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WhatdotheChildrenKnow?ASitua(onalAnalysisofClassroomAssessmentPrac(cesin
SamoaDr.DianaE.Guild,Ph.D.
Presenta(ontotheSecondNa(onalConferenceonEduca(onal
MeasurementandEvalua(on
August2010
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TheIndependentStateofSamoa
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TheIndependentStateofSamoa
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EducationalSectorProjectII
Projectgoal:Amoreequitableandeffec(veeduca(onsystemthatwillenhancethelearning
outcomesofyoungpeopleforfurtherstudy,work,
andadultlife
Focus:Primaryandsecondaryeduca(on Intent:Increaseequitableaccesstoeduca(on;
improvethequalityofteachingandlearning;andstrengthenthena(onalcapacityforpolicy
development,design,andimplementa(on
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Outcome:Enhancedqualityofeduca(onthroughimprovingthecurriculum,assessmentprocedures,
learningmaterials,andteachingprac(ce;providing
equitableaccesstotrainedteachers,facili(es,equipment
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ESPIIComponents
Introducingcurriculumreformandassessmentsystems
Developingeffec(veteachers Improvingaccesstoqualityeduca(on Strengtheningcapacitytoundertakeresearch,
evalua(on,policyanalysisandplanning
Strengtheningcapacitytoimplementandmanagedevelopmentprojects
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TheEducationSystem
MinistryofEduca(on,Sports,andCulture Curriculum,MaterialsandDevelopmentDivision,
AssessmentUnit
164Schools 1500+TeachersandPrincipals 21SchoolReviewOfficers 15,000Primaryand10,000SecondaryStudents
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NationalExaminations
Year4SPELLTest1 Year6SPELLTest2 Year8Na(onalExam Year12SamoaSchoolCer(ficateSSC) Year13PacificSeniorSecondaryCer(ficatePSSC)
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SituationalSurveyinClassroom
AssessmentPractices 14PrimarySchools 6Colleges/SecondarySchools Semi-structuredinterviews Wrienques(onnaires ClassroomObserva(ons
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SituationalSurveyinClassroom
AssessmentPractices Understandingofassessment Assessmentprac(ces Recordkeeping,marking,storage,andaccess Professionaldevelopment Providingfeedbacktoparents
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MainFindings
UnderstandingofAssessment Assessmentmeasuresstudentsabili(es,or
understandingofwhathasbeentaught
Unclearunderstandingofdiagnos(cand/orforma(vetypesofassessment
4teachersdefinedassessmentasawaytoinformtheirownteachingprac(ces
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AssessmentPrac8ces Testsandexamsareusedtomeasurestudent
achievement
Resultsofbothinternalschool-basedtestsandexamsaswellasna(onalexamsareusedtoclassify
andrankstudents
Testsandexamsnotnecessarilyusedtomonitorlong-termprogressorinformteacherprac(ce
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Onlyend-of-termormid-/end-of-yearexamina(onsareusedasthebasisforrepor(ngstudent
achievementonreportcards
Veryfewschoolsuseforma(veassessmentorsumma(veclassroom-basedassessmentac(vi(es
exceptaspartofthereportcards,andofthosethat
do,theweigh(ngisverylimited
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Recordkeeping,markingstorageandaccess Assessmentbooks Examsstoredinfilesinschooloffice Mid-yearandend-of-yearreportcardsusedinall
schools
Marksgiveninreportcardsarebasedonmid-/end-of-yearexamsonly
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Progresscardsusedsporadically
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ProfessionalDevelopment FeedbackconferencesorganisedbytheAssessment
andEvalua(onUnit
MESCtraininginpast10years PrincipalsandSchoolReviewOfficersprovide
professionaldevelopment
Teachergroupmee(ngsonwri(ngexams
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Na(onalUniversityofSamoapre-serviceteachereduca(on
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ProvidingFeedbacktoParents ParentsDays Exammarksandra(ngspostedinclassrooms
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GeneralConclusions
Assessmentistypicallydefinedasawaysofmeasuringwhatthestudentknows,andisused
primarilyforrankinghim/heragainstpeers
Forma(veassessment,althoughobserved,wasnotusuallyrecognisedbytheteacher
Teachersproduceweekly,post-unit,monthly,end-of-termexamina(onsforeachsubject
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Mostassessmentislimitedtolowercri(calthinkingskilllevels
Appearstobeverylileself-orpeerassessment Professionaldevelopmentconsistentthroughout
theeduca(onsystem
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NextSteps
DevelopmentoftheSamoaNa(onalAssessmentPolicyFramework
Extensiveinserviceteachertraining Traininginmanagementandmonitoringof
classroomassessmentforprincipalsandschool
reviewofficers
Developmentofaclassroomassessmentmanual