EFFECTIVE ADMINISTRATION AND MANAGEMENT OF HIGH STAKE ASSESSMENT EXAMINATIONS COUNCIL OF ZAMBIA
OCCASION:   Continuous Assessment Programme :  Orientation Workshop for Officers and Head teachers from Pilot Schools .
<ul><li>TARGET GROUP: </li></ul><ul><li>      Head teachers </li></ul><ul><li>        District Education Standards    Of...
<ul><li>GLOSSARY: </li></ul><ul><li>  </li></ul><ul><li>To orient:   familiarize,  get to know,    make  conversant </li><...
THE  CONTINUOUS  ASSESSMENT  PROGRAMME <ul><li>The following work has to be done: </li></ul><ul><li>  Guidelines for teach...
ASSESSMENT  FOR  EFFECTIVE  LEARNING <ul><li>The Ministry of Education Policy “Educating Our Future” on effective schools,...
Administrators, teachers therefore need to constantly monitor the learning achievement of students on the prescribed learn...
<ul><li>The underpinning philosophy of teacher continuous assessment include: </li></ul><ul><li>   Continuous assessment ...
<ul><li>PURPOSE  OF  ASSESSMENT </li></ul><ul><li>  </li></ul><ul><li>Assessment has three main functions namely; </li></u...
<ul><li>(i)        to provide information or to make  inferences about the functioning of  institutions and their accounta...
CONCEPT  OF  ASSESSMENT  FOR  LEARNING <ul><li>Assessment for learning entails that; </li></ul><ul><li>     students hav...
<ul><li>    teachers will view themselves as  coaches and not judges </li></ul><ul><li>   teachers will realize that c...
<ul><li>CONTINUOUS  ASSESSMENT  AND  THE  TEACHER </li></ul><ul><li>  Teachers are expected to practice continuous assessm...
<ul><li> in the belief that students have  untapped potential and can learn  when given the opportunity </li></ul><ul><...
<ul><li>Teachers therefore should aim to use continuous assessment to improve learning in their students.  It is in contin...
<ul><li>CONTINUOUS  ASSESSMENT  AND  THE  STUDENT </li></ul><ul><li>  </li></ul><ul><li>Continuous assessment tests will; ...
<ul><li>      allow students to build  portfolios/samples of their work  overtime to demonstrate  progress and improvemen...
<ul><li>BENEFIT  OF  CONTINUOUS  ASSESSMENT  TO  THE  STUDENT </li></ul><ul><li>     Continuous assessment activities  w...
<ul><li>   to be receptive to descriptive  feedback as against  judgemental  feedback.  Descriptive feedback  provides ...
<ul><li>RATIONALE  FOR  COMBINING  CLASSROOM–BASED  ASSESSMENT  IN THE  FINAL  EXAMINATION  SCORES/RESULTS </li></ul><ul><...
<ul><li>   To make teachers to be  accountable for the learning  achievement in their students </li></ul><ul><li>  </li>...
<ul><li>VARIANCE  IN  TEACHER  ASSESSMENT </li></ul><ul><li>  </li></ul><ul><li>There is evidence from Examining Boards th...
<ul><li>What the teacher however cannot do is to accurately assess the standard of his/her students in relation to those o...
<ul><li>MODERATION  AND  VARIANCE  IN  TEACHER  ASSESSMENT </li></ul><ul><li>  </li></ul><ul><li>Examining Boards and teac...
<ul><li>Moderation of candidate results however does not attempt to achieve complete agreement with results awarded by tea...
<ul><li>The moderation procedure adopted should therefore decide whether differences between teacher assessment and the mo...
<ul><li>Moderation is therefore designed to ensure fairness by adjusting results where there seems to be inconsistencies o...
<ul><li>CONCLUSION </li></ul><ul><li>It follows that in a subject which records a higher percentage pass than in the previ...
<ul><li>The End </li></ul>
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Effective administration and management of high stake assessement

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Effective administration and management of high stake assessement

  1. 1. EFFECTIVE ADMINISTRATION AND MANAGEMENT OF HIGH STAKE ASSESSMENT EXAMINATIONS COUNCIL OF ZAMBIA
  2. 2. OCCASION:   Continuous Assessment Programme : Orientation Workshop for Officers and Head teachers from Pilot Schools .
