Teachers’ satisfaction of Assessment Process of Competency Based Curriculum in Primary School Education in Sri Lanka


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3. A Study on “Teacher’s satisfaction of assessment process of competency based curriculum in primary school education in Sri Lanka” with P.Senevirathna, paper presented at Jaffna University International research conference 2012 head on 20-21 July 2012 at Jaffna University. Abstract published in the conference proceedings.

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Teachers’ satisfaction of Assessment Process of Competency Based Curriculum in Primary School Education in Sri Lanka

  1. 1. Assessment Process ofCompetency Based Curriculum inPrimary School Education in Sri Lanka Faculty of Education-OUSL P.Seneviratne & T.Mukunthan Dept. Early Childhood and Primary Education, The Open University of Sri Lanka, 20.07.2012 1
  2. 2. Outline of the presentation• Introduction• Problem Faculty of Education-OUSL• Objectives• Methodology• Findings & Discussion 2• Suggestions•
  3. 3. Introduction• Grade 1 (5 years) to Grade 5 (10 years) is considered as primary level• Competency based curriculum is used in Primary school level Faculty of Education-OUSL• The formative and summative evaluations Methods are used• Assessment is one of the main components in 3 the curriculum process
  4. 4. Introduction (Con…)• From 1997 Government has drawn attention to enhance assessment procedure in the primary education Faculty of Education-OUSL• According to Lambdin (2003) observation, discussion and interviews serve better than paper and pencil tests in evaluating pupil’s ability to understand the principles and 4 procedures he uses.
  5. 5. Introduction (Con…)• National Union of Teachers in the United Kingdom(UK) also suggests that parents should rely on the professional Faculty of Education-OUSL judgment of teachers rather than draw conclusions from the outcomes of tests which do not properly show the 5 achievement of their children.
  6. 6. Problem• Many studies highlighted that, primary teachers feel assessment criteria of the children’s performance has overburdened their workload. They Faculty of Education-OUSL have not enough time to teach in the class room (Suranimala, 2006). The study therefore questions as to how the teachers at primary level feel satisfied of their way of assessing the student 6 performances.
  7. 7. Objective• To identify assessment methods that teachers use at primary level• To find out teachers satisfaction of Faculty of Education-OUSL assess children at primary level• To find out the problem face by teachers of assessment process in the Primary 7 level
  8. 8. Methodology• Survey method was selected as the most appropriate methods Faculty of Education-OUSL• A comprehensive Questionnaire used for data collection. 8
  9. 9. Population and Sample• Target population for the study comprised primary school teachers Faculty of Education-OUSL• Representative sample was selected from the Homagama zonal education office in Colombo district. 9
  10. 10. SampleType of schools No of Teachers1AB schools 151C schools 45 Faculty of Education-OUSLType 2 schools 36Type 3 schools 27 10Total 123
  11. 11. Data analysis• The representation of data was done through descriptive statistical method. Faculty of Education-OUSL( with the use of percentages and tables ) 11
  12. 12. Findings and Discussionassessment methods that teachers use atprimary level•Continuous assessment-subjective,•common,•portfolio and anecdotal report Faculty of Education-OUSLwere used for formative assessment•teacher made question papers,• term test and question paper made by externalresource personare used for summative Evaluation. 12
  13. 13. Findings and Discussion• Most of the primary school teachers use both summative and formative assessment methods. Faculty of Education-OUSL• Because the new education reforms 1997 it is compulsory.• The in-service advisors (ISA) are continuously monitoring the assessment 13 methods and records.
  14. 14. Findings and Discussion • Out of this 123 teachers • 91% teachers used subjective, • 96% used common assessment records • 89% used portfolio Faculty of Education-OUSL • 90% anecdotal report • 98% question papers • 47% used term test paper made by external resource person. 14
  15. 15. teacher’s satisfactionsabout the assessmentprocessRecord of StronglyAssessments Agree Agree Neutral Disagree Strongly Disagree No respons esSubjective 57(46%) 23(19%) 06(5%) 25(20%) 10(8%) 02(1.6assessmentrecord %)Common 59(48%) 24(19%) 04(3%) 22(18%) 13(11%) 01(0.8 Faculty of Education-OUSLassessmentrecords %)Essential 42(34%) 19(15%) 16(13%) 33(27%) 11(9%) 2(1.6learningcompetencies %)Portfolio 22(18%) 21(17%) 14(11%) 41(33%) 20(16%) 05(4% )Short notes & 16(13%) 26(21%) 23(19%) 44(36%) 11(9%) 03(2%Checklist ) 15Maintaining 12(10%) 54(44%) 19(15%) 33(27%) 04(3%) 01(0.8report card %)
  16. 16. Problems face by theteachers related to theassessmentsProblems PercentagesPrincipal’s influence 32%In-Service Advisor’s influences 30% Faculty of Education-OUSLSectional Heads influences 25%Parents influences 56%Facilities 67% 16Others 34%
  17. 17. Suggestions• According to the findings we can state that assessment methods should be designed to eliminate the problems encountered by the primary teachers in their teaching learning Faculty of Education-OUSL process.• Further the government has to pay attention to primary school teachers’ development and government should provide facilities to 17 achieve their objectives.
  18. 18. Suggestions• The formative assessment criteria should be enhanced in order to give the students more room for correcting themselves.• The assessments are in fact a tool to visualize the Faculty of Education-OUSL development of the student’s capacities and competencies.• They must not be a burden on both the teacher and the student. The idea is that the learning process for the primary grade students should be 18 made interesting and easy to follow.
  19. 19. Thank You Faculty of Education-OUSL19