GR 4009

1. Evaluation of Students’ Achievement
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2. Assessing students’ Achievement
‫الطلبة‬ ‫تحصيل‬ ‫تقييم‬
Various data can be used to support student
achievement
‫الطلبة‬ ‫تحصيل‬ ‫لدعم‬ ‫تستخدم‬ ‫أن‬ ‫يمكن‬ ‫مختلفة‬ ‫بيانات‬:
– MoE Test results ‫والتعليم‬ ‫التربية‬ ‫وزارة‬ ‫امتحانات‬ ‫نتائج‬
– NEU Test results ‫الوطنية‬ ‫االمتحانات‬ ‫نتائج‬
– TIMSS results ( Trends in Mathematics and Science
Study; international comparative tests carried out
every 4 years ) ‫نتائج‬‫التيمز‬
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3. Assessing students’ Achievement
The review is looking at different aspects of achievement.
‫الطلبة‬ ‫إلنجاز‬ ‫مختلفة‬ ‫أوجه‬ ‫مالحظة‬:
– Students’ absolute attainment against the national cohort
–‫الوطنية‬ ‫االمتحانات‬ ‫في‬ ‫انجازهم‬ ‫مقابل‬ ‫المدرسية‬ ‫االمتحانات‬ ‫في‬ ‫الطلبة‬ ‫انجاز‬
– Students’ relative performance compared with their staring point ( ie.
how much progress)
–‫بداية‬ ‫نقطة‬ ‫مع‬ ‫مقارنة‬ ‫للطلبة‬ ‫النسبي‬ ‫األداء‬.
– Trends in student academic performance over time ( ie. rising, falling,
or static trends
–‫الزمن‬ ‫عبر‬ ‫للطلبة‬ ‫األكاديمية‬ ‫التوجهات‬(،‫الرسوب‬ ،‫الترفيع‬)...
– Reviewers also judge students’ attainment by their performance in
observed lessons; and through a scrutiny of their written work
–‫التدقي‬ ‫خالل‬ ‫ومن‬ ‫الدروس‬ ‫مالحظة‬ ‫خالل‬ ‫من‬ ‫الطلبة‬ ‫إنجاز‬ ‫على‬ ‫يحكمون‬ ً‫ا‬‫أيض‬ ‫المراجعون‬‫ق‬
‫كتاباتهم‬ ‫في‬.
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4. National Examination Unit test trends
over time
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5. NEU test trends over time
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6. NEU test trends over time
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7. NEU test trends over time
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8. NEU test trends over time
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9. NEU test trends over time
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10. NEU test trends over time
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11. NEU test trends over time
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12. NEU test trends over time
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13. NEU test trends over time
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14. NEU Test trends over time
Data need interpreting very carefully
• What do they tell us ?‫البيانات‬ ‫به‬ ‫تخبرنا‬ ‫الذي‬ ‫ما‬
• In all subjects and at all grades, except for English in Grade
9, there has been a decline in student performance over
time
•‫الصف‬ ‫باستثناء‬ ،‫الممتحنة‬ ‫الصفوف‬ ‫ولجميع‬ ‫الموضوعات‬ ‫جميع‬ ‫في‬،‫التاسع‬
‫الزمن‬ ‫عبر‬ ‫الطلبة‬ ‫أداء‬ ‫في‬ ‫تراجع‬ ‫هناك‬.
• Important to view all raw data in context, note that the
2011 tests were taken by students during the period of
national instability
•‫أ‬ ‫مالحظة‬ ‫مع‬ ،‫فيه‬ ‫تمت‬ ‫الذي‬ ‫السياق‬ ‫خالل‬ ‫البيانات‬ ‫جميع‬ ‫مراجعة‬ ‫المهم‬ ‫من‬‫ن‬
‫العام‬ ‫في‬ ‫االمتحانات‬2011‫وطنية‬ ‫استقرار‬ ‫عدم‬ ‫حالة‬ ‫في‬ ‫أجريت‬.
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15. Care needed when interpreting data
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16. A question of interpretation
Data need interpreting very carefully
Why are girls doing SO much better than boys in
TIMSS ? or are boys doing particularly badly?
‫امتحانات‬ ‫في‬ ‫الطالب‬ ‫أداء‬ ‫من‬ ‫أفضل‬ ‫الطالبات‬ ‫أداء‬ ‫لماذا‬‫التيمز‬‫؟‬
What might these data indicate in terms of the
efficacy of government education reforms in
Bahrain and Jordan in respect of girls and boys?
‫يمكن‬ ‫الذي‬ ‫ما‬‫تشير‬ ‫أن‬‫هذه‬ ‫إليه‬‫إصن‬ ‫فعالينة‬ ‫حينف‬ ‫منن‬ ‫البيانات‬‫الحات‬
‫يتعلنننق‬ ‫فيمنننا‬ ‫واألردن‬ ‫البحنننرين‬ ‫فننني‬ ‫الحكنننومي‬ ‫التعلنننيم‬‫بنننال‬‫طالب‬
‫والطالبات‬.
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17. Other sources of evidence
School reviewers will make their own assessments of
students’ achievement through :-
• lesson observations; ‫الدروس‬ ‫مالحظات‬
• scrutiny of students’ written work and their projects
or classroom displays;
•‫تدقيق‬‫المكتوبة‬ ‫الطلبة‬ ‫أعمال‬‫ومشاريعهم‬‫أو‬‫الصف‬ ‫في‬ ‫عروضهم‬‫وف‬
‫الدراسية‬.
• oral questioning of groups and individual students
•‫الجماعية‬ ‫أو‬ ‫الفردية‬ ‫الشفوية‬ ‫التساؤالت‬.
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18. Discussion
How can you encourage the colleagues at your school
best to prepare a portfolio of evidence to present
reviewers with the best and most rounded picture of
students’ academic performance.
‫تشجيع‬ ‫يمكنك‬ ‫كيف‬‫إلعداد‬ ‫المدرسة‬ ‫في‬ ‫زمالءك‬‫األدلة‬ ‫من‬ ‫مجموعة‬‫للمراج‬ ‫لتقديمها‬‫عين‬‫مع‬
‫لألداء‬ ‫صورة‬ ‫أفضل‬ ‫اظهار‬‫للطلبة‬ ‫األكاديمي‬.
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