  3. 3. <ul><li>TARGET GROUP: </li></ul><ul><li>      Head teachers </li></ul><ul><li>      District Education Standards Officers (DESOs) </li></ul><ul><li> Principal Education Standards Officers (PESOs) </li></ul>
  4. 4. <ul><li>GLOSSARY: </li></ul><ul><li>  </li></ul><ul><li>To orient: familiarize, get to know, make conversant </li></ul><ul><li>  </li></ul><ul><li>Pilot: experimental, trial, test. </li></ul><ul><li>  </li></ul>
  5. 5. THE CONTINUOUS ASSESSMENT PROGRAMME <ul><li>The following work has to be done: </li></ul><ul><li>  Guidelines for teachers developed </li></ul><ul><li>Assessment tasks at Grade 5 developed </li></ul><ul><li>  Assessment schemes developed </li></ul><ul><li>  Schools for the pilot sampled </li></ul>
  6. 6. ASSESSMENT FOR EFFECTIVE LEARNING <ul><li>The Ministry of Education Policy “Educating Our Future” on effective schools, states that “Every school is expected to be characterized by the pursuit of excellence in the intellectual and personal development of its pupils”. Excellence in students does not come accidentally. Excellence has to be nurtured, monitored and evaluated. </li></ul>
  7. 7. Administrators, teachers therefore need to constantly monitor the learning achievement of students on the prescribed learning units as well as on the whole course. The evaluation of the teaching/learning process is undertaken by teachers through continuous testing of their students.  
  8. 8. <ul><li>The underpinning philosophy of teacher continuous assessment include: </li></ul><ul><li>   Continuous assessment is to inform teaching and to improve learning while there is still time to do so. </li></ul><ul><li>   Sound continuous assessment calls for graded assessments that are based on several methods of assessment. </li></ul>
  9. 9. <ul><li>PURPOSE OF ASSESSMENT </li></ul><ul><li>  </li></ul><ul><li>Assessment has three main functions namely; </li></ul><ul><li>  </li></ul><ul><li>(i) to diagonize the learning process in students. Assessment as a diagnostic tool provides an understanding of what student has learnt so that remediation and further learning may take place. </li></ul>
  10. 10. <ul><li>(i)        to provide information or to make inferences about the functioning of institutions and their accountability. </li></ul><ul><li>(ii)       to certify or qualify students. </li></ul><ul><li>  </li></ul>
  11. 11. CONCEPT OF ASSESSMENT FOR LEARNING <ul><li>Assessment for learning entails that; </li></ul><ul><li>     students have untapped potential and can learn when given the opportunity </li></ul><ul><li>           teachers will use different assessment tools </li></ul><ul><li>  teachers will focus on formative assessment in their teaching and refrain from relying on end of unit/term tests </li></ul>
  12. 12. <ul><li>    teachers will view themselves as coaches and not judges </li></ul><ul><li>   teachers will realize that continuous assessment exercises give students critical thinking, problem solving and research skills </li></ul><ul><li>    teachers will help students to become better at monitoring their own learning and reflecting on their progress so that they develop a further sense of their own abilities </li></ul><ul><li>  teachers and parents to be involved more in talking about the learning achievement of their children. </li></ul>
  13. 13. <ul><li>CONTINUOUS ASSESSMENT AND THE TEACHER </li></ul><ul><li>  Teachers are expected to practice continuous assessment in class in order to: </li></ul><ul><li>   help students establish, refine and achieve learning goals </li></ul><ul><li>   in trust that students want to learn </li></ul><ul><li>   in expectation of students to develop and apply important skills </li></ul>
  14. 14. <ul><li> in the belief that students have untapped potential and can learn when given the opportunity </li></ul><ul><li> focus their teaching through formative assessment </li></ul><ul><li>       help students better at monitoring their own learning and reflecting on their progress so that they develop a further sense of their own abilities </li></ul><ul><li>   involve parents more in talking about learning with their children </li></ul>
  15. 15. <ul><li>Teachers therefore should aim to use continuous assessment to improve learning in their students. It is in continuous assessment for learning that students will be enabled to pass national examinations. Continuous assessment therefore encourages students to manage their learning under the guidance of their teachers and lessens pressure and anxiety over external or final examinations. </li></ul>
  16. 16. <ul><li>CONTINUOUS ASSESSMENT AND THE STUDENT </li></ul><ul><li>  </li></ul><ul><li>Continuous assessment tests will; </li></ul><ul><li>  </li></ul><ul><li>      provide feedback to students on the progress they are making in their lessons </li></ul><ul><li>   motivate students to improve in their lessons </li></ul>
  17. 17. <ul><li>      allow students to build portfolios/samples of their work overtime to demonstrate progress and improvement </li></ul><ul><li>   enable students to learn to judge the quality of their work on the way to become independent, lifelong learners </li></ul><ul><li>  make students see their own growth, in knowledge and skills </li></ul>
