Student Assessment

EDUCATION STAFF DEVELOPMENT PROGRAM

February 6, 2013

Room I2-220 Washington, DC


SESSION 3 Using SABER-Student Assessment

to Benchmark Assessment Systems

Part 2


Forecasting, Monitoring and Measuring Project Results

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EDUCATION STAFF DEVELOPMENT PROGRAM EDUCATION STAFF DEVELOPMENT PROGRAM

What is the READ Trust Fund?

“Better Assessment for Better Learning”


Global-level and Country-level Work

Main READ Trust Fund

Global-level Work

READ Angola

READ Armenia

READ Ethiopia

READ Kyrgyz

Republic

READ Mozambique

READ Tajikistan

READ Vietnam

READ Zambia

Country-level Work

SABER Student

Assessment

SABER Learning

Standards

Program Coordination

Global Knowledge

Sharing


Armenia


Establishing Key Indicators for READ

Enabling Context • EC1 - Clear policies • EC2 - Strong leadership • EC3 - Regular budget/funds • EC4 - Strong organizational structures • EC5 - Effective human resources System Alignment • SA1 - Alignment with learning goals • SA2 - Opportunities to learn about assessment activities Assessment Quality • AQ1 - Quality • AQ2 - Effective use of assessment results


Mozambique



Mozambique’s Baseline Results (2009)

Classroom Examinations NLSA ILSA

Emerging

Emerging

Emerging

Emerging


Developing an Action Plan


Targeted Areas - Mozambique


Emerging

Emerging

Emerging

Emerging


Mapping Action Plan Activities to Rubrics



2009 (Before READ) 2014 (After READ) Expected Progress

Classroom Assessment Lat. Eme. Est. Adv. Alignment with learning goals

• Scarce system-wide resources for teachers for classroom assessment

• Official curriculum specifies what students are expected to learn but the level of performance required is unclear

• Some system-wide resources for teachers on classroom assessment

• Official curriculum specifies what students are expected to learn and the expected level of performance required is clear

Effective human resources

• No system-level mechanisms to ensure teachers develop skills in classroom assessment

• Some system-level mechanisms to ensure teachers develop skills in classroom assessment

Quality assurance

• Classroom assessment practices known to have widespread weaknesses

• Classroom assessment practices weak but improving

Effective uses

• Limited use of classroom assessment

• Adequate required uses of classroom assessment to support student learning


Expected Level of Development of Mozambique’s Assessment System


EC5 – Effective Human Resources


SA2 - Opportunities to learn about assessment activities


AQ1— Assessment Quality “Provinha” Pre-Pilot

D2/N2 Identificar as letras do alfabeto.

D02/N1

5. Presta atenção às letras que vou dizer “v” “d” “l”.

Assinala com X o quadradinho das letras que ouviste “v” “d” “l”

A)

B)

C)

D)

a c q

v d l

b h o

t r s

Professor(a)/aplicador(a): leia para os alunos a instrução em que aparece a orelha. Repita a leitura no máximo duas vezes.

República de Moçambique

Ministério da Educação Instituto Nacional de Desenvolvimento da Educação - INDE

PROVINHA-MOCAMBIQUE


AQ1— Assessment Quality “Provinha” Pilot Teacher’s Workshop


AQ1— Assessment Quality “Provinha” Pilot Test Administration


Directors of Instruction Workshop

SA2 - Opportunities to learn about assessment activities


Expected Level of Development of Mozambique’s Assessment System


Tajikistan



Tajikistan Baseline Results (2009)


Emerging

Emerging

Latent

Latent


Developing an Action Plan


Unified University Entrance Exam

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Targeted Areas - Tajikistan


Emerging

Emerging

Latent

Latent


Mapping Action Plan Activities to Rubric (Examinations)




Examinations (University Entrance) Lat. Eme. Est. Adv. Clear policies

• A formal policy document authorizes the examination (but not the new UEE)

• Policy document not available to the public

• Procedural, regulatory, and legal documents developed for national introduction of new UEE

• Policy documents available to the public

Strong leadership

• Most stakeholders support the examinations (but not the current practices)

• Almost all stakeholders support the new UEE system and deem the system to be fair and reliable

Regular funding

• Funding does not cover research and development

• Stable funding available to conduct UEEs annually

• Funding covers research and development



Examinations (University Entrance) Lat. Eme. Est. Adv. Strong org. structures

• An examinations office does not exist

• A new National Testing Center:

- developed and piloted - accountable to the Ministry

of Education - has all of the required

facilities to carry out the examination

Effective human resources

• Staff carrying out examinations inadequately trained and issues pervasive

• National Testing Center adequately staffed and training provided to enable staff to carry out UEE with minimal issues

Alignment with learning goals

• Not clear what the examination measures

• Materials to prepare for the examination minimal and accessible to very few students

• A clear understanding of what the examination measures exists

• Student and School Handbooks about the examination developed and avail. to most students



Examinations (University Entrance) Lat. Eme. Est. Adv. Quality assurance

• No technical documentation exists

• No mechanisms in place to ensure quality of the examination

• An UEE comprehensive, technical report is available and copies are distributed

• Some mechanisms in place to ensure quality of the examination including the piloting of test instruments

Fairness • Inappropriate behavior surrounding the examination process is high

• The majority of students (over 50%) may not take the examination due to barriers such as language, gender, etc.

• Inappropriate behavior surrounding the examination process is low

• A small proportion of students (less than 10%) may not take the examination due to barriers such as language, gender, etc.


Expected Level of Development of Tajikistan’s Assessment System


EC2 - Strong Leadership


EC4 - Strong organizational structures






SA2 Opportunities to Learn about Assessment Activities


Expected Level of Development of Tajikistan’s Assessment System

Documents

SESSION 3 Using SABER-Student Assessment to Benchmark ... · EDUCATION STAFF DEVELOPMENT PROGRAM . February 6, 2013 . Room I2-220 . Washington, DC. SESSION 3 Using SABER-Student Assessment