... necessary to take specific social contexts into consideration when one discusses childhood so... more ... necessary to take specific social contexts into consideration when one discusses childhood socialisation ... of the unique socio‐cultural contexts of children's socialisation as early as the ... M. Kiwako Okuma‐Nyström, Institute of International Education, Stockholm University, Sweden. ...
It has been an extremely long and often difficult five and half years away from home, more so bec... more It has been an extremely long and often difficult five and half years away from home, more so because of all the historical changes that have affected our people in this period. While it is not possible to acknowledge everybody, and all that has been done for me, a few people need to be mentioned. My entire community has always provided me with unwavering support and encouragement, especially my Mom and Dad, my brothers, Vijesh and Nayen, and my friend, Gordon. It is my hope that on my return I will be able to pay back the favor. Both students and faculty in my program have created an academic environment that for me, made it easier and more enjoyable to acquire the relevant knowledge and skill I required. Specifically, my advisor, Ron Hambleton, who not only provided valuable advise, training and academic assistance, but also opened up his home and family to me, and I always knew that I could rely on Ron if ever there was a need. Ron has always been confident in my ability and work, and assisted whenever possible. Swami, whom I consider as my second advisor, has always supported me in my work and has been a source of inspiration in how to teach the 'dreaded' statistics course. Both my advisors certainly made a significant difference (at the .001 level at least) during my stay. I would like to v thank Jane, who always found time for me whenever it was needed, for being on my committee, for discussing and clarifying various ideas related to this study, and especially for providing the statistical and programming expertise that made this study a success. I also would like to thank Dr. Gene Fisher for taking the time to serve on my committee, and for the assistance and guidance provided. From my first day in the program, Peg has been providing assistance and information, from making accommodation arrangements to typing guidelines. Many thanks to my all my classmates especially Pankaja, Mohamed and Kathy. Also, the advice, companionship and assistance from my fellow South African comrade and friend, Mohapi, has been always available, and I hope that this spirit prevails for the future to the benefit of our people. Special thanks goes to Else Hambleton, for opening up her home to me as well for the political conversations we've had about South Africa. I would also like to thank the Desiree, Craig, Keegan and Kyle, who were both my friends and family in Amherst. I am especially indebted to Linda Schade, who not only provided valuable editing assistance for this study, but also provided the support and encouragement that could only come from a loving and caring partner. Finally there are many friends and comrades, without whom my stay here would be meaningless, who should be noted:
The views and opinions expressed in this book are those of the authors and do not necessarily rep... more The views and opinions expressed in this book are those of the authors and do not necessarily represent the views of UNESCO, IIEP, or the University of Pennsylvania. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been covered by IIEP-UNESCO and the University of Pennsylvania.
Uganda's commitment to improving the quality and outcomes of its education system has transla... more Uganda's commitment to improving the quality and outcomes of its education system has translated into a parallel commitment to creating stronger, more sustainable student assessment system, one that includes: (i) examinations for selection and certification; (ii) large scale assessments for monitoring education quality at the country level; and (iii) classroom assessments for evaluating student work and informing ongoing teaching and learning. A number of lessons can be learned from Uganda's experience. First, political stability and a strong commitment to education are key drivers for building a strong assessment system. Second, charging a single institution with all assessment activities can allow for clearer institutional structures, as well as efficient coordination, development, and implementation of assessment programs. Third, competitive salaries need to be in place to attract and retain personnel, and training needs to be provided for capacity building. Finally, a strong focus on student learning and curriculum reforms can act as important catalyst for strengthening the assessment system
Background: Formative assessment has been reported to improve learners’ learning in affluent cont... more Background: Formative assessment has been reported to improve learners’ learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers’ knowledge and understanding in no-fee public schools located in a low socio-economic context.Aim: This article investigates the impact of the Assessment for Learning Capacity Development Programme (AfL CDP) on teachers’ formative assessment knowledge and understanding pertaining to the five formative assessment strategies: learning intentions and success criteria, questioning, feedback, peer and self-assessment.Setting: This study was conducted as part of the Assessment for Learning (AfL) in Africa project in one Gauteng district involving 20 Grade 3 teachers from six no-fee public schools.Methods: Teachers in this study participated in the AfL CDP, implemented using the reflect, mediate, acquire and adapt, plan, prepare, present, support (ReMAPS) intervention framework. Baseline and endline dat...
