OSI, Education Support Program, September 2003

Assessment in Assessment in EducationEducation

Resource packResource pack

Presentation by Natalia Shablya

What is the focusWhat is the focus of the pack? of the pack?

Assessment of Assessment of

students’ students’

achievementsachievements

Assessment, not just "tests" and "exams": varied opportunitiesto display and document achievement, and options in examsand tests that allow children to show their strengths.

An overview of An overview of assessment reforms: assessment reforms: Where are they? Where are they?

Alb

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Cro

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Kyr

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Lat

via

Lit

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ania

Mac

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Mol

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Mon

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Pol

and

Rom

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Ser

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Establishment of newassessment authority

4 2 2 1 4 4 3 4 2 1 1 4 4 2 1 4 3

Reform of Maturaexamination

2 1 1 1 2 0 3 4 1 2 1 3 4 1 2 4 1

Introduction of other schoolexams or assessments e.g.basic school

2 0 1 1 2 0 3 4 0 2 1 4 4 2 3 3 1

Introduction of sample-basednational assessment

0 1 0 0 4 0 0 0 3 0 0 0 4 3 3 0 0

Standardisation of universityentrance examinations

1 0 0 0 0 0 3 4 0 0 0 0 0 0 0 4 3

Participation in internationalassessments

4 4 1 4 4 1 4 4 4 4 1 4 4 4 4 4 0

0 – not planned/not started 1 – early planning/discussion stage 2 – development and implementation 3 – piloting andexperimentation 4 – operational

Who might benefit from Who might benefit from materials in the pack?materials in the pack?

• Policy makers Policy makers

• Education managersEducation managers

• ResearchersResearchers

• Education expertsEducation experts

How this resource pack How this resource pack can be helpful to you?can be helpful to you?

• Learn about current approaches/types in assessment of students’ achievements

• Learn about ways how assessment reforms are implemented in different countries: difference of approaches, specific challenges and lessons

• Find recommended books, journals, web-sites to learn more about assessment issues

• Establish contacts with assessment agencies and experts

What is available on the What is available on the site?site?

• Overview papers on regional and international Overview papers on regional and international reform practicesreform practices

• Q and A paper on sensitive issues of Q and A paper on sensitive issues of assessment assessment

• Country examples (Romania, Slovenia, Latvia, Country examples (Romania, Slovenia, Latvia, Kyrgyzstan, Hungary, Poland and Lithuania)Kyrgyzstan, Hungary, Poland and Lithuania)

• Short country descriptions on assessment Short country descriptions on assessment practices and policies (17 countries from our practices and policies (17 countries from our region and 6 western countries)region and 6 western countries)

What is available on the What is available on the site?site?

• Recommended books, journals and web-site links Recommended books, journals and web-site links for in-depth study of various assessment issuesfor in-depth study of various assessment issues

• Web sites and contact details for international Web sites and contact details for international assessment centers and associationsassessment centers and associations

• Description of international studies in assessmentDescription of international studies in assessment

• List of assessment consultants List of assessment consultants

• Glossary of assessment terminologyGlossary of assessment terminology

Who developed materials?Who developed materials?

• 4 leading international experts4 leading international experts

• 30 local experts (researchers, 30 local experts (researchers, experts, education managers, policy experts, education managers, policy makers, directors of assessment makers, directors of assessment units, etc)units, etc)

European Benchmarks European Benchmarks (International Overview Paper)(International Overview Paper)

On 5 May 2003 the Education Council of the European Commission adopted European

benchmarks. by 2010, no more than 10 % early school leavers (drop-out before

end of compulsory schooling) should be achieved.

the total number of graduates in mathematics, science andtechnology should increase by at least 15 % by 2010 while at thesame time the level of gender imbalance should decrease.

by 2010, at least 85 % of 22 year olds should have completedupper secondary education.

by 2010, the percentage of low-achieving 15 years old in readingshould have decreased by at least 20% compared to the year2000.

National imperatives for National imperatives for countries in transitions countries in transitions (Regional overview paper)(Regional overview paper)

National imperative ExamplesEstablishing/strengthening nationalbeliefs and cultural values

Revising curricula, and national tests/exams, for key subjects,e.g. History, State Language, National Literature.

Developing an assessment systemwhich will a) allow the school andhigher education (HE) systems tooperate more effectively, and b)provide individuals with qualificationssuitable for accessing learning andemployment possibilities at home

Moving from teacher-made tests to external examinations atkey transition points.

Introducing ‘fairer’ university selection procedures eitherthrough centralised school examinations or throughstandardised tests.

Developing an assessment systemwhich will assist the government, andothers, in monitoring educationalquality, effectiveness and efficiency.

Introducing sample-based national assessment systems. Participating in international competitive studies (e.g. PISA,

PIRLS, etc.) Incorporating examination data into school monitoring and

evaluation systems.

An Assessment :”Bill of An Assessment :”Bill of Rights” Rights” (International Overview paper)(International Overview paper)

All students are entitled to the following:

Ample opportunity in the curriculum and in classroom teaching to monitor, to self-assess, and self-correct their work.

Fair opportunity to learn what is required. If standards or assessment instruments make certain assumptions about the resources available to students - maps, books, science equipment, or even time to practice and learn - all students must have a fair chance to prepare on a roughly equal footing.

Why should countries with limited Why should countries with limited budgets for education spend budgets for education spend money for assessment reform? money for assessment reform? (Q (Q and A paper)and A paper)

• “Spending on assessment will be fully refunded only if the reform is not self-serving, but generates effects which go beyond the question of assessment.” (Hungarian case)

• “It is always easier to prove and persuade the officials about the money needed for examinations, because of the need to produce concrete results quickly. In fact, the relatively successful introduction of examinations in Latvia seven years ago, has promoted the allotment of additional finances for exams.” (Latvian case)

Why should countries with limited Why should countries with limited budgets for education spend budgets for education spend money for assessment reform? money for assessment reform? (Q (Q and A paper)and A paper)

• “It’s questionable if countries with limited budget should consider investing in assessment reform as the most important part of educational reform, especially in high stakes examinations. In most cases where foreign loans are involved, there’s a question of sustainability. It’s probably more important to invest in more “soft” forms of assessment and educating teachers in assessment theory and practice, to raise standards of their assessment, and to give policy makers possibility to get data that allow them to take appropriate decisions…” (Slovenian expert)

What other information is What other information is available in country examples and available in country examples and short country descriptionsshort country descriptions??

• What approaches did countries take in initiating changes in assessment of student’s achievement ?

• What is happening/happened within the framework of this reform?

• How did it all started? How was the political interest secured?

• What are current issues and plans which countries faces in implementing assessment reform?

• What were the key lessons learned?

How can you contribute to How can you contribute to this pack?this pack?• When an interesting article or report is When an interesting article or report is

published please send it to uspublished please send it to us

• Submit your short country summary or country Submit your short country summary or country example example

• Send us translations of documents from this Send us translations of documents from this pack into local languagespack into local languages

• Have a look the site and send your suggestions to Natalia Shablya at nshablya@osi.hu

Our address?Our address?

• To access the resource pack use these Internet addresses:

– http://194.149.10.80http://194.149.10.80 or http://www.osi.hu/esp/resource