With the support of:
Final Report
A Study on Teaching and
Electronic Assessment
Methodologies for the
KFIT Project in Rwanda
National Foundation for Educational
Research (NFER)
A Study on Teaching and Electronic
Assessment Methodologies for the
KFIT Project in Rwanda
Dr Sue Horner
Rachel Classick
Henry Warren
Ben Durbin
NFER is a leading independent provider of rigorous research and insights in education,
working to create an excellent education for all children and young people. We are a not-forprofit organisation and our robust and innovative research, assessments and other services
are widely known and used by key decision-makers.
This study is made possible by the generous support of the UNESCO-Korean Funds-in-Trust
(UNESCO-KFIT) project in Rwanda. We also thank the UNESCO Regional Office in Eastern
Africa, the Rwanda Education Board, the Ministry of Education in Rwanda, for their support.
Published in May 2018
By UNESCO
© 2018 National Foundation for Educational Research
Registered Charity No. 313392
How to cite this publication:
Horner, S., Classick, R., Warren, H. and Durbin, B. (2017). A Study on Teaching and
Electronic Assessment Methodologies for the KFIT Project in Rwanda. UNESCO.
2 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Contents
Executive summary
1
2
3
4
i
Factors enabling e-assessment
Potential forms of e-assessment
Evaluating possible forms of e-assessment
i
ii
iii
Introduction
1
1.1 Background
1.2 This study
1
1
Overview of influential factors in e-assessment
3
2.1
2.2
2.3
2.4
2.5
3
4
5
7
8
Technical and logistical
Teacher and school readiness
Policy context
Teacher training
Aims and purposes of e-assessment
Forms of e-assessment
11
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
11
11
13
14
15
16
18
19
Formative assessment
Feasibility of e-assessment approaches
Short, online tests with automated marking
Tasks and tests using mobile phones
E-portfolios
Project work
Peer learning and assessment online
Database of teachers’ assessments
Conclusion and next steps
21
4.1 Conclusion
4.2 Next steps
21
21
References
24
Bibliography
25
Appendix A Acknowledgements
26
Appendix B Technical dimensions
27
Power
Hardware
Software
Appendix C Example Terms of Reference for a Rwandan ICT in Education
Steering Group
Purposes
Membership
Meetings
Quorum
Minutes of meetings
27
27
28
29
29
29
29
29
29
Authority
Typical agenda
Appendix D Steps for developing short, automated tests
Scoping
Preparation
Implementation
4 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
30
30
31
31
31
31
Executive summary
The purpose of this study is to scope the possibilities for the use of ICT in
assessment in Rwanda. The findings are based both on conversations with major
stakeholders in Rwanda and research into options for development, and give
consideration of the current context in Rwanda in terms of readiness in schools and
in ICT supply. The study offers a menu of e-assessments, assesses their suitability
for the Rwandan context and their feasibility, in the light of ICT developments in the
country.
Factors enabling e-assessment
The development of e-assessment is dependent on a range of factors:

Technical and logistical

Teacher and school readiness

Policy context

Teacher Training

The aims and purposes of e-assessment.
The discussion of these results in a number of recommendations which seek to link
the development of e-assessment to other initiatives which are happening in
Rwanda:
Recommendation 1: That REB prepares a plan for the use of e-assessment
which harmonises with the technical roll-out of SMART Classrooms to schools
using all resources available, but also includes those whose access to ICT is
very limited.
Recommendation 2: That the organisational challenges to schools of using eassessment effectively be scoped and advice offered to headteachers.
Recommendation 3: That REB builds on the ICT in Education policy and
prepares a detailed five year plan for implementing ICT in the curriculum and eassessment.
Recommendation 4: That REB sets up a specific group to oversee the
development of formative assessment and e-assessment, drawing on
colleagues from the departments of Assessment, Curriculum, Teacher
Development and ICT.
Recommendation 5: That all teacher training on ICT (particularly CADIE)
includes a specific focus on the adaptation and use of ICT in the classroom,
drawing on teacher’s experience in the training.
Recommendation 6: That all teacher training for the Competence-based
Curriculum should include sessions on formative assessment and the use of
ICT.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda i
Potential forms of e-assessment
During the course of our discussions with stakeholders, it became clear that at this
stage in the development of Rwanda’s education system, summative e-assessment
is not a viable option. We were advised instead to focus on a range of forms of
formative assessment.
Formative assessment helps teachers to see how learners are progressing and gives
feedback on the next steps in learning, our discussions covered five different
approaches which involve different uses and applications of ICT. These options were
met with approval, although there were many doubts about their viability in the
current context.
Short tests
These tests are usually tests of memory and of knowledge with single,
with
correct answers. Such tests can be transferred to ICT and be
automated
administered in the SMART classroom. The automated marking would
marking
save teachers time and effort, and would give immediate feedback about
the results.
Tasks and
Mobile phones can be used by teachers for sending short tasks and
tests using
tests to students for work at home. This could involve texting back
mobile phones
answers or reporting the work done in the next class.
E-portfolios
E-portfolios are collections of a student’s work which can show how they
are progressing over time and reveal more than short tests can. Eportfolios can contain essays, photographs, and other media, including
videos, animations and audio.
Project work
Students can research a given topic, finding new resources and
examples. They can put their ideas together and revise them easily on
screen. They can also develop their presentation and communication
skills by illustrating their work using ICT and possibly recording their final
piece.
Peer learning
Online forums and groups could play an important part in students’
and
learning. Students can be taught how to support each other, answering
assessment
questions and sharing possible thoughts about a problem. Peers may
online
also assess others’ ideas and challenge their conclusions. When
teachers have access to these forums they can assess both knowledge
and skills.
During the course of the study, we identified a sixth possibility which would support
all of these approaches: an ICT-based database for recording teachers’ assessments
both over time and across the school.
ii A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Evaluating possible forms of e-assessment
For each of these forms, we considered its viability in the short, medium or longer
term, taking into consideration various factors, including school and curriculum
factors, the nature of technical / logistical challenges and possible timelines. We
have also made recommendations as to next steps which would be needed to move
ahead.
Short
automated
tests
These are limited in curriculum scope, but the format is partly
familiar to teachers. The technical challenges are moderate and
progress in developing these could be quite fast providing
SMART classrooms are available.
Recommendation 7: That a pilot of how to develop and administer short
online tests with automated marking be carried out to identify the viability for
future rollout.
Tasks / tests
via mobile
phone
These would be similar in scope to the automated tests, but
since they are not reliant on electricity / connectivity, they could
be much more widely used. The technical challenges are
moderate so this is for the long term.
Recommendation 8: That the potential use of mobile phones be investigated
and trialled to enable technology to reach more schools and be used for
assessment in flexible ways.
E-portfolios
The scope of these is greater and a better match for the
Competence-based Curriculum. However, the challenges of
implementation for schools and teachers are greater. The
technical challenges are high and therefore this is a medium to
long-term possibility.
Recommendation 9: That serious consideration is given to the pros and
cons of e-portfolios to determine whether they could be used well and to be
assured that the pitfalls for teachers and students can be avoided.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda iii
Project work
This has the potential to support curriculum implementation and
to enable students to give good evidence of what they know and
can do. Assessment scales and guidance for teachers would
need to be developed before this could be put in place. The
technical challenges are high so this is a medium to long-term
development.
Recommendation 10: That pre- and in-service teacher training helps
teachers to set effective project work which is essential in the curriculum,
and the training also focuses on assessment processes and scales to help
teachers make accurate assessments.
Peer learning
and
assessment
This offers many opportunities for improving learning and
competences, but is technically complex and is for long-term
development when the infrastructure is more secure.
Recommendation 11: That the potential for forums and online support
groups be considered after other forms of e-assessment are under way and
both teachers and students can devise ways to use the technology
appropriately for learning purposes.
Database of
teachers’
assessments
This has the potential to make a fundamental difference to the
use of data from assessments to support students’ progress.
This would enable teachers’ assessments from all classes and
subjects to be collected together and analysed. Teachers could
then consider the patterns of progress and what should be done
to help students improve. This requires the ICT infrastructure in
schools to be well established and so is a longer term
development.
Recommendation 12: Given the fundamental potential of this approach, the
form and scope of an ICT based school record keeping system should be
investigated for primary and secondary schools, and trialled in schools.
In order for Rwandan education to move forward, consideration should be given to
these actions, which will support development and implementation of e-assessment.
iv A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
1 Introduction
1.1 Background
The last five years have seen many developments in education in Rwanda. There is
a new Competence-based Curriculum (MINEDUC and REB, 2015) which includes
competences such as Collaborative Problem Solving, Critical Thinking, Creativity and
Communication, as well as subject knowledge and skills. There have also been
documents published which seek to develop assessment practice, both formative
and summative.
The national SMART Rwanda Master Plan aims to rapidly improve the infrastructure
and use of ICT, to improve the economy and the life chances of young people
(Republic of Rwanda Ministry of Youth and ICT, 2015). Alongside this, the ICT in
Education Master Plan (MINEDUC, n.d.) is committed to looking at new forms of
assessment to fit these developments, in particular, the use of ICT in assessment. As
a result, there is an ambitious national programme in place to extend the
technological infrastructure and provision of hardware so that many more schools
and teachers are enabled to make use of ICT to improve their teaching and their
students’ learning.
1.2 This study
This study is conducted as part of the “ICT Transforming Education in Africa” project,
developed within the framework of the UNESCO-Korean Funds-in-Trust (KFIT). Its
purpose is to scope the possibilities for the use of ICT in assessment in Rwanda, by
identifying:

the capacity of the education systems at various levels to develop and use eassessment effectively

the different ways in which technology can be harnessed to support the teaching
and learning aims of Rwandan education and what would be necessary for these
to be implemented.
The findings are based on conversations with major stakeholders in Rwanda,
particularly those involved in enabling ICT to be an integral part of education. We
consulted with representatives from those most involved in ICT infrastructure
development, including the Minister of Education’s technical adviser for ICT, and the
Permanent Secretary and the Director General at the Ministry for Youth and ICT
(MYICT). We also met those concerned with the ICT developments in education,
including the Permanent Secretary at the Ministry of Education (MINEDUC) and
those responsible for assessment and ICT in the Rwandan Education Board (REB).
A further objective of this study was to build REB’s capacity. To this end, we held a
very productive afternoon meeting with seven members of REB staff including
representatives from national examinations, curriculum and ICT. During this meeting
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 1
we provided an in-depth walk-through of the e-assessment options being explored as
part of our study. Following this meeting, we also provided invitations for staff to join
us in some of the other planned stakeholder meetings (although unfortunately in the
event this did not prove possible) and followed up with copies of a PowerPoint
presentation.
We also held discussions with those providing pre-service teacher training at both
primary and secondary levels and those concerned with in-service teacher training,
particularly in REB. Developments in teacher training are a focus of partnerships
between REB and the Development Partners, USAID, DFID, UNICEF; meetings
were held with each of these and with the Korea International Cooperation Agency
(KOICA) which will be providing ICT training for teachers over the next three years.
We are very grateful to have met all these people and would like to thank them for
the time and their thoughtful responses. A full list of everyone we consulted is
provided in Appendix A.
We also consulted key documents to provide insight into the Rwandan context during
this project. A full list of documents that were consulted can be found in the
References and Bibliography sections of this report.
2 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
2 Overview of influential factors in eassessment
There are a range of factors which influence the viability of any development in eassessment and these are discussed in this chapter. These factors are not only
physical but also relate to the quality of teaching and learning in schools and
colleges. Underlying this is whether there is a clear vision of why e-assessment is
desirable. If this is not agreed then the focus and speed of development may become
muddled.
2.1 Technical and logistical
We were impressed by the SMART Rwanda 2020 Master Plan (MYICT, 2015) and
the ICT in Education Master Plan (MINEDUC, 2015). The plans seem to be very
forward looking in terms of the future prosperity of Rwanda, as explained to us by the
Permanent Secretary, Mr Regis Gatarayiha, of the Ministry for Youth and ICT. It has
been developing since 2000 and is now moving towards implementation. The ICT in
Education Master Plan proposes to have SMART Classrooms in all secondary
schools, where teachers and students will have computers and there are interactive
whiteboards to support teaching. There is a hope that around 500 secondary schools
(about a third) may have a SMART classroom by the end of August (Akwei, 2017).
MINEDUC suggested that, in the light of the timetable for provision of ICT, the
proposals from this study would most usefully be focussed on secondary education.
The plans for hardware in schools include schemes to encourage all Secondary 1
students to buy their own computer and reallocation of resources from the One
Laptop Per Child programme. The provision of devices in urban areas is superior to
that in rural areas.
There remain many challenges for schools and teachers and those supporting them.
According to the SMART Education: Education Technology Plan ( MINEDUC, n.d.),
in 2012 there were still a large majority of schools which did not have regular
electricity supplies (53%) or connectivity (94% primary, 82% secondary). We were
told that the situation has improved, but there is still much to be done. Broadband is
being supplied but this takes time. There will also be issues for schools of storage,
local or cloud repositories and of access to servers.
There are further issues of technical support and maintenance. Much time can be
wasted when a simple error means a computer does not work properly. Frustration
arises when some computers are out of action or broken and so adaptations to plans
are necessary. Security of hardware is essential but can then hinder ease of use.
Technical support must be readily available to troubleshoot and enable teachers to
do their job. We heard of plans to make technical support available at local level
between schools. This support would be essential to any move ahead.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 3
E- assessment requires the development of relevant models for questioning and the
programming of answers if the tests are automated. There are demands on software
and research will be needed to locate useful programs and resources. The quality
assurance of resources which schools could use is likely to be a central
responsibility.
These technical and logistical challenges are known to MINEDUC but it is not clear if
the full scale of the challenges has been appreciated. Given the pressure for
assessment to be clear and accurate the challenges become even more urgent.
What is more readily available are mobile phones, and around 78% of households
possess a phone, either a feature phone or a smart phone. They are used for
government communication, for example to farmers to tell them of market prices. The
phone network is clearly more advanced than for other forms of ICT. This is a
potential area for more development, particularly when access to other facilities is
more uncertain.
Recommendation 1: That REB prepares a plan for the use of e-assessment
which harmonises with the technical roll-out of SMART Classrooms to schools
using all resources available, but also including those whose access to ICT is
very limited.
Implementation note
We have provided a more detailed check list of technical considerations for the
practical provision of ICT in Appendix B.
2.2 Teacher and school readiness
In common with many other countries, young people in Rwanda are likely to be more
adept at using ICT than adults, including teachers. Most teachers in training will have
been expected to use ICT for research and to present work, but there is a gap
between their own use and the ability to use computers in teaching. Teachers who
have smart phones and computers are also likely to belong to online groups and
forums, but again may not readily apply their participation in these to uses for their
teaching. If teachers become confident in using computers to look for resources and
apps which are relevant to their students’ learning then they will be less reliant on
text books which may be in short supply or out of date.
The roll out of the new Competence-based Curriculum is not yet complete (it is in its
second year, and has one more year to go). The first national examinations on the
new curriculum will be in 2018. The textbooks and the training for this roll out have
been delayed, so many teachers are not likely to be confident in how the new
emphases on competences should change their teaching. They certainly will not be
alert to the necessary changes to assessment, both the ongoing, formative
assessments they use in the classroom and changes to national examinations.
Assessing competences will involve classroom observations which are not easy in
large classes, and setting tests and tasks which encourage students to develop and
show their competences. The techniques for assessment using ICT will then be a
further step for most teachers. Training and practice will be essential for teachers to
4 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
make full use of what ICT offers in the context of the new curriculum. This is a long
term development for most.
For schools the most significant benefit of using ICT in assessment is the potential
for rapid collection and analysis of results. The analyses will reveal which students
are struggling or are ahead of their peers, and show what their areas of strength and
weakness might be. This enables schools to make focused interventions to support
learners and make effective use of differentiation in teaching.
A further implication of the supply of SMART classrooms is that schools will need to
be flexible in timetabling. It is not enough to have a ‘first come first serve’ use of the
new classrooms, nor to allow science or ICT lessons to have priority use. It is
essential that all subjects use the SMART classrooms so that students learn the
relevant resources and apps for the different subjects, which will use the ICT in
different ways. The uses in science may be to animate difficult concepts in 3D,
whereas in languages responding both orally and in writing to prompts on screen
encourages practice which is not available by other means. Timetables will need to
be flexible.
Recommendation 2: That the organisational challenges to schools of using eassessment effectively be scoped and advice offered to headteachers.
Implementation note
In practice, such a scoping exercise would need to include the following
elements:
1.
Identifying potential organisational challenges for headteachers (as
noted above)
2.
Gathering sufficient data about infrastructure availability
3.
Investigating what schools with and without ICT provision currently do
4.
Determining what aspects of ICT implementation should be the focus
for which schools
5.
Developing guidance appropriate for different contexts
6.
Consulting on this content with its intended audiences
7.
Planning effective dissemination
2.3 Policy context
The ICT in Education Master Plan (MINEDUC, n.d.) has a practical focus and
includes pillars of ICT infrastructure, curriculum and assessment, teacher
professional development, and resourcing and implementation. There is clearly a
determination to proceed at a rapid pace with each of these components.
The ICT in Education Policy (MINEDUC, 2016) has a strong overview of a vision,
strategic objectives and the broader context, which needs to be mobilised to realise
the potential of ICT. This policy envisages a range of provision in the medium to
longer term, including e-content for Rwanda, evaluation of classroom performance,
and training for teachers. It does not, however, present a realistic assessment of how
to overcome the enormous challenges. It is not clear about the roles of different
bodies and the role of REB in implementing the new curriculum and changes to
assessment is absent. It would be helpful to identify where responsibility lies for
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 5
different parts of the plan. Also needed is a detailed project plan for each aspect. For
example: in assessment, to outline the process to make sure the new curriculum is
reflected in the national examinations in 2018; or in teacher training, who will ensure
that ICT and assessment is part of the next round of training on the curriculum.
Recommendation 3: That REB builds on the ICT in Education policy and
prepares a detailed five year plan for implementing ICT in the curriculum and eassessment.
Implementation note
Several other countries have developed strategy documents that have included
an ICT in education component. For example, Estonia’s Lifelong Learning
Strategy 2020 includes an e-learning strategy, and Scotland has also recently
produced a similar document. Less recently, see also France’s National Digital
Plan for Education and Australia’s Digital Education Road Map. Figures 3.1 and
3.2 illustrate typical content from these plans.
Recommendation 4: That REB sets up a specific group to oversee the
development of formative assessment and e-assessment, drawing on
colleagues from the departments of Assessment, Curriculum, Teacher
Development and ICT.
Implementation note
An example of a Terms of Reference (TOR) for a Rwandan ICT in Education
Steering Group is provided in Appendix C.
Figure 3.1 France’s National Digital Plan for Education
6 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Figure 3.2 Contents page from the Digital Learning and Teaching Strategy for
Scotland
2.4 Teacher training
Given the synergy between the curriculum and formative assessment, it will be very
important that teacher training on the curriculum includes training on techniques of
assessment, to help teachers make the most of their daily teaching.
In secondary pre-service training all student teachers follow a course in ICT and
they are required to complete a project where they research their topic online as well
as looking at school aspects. They hand in their projects in both hard and soft copy.
The soft copy enables a check for plagiarism. At present we understand that student
teachers find it difficult to take initiative in finding resources for their projects and they
lack the skills to appraise and apply what they read, rather than just copying material.
As smart mobile phones become more common, there is a rise in student teachers
being involved in online forums and these have potential to continue after the student
teachers graduate and enter schools.
In primary pre-service training the nature of in-school provision makes ICT more
problematic. In the 16 Teacher Training Colleges, some have computer labs and
some are using SMART phones but only two or three have internet access, so
training in ICT becomes ‘theoretical’. Many of those entering teaching in primary
schools find that there is no provision for using ICT in the school, so even those who
could do so are not able to use it.
The proposed developments in Open and Distance Learning courses could have a
significant impact in this situation so that many more can then access relevant
training when they need it.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 7
In-service training has taken a range of approaches. The programme of training for
the new Competence-based Curriculum has widespread reach to all schools, but
seems to have stalled at present. As the new programme is developed it will be
essential to include approaches to assessment which help teachers evaluate
progress in competences as well as knowledge. This will mean formative
assessment in the classroom, using some of the techniques outlined in this report.
There have been some innovative approaches to helping teachers, such as the
Literacy, Language and Learning (L3) programme from USAID, where early grade
teachers were given mobile phones so they could use recorded lessons in their
classrooms. Online resources were also provided. This approach has had success
but also found many problems with the technology and its use in the classroom.
KOICA is setting up a large training programme, Capacity Development for ICT in
Education (CADIE), which will be a three year programme to reach over half of
teachers (43,000) to teach them how to make the most of a computer, including
using different programs, researching online, and group interaction via forums, blogs
and journals. The training will use a cascade model of training based on ICT
Essentials for Teachers, a UNESCO initiative (MINEDUC, 2015) which appears to be
an effective introduction to ICT, but perhaps needs more explicit reference to how
teachers’ experiences should be adapted to classroom use.
Without doubt, there is pressing need for both pre-service and in-service training to
equip teachers with the basics of ICT and also give them the practical opportunities
and resources, and the confidence, to choose which device, software and techniques
to use. Prompts could be provided with curriculum documents to initiate ideas on
assessment opportunities. It would also be helpful to develop teachers’ confidence in
trouble shooting potential ICT problems that may occur during teaching, to minimise
disruption to lessons. This training should be phased to fit the programme of
installation of SMART classrooms in schools. These classrooms can only be
successful when supply problems including electricity, connectivity, devices and
software have been solved.
Recommendation 5: That all teacher training on ICT (particularly CADIE)
includes a specific focus on the adaptation and use of ICT in the classroom,
drawing on teachers’ experience in the training
Recommendation 6: That all teacher training for the Competence-based
Curriculum should include sessions on formative assessment and the use of
ICT
2.5 Aims and purposes of e-assessment
As part of the study we sought to establish how far there is agreement about the
aims and purposes of introducing ICT into assessment. We offered each of our
consultees a set of purposes and asked them to rank their importance:

Improving teaching

Raising student attainment
8 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda

Improving student engagement and access

Improving quality and use of assessment data

Supporting teacher efficiency in teaching and assessing
We emphasized that there is no ‘right’ answer. Most people offered a rationale for
their choices, recognising that the statements are interdependent, but placing
different choices as number one and then developing an order from that. The total
number of people who participated was sixteen, and the numbers in the table
indicate how many people gave the statements the highest or lowest priority. The
exercise illustrated that there was very little agreement on which purpose was the top
priority across the wide range of people we consulted.
Table 2.1
Priority outcomes for implementing e-assessment
Reason for implementing
e-assessment
Highest priority
Lowest priority
Improving teaching
4
4
Raising student attainment
5
3
Improving student engagement
and access
1
1
Improving quality and use of
assessment data
2
6
Supporting teacher efficiency
in teaching and assessing
4
2
Source: NFER (2017)
Raising student attainment had the largest agreement rate (five out of sixteen) for
being the highest priority. Improving quality and use of assessment data had the
largest agreement rate (six out of sixteen) for being the lowest priority. Ten of the
sixteen people reported supporting teacher efficiency in teaching and assessing as
either the first or second priority. This follows the logic that ICT is saving teachers
work in recording and analysing scores and increases flexibility in teaching.
Respondents from specific ICT based roles tended to agree more on the ranking of
priorities. They agreed that supporting teacher efficiency in teaching and assessing
was the first or second priority. But beyond that they showed no great agreement Improving teaching was seen as the highest priority for two respondents and the
lowest for another two. Respondents who worked in the Assessment department of
REB had mixed views also, with no reason consistently considered high or low
priority. The same was true for other sub-groups such as the development partners
or teacher trainers.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 9
This lack of agreement could lead to difficulties in implementation when decisions
have to be made which may reveal conflicting priorities. It would be helpful if
leadership articulates the vision for e-assessment and gives clear priorities.
10 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
3 Forms of e-assessment
The Competence-based Curriculum signals the need for more varied and effective
formative assessment, to recognise the importance of competences and ways to
identify student progress, taking action based on assessment. Many of the forms of
e-assessment have the potential to improve both the frequency and usefulness of inclass assessment. The need for national examinations to reflect the new curriculum
is clear, but the logistical challenges in administering these examinations online are
almost insurmountable, at least in the short to medium term. We were advised by the
stakeholders we consulted that in considering the potential for e-assessment in
Rwanda, we should therefore focus on forms primarily relevant to formative
assessment. This will therefore be the main focus for the remainder of this report.
3.1 Formative assessment
Formative assessment helps teachers see how learners are progressing and gives
feedback on the next steps in learning. This helps teachers know how to focus
lessons to maximise learning, plan for what needs to be done next and provide for
the needs of different individuals and groups in the class. This kind of assessment
can take different forms and be based on a range of evidence. This report seeks to
identify the different forms and to assess the potential for using ICT to help teachers,
by providing information about their students and by possibly saving time and effort.
Formative assessment must become a strong component of the Competence-based
Curriculum, but not all schools and teachers are equipped with electricity,
connectivity or devices. It is therefore important that the most useful forms of
formative assessment can also be paper-based, so that teachers who do not have
access to ICT can use the techniques in their classrooms and then move to ICT
when it is available. This complementarity is essential for the curriculum to be fully
implemented. The forms of assessment being proposed in this report are all possible
with and without ICT, but are enhanced by the use of computers and specially
designed software.
3.2 Feasibility of e-assessment approaches
Our discussions covered five different approaches to formative assessment which
involve various uses and applications of ICT, listed below. These options met with
approval, though there were many doubts about their viability in the current context.

short tests with automated marking

tasks and tests using mobile phones

e-portfolios

project work

peer learning and assessment online
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 11
During discussions we identified a sixth possibility which would support all of the
previous forms of e-assessments: an ICT-based database for recording teachers’
assessments over time and across the school.
We have considered each form of e-assessment in terms of viability in the short,
medium or longer term, taking into consideration the various factors, including school
and curriculum factors, the nature of technical / logistical challenges and possible
timelines. For each form of e-assessment we have made recommendations
regarding next steps.
Our judgements of the feasibility of each form for each factor are summarised in
tables in each section, with headings defined as follows:
Table heading
Definition
E-assessment
The form of e-assessment being considered
Primary/ Secondary
Which phase is the form of e-assessment suitable
for?
Timeline
Timescales over which implementation could be
possible
Curriculum Compatibility
Is it limited to assessment of knowledge or could it
also give evidence of competences?
Complementary paper
version possible
Would it be possible to also use this form of
assessment on paper, so all teachers can use it,
even if ICT supply is limited?
Teachers: level of change
The likely amount of change needed to teachers’
current practices
Teachers: level of ICT
challenge
The extent of change likely to be needed in
classroom ICT usage
ICT: difficulty level of
development
An estimate of how hard the development process
would be to make this form available
ICT: reliance on infrastructure
The extent to which the form of assessment needs
reliable supply of electricity and connectivity
ICT: management and
storage demand
This significance of management efficiency and
need for storage capacity
12 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
3.3 Short, online tests with automated marking
Many teachers currently use short tests at the end of topics they have been teaching
to check how much students have understood. These tests are usually tests of
memory and of knowledge with single, correct answers. Such tests can be
transferred to ICT and be administered in the SMART classroom. The automated
marking would save teachers time and effort, and would give immediate feedback
about the results. The formats for the presentation of the results should follow the
format for individual student records established in the Guide to Assessment, and in
addition, the system should produce charts and graphs of class results, revealing
areas of success and difficulty. The teacher can then adapt plans for class topics and
for helping individual students. If such tests are used regularly, then the results can
show trends in performance over time.
Table 4.1
Key considerations for implementing short, automated tests
Eassessment
Primary/
Secondary
Timeline
Curriculum
compatibility
Short,
automated
tests
Primary
Secondary
Short
Knowledge
Complementary
paper version
possible
Yes
Source: NFER (2017)
Eassessment
Teachers:
level of
change
Short,
automated
tests
2
Teachers:
level of ICT
challenge
ICT:
difficulty
level of
development
ICT: reliance
on
infrastructure
2
2
2
ICT:
management
and storage
demand
Key: 1 = Low; 2 = Moderate; 3 = High; 4 = Very High
Source: NFER (2017)
To achieve this there will need to be specifications for the question types which can
work on screen. Closed questions would mostly suit this assessment, although text
entry questions may be possible for spelling tests or mathematics. There will also
need to be specifications for the collection of student answers and producing the
reports from them. Software can then be developed. The important school factors are
the availability of electricity and organisational factors to enable to classes to access
the computers, as these tests are likely to be most helpful if used two or three times
a term. It is likely that tests will be shared across schools as this makes sense but
means coordination between schools and teachers. Once on computers, the tests
can be saved for future years. Piloting of the processes for developing these tests
and for trialling the challenges in schools and for teachers should show what would
be required for successful implementation.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 13
1
Recommendation 7: That a pilot of how to develop and administer short online
tests with automated marking be carried out to identify the viability for future
rollout.
Implementation note
Appendix D details the steps that would need to be taken in order to develop and
pilot short online tests with automated marking, including an outline of the
components of a typical e-assessment platform.
3.4 Tasks and tests using mobile phones
Given the time it will take to develop the software and the processes for online tests,
we recommend that consideration is given to the use of a much more common form
of technology – mobile phones. Mobile phones are present in the large majority of
homes already and this is likely to increase. This means that this technology could be
used in many schools while still waiting for provision of reliable electricity or
connectivity. Many of these phones are currently only capable of carrying messages
and calls, but could still be used by teachers for sending short tasks and tests to
students for work at home. This could involve texting back answers or reporting the
work done in the next class.
Table 4.2
phones
Key considerations for implementing tasks / tests via mobile
Eassessment
Primary/
Secondary
Timeline
Curriculum
compatibility
Tasks / tests
via mobile
phones
Primary
Secondary
Long
Knowledge
Complementary
paper version
possible
Yes
Source: NFER (2017)
Eassessment
Teachers:
level of
change
Tasks / tests
via mobile
phones
3
Teachers:
level of ICT
challenge
ICT:
difficulty
level of
development
ICT: reliance
on
infrastructure
2
2
3
ICT:
management
and storage
demand
Key: 1 = Low; 2 = Moderate; 3 = High; 4 = Very High
Source: NFER (2017)
This kind of assessment could be implemented in many more schools than is
currently possible with computers. It would have the potential advantage of involving
parents in school work and of providing opportunities for students to work together
out of school. The tasks / tests could involve actively finding out information about
the students’ locality, or experimenting with ways to make things. The simpler
14 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
2
questions could be answered by WAP (Wireless Application Protocol) / text and sent
back. Technical provision would need to provide a way of collecting answers so that
the data could be obtained from this assessment.
Once smart phones are more common, which is likely to be soon as they become
cheaper, then there are more possibilities. The use of phones to research topics, to
find relevant pictures, articles, videos, and other resources, offers opportunities for
students to show initiative, follow their interests, and be more creative in presenting
their work and sharing it with their friends. All these possibilities should be used by
schools to enhance their students’ learning.
At present there are rules about the presence of mobile phones in school and there
would need to be new policies which enabled the educational use of phones whilst
not interrupting school life. These changes would be needed at the most senior
levels and negotiated with parents. It is possible that schools could have class sets of
smart phones to enable internet research and presentation of work, whilst retaining
the phones in school. These phones could have limited capacity for other uses and
so be dedicated for school use.
Recommendation 8: That the potential use of mobile phones be investigated
and trialled to enable technology to reach more schools and be used for
assessment in flexible ways.
3.5 E-portfolios
Technology offers the possibility of the collecting and storing of students’ work so
that progress over time can be revealed in more varied ways. E-portfolios can
contain essays, photographs, and other media, including videos, animations, and
audio. The collections of a student’s work can show how they are progressing and
reveal more than short tests can. There may be evidence of competences as well as
knowledge, and such work also encourages the effective use of ICT.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 15
Table 4.3
Key considerations for implementing e-portfolios
Eassessment
Primary/
Secondary
Timeline
Curriculum
compatibility
Complementary
paper version
possible
E-portfolios
Secondary
Medium
Knowledge
Competence
Yes
Source: NFER (2017)
Eassessment
Teachers:
level of
change
E-portfolios
4
Teachers:
level of ICT
challenge
ICT:
difficulty
level of
development
ICT: reliance
on
infrastructure
2
3
3
ICT:
management
and storage
demand
Key: 1 = Low; 2 = Moderate; 3 = High; 4 = Very High
Source: NFER (2017)
The technical demand to implement this is in being able to scan paper versions or
upload on-screen presentation of work. This may be an attractive way of valuing the
range of students’ work but the portfolios need managing by both students and
teachers. There would need to be some rules for use, including how much should be
stored, whether it is marked work, what should be deleted and by whom, and what
uses the stored work has. There will quickly be storage problems if all work is saved,
and it would be important to know when the portfolio will be inspected and for what
purposes. It would be very difficult to use such work for high stakes assessment as
the possibilities for cheating or plagiarism are high.
Recommendation 9: That serious consideration is given to the pros and cons
of e-portfolios to determine if this form would really be used well and to be
assured that the pitfalls for teachers and students can be avoided.
3.6 Project work
Access to computers offers a lot of opportunities for students to devise and complete
their work in a wide range of ways. Students can research a given topic or problem,
finding new resources, answers and examples. They can put their ideas together and
revise them easily on screen. They can also develop their presentation and
communication skills by illustrating their work and possibly recording their final piece.
Project work can be completed by individuals or groups.
16 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
4
Table 4.4
Key considerations for implementing project work
Eassessment
Primary/
Secondary
Timeline
Curriculum
compatibility
Complementary
paper version
possible
Project work
Primary
Secondary
Medium
– long
Knowledge
Competence
Yes
Source: NFER (2017)
Eassessment
Teachers:
level of
change
Project work
3/4
Teachers:
level of ICT
challenge
ICT:
difficulty
level of
development
ICT: reliance
on
infrastructure
3
3
3
ICT:
management
and storage
demand
Key: 1 = Low; 2 = Moderate; 3 = High; 4 = Very High
Source: NFER (2017)
Teachers can assess both the knowledge and competence dimensions of the work. If
the work is presented in class, teachers can record competences such as critical
thinking, where students have used sources without copying, or creativity, where
they have created new ideas and imaginative presentation. To do this teachers will
need rating scales for the competences and to use the subject standards which have
been developed.
When such group project work is undertaken in the classroom, teachers can have
access to the group’s progress and how different students are contributing. They
could make judgments about students’ different contributions to problem solving or
research. Teachers may choose to intervene to help a project move along, to
encourage more group members to contribute and to reach conclusions.
This form of e-assessment is supportive of the new curriculum and encourages
independence and initiative in students, which will also prepare them for studying at
the Higher Education level. The technology needed includes internet access, flexible
word processing, use of multiple applications and other facilities which will equip
students with vital ICT skills. Their work will be showing their progress in both
knowledge and competences in the curriculum.
Recommendation 10: That pre- and in-service teacher training helps teachers
to set effective project work which is essential in the curriculum, and the
training also focuses on assessment processes and scales to help teachers
make accurate assessments.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 17
2
3.7 Peer learning and assessment online
Computers and mobile phones are commonly used for chatting to friends and being
members of groups, sharing news and opinions. Rather than see these as strictly
leisure activities, such forums and groups could play an important role in students’
learning. Students can be taught how to support each other, answering questions
and sharing possible thoughts about a problem. Peers may also assess others’ ideas
and challenge their conclusions.
This interaction may be out of school time but can be very valuable in moving
students on in their homework. Teachers may also have access to these forums and
can see how the students are tackling their work and if any are struggling. Students
may become confident to write blogs and journals for their friends to comment on.
Table 3.5
Key considerations for implementing peer learning and
assessment
Eassessment
Primary/
Secondary
Timeline
Curriculum
compatibility
Complementary
paper version
possible
Peer learning
and
assessment
Secondary
Long
Competence
Yes
Source: NFER (2017)
Eassessment
Teachers:
level of
change
Peer learning
and
assessment
4
Teachers:
level of ICT
challenge
ICT:
difficulty
level of
development
ICT: reliance
on
infrastructure
4
4
4
ICT:
management
and storage
demand
Key: 1 = Low; 2 = Moderate; 3 = High; 4 = Very High
Source: NFER (2017)
This learning may not be assessed formally but could be very supportive of the
learning and engagement of students in their studies. The platforms for such
interaction exist and initiatives in this area would be more about harnessing their
power. This may not require large development costs for technology but would need
teachers to be able to respond appropriately and sensitively in such contexts. For
example, consideration would be needed about the privacy of a student’s published
work, depending on the accessibility of the online platform.
Recommendation 11: That the potential for forums and online support groups
be considered after other forms of e-assessment are under way and both
teachers and students can devise ways to use the technology appropriately for
learning purposes.
18 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
3
3.8 Database of teachers’ assessments
The keeping of records of student scores in unit, termly or end-of-year tests and
teachers’ assessments in the classroom can be bureaucratic and time consuming. A
further development of ICT capacity would be for the teachers’ assessments to be
recorded immediately on their computers so that they can be consolidated to give a
richer picture of how students are progressing. The recording of these judgments in
online formats not only saves paper but allows for clear analyses of trends and
tracing of developments. These records can then be shared with parents and give
much more meaningful information than just a series of test results on a report form.
Table 3.6
Key considerations for implementing a database of teachers’
assessments
Eassessment
Primary/
Secondary
Timeline
Curriculum
compatibility
Complementary
paper version
possible
Database of
teachers
assessments
Primary
Secondary
Medium
Dependent on
which
e-assessment
has been used
to collect data
No
Source: NFER (2017)
Eassessment
Teachers:
level of
change
Database of
teachers’
assessments
3
Teachers:
level of ICT
challenge
ICT:
difficulty
level of
development
ICT: reliance
on
infrastructure
2
3
4
ICT:
management
and storage
demand
Key: 1 = Low; 2 = Moderate; 3 = High; 4 = Very High
Source: NFER (2017)
The development of an online database would support the use of the other forms of
e-assessment, collecting the data in one place and so encouraging a more complete
picture of student performance, across different subjects, different times and different
types of assessment. As such it is a fundamental support to teaching and assessing
in schools.
The forms of recording suggested in previous papers (for example, Guide to
Assessment, 2015) can be transferred to online programs. They are useful for
recording any type of assessment and can bring together information from different
sources. If schools adopt these records they can cross-reference performance
across classes and subjects, follow students’ success from one year to the next and
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 19
4
use the data for targeting interventions and for making decisions about managing the
classroom.
The development of such databases on screen could form the basis of efficient
decision making in schools. The ICT technical demands can be specified and there
may already be software which could be used. Such systems could be introduced in
schools where teachers have laptops and the school has a server to accommodate
the data. Such a resource would need to be accompanied by training, particularly for
headteachers, to install and keep the records live and secure for all students. It could
be developed and trialled to identify the best ways to introduce central records and to
enable teachers to make the most of the database. This is potentially a medium-term
development.
Recommendation 12: Given the fundamental potential of this approach, the
form and scope of an ICT based school record keeping system should be
thoroughly investigated for primary and secondary schools, and trialled in
schools.
20 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
4 Conclusion and next steps
4.1 Conclusion
There are a range of opportunities to integrate ICT into formative assessment. These
can all contribute to the purposes of

Improving teaching

Raising student attainment

Improving student engagement and access

Improving quality and use of assessment data

Supporting teacher efficiency in teaching and assessing.
There are a range of significant challenges on the practical side, including the supply
of hardware, electricity, connectivity and the development of software. The challenge
to help teachers not only implement the new curriculum but also incorporate ICT
when they have the opportunity, should not be underestimated.
There are several possible forms of e-assessment which can be trialled and piloted,
to discover the technological difficulties and also the implications for schools and
teachers. These trials can form the basis for further developments. In each case it is
important to ensure that there is a paper-based equivalent available so that all
teachers can participate in new routines and practices even if they cannot access the
technology immediately.
The recommendations in each section suggest ways ahead for the various options. It
is important that REB takes the principal responsibility for these developments and
organises initiatives to progress the work.
4.2 Next steps
This report has made a number of recommendations, several of which we would
suggest are prioritised and implemented according to the following series of steps:
Step 1
Recommendation 4: That REB sets up a specific group to oversee the
development of formative assessment and e-assessment, drawing on
colleagues from the departments of Assessment, Curriculum, Teacher
Development and ICT.
Step 2
Recommendation 5: That all teacher training on ICT (particularly
CADIE) includes a specific focus on the adaptation and use of ICT in
the classroom, drawing on teacher’s experience in the training.
Recommendation 6: That all teacher training for the Competencebased Curriculum should include sessions on formative assessment
and the use of ICT.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 21
[although this step would ideally occur later, it is our understanding that
training by CADIE is already being prepared, and so it will be important
to act quickly in order to ensure this training includes the necessary
content]
Step 3
Recommendation 1: That REB prepares a plan for the use of eassessment which harmonises with the technical roll-out of SMART
Classrooms to schools using all resources available, but also including
those whose access to ICT is very limited.
Recommendation 3: That REB builds on the ICT in Education policy
and prepares a detailed five year plan for implementing ICT in the
curriculum and e-assessment.
[Although recommendation 1 is a short-term plan linked to the current
roll out of SMART classrooms, considering where they are putting
these and how these will be used (and what should happen in locations
where SMART classrooms are not provided) and recommendation 3
focuses on a longer-term, broader, strategic plan for integrating the
development of ICT with curriculum/assessment developments, it would
nevertheless be possible to combine these into a single overarching
plan]
Step 4
Recommendation 2: That the organisational challenges to schools of
using e-assessment effectively be scoped and advice offered to head
teachers.
22 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Table 5.1
Key considerations for e-assessment implementation
Eassessment
Primary/
Secondary
Timeline
Curriculum
compatibility
Short,
automated
tests
Primary
Secondary
Short
Tasks / tests
via mobile
phones
Primary
Secondary
E-portfolios
Teachers:
level of
change
Teachers:
level of
ICT
challenge
ICT: Difficulty
level of
development
ICT: reliance
on
infrastructure
ICT:
management
and storage
demand
Complementary
paper version
possible
Knowledge
2
2
2
2
1
Yes
Long
Knowledge
3
2
2
3
2
Yes
Secondary
Medium
Knowledge
Competence
4
2
3
3
4
Yes
Project work
Primary
Secondary
Mediumlong
Knowledge
Competence
3/4
3
3
3
2
Yes
Peer learning
and
assessment
Secondary
Long
Competence
4
4
4
4
3
Yes
Database of
teacher’s
assessments
Primary
Secondary
Medium
As above
3
2
3
4
4
No
Key: 1 = Low; 2 = Moderate; 3 =High; 4 = Very High
Source: NFER (2017)
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 23
References
Akwei, I. (2017). ‘Rwanda to build 500 smart classrooms nationwide by end of 2017’,
African News, 25 April [online]. Available:
http://www.africanews.com/2017/04/25/rwanda-to-build-500-smart-classroomsnationwide-by-end-of-2017/ [8th May, 2017].
Ministry of Education, Rwanda (MINEDUC) (n.d.) ICT In Education Master Plan
[online]. Available: https://ictedupolicy.org/system/files/ict4e_master_plan-summaryfinal_ministry_of_education_rwanda.pdf [12 May, 2017].
Republic of Rwanda Ministry of Education, Rwanda (MINEDUC) and Rwanda
Education Board (REB) (2015). Competence-Based Curriculum: Summary of
Curriculum Framework Pre-Primary to Upper Secondary [online]. Available:
http://reb.rw/fileadmin/competence_based_curriculum/syllabi/CURRICULUM_FRAM
EWORK_FINAL_PRINTED.compressed.pdf [12 May, 2017].
Republic of Rwanda Ministry of Youth and ICT (MYICT) (2015). Smart Rwanda 2020
Master Plan [online]. Available:
http://rusizi.gov.rw/fileadmin/templates/OFFICIAL_DOCS/SMART_RWANDA_MAST
ER_PLAN_FINAL.pdf [12th May, 2017].
Republic of Rwanda Ministry of Education (2015). Guide to Assessment.
Unpublished report.
Republic of Rwanda Ministry of Education (2015). ICT Essentials For Teachers
[online]. Available:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Nairobi/images/RwandaI
CT_Essentials.pdf [9th May 2017].
Republic of Rwanda Ministry of Education (2016). ICT in Education Policy [online].
Available:
https://ictedupolicy.org/system/files/ict_in_education_policy_approved_rwanda.pdf
[11th May 2017].
Republic of Rwanda Ministry of Education (n.d.) Smart Education: Education
Technology Plan. Kigali: Rwanda Ministry of Education.
24 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Bibliography
Republic of Rwanda Ministry of Finance and Economic Planning (2000). Rwanda
Vision 2020. Kigali: Republic of Rwanda Ministry of Finance and Economic Planning
[online]. Available: http://www.sida.se/globalassets/global/countries-andregions/africa/rwanda/d402331a.pdf [9th May, 2017].
UNESCO (n.d.) ICT Transforming Education in Rwanda. Unpublished report.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 25
Appendix A Acknowledgements
The team would like to thank the following people for sharing their time and insights
into various aspects of Rwandan education, assessment and ICT and for engaging in
extremely fruitful discussions during our trip:

Dr John Rutayisire, Consultant

From MINEDUC: Permanent Secretary Samuel Mulindwa, Technical Adviser to
the Ministry Mr Bakuramutsa Nkubito

From MYICT: Permanent Secretary Francois Regis Gatarayiha, Director General
Claudette Irere, Gordon Kalema

Director of Assessment Michael Tusiime and his colleagues from the Rwandan
Education Board responsible for Curriculum, Assessment and ICT

Dr. Mathias Nduwingoma, Daniel Iyamuremye, Evariste Gahima and Dr Alphonse
Uworwabayeho from the University of Rwanda, College of Education, Kigali
campus

Dr Charles Gahima from the University of Rwanda, College of Education, Rukara
campus

Development partners: Alice Chingoma (DIFD), Erin Tanner (UNICEF), David
Rurangirwa (USAID) and Sylvine Abineza (KOICA)

Amy Barnecutt from APIE
26 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Appendix B Technical dimensions
This is a checklist which can be used to consider the provision of hardware in Smart
classrooms and in schools more generally.
Power
Modes of electricity How is the electricity generated? Is it affordable?
and cost
Access to charging Are there power points conveniently located for this room?
points
Consistency of
supply
How consistent is the supply? Are there brown-outs that would
disrupt service or harm the equipment? Can this be moderated
by use of local generators?
Can we prevent power spikes that would damage equipment?
Hardware
Mode of delivery:
How powerful does it need to be? Does it need to run large
laptops, tablets, cell power/processor plug-in usages like Adobe Flash?
phones etc.
What would be the specs of the devices?
Battery life
Battery life in hot and cold environments deteriorates fast. This
needs to be factored into to any calculations
Screen size and
durability
The smaller the screen, the cheaper the device but the less you
display. Also screen size is often linked to battery life; but bigger
screens allow for bigger batteries.
Gorilla Glass is expensive, but other variants do break more
easily? What is an acceptable breakage rate?
Dust
All ports need to be covered. Ideally there should be no fan, as
dust is always an issue and will shorten the life of devices.
Connectivity
USB/Blue Tooth, NFC/802.11, GSM
What level of connectivity do you need? Cloud connected? If
cloud connected, does every device need to have a connection
direct to the internet or is much of it cached? What type of Wi-Fi
will they have (b, q, n, ac, 2.4qhz, 5qhz)?
Many cheaper tablets do not support newer, more robust
versions such as N and AC.
Will we disable the USB ports if they have them?
Cost of devices
Overall, what will the cost of the devices actually be? Need to
factor in customs charges etc. - or maybe the government
would waive this?
Replacement cycle How often will you need to replace the devices? Likely to be
between 2 to 4 years. Probably 2 years in this environment.
Biometrics
If the tests are high stakes, will we use biometrics to identify the
individual concerned? Will this be iris, fingerprint or facial
recognition?
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 27
Security of devices How do you keep the devices secure? How do you ensure
you’re not putting either the staff or the children in danger? How
do you ensure these devices have zero value on the black
market if stolen?
Software
Language
Multiple languages?
Culturally
appropriate
All content needs to be checked.
Age appropriate
Different interfaces are required depending on the age of
student.
Updating
How would they be updated? Who is responsible for doing this?
Backup of records
How will children's progress data be backed up? Locally? To
the cloud? Who is responsible for it?
Data security
What are the data protection laws in Rwanda? How will
information security be ensured? What level of security is
required (we can benchmark this against reasonably well
established UK or US criteria here)
28 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Appendix C Example Terms of Reference
for a Rwandan ICT in Education Steering
Group
Purposes

To oversee the planning of the implementation of ICT in schools and classrooms

To coordinate initiatives for curriculum, assessment and teacher development, to
ensure these complement each other and are undertaken logically to best help
schools

To provide accountability on the budget, timeline and key risks associated with
initiatives

To ensure that initiatives using ICT do not unnecessarily disadvantage those
schools without the resources, by simultaneously providing other solutions to
those schools

To ensure that initiatives are properly evaluated and the evaluations are read and
acted on.
Membership
Chair:
Senior official, appointed by Director General REB
DG Secretariat officer
Members:
Directors (or senior staff) from REB departments, including curriculum,
assessment, teacher development and ICT
The leaders of the different initiatives being undertaken
Development partners with specialist expertise in ICT or assessment,
or who are sponsoring projects
Meetings
Meetings will take place at least once every three months, and more frequently
during periods of more intense activity.
Quorum
The quorum necessary for meetings to proceed will be the Chair (or nominated vice
chair), and at least half of the other group members.
Minutes of meetings
Minutes will be made of every meeting, containing a record of the proceedings,
resolutions and any decisions made, including the names of those present and
decisions made.
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 29
Minutes of the Board meetings shall be agreed and approved by the Chair and
circulated promptly to all members.
Authority
The ICT in Education Steering Group is authorised by the Minister of Education only
to take decisions on issues within its terms of reference.
The group is authorised to seek any information it requires from the Ministry, its
agencies and partners that is necessary to it carrying out its function.
Typical agenda
1. Receive proposals and plans for ICT initiatives, including for teacher training, pilot
projects in schools, for rolling out of resources across the country, any relevant
activities by other Ministries, etc.
2. Identify connections between the plans and to suggest remedies for any
contradictions that are evident, such as timing, focus etc.
3. Quality assure the plans, budgets, timelines and risks, and support
implementation
4. Consider how to support schools without ICT to develop compatible practices
5. Share reports and evaluations, to learn from them for further work
6. Draw on the expertise across Ministries and Development partners to maximise
efficiency and effectiveness
30 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
Appendix D Steps for developing short,
automated tests
Scoping
Identify the nature and role of the tests within formative assessment and validate this
with major stakeholders.

Specify the content and uses of the tests, e.g. which knowledge and skills from
which part of the curriculum, the balance of knowledge and skills, what teachers
can expect from the tests and how to use that information, etc.

Specify the technical and practical developments, the platform to be used,
compatibility with resources in schools, the item types available (closed/word
entry), automated marking, forms of reporting by class, pupil etc.

A full e-assessment platform would typically include modules for item authoring,
test construction, building a student database, test delivery, automated
marking/scoring, and reporting and feedback to teachers and students, and could
also include options for adaptive testing. In practice there are a range of
platforms available, some of which only provide a subset of this functionality
Identify schools with:

adequate facilities (e.g. SMART classrooms)

willingness to undertake the piloting of the tests

staff in the relevant subjects able to write items
Preparation

Procure a suitable ICT platform

Provide training to groups of headteachers, teachers, officers, (and other relevant
staff) and in writing questions and answers, according to item types supplied

Work with the ICT platform provider to transfer the assessment items on to the
platform

Provide training for REB ICT colleagues in the use of the platform

Develop and implement training for schools in the administration and use of the
tests, and interpretation and use of the results
Implementation
Recruit and train a team to monitor the tests in schools
Collate data from each activity above to report on:

The tests

Technical issues
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 31

School issues

Outcomes and reporting of results

Viability of tests for further development
In addition, consideration should be given to issuing paper versions of the tests to
other schools in order to compare outcomes (in terms of administration, pupil scores,
and access by teachers)
32 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda
NFER ref. UNRW
A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 33