ASSESSMENTS AND EXAMINATIONS
9.1. APPROACH TO REFORM ASSESSMENTS AND EXAMINATIONS 9.2. SCHOOL LEVEL ASSESSMENTS 9.3. BBISE EXAMINATIONS 9.4. BAEC ASSESSMENTS AND EXAMINATIONS 9.5. OVERALL ASSESSMENT SYSTEM – CONSISTENCY AND RELEVANCY 9.6. CREDIBILITY OF EXAMINATIONS 9.7. PROGRAM MATRIX – ASSESSMENTS AND EXAMINATIONS 9.8. Implementation MATRIX 9.9. Result MATRIX
9. Assessments and Examinations
Assessments and examinations in Balochistan, similar to other components of the learning process, contribute to rote memorisation and suppression of the analytical ability of the student. This holds true for assessments conducted in schools, as well as, the high stakes examinations conducted by the Balochistan Board of Intermediate and Secondary Education (BBISE). The situation of the other assessment and examination body – BAEC - is a bit different. BAEC has responsibility for assessment and examinations at the elementary level (up to grade 8th). It is required to take large scale examinations for grade 8th and has the mandate of conducting diagnostic assessments for all levels of elementary. BAEC also has additional tasks of development of assessment capacity in the education system. While it has not impacted classroom teaching and learning – primarily due to high levels of cheating- its role in large scale examinations has been at the cost of diagnostic assessments and capacity building of the system.
Box 9-1 Types of Assessments
The following types of assessments are a regular feature of schooling in Balochistan:
In-school assessments: these include monthly tests, six-monthly examinations and annual examinations.
High Stakes Examinations conducted by the Board of Intermediate and Secondary Education (BBISE) for grades 9th,10th, 11th and 12th in science and arts and other specialisations, that determine career choices.
Grade 8th large scale examinations conducted by the Balochistan Assessment and Examination Commission (BAEC) as mandatory exams for appearing in the examinations conducted by BBISE.
Approach to Reform Assessments and Examinations
9.1. Approach to Reform Assessments and Examinations
Assessments cannot be disconnected from their impact on learning. As the learning approach described earlier changes, so should assessments and examinations. This would mean a shift from examinations and assessments that induce rote learning trends to tools that develop critical-analytical ability. Transition will have to be gradual. Changes in assessments cannot outpace reform in classroom teaching and learning. Incremental shifts in both will be required over a long period of time. The plan targets to reach the level of application, at least for a certain percentage of questions and students, by the end of five years.
In view of the above overall goal of assessments and examinations is as follows:
‘Strengthen Assessments and Examination system to have a positive and high impact on learning and shift from memory based questions to the testing of critical analytical thinking.’
School Level Assessments
9.2. School Level Assessments
School assessments in Balochistan, as per design, include regular formative and summative assessments in the middle and end of the academic year. On ground formative assessments in the past would mean monthly tests on lessons taught. These have practically become non-existent in schools for a number of reasons, including an extended course length that cannot be covered in practice within the given time period. But there are other reasons as well. Even when these tests are conducted, they test the student’s memory and are not employed as tools to improve the teaching-learning process. The mid-year and final examinations have become routine activities in schools with no check on the quality of the examinations and their use in system improvements.
Challenges
9.2.1. Challenges: The following challenges were identified in the Education Sector Analysis with reference to school-level assessments: No check on quality and regularity of school assessments: Accountability mechanisms in education do not include assessments and their quality as drivers of improvement. Most supervisors have not been trained in assessments and do not have the capacity to evaluate the quality of examinations. Resultantly, issues of limited formative assessments and poor quality of school assessments is common. Low capacity for assessments: A majority of teachers have also never had any training on assessments. This lack of training of both supervisors and teachers results in the low value assigned to assessments and the poor quality. Sub-goal for school-level assessments is to ‘Improve the capacity to conduct assessments at school level and use their results for learning improvements.’
Strategies for School Level Assessments
9.2.2. Strategies for School Level Assessments: 1. Regular formative and summative assessments and their use in school accountability framework will be ensured Formative assessments will be reintroduced, and both formative and summative assessments in schools will be qualitatively improved to test for analytical ability and assess the teaching-learning process. These will be monitored in the “School Accountability Framework”46. 2. Capacity of teachers and supervisors on assessments and examinations will be developed To achieve quality improvements in school assessments capacity of both teachers and supervisors will be developed. This will be prioritised and implemented through a gradual but sustained process implemented through the Balochistan Assessment and Examination Commission (BAEC) and the Provincial Institute of Teacher Education (PITE) in coordination with the Directorate of Education (Schools).
BBISE Examinations
9.3. BBISE Examinations
Papers set by BBISE fail to test children adequately on the curriculum. These do not cover the curriculum either horizontally in terms of content, or vertically for critical-analytical ability. They mostly test for memory. Resultantly, the teaching-learning process adjusts to these requirements and focuses on rote memorisation.
Challenges
9.3.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference toexaminations conducted by the Balochistan Board of Intermediate and Secondary Education (BBISE):
Low capacity of BBISE: BBISE was established in 1977. Its organisational structure continues to be the same as developed at the time of inception. A review of its structures was conducted in 2014 under a capacity assessment exercise, but the recommendations of the eventual capacity development plan were never implemented. Among other weaknesses, the Board does not have any in house capacity to manage the quality of papers as there is no position for.
46 Later in the Chapter on Governance and Management development of “school accountability frameworks” have been recommended.
an education or assessment specialist. The organisation has capacity for management of logistics for conduction of large scale examinations – that too in collaboration with the Directorates of Education of schools and higher education.
Examinations not aligned with curricular requirements: Papers fail to cover curricular requirements adequately, both, in terms of content and critical thinking. Examiners hired by BBISE have no training in developing papers or test items in line with the needs of the curriculum. A shift to curriculum-based papers is required that eventually test for critical-analytical ability. This will require a change in the paper development process and also to strengthen the capacity of the Board. However, the process of change will have to be gradual. Changing papers to test for analytical ability can be fast-tracked, but there is a need to consider the situation in schools. Expecting teachers and students to change their approach at the same pace is unrealistic. It will be slower. In fact, the schools will have to be carried along with targeted processes to prepare students and teachers for analytical questions. In the next five years the highest level of questions expected cannot go beyond application.
The Challenge of high stake examinations in COVID 19 threat: In the next two years, at least, holding routine examinations in the routine will be highly risky. At least it will be difficult to manage the scale in a given time without enhanced health risk.
Sