Day 2, Session 1
DAY 2: NATIONAL LEARNING
ASSESSMENTS & PUBLIC
EXAMINATIONS
PLENARY: ASSESSMENT OF LEARNING: LARGE SCALE
ASSESSMENT
TUTORIAL:
1) UNDERSTANDING AND USING NATIONAL TESTS IN AN
EDUCATION SYSTEM
2) WHAT TO DO WITH THE DATA
PLENARY: PUBLIC EXAMINATIONS IN THE CARIBBEANPERSISTENCE AMIDST CHANGING DESIGNS
TUTORIALS:
1) DISCUSSING THE ROLE AND IMPACT OF THE SEA/CAC
2) IDENTIFYING HOW TO WORK WITH MULTI-USE
ASSESSMENTS
3) BEST PRACTICE IN THE CAC
VOLUNTARY AFTER WORKSHOP SESSION: USING DATA
FROM LARGE-SCALE ASSESSMENTS TO FOSTER SCHOOL
IMPROVEMENT
 An
assessment system is a group of
policies, structures, practices, and
tools for generating and using
information on student learning and
achievement.

CLASSROOM ASSESSMENT
To promote & measure
To promote
Student Learning
Student Learning
NATIONAL ASSESSMENTS
To measure
institutional
& system
quality
To measure
institutional
& System
quality
PUBLIC
PUBLICEXAMINATIONS
EXAMINATIONS
ToToselect
select& &certify
certify
INTERNATIONAL
INTERNATIONAL
ASSESSMENTS
ASSESSMENTS
ToTo
measure
andand
compare
system
measure
compare
system quality
quality across nations
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Monitoring
Accountability
Benchmarking
Evidence
Inference
Judgment
Decision
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National Assessments – How it
Started
The WCEFA World Declaration on Education for All identified
two essential activities that are accomplished by national
assessment programmes:
(a) defining acceptable levels of learning acquisition for education
programme
(b) improving and applying systems to assess learning achievement
(WCEFA 1990, p. 5).
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reach a judgment about the adequacy of
achievements generated in the education
system

use as baseline data against which to
measure progress in an educational
reform programme
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document demographic differences
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Exceeds the Standard (Level 4)
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Meets the Standard (Level 3)

Nearly Meets the Standard Level 2)

Well Below the Standard (Level 1)

The student performs well below the standard of work required at
this level. This is inadequate academic performance indicating little
understanding and minimal display of skills required. There is a major
need for additional instructional opportunities, remedial assistance
and/or increased student commitment to academics in order to
achieve at Level 3.
WBS
ES
How a School Performance System
Operates
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single number accountability index
simple value-added measure
proportion of students at each level
average performance of the cohort in the
school
Range API LABEL
Scores
401-560
EXCELLING
241-400
MOSTLY
EFFECTIVE
81-240
ACADEMIC
WATCH
< 80
ACADEMIC
EMERGENCY
DESCRIPTION
Extremely high proportions of
meeting or exceeding standards
classes and areas of learning
Adequate to high proportions of
meeting or exceeding standards
classes and areas of learning
students
in both
students
in both
Inadequate numbers of students meeting
or exceeding standards in one or more
classes or areas of learning. Requires
immediate attention to specific challenges
faced by school.
Inadequate numbers of students meeting
or exceeding in both classes and areas of
learning. Requires urgent and immediate
intervention
Class
Well
Below
Nearly
Meets
Meets
Exceeds
Sub
Total
Math Std 1
20(.2)
26(.6)
40(1)
14(1.4)
79.2
Language Std 1
31(.2)
26(.6)
23(1)
20(1.4)
72.8
Math Std 3
27(.2)
24(.6)
33(1)
16(1.4)
70.2
Language Std 3
27(.2)
24(.6)
20(1)
29(1.4)
80.4
API
302.6
Measure
-Is my school progressing?
Tulsa Trace Hindu Rate of Change in API
460
450
440
Average API
430
420
410
400
y = -13.657x
390
380
370
2004.5
2005
2005.5
2006
2006.5
2007
Year
2007.5
2008
2008.5
2009
2009.5
Carapichaima A.C. Rate of Change in API
300
y = 30.665x
250
API Average
200
150
100
50
0
2004
2005
2006
2007
Year
2008
2009
2010
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