  18. 18. <ul><li>BENEFIT OF CONTINUOUS ASSESSMENT TO THE STUDENT </li></ul><ul><li>   Continuous assessment activities will enable the students; </li></ul><ul><li>  to understand their achievement targets and learning goals </li></ul><ul><li>     to build confidence in themselves as learners and lay a foundation for lifelong learning </li></ul>
  19. 19. <ul><li>   to be receptive to descriptive feedback as against judgemental feedback. Descriptive feedback provides the student with ideas for improvement </li></ul><ul><li>  to engage in regular self assessment </li></ul><ul><li>  </li></ul><ul><li>  to talk freely with their teachers and families about their achievement </li></ul>
  20. 20. <ul><li>RATIONALE FOR COMBINING CLASSROOM–BASED ASSESSMENT IN THE FINAL EXAMINATION SCORES/RESULTS </li></ul><ul><li> Teachers are the best assessors of their students </li></ul><ul><li>   Assessment will be done throughout the learning process </li></ul><ul><li>   Students will be credited with the good work they have done throughout the course </li></ul><ul><li>   To remove stress and anxiety created by final examinations </li></ul><ul><li>   To remove high stake image on final examinations </li></ul>
  21. 21. <ul><li> To make teachers to be accountable for the learning achievement in their students </li></ul><ul><li>  </li></ul><ul><li>   To motivate students to apply themselves fully to their studies at all times and not only when they are preparing for external or final examinations </li></ul>
  22. 22. <ul><li>VARIANCE IN TEACHER ASSESSMENT </li></ul><ul><li>  </li></ul><ul><li>There is evidence from Examining Boards that show that teachers could predict well the grades of their students taking external examinations. The evidence suggest that teachers make reliable assessments of their pupils. It is accepted that a teacher is able to put his students in a class in an order of merit. </li></ul>
  23. 23. <ul><li>What the teacher however cannot do is to accurately assess the standard of his/her students in relation to those of other students in different classes in the same school or in other schools. Teacher continuous assessment therefore need to be moderated by an External Examining body. In Zambia this role is performed by the Examinations Council of Zambia. </li></ul>
  24. 24. <ul><li>MODERATION AND VARIANCE IN TEACHER ASSESSMENT </li></ul><ul><li>  </li></ul><ul><li>Examining Boards and teachers have complete agreement about the ranking of the work of candidates presented by a centre or school. Producing a ranking order of candidates is one aspect and the merits of the work presented by the candidates is another. The merits of the work presented by candidates is determined through use of moderation procedures at the external Examining Board. </li></ul>
  25. 25. <ul><li>Moderation of candidate results however does not attempt to achieve complete agreement with results awarded by teachers. Objectivity of that kind is not desirable as it would have put undue pressure to bear on the criteria for assessment. The method of moderation, however, has to be capable of detecting bias or possible prejudice against a student. It has also to be capable of detecting a malpractice on the part of a teacher such as lenient or hash marking of scripts. </li></ul><ul><li>         </li></ul>
  26. 26. <ul><li>The moderation procedure adopted should therefore decide whether differences between teacher assessment and the moderator were significant. </li></ul><ul><li>The moderation procedure used therefore promotes an assumption that concerns the passing percentage. The passing percentage of candidates in an examination is closely based on the percentage pass in the previous year or perhaps two or three years. The moderation parameters applied is concerned essentially with adjustment of the outcome of assessment to improve fairness of groups and individuals. </li></ul>
  27. 27. <ul><li>Moderation is therefore designed to ensure fairness by adjusting results where there seems to be inconsistencies or differences in the way procedures were followed or applied. </li></ul><ul><li>  </li></ul><ul><li>The passing percentage therefore becomes a compromise based on the standard of teacher assessment and that of the Examining Board. The standard falls somewhere between the passing percentage suggested by teacher assessment and that suggested by the Examining Board. </li></ul>
  28. 28. <ul><li>CONCLUSION </li></ul><ul><li>It follows that in a subject which records a higher percentage pass than in the previous year, moderation adjustments will be effected in order to reduce the number of candidates passing. </li></ul><ul><li>  </li></ul><ul><li>In undertaking moderation of examination results an external Examination Board utilizes technical and statistical considerations. </li></ul>
  29. 29. <ul><li>The End </li></ul>

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