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“A tail of many dogs: assessment and the scramble for standards”

“A tail of many dogs: assessment and the scramble for standards” SADC Assessment Conference, JHB, RSA, June 2006 Sandile Ndaba. Structure of the presentation. Introduction The issue of standards The tail and its many dogs Assessment and the scramble for standards

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“A tail of many dogs: assessment and the scramble for standards”

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  1. “A tail of many dogs: assessment and the scramble for standards” SADC Assessment Conference, JHB, RSA, June 2006 Sandile Ndaba

  2. Structure of the presentation • Introduction • The issue of standards • The tail and its many dogs • Assessment and the scramble for standards • Factors influencing standards and quality of educational attainment • Conclusion

  3. Introduction • Educational assessment and the focus on uniform standards and accountability • Use of assessment to raise standards • Dominance of assessment in reform efforts • Use of test scores to index educational success or failure • Does assessment improve educational quality?

  4. The issue of standards: the many conceptions • Content standards • Performance standards • Opportunity to learn standards

  5. The tail and its many dogs • The various purposes of assessment • Provide evidence of performance • Help learners, parents make educational and career choices • Selection for FHE • Selection for jobs • Certification • Accountability

  6. Assessment and the scramble for standards • Assessment is often used to draw conclusions on standards and quality of education • Assessment becomes the main instrument for ensuring quality education: “the tail that wags the dog” • The International scramble for standards: • TIMSS, PIRLS, PISA, SACMEQ, LLECE, MLA, PASEC • Does this madness about testing improve the • quality of education?

  7. Factors influencing standards and quality of educational attainment • Home background • Material resources in schools • Behavioural problems • Teacher morale and commitment • Teaching/learning culture in schools • Time on task

  8. Conclusion • Reform efforts to raise the standard of education rely too heavily on assessment • Formative assessment is ignored • Summative assessment is priviledged • Summative assessment contributes little to improving teaching and learning in the classroom • Summative assessment is appealing to policy makers for accountability purposes

  9. THANK YOU

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