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Paper by Vanessa Scherman, Elizabeth Archer and Sarah Howie Centre for Evaluation and Assessment

Locating the local village within the global village: Assessment possibilities and practical challenges. Paper by Vanessa Scherman, Elizabeth Archer and Sarah Howie Centre for Evaluation and Assessment Faculty of Education, University of Pretoria South Africa. Overview of the Presentation.

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Paper by Vanessa Scherman, Elizabeth Archer and Sarah Howie Centre for Evaluation and Assessment

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  1. Locating the local village within the global village: Assessment possibilities and practical challenges Paper by Vanessa Scherman, Elizabeth Archer and Sarah Howie Centre for Evaluation and Assessment Faculty of Education, University of Pretoria South Africa

  2. Overview of the Presentation • Aim of the paper • Background information • Monitoring in Education • A monitoring system for South Africa • Research design • Results and discussion • The way forward

  3. Aim of the Paper “To explore the possibility of using monitoring systems developed internationally for “national monitoring” in a developing world context such as South Africa” “To what extent can an international monitoring system be adapted for the South African context and implemented effectively?”

  4. Background Information • 2003 start of a collaborative project • Curriculum, Evaluation, and Management Centre (CEM) Durham, UK • Centre for Evaluation and Assessment Pretoria, RSA • Funded by the National Research Foundation

  5. Background Information • CEM centre is a research centre • Have developed a numbered of monitoring systems • Primary Indicators at Primary Schools (PIPS) • Middle Years Information System (MidYIS)

  6. Background Information • Why? • No specific policy or programme in place to monitor or evaluate learners at the beginning of primary and secondary school • Baseline information to track the progress of learners

  7. Monitoring in Education • Defined a systematic gathering of information • Difficulties and progress • Level of quality • Number of monitoring systems • ZEBO Project in the Netherlands • ABC+ (Attitudinal/Behavioural/Cognitive Indicators plus Context) modelin the USA • Assessment Tools for Teaching and Learning or asTTle in New Zealand

  8. A Monitoring System for South Africa • Rationale has to be clear • Levels to be included • Level of participation of the schools • Feasibility of already developed measures? • Least time - development • Could potentially yield effective results • CEM: measure along with covariates to make fair comparisons.

  9. Equitable Assessment Practices • Validity - to what extent is the interpretation of results appropriate and meaningful • Reliability - consistency of results • Fairness - equality of opportunities, resources, absence of bias • Practicality - taking available financial resources, facilities, equipment and time into account

  10. Research Design • Sampling of Schools – Maximum Variation Sampling • 7 Primary Schools • 11 Secondary Schools • Sampling of Learners • One to four Grade 1 Classes, 426 Grade 1 learners, average age 7, 51% male • 2 Grade 8 classes randomly selected, 794 Grade 8 learners, average age 14, 51% female

  11. Research Design • Instruments • Computer-based assessment for Grade 1 learners which includes Early Reading, Early Mathematics and Early Phonics scales referred to as PIPSSA • Paper-based assessment for Grade 8 learners which includes Vocabulary, Mathematics, Skills and Non-Verbal scales referred to as SASSIS

  12. Research Design • Data Analysis • Analysis of the Curriculum documents • Validity of the instruments – reports from specialists in the field • Reliability analysis

  13. Results of the Document Analysis • Primary school instrument (PIPSSA) • Early phonics, Early reading and Early mathematics aligned with the Language and Mathematics Curriculum documents • Secondary school instrument (SASSIS) • Aligned with 3 of the 6 outcomes for Language • Aligned with 4 of the 5 outcomes for Mathematics

  14. Results of the Expert Review - PIPSSA • Considerable overlap between instruments and curriculum • Areas of concern include: • Eurocentric picture representation • Learners could be distracted • Phonetics may be difficult for learners • Vocabulary section should be revisited

  15. Results of the Expert Review - SASSIS • Reasonable alignment with the curriculum • Areas of concern include: • Instructions need to be revised • Time allocations need to be revisited • Vocabulary section will need to be revisited

  16. Results of the Reliability Analysis - PIPSSA

  17. Results of the Reliability Analysis – SASSIS

  18. Discussion • Monitoring systems are important mechanisms • Current assessments do not reveal the complexities • Schools become more accountable • Equitability achieved through fairness, validity, reliability and practicability

  19. Way forward • Further development of the monitoring system to include contextual indicators • Extended exploration of construct validity • Predictive validity has to be established for the South African context • Feedback to schools

  20. Thank you for listeningvanessa.scherman@up.ac.za

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