Examination and Evaluation Tshering Lhamo Yanuka Devi Durga Maya Chimi Dorji

1. Examination and Evaluation TsheringLhamo Yanuka Devi Durga Maya Chimi Dorji

2. Types of assessments used in schools

3. Assessment The process of giving tests and using the results is referred to as assessment Student testing has been part of the educational enterprise since its inception.

4. Types of assessments used in Bhutanese schools • formative • summative

5. Summative assessment • Summative assessment refer to tests whose purpose is to make a final success/ failure decision about a relatively unmodifiable set of instructional activities.

6. Formative • “Formative Assessment encompasses all those activities undertaken by teachers and/or students which provide information to be used as feedback to modify the teaching and learning activities in which they engage” Black and Willian (2006). Eg; Continuous assessment Aims of CA • To allow learners to evaluate themselves and also in peer groups • To help teachers find out which teaching methods and materials work best.

7. To provide information for both the teacher and the learner to reflect on the learning process and the level of achievement • To help teachers pay attention to individual differences and learning styles of the learners • To make learners realize how well they can achieve the objectives and what they need to do and learn in order to improve

8. Purpose of CA • To improve both the validity and reliability of the results of pupils’ performance on tests and exercises. • To help the pupil to develop effective learning and work habits. Purposes can be achieved by following ways: 1. Longer time for collecting assessment information 2. Use of different test forms and different test situations 3. Inclusion of more complex thinking skills in the testing programme 4. Teacher assistance and remediation

9. CA tools • Anecdotal record • Checklist • Rating scale • Rubrics • Teaching portfolio

10. Anecdotal records • Series of notes on what exactly what a child said or did in concrete situations. • The records contain a variety and continuity of evidence which yield a picture of the child ’s behaviour patterns and growth, his/her interest and attitudes, his strengths and weaknesses, and problems.

11. Anecdotal records and observation • Child's Name: Tshering • Date & Time: 18/4/ 8:45 am • Place or Learning Center: Preschool classroom-free play • Observed Event & Behaviors: • Tshering sat next to Sonam at the reading table. Then she greeted her and said “do you want to read a book with me?" Sonam said that she cannot read. Tshering replied, "We can look at the pictures then"

12. Form for Anecdotal record • Pupil……………………………. Class…………. Date …………..incident comment ---------------------------------------------------------------- observer-----------------------------

13. Checklist • A checklist is a tool for identifying the presence or absence of conceptual knowledge, skills, or behaviors of the students. • Specifically designed for assessing children's progress and development. • Checklists contain a list of behaviors or specific steps, which can be marked as Present/Absent, Complete/Incomplete, Yes /No, etc.

14. Checklists are often presented as lists with small check boxes down the left hand side of the page. A small tick or check marks is drawn in the box after the item has been completed. Activity: Newton’s law of cooling.

15. Rating scales • A scale based on descriptive words or phrases that indicates a student’s performance level on a one-dimensional continuum. • At a minimum, descriptors should define the level of performance represented by the top, bottom, and midpoint of the scale. • A series of rating scale is used to report a student’s performance.

16. Numerical Rating Scale- the examiner independently rates the student’s performance on a set of predetermined skills from 0 to 10. • Graphic Rating Scale- It uses a line graph with verbal indicators spaced on the line to allow the ratter to show where the student’s performance falls on line. It supplies a line graph that represents the student’s achievement. • Descriptive Rating Scale- It replaces the single word descriptors with more detailed explanations on a line graph.

17. Rubrics • A rubricis an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. Two types of rubrics • Holistic rubrics. • Analytic rubrics. Holistic rubrics • Holistic rubrics evaluate a student's overall performance, their design limits their ability to provide detailed feedback on a student's specific strengths and weaknesses.

18. Analytical rubric • It is used when we want to see relative strengths and weaknesses, want detailed feedback and to self-assess students understanding or performance. • Sample for this can be same as the holistic rubrics but here a detail explanation is required while evaluating the child on the given criteria.

19. Teaching Portfolio • It is the records of accomplishment in teaching which includes the document and materials which suggest the scope and quality of professor’s teaching performance. Types of teaching portfolio • A summative portfolio is created for the purpose of applying for an academic job or for promotion and tenure within a department. • A formative portfolio is created for the purpose of personal and professional development. Retrieved from http:/ucat.osu.edu/portfolio/

21. Roles and responsibilities of BCSEA

22. What's the full form of BCSEA? • Bhutan Council for School Examinations and Assessment

23. Background of BCSEA • BBE- 1993 Responsibilities: • conduct a fair assessments • support schools in use of standardize testing system

24. Milestones • till 1999 BBE conducted primary school certificate examination, cl-6 • in 2009, the lower secondary school certificate examination for class 8 was decentralized to the school • In 2001 Bhutan certificate for secondary education was localized and the BBE took over the conduct and certificated the class 10 examination completely.

25. in 2006 BBE took over the complete conduct and certifications of class 12 examination • the BBE conducted the primary teacher’s certificate examination for the teacher’s education colleges in Samtse and Paro from 1979-2003. • The Zhungkha teachers’ certificate examination for Paro college of education was conducted from 1994- November 2003 • ILCS class 12 examination now called LCSCE 12 has also been conducted by the BBE since 1996.

26. From 2002 the BBE started to coordinate the National Educational Assessments of student learning and performance using standardized test and questionnaire • From 2011 BBE developed competency based assessment instrument for class 3, 5, 6, 7, 9 and 10 in English, Dzongkha and Mathematic subjects

27. Establishment of BCSEA • In July 2011 name BBE is change to Bhutan Council for School Examinations and Assessment (BCSEA). • With the approval from cabinet in the 72ndNA and 100th session of the LhengyeZhungtshog and the Royal Civil Service Commission.

28. Vision: an internationally recognized educational assessment and monitoring agency • Mission: we provide quality assessment and monitoring services, such that relevant education stake holders are sensitized about educational standards.

29. Goals • To provide reliable and quality examination and certification services for secondary education level. • To provide stake holders with clear perspective on and monitoring the standard of education in the country • Develop research literature in the assessment of student learning and teaching

30. Competence • To build reliable and easy accessible information system to support all BCSEA functions • To explore alternatives, innovative ways of mobilizing, building and managing resources.

31. References Vashist, R.S. (1993). Perspective in measurement and evaluation in education. Cthena Printers, maujpau: Delhi. Popham, W. J. (2008). Classrom assessment; what teachers need to know. United states of America.

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