22ndnd CONFERENCE FOR THE CONFERENCE FOR THE ASSOCIATION FOR COMMONWEALTH ASSOCIATION FOR COMMONWEALTH

EXAMINATIONS EXAMINATIONS AND AND

ACCREDITATION BOARDS (ACEAB) ACCREDITATION BOARDS (ACEAB) CONFERENCE,MALTA.CONFERENCE,MALTA.

William M. KapambweWilliam M. Kapambwe

Senior Research Officer Senior Research Officer 18-22 MARCH 2002.18-22 MARCH 2002.

Presentated By:N.N Mutanekelwa

-Director, Examination Council Of Zambia.

AndW. M. Kapambwe-Senior Research

Officer/Coordinator Grade Four Basic Comptence Tests Examination Council Of

Zambia.

“The Zambian Initiative Towards Empowering Teachers And Learners In Classroom Assessment”

1.1.Introduction-Rationale.Introduction-Rationale.2.2.Policy Framework.Policy Framework.3.3.Objectives Of The Programme. Objectives Of The Programme. 4.4.Management Of The Programme.Management Of The Programme.5.5.Activities Undertaken In Empowering Activities Undertaken In Empowering

Teachers/Learners. Teachers/Learners. 6.6.Projection.Projection.7.7.Challenges.Challenges.8.8.Conclusion.Conclusion.

The Zambian Intiative Towards Empowering The Zambian Intiative Towards Empowering Teachers and Learners In Classroom AssessmentTeachers and Learners In Classroom Assessment

1.01.0INTRODUCTION- RATIONALEINTRODUCTION- RATIONALE

1.1 OBJECTIVES OF BESSIP:To Increase Enrolment.

To Improve Quality.

1.2 ULTIMATE OBJECTIVE OF THE GRADE 4 BASIC COMPETENCE TESTS.

To Empower Teachers With The Skills And Instruments Of Assesement So That The Progress In Pupils’ Performances On The Essential Competences In Literacy And Numeracy Can be Regurlarly Monitored And Enhanced.

1.01.0 INTRODUCTION- RATIONALE INTRODUCTION- RATIONALE Cont.Cont.

1.3 WHAT ARE GRADE FOUR BASIC COMPETENCE TESTS ?

Criterion-Referenced Tests As They Specify The Specific Competencies To Be Tested.

Diagonistic-As They Are Used For Determining Whether Or Not Pupils Have Learnt What They Are Supposed To Learn.

They Are Additional Teachers’ Tools For Teaching And Monitoring The Pupils’ Progress.

The Tests Measure Basic Competencies In Listening, Reading, Speaking And Numeracy.

They Are Low-Stakes Tests Essentially At The Service Of Learning.

1.01.0 INTRODUCTION- RATIONALE INTRODUCTION- RATIONALE Cont.Cont.

1.4 WHY GRADE FOUR BASIC COMPETENCE TESTS ?

Recent Research (The 1999 National Assement Survey) Indicates Low Levels Of Learning Achievement.

The Finding Shows That The Pupils’ Mere Attendance Of School Does Not Translate Into Actual Learning.

The Grade Four Basic Competence Tests Were Implemented To Serve As Measuring Instruments For Teachers As Well As Monitoring Instruments Of The Teaching And Learning Processes.

2.02.0 POLICY FRAMEWORKPOLICY FRAMEWORK

2.1 National Policy On Education Sets Out Three Guidelines Regarding Testing Basic Competences.

The Curriculum Development Center (CDC) To Specify Basic Levels Of Competence That Pupils Should Have Attained By Certain Stages Of Basic Education And The Examination Council Of Zambia (ECZ) To Develop Competence Tests That Will Indicate Whether The Required Learning Has Been Attained.

2.02.0 POLICY FRAMEWORKPOLICY FRAMEWORK 2.1 Schools Will Apply These Tests Directly In

Collaboration With The Inspectorate And The Examinations Council Of Zambia In Order To Give Teachers Immediate, Accurate And Systematic Information On Pupils’ Standards Of Literacy And Numeracy, So That They Can Adjust Their Teaching Accordingly.

2.1 The Results Of The Tests Shall Be Submitted To The Ministry And Relevant Educational Boards To Enable Them Monitor Literacy And Numeracy Attainments.

3.03.0 OBJECTIVES OF THE GRADE FOUR BASIC OBJECTIVES OF THE GRADE FOUR BASIC COMPETENCE TESTS PROGRAMMECOMPETENCE TESTS PROGRAMME

The Empowerment Of The Teachers And Learners In Classroom Assesement Will Be Achieved Through Six (6) Objectives.

3.1 To Increase Teachers’ Access To Timely And Accurate Information Pertaining To Pupils’ Literacy And Numeracy Competencies At School Level.

3.2 To Provide Teachers With Classroom Based Assessment Tools That May Generate Immediate, Accurate And Systematic Information On Pupils’ Learning Achievement So That Teachers Can Adjust Their Teaching Accordingly.

3.03.0 OBJECTIVES OF THE GRADE FOUR BASIC OBJECTIVES OF THE GRADE FOUR BASIC COMPETENCE TESTS PROGRAMME COMPETENCE TESTS PROGRAMME

Cont....Cont....3.3 To Identify Learning And Teaching Difficulties And Encourage Improved Teaching Methodologies That Facilitate Remedial Teaching.

3.4 To Intergrate Continous Assessment Methods And Practices In The Teaching And Learning Processes In Grade Four.

3.5 To Provide Giudelines For Improving The Teachers’ Skills At Test Design, Administration, Marking, Record Keeping And Interpretation.

3.6 To Improve The Performances By Pupils On The Essential Competencies In Numeracy And Literacy.

4.04.0 MANAGEMENT OF THE PROGRAMMEMANAGEMENT OF THE PROGRAMME

Joint Steering Committee On Grade Four

Coordinator Teacher Education Dept

Coordinator Grade Four Basic Competence Test Other Depts In MOE Other Stakeholder e.g Donors,

The Church, Teacher’s Union

Cordinating Activities With DEOs, DIPs, Headteachers and Teachers

MOE BESSIP MIT

5.05.0 WHAT HAS BEEN DONE IN WHAT HAS BEEN DONE IN EMPOWERING EMPOWERING TEACHERSTEACHERS ? ?

The Two Strategies That Have Been Used In Empowering

Teachers And Learners With Classroom Assessment Are:

5.1 In-service Training In Test Design.

5.2 Supplying Training Manual (Guidelines) And Sample Test Papers.

5.05.0 WHAT HAS BEEN DONE IN EMPOWERING WHAT HAS BEEN DONE IN EMPOWERING TEACHERSTEACHERS ? Cont... ? Cont...

5.3 In-service Training In Test Design.

National Workshops, Participants And Objectives.

Zonal In-Service Workshops.

Participants And Objectives.

Rationale For Using Zonal Resource Centres.

5.05.0 WHAT HAS BEEN DONE IN EMPOWERING WHAT HAS BEEN DONE IN EMPOWERING TEACHERSTEACHERS ? Cont... ? Cont...

5.4 Supplying Training Manual And Specimen Tests Papers To Schools.

5.4.1 Training Manuals (Guidelines On Assessment, Syllabus, Test

Design, Test Adminstration, Test Result Analysis Interpretation And Using Test Outcomes.

Who Prepared The Training Manual ?

Distribution Of The Training Manuals.

5.05.0 WHAT HAS BEEN DONE IN EMPOWERING WHAT HAS BEEN DONE IN EMPOWERING TEACHERSTEACHERS ? Cont... ? Cont...

5.4.2 Development And Distribution Of The Test Papers.

Training Of Teachers And In-service Providers In Test Development.

ECZ Supervised Trialling Of Test Papers.

Sample Test Papers Serve As Templates That Will Help Enhance The Teachers’ Capacity To Develop Their Own Tests (In Addition To The Knowledge Gained From The

In-Service Workshops).

6.06.0 PROJECTIONPROJECTIONThe Activities That Have Been Targeted For Implementation In The Programme Are As Follows:

6.1 Holding Of School Based Workshops.6.2 Using The School Programme For In-servicing For The Term

(SPRINT) To Implement The Tests Under The Following Elements;

Teacher Group Meetings (TGMs).Grade Meetings At The Rresource Center (GRACE).School In-Service And Monitoring (SIMON).

6.3 Production Of Pupils’ Workbooks.6.4 Revision Of Training Manual.6.5 Monitoring Programme And Monitoring Instrument – To

Ensure That Comparable Standards Are Applied In All School.6.6 Evaluation Of The Programme By A Consultant.

7.07.0 CHALLENGES POSED BY THE CHALLENGES POSED BY THE INITIATIVEINITIATIVE

7.1 In Addition To The High Costs Involved In Implementing The Programme Countrywide, there have been challenges encountered the course of Implementation:

Sustainability Of The Initiative – Investments And Commitment.

Resistance By Some Teachers And Adminstrators To Adjust To New Approaches.

Great Demand On Teacher Time.Limited Numbers Of Standard Officers Monitor Schools.Maintaining Stability Of Trained Teachers In Schools.Integrating Assessment Into Teaching.Development Of An Appropriate Scale Against Which Evidence Of Competence Or Progress Can Be Moniored.

DEVELOPMENT OF AN APPROPRIATE SCALE AGIANST WHICH EVIDENCE OF COMPETENCE OR PROGRESS MONITORED

E NGLISH PERF ORMANCE LE VE LPER FORM ANCELEVEL ENGLISHLEVEL 5(28-30 M arks)

Very high score indicating fluency and accuracy in Reading orwriting .

Level 4(20-27 M arks)

Good score indicating sound understanding of the written wordand general accuracy in spelling and punctuation.

Level 3(11-19 M arks)

Average score indicating familiarity with the written word andsome ability to communicate in writing at a simple level.

Level 2(6-10 M arks)

Low score indicating need for remedial teaching o rtheidentification for ineffective teaching.

Level 1(Below 6 M arks)

Very low score requiring investigation and remedial action.

DEVELOPMENT OF AN APPROPRIATE SCALE AGIANST WHICH EVIDENCE OF COMPETENCE OR PROGRESS CAN BE MONITORED Cont..

NUME RACY PE RFORMANCE LE VELPER FORM ANCELEVEL NUM ERACYLEVEL 5(28-30 M arks)

Very high score indicating an excellent understanding of numbers,problem solving and measure

Level 4(20-27 M arks)

Good score indicating good numerical and computing/problemsolving/measurement skills.

Level 3(11-19 M arks)

Average score indicating some numerical/computing/measurementskills.

Level 2(6-10 M arks)

Low score indicating need for remedial teaching or theidentification for ineffective teaching.

Level 1(Below 6 M arks)

Very low score requiring investigation and remedial action.

BANDS NUTSHELL STATEM ENTS I

W rites in many genres. M asters the craft of writing. Is capable of powerful writing

H Is aware of subtleties in language. Develops analytical arguments. Uses precise descriptions of writing. Edits to sharpen message.

G

Uses rich vocabulary, and writing style depends on topic, purpose and audience. Produces lively and colorful writing. Can do major revision writing.

F

Can describe things well. Can skillfully write and tell a story or describe phenomena. Now has skills to improve writing.

E

Can plan, organize and polish writing. W rites in paragraphs. Vocabulary and grammar are suited to topic. Can write convincing stories.

D

Can write own stories. Changes words and spellings until satisfied with result

C

Now says something in own writing. Is writing own sentences. Is taking interest in appearance of writing.

B

Is learning about handwriting. Knows what letters and words are and can talk about. Ideas in own writing. Is starting to write recognizable letters and words.

A

Knows that writing says something. Is curious about environment print. Is starting to see patterns.

Adapted from Patrick Griffin et al (2001) The Literacy Profiles in Practice – Towards Authentic Assessment. Heinemann

Dimensionof

achievementand

developingcompetence

8.08.0 CCONCLUSIONONCLUSION8.1 The Ministry Of Education Envisages That Its Policy

On Grade Four Basic Competence Testing Will Provide It With An Opportunity To Focus Attention On What Should Be Learned, Why It Is important To Be Learned, How It Should Be Learned And How It Can be Improved.

8.2 Despite The High Costs And Difficulties Encountered, The Programme Promises To Be One Of The Most Powerful Points The Ministry Of Education Has To Improve The Quality Of Education In The Schools.

8.3 In order To Utilise The Power That Testing Can Contribute To Better Education For All Children, There Is Need To Strengthen The Capacity Of The Testing System Through In-Service Training Of Teachers, Test Material Provision And Monitoring.

FOOD FOR THOUGHT !FOOD FOR THOUGHT !

“.....What Is Tested Is What Gets Taught And How Something Is Tested Influences How It Gets Taught.”

Capper Joan (1996) “Testing to Learn-Learning To Test”. AED, Washington