Paper presented at the Education Quality and Development Workshop at the Global Development Netwo... more Paper presented at the Education Quality and Development Workshop at the Global Development Network (GDN), Annual Conference in Brisbane, Australia, 28 January
The focus of the South African Education Research Association's Assessment and Testing Specia... more The focus of the South African Education Research Association's Assessment and Testing Special Interest Group (SIG) is to contribute to current initiatives and debates pertaining to the development and implementation of assessment systems for improving learning and teaching. In particular, the SIG's members aim to address dominant performativity discourses impacting schools and universities by (1) providing a common understanding of the purpose and use of assessment, (2) locating the different assessment applications across the broader system within which learning and teaching occurs, and (3) highlighting recent initiatives impacting on assessment policy and practices. We think it essential to highlight critical policy and practice questions, while simultaneously acknowledging ongoing challenges for implementing enabling assessment systems that support the specific pedagogical needs of learners, teachers, students, and lecturers. Notwithstanding the complexities of effecting...
The focus of the South African Education Research Association's Assessment and Testing Specia... more The focus of the South African Education Research Association's Assessment and Testing Special Interest Group (SIG) is to contribute to current initiatives and debates pertaining to the development and implementation of assessment systems for improving learning and teaching. In particular, the SIG's members aim to address dominant performativity discourses impacting schools and universities by (1) providing a common understanding of the purpose and use of assessment, (2) locating the different assessment applications across the broader system within which learning and teaching occurs, and (3) highlighting recent initiatives impacting on assessment policy and practices. We think it essential to highlight critical policy and practice questions, while simultaneously acknowledging ongoing challenges for implementing enabling assessment systems that support the specific pedagogical needs of learners, teachers, students, and lecturers. Notwithstanding the complexities of effecting...
The study reported on here contributes to the growing body of knowledge on the use of standard se... more The study reported on here contributes to the growing body of knowledge on the use of standard setting methods for improving the reporting and utility value of assessment results in South Africa as well as for addressing the conceptual shortcomings of the Curriculum and Assessment Policy Statement (CAPS) reporting framework. Using data from the “verification” version of the Annual National Assessments (ANAs), we explored relevant technical and conceptual factors to consider for the application of standard setting methods. Two sets of panellists were trained to generate cut scores for Grade 6 mathematics and English First Additional Language (FAL), one using the Angoff method and the other the Objective Standard Setting (OSS) method. The findings indicate that the 2 methods generated different sets of cut scores across the performance levels for both subjects. While these cut scores had significant implications for the percentage of learners classified at each performance level, they...
This article reports on a study conducted to determine Grade 2 teachers' knowledge and understand... more This article reports on a study conducted to determine Grade 2 teachers' knowledge and understanding of learning, teaching and assessment for use in the planning and implementation of a large-scale professional development programme on Assessment for Learning. A baseline survey was used to collect data from teachers in 86 schools, randomly selected across fee paying and no-fee schools in two Gauteng districts. Teacher responses across both school types indicate a predominant emphasis on teacher-centred approaches, despite acknowledging the importance of effective learner engagement in their lessons. An overwhelming majority displayed limited knowledge of formative assessment, often conflating formative with formal assessment. More concerning however, was the absence of a deeper understanding regarding the use of assessment for enhancing learner participation and for identifying specific learning needs of learners. The implications of these findings for supporting teachers to develop and implement formative assessment approaches are explored further. The paper concludes by noting areas for further research to determine whether professional development programmes, implemented within the context of learning and teaching in South African schools, can succeed in enhancing teachers' knowledge and skills for the effective use of formative assessment approaches to improve learning for all.
... necessary to take specific social contexts into consideration when one discusses childhood so... more ... necessary to take specific social contexts into consideration when one discusses childhood socialisation ... of the unique socio‐cultural contexts of children's socialisation as early as the ... M. Kiwako Okuma‐Nyström, Institute of International Education, Stockholm University, Sweden. ...
It has been an extremely long and often difficult five and half years away from home, more so bec... more It has been an extremely long and often difficult five and half years away from home, more so because of all the historical changes that have affected our people in this period. While it is not possible to acknowledge everybody, and all that has been done for me, a few people need to be mentioned. My entire community has always provided me with unwavering support and encouragement, especially my Mom and Dad, my brothers, Vijesh and Nayen, and my friend, Gordon. It is my hope that on my return I will be able to pay back the favor. Both students and faculty in my program have created an academic environment that for me, made it easier and more enjoyable to acquire the relevant knowledge and skill I required. Specifically, my advisor, Ron Hambleton, who not only provided valuable advise, training and academic assistance, but also opened up his home and family to me, and I always knew that I could rely on Ron if ever there was a need. Ron has always been confident in my ability and work, and assisted whenever possible. Swami, whom I consider as my second advisor, has always supported me in my work and has been a source of inspiration in how to teach the 'dreaded' statistics course. Both my advisors certainly made a significant difference (at the .001 level at least) during my stay. I would like to v thank Jane, who always found time for me whenever it was needed, for being on my committee, for discussing and clarifying various ideas related to this study, and especially for providing the statistical and programming expertise that made this study a success. I also would like to thank Dr. Gene Fisher for taking the time to serve on my committee, and for the assistance and guidance provided. From my first day in the program, Peg has been providing assistance and information, from making accommodation arrangements to typing guidelines. Many thanks to my all my classmates especially Pankaja, Mohamed and Kathy. Also, the advice, companionship and assistance from my fellow South African comrade and friend, Mohapi, has been always available, and I hope that this spirit prevails for the future to the benefit of our people. Special thanks goes to Else Hambleton, for opening up her home to me as well for the political conversations we've had about South Africa. I would also like to thank the Desiree, Craig, Keegan and Kyle, who were both my friends and family in Amherst. I am especially indebted to Linda Schade, who not only provided valuable editing assistance for this study, but also provided the support and encouragement that could only come from a loving and caring partner. Finally there are many friends and comrades, without whom my stay here would be meaningless, who should be noted:
The views and opinions expressed in this book are those of the authors and do not necessarily rep... more The views and opinions expressed in this book are those of the authors and do not necessarily represent the views of UNESCO, IIEP, or the University of Pennsylvania. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been covered by IIEP-UNESCO and the University of Pennsylvania.
Uganda's commitment to improving the quality and outcomes of its education system has transla... more Uganda's commitment to improving the quality and outcomes of its education system has translated into a parallel commitment to creating stronger, more sustainable student assessment system, one that includes: (i) examinations for selection and certification; (ii) large scale assessments for monitoring education quality at the country level; and (iii) classroom assessments for evaluating student work and informing ongoing teaching and learning. A number of lessons can be learned from Uganda's experience. First, political stability and a strong commitment to education are key drivers for building a strong assessment system. Second, charging a single institution with all assessment activities can allow for clearer institutional structures, as well as efficient coordination, development, and implementation of assessment programs. Third, competitive salaries need to be in place to attract and retain personnel, and training needs to be provided for capacity building. Finally, a strong focus on student learning and curriculum reforms can act as important catalyst for strengthening the assessment system
Background: Formative assessment has been reported to improve learners’ learning in affluent cont... more Background: Formative assessment has been reported to improve learners’ learning in affluent contexts. However, very few studies have reported the impact of formative assessment on teachers’ knowledge and understanding in no-fee public schools located in a low socio-economic context.Aim: This article investigates the impact of the Assessment for Learning Capacity Development Programme (AfL CDP) on teachers’ formative assessment knowledge and understanding pertaining to the five formative assessment strategies: learning intentions and success criteria, questioning, feedback, peer and self-assessment.Setting: This study was conducted as part of the Assessment for Learning (AfL) in Africa project in one Gauteng district involving 20 Grade 3 teachers from six no-fee public schools.Methods: Teachers in this study participated in the AfL CDP, implemented using the reflect, mediate, acquire and adapt, plan, prepare, present, support (ReMAPS) intervention framework. Baseline and endline dat...
Paper presented at the Education Quality and Development Workshop at the Global Development Netwo... more Paper presented at the Education Quality and Development Workshop at the Global Development Network (GDN), Annual Conference in Brisbane, Australia, 28 January
The focus of the South African Education Research Association's Assessment and Testing Specia... more The focus of the South African Education Research Association's Assessment and Testing Special Interest Group (SIG) is to contribute to current initiatives and debates pertaining to the development and implementation of assessment systems for improving learning and teaching. In particular, the SIG's members aim to address dominant performativity discourses impacting schools and universities by (1) providing a common understanding of the purpose and use of assessment, (2) locating the different assessment applications across the broader system within which learning and teaching occurs, and (3) highlighting recent initiatives impacting on assessment policy and practices. We think it essential to highlight critical policy and practice questions, while simultaneously acknowledging ongoing challenges for implementing enabling assessment systems that support the specific pedagogical needs of learners, teachers, students, and lecturers. Notwithstanding the complexities of effecting...
The focus of the South African Education Research Association's Assessment and Testing Specia... more The focus of the South African Education Research Association's Assessment and Testing Special Interest Group (SIG) is to contribute to current initiatives and debates pertaining to the development and implementation of assessment systems for improving learning and teaching. In particular, the SIG's members aim to address dominant performativity discourses impacting schools and universities by (1) providing a common understanding of the purpose and use of assessment, (2) locating the different assessment applications across the broader system within which learning and teaching occurs, and (3) highlighting recent initiatives impacting on assessment policy and practices. We think it essential to highlight critical policy and practice questions, while simultaneously acknowledging ongoing challenges for implementing enabling assessment systems that support the specific pedagogical needs of learners, teachers, students, and lecturers. Notwithstanding the complexities of effecting...
The study reported on here contributes to the growing body of knowledge on the use of standard se... more The study reported on here contributes to the growing body of knowledge on the use of standard setting methods for improving the reporting and utility value of assessment results in South Africa as well as for addressing the conceptual shortcomings of the Curriculum and Assessment Policy Statement (CAPS) reporting framework. Using data from the “verification” version of the Annual National Assessments (ANAs), we explored relevant technical and conceptual factors to consider for the application of standard setting methods. Two sets of panellists were trained to generate cut scores for Grade 6 mathematics and English First Additional Language (FAL), one using the Angoff method and the other the Objective Standard Setting (OSS) method. The findings indicate that the 2 methods generated different sets of cut scores across the performance levels for both subjects. While these cut scores had significant implications for the percentage of learners classified at each performance level, they...
This article reports on a study conducted to determine Grade 2 teachers' knowledge and understand... more This article reports on a study conducted to determine Grade 2 teachers' knowledge and understanding of learning, teaching and assessment for use in the planning and implementation of a large-scale professional development programme on Assessment for Learning. A baseline survey was used to collect data from teachers in 86 schools, randomly selected across fee paying and no-fee schools in two Gauteng districts. Teacher responses across both school types indicate a predominant emphasis on teacher-centred approaches, despite acknowledging the importance of effective learner engagement in their lessons. An overwhelming majority displayed limited knowledge of formative assessment, often conflating formative with formal assessment. More concerning however, was the absence of a deeper understanding regarding the use of assessment for enhancing learner participation and for identifying specific learning needs of learners. The implications of these findings for supporting teachers to develop and implement formative assessment approaches are explored further. The paper concludes by noting areas for further research to determine whether professional development programmes, implemented within the context of learning and teaching in South African schools, can succeed in enhancing teachers' knowledge and skills for the effective use of formative assessment approaches to improve learning for all.
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