Innovative Strategies for Accelerated Human Resources Development in South Asia

Student Assessment and Examination: Special Focus on Bangladesh, Nepal, and Sri Lanka

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• Publisher: Asian Development Bank
• Year: 2017
• Print ISBN: 9789292610302
• eBook ISBN: 9789292610319
• Topic: Education
• Subtopic: Educational Policy

Assessment of student learning outcomes (ASLO) is one of the key activities in teaching and learning. It serves as the source of information in determining the quality of education at the classroom and national levels. Results from any assessment have an influence on decision making, on policy development related to improving individual student achievement, and to ensure the equity and quality of an education system. ASLO provides teachers and school heads with information for making decisions regarding a students' progress. The information allows teachers and school heads to understand a students' performance better. This report reviews ASLO in three South Asian countries---Bangladesh, Nepal, and Sri Lanka---with a focus on public examinations, national assessment, school-based assessment, and classroom assessment practiced in these countries.

CHAPTER 1: INTRODUCTION AND BACKGROUND

Assessment of student learning outcomes (ASLO) is one of the key activities in the teaching and learning process. It serves as the source of information in determining the quality of education at the classroom and national levels. Results from any assessment have enormous influence in decision making and policy development related to improving individual student achievement and ensuring equity and quality of an education system. Moreover, assessment plays a vital role in the teaching and learning process. It provides teachers and school heads with important information for making decisions regarding students’ progress (Jones and Tanner 2008). The information gathered from an assessment allows teachers and school heads to understand their students’ performance better and to match instructional programs with students’ learning needs (Metler 2009). Additionally, assessment data are used by education policy makers and practitioners (Vardar 2010) for accountability (how well students have learned) and instruction (how to promote higher levels of learning).

Assessment and its role in teaching and learning are defined in various ways. Generally, assessment is defined as the process of gathering and discussing information from multiple and diverse sources to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their education experience (Huba and Freed 2000). Allen (2006) also pointed out that ASLO involves the use of empirical data on student learning to refine programs and improve student learning.

Assessment is also defined as the systematic collection of information about student learning, using the time, knowledge, expertise, and available resources to inform decisions on how to improve learning (Walvoord 2004). Moreover, assessment is considered the systematic basis for making inferences about learning and development of students.

Student assessment, as used in this review, refers to the process of collecting information and/or evidence about a learner’s achievement, aptitude, attitude, cognitive skills, and other characteristics. It also refers to any organized process of gaining inferences about the characteristics of students. Additionally, the term refers to the process of gathering, describing, or quantifying information about students’ performance in the classroom, public examinations, and national assessments. This process is usually carried out using written tests, portfolios, products, and performances that measure a student’s knowledge and skills in a subject area.

A. Basic Concepts in Assessment of Student Learning Outcomes

Assessment systems often refer to several sets of assessment based on different aspects. The most widely used distinctions for assessment are (i) formative and summative; (ii) formal and informal; (iii) objective and nonobjective or subjective; (iv) criterion-referenced, norm-referenced, and ipsative; and (v) self-assessment and peer assessment. In most educational contexts, all these dichotomies, except self-assessment and peer assessment, are widely practiced in varying degrees.

1. Formative and Summative Assessment

Assessments carried out during a learning–teaching process, while still in progress, are usually referred to as formative assessments. Providing feedback is the key feature in formative assessment; it is not necessarily used for grading and evaluation purposes. In contrast, assessments carried out at the end of a unit, year, term, or course are called summative assessments. Summative assessments are typically used to assign grades and evaluate pupils, and to award certificates or recognition.

2. Formal and Informal Assessment

Formal assessments usually include written tests and practical tests. Marks or grades are awarded at the end of the assessment based on the performance of pupils. Formal assessments are conducted in organized settings during a specified schedule and time limits. In contrast, informal assessments are carried out during day-to-day teaching–learning situations, without stopping classroom activities. The techniques used for informal assessment include observing pupils engaged in activities, listening to pupils’ responses or presentations, marking homework or assignments, and oral questioning.

3. Objective and Nonobjective or Subjective Assessment

Objective assessment refers to a form of questioning that has a single correct answer. Objective assessment includes item types such as true or false, multiple choice, multiple response, and matching. Nonobjective or subjective assessment refers to a form of questioning that allows robustness of having more than one correct answer or the possibility of expressing the correct answer creatively. This type of question includes short answer, structured essay, and essay.

4. Criterion-Referenced, Norm-Referenced, and Ipsative Assessment

In assessment, a pupil’s performance is always compared to another performance level to judge the level of the pupil’s performance. Three approaches have been defined depending on what comparison is being made.

When a pupil’s performance is assessed against predetermined criteria, objectives, or standards, it is referred to as criterion-referenced assessment. Often, but not always, criterion-referenced assessment is used to establish a pupil’s level of competence. It is a way of assessment that categorically indicates whether the student has achieved the criteria or standards, or not. Hence, the “pass or fail” or “competent or not-competent” evaluation. Criterion-referenced assessments are used widely at the primary level to assess essential learning competencies, at the secondary level to assess competencies under school-based assessment (SBA), and with technical and vocational education and training (TVET) students to assess competencies related to National Vocational Qualifications.

When the performance of a pupil is compared with that of another pupil or a group of similar pupils, it is referred to as norm-referenced assessment. School term tests, public examinations such as the Grade 5 Scholarship Examination, and the General Certificate of Education - ordinary level (GCE (O/L)) and General Certificate of Education - advanced level (GCE (A/L)) examinations are inclined more toward the norm-referenced type, wherein a student is ranked and compared against the performance of other students.

When performance is compared with a student’s previous performance, with the purpose of determining any improvement or whether any “added value” was brought about, it is referred to as ipsative assessment. Such assessments usually involve setting the same test before and after undertaking a course or unit. At the primary education level in Sri Lanka, ipsative assessments are often done to find out whether the quality of a child’s handwriting has improved through comparisons over a certain period. Teachers often use the results of ipsative assessments to provide feedback to students and their parents on learning progress.

5. Self-Assessment and Peer Assessment

In an educational setting, self-assessment involves pupils making judgments about their own work, based on self-prepared or supplied criteria, and monitoring their own learning progress. The form of assessment where pupils judge the work of their classmates based on criteria and make comments is referred to as peer assessment (Government of Sri Lanka, Ministry of Education 2008). Although teachers encourage students to carry out self- and peer assessments, it is not evident that these assessments are practiced by students in a systematic manner.

Other important assessment terms that need to be clearly understood are public assessment, national assessment, classroom assessment, and SBA. These terms are defined more thoroughly in the succeeding chapters.

B. Scope and Methodology

This report reviews ASLO in three South Asian countries: Bangladesh, Nepal, and Sri Lanka. The review focused on public examinations, national assessment, SBA, and classroom assessment. This review also attempts to provide a framework for conceptualizing the various roles assessment plays in education, as well as the educational assessment in the selected South Asian countries.

The three countries included in this report have achieved access to primary education and, to some extent, secondary education. However, it is a challenge for them to achieve quality education, as indicated by their national and public examinations.

The report is based on the country reports prepared by national consultants that were validated by the international consultant during country-based technical consultations and review. Secondary sources, such as reports from the Asian Development Bank (ADB), were consulted to ensure a more comprehensive view of the review and analysis.

The scope of the review and assessment is broad, covering all levels of the education system up to higher education. The report endeavors to describe the overall examination and assessment systems of Bangladesh, Nepal, and Sri Lanka, and the overall development context and activities of the agencies of each country that are involved in the examination and assessment process.

While all levels of the education system are covered, the report focuses on school education and on governance and institutional arrangements of the assessment system; implementation processes and practices, from development to utilization of examination results; classroom assessment practices of teachers; capacity building; use of information and communication technology (ICT) in assessment; and impact on the human resource development and training of each country.

This review is limited by the parameters of the assignment. The review and assessment are by no means complete. It mentions, but does not examine, the quality of the assessment and examination materials. It also relies solely on the data provided by the respondents taken from the country papers prepared by the national consultants. Within the available time in the three countries, it was possible to visit a few schools and interview key stakeholders and officials who are responsible for examination and assessment.

C. Country Educational System

This subsection provides a brief overview of the educational system of the three countries covered in this report.

1. Bangladesh

The present education system of Bangladesh is a three-tiered structure: primary, secondary, and tertiary. Recently, a 1-year preprimary education program has been introduced for children under 5 years of age.

Primary education consists of 5 years of compulsory schooling from grade 1 to grade 5. However, the National Education Policy 2010 (NEP 2010) provided the introduction of 8 years of universal and compulsory primary education from grade 1 to grade 8.¹ The present secondary education consists of 7 years divided into three levels—junior secondary (grades 6–8), secondary (grades 9–10), and upper secondary (grades 11–12). Currently, new curricula, as defined in NEP 2010, are being implemented with the support of various projects and programs primarily funded by ADB and the World Bank (e.g., Third Primary Education Development Program, the Second Teaching Quality Improvement in Secondary Education Project, and the Secondary Education Sector Investment Program).

Madrasah education, which is also offered in Bangladesh, focuses on religion in parallel with general education. Madrasah education in Bangladesh is almost universally privately managed. However, externally funded education projects and programs are currently providing significant support to madrasah education to keep up with the general education quality and standards.

TVET is offered after grade 8 (junior secondary) as an alternative stream for students to obtain a trade certificate (Secondary School Certificate [SSC], and Higher Secondary Certificate [HSC] or vocational). Technical and vocational institutes offer bachelor’s degrees in technical education.

Tertiary or higher education comes after students have passed the HSC at grade 12. A pass degree is awarded after successfully completing 3 years of study, while an honors degree is awarded after completing the required 4 years of study. Students who obtain pass rate can also obtain a master’s degree after studying for another 2 years, while those who were granted honors may only need a year to obtain a master’s degree.

Many programs, such as preprimary education, nonformal primary education, adolescent education, adult literacy, post-literacy, vocational education, equivalency education, parenting education, and quality of life improvement, are being provided through nonformal education, serving over 5 million learners. The Bureau of Non-Formal Education is the national organization responsible for nonformal education in Bangladesh.

2. Nepal

Nepal’s education system is undergoing reforms, taking off from the School Sector Reform Plan (SSRP) of 2009. The proposed education system includes 8 years of basic education (grades 1–8) and 4 years of secondary education (grades 9–10 for lower secondary and grades 11–12 for upper secondary). This structure has already been submitted to Parliament for approval and immediate implementation once enacted.

The current structure covers grades 1–5 for primary level and grades 6–8 as lower secondary level. A preprimary year is also provided to prepare children for formal schooling, which begins at grade 1 at age 5. The secondary level comprises grades 9–10, and higher secondary level comprises grades 11–12. At present, the secondary level is governed by the Department of Education, while the higher secondary level is under the Higher Secondary Education Board. The SSRP and the National Curriculum Framework (NCF), however, propose that grades 9–12 be subsumed under secondary level and one governing body.

TVET in Nepal is provided by the Non-Formal Education Center and the Council for Technical Education and Vocational Training. The Non-Formal Education Center also provides formal technical education that can lead to general tertiary education. The present challenge in this subsector is to establish an equivalency mechanism for nonformal training and formal courses, and institutionalize a ladderized opportunity to higher education.

Tertiary education in Nepal, also called higher education, comes after completion of grade 12. It mainly aims to produce skilled workers essential to the overall development of the country, and to carry out research in various academic fields.

The Nepalese education system is composed of both formal and nonformal education. Aside from the government, various nongovernment organizations also provide literacy programs, general education, TVET, and other skills training. In Nepal, nonformal education is also referred to as the alternative learning system. It is considered one of the important modes to provide access to educational opportunity, particularly to children and youth who have dropped out of the formal education system. The Non-Formal Education Center oversees this subsector and supports the government initiative to introduce an equivalency mechanism between nonformal education and formal education to benefit mostly the deprived groups and those who have dropped out of the formal education system.

3. Sri Lanka

Sri Lanka is one of the few countries in the world that have a policy to provide free education from the primary level to the first-degree level of university education. Education is a shared function between the central government and provincial councils, as articulated in the 13th Amendment to the Constitution of Sri Lanka. The system of education is decentralized, forming a national structure with the line Ministry of Education (MOE), National Institute of Education, Department of Examinations, Department of Educational Publications, and nine provincial councils. The central ministry remains as the authority formulating national policy, managing national schools, designing the national curriculum, supervising to ensure standards are maintained, promoting teacher education, supplying textbooks, and conducting examinations. The provincial councils manage provincial schools and preschools through zonal education offices and divisional education offices.

Approximately 4 million schoolchildren are enrolled in about 9,800 government schools, including both national and provincial schools. There are about 600 state-funded pirivenas (temple-based education institutions); 25 special education schools; around 80 private schools offering the national curriculum; and approximately 150–200 international schools with a student enrollment of about 70,000, which prepare students for overseas examinations.

The current structure of the general education system consists of three main levels: primary (grades 1–5), junior secondary (grades 6–9), and senior secondary (grade 10–13). The tertiary education system consists of universities, professional colleges, and vocational training institutes.

Moreover, the government schools are categorized into four types: (i) Type 1AB—schools with grades 1–13 offering GCE (O/L) and GCE (A/L) subjects for arts, commerce, and science streams; (ii) Type IC—schools offering grades 1–13, or 6–13 offering GCE (O/L) and GCE (A/L) for arts and commerce streams only; (iii) Type 2—schools...

Table of contents

• Front Cover
• Title Page
• Copyright Page
• Contents
• Tables, Figures, and Boxes
• Foreword
• Preface
• Abbreviations
• Executive Summary
• Chapter 1: Introduction and Background
• Chapter 2: Public Examinations and National Assessments in South Asia
• Chapter 3: School-Based Assessment and Continuous Assessment System
• Chapter 4: Classroom Assessment Practices of Teachers: Implications on Teacher Training
• Chapter 5: Improvement Strategies, Innovative Solutions, Future Challenges, and Funding Support in Assessment of Learning Outcomes in the Region
• References
• Appendix 1: Student Assessment and Examination in Bangladesh
• Appendix 2: Student Assessment and Examination in Nepal
• Appendix 3: Student Assessment and Examination in Sri Lanka
• Appendix 4: Classroom Assessment Preference Survey Questionnaire
• Back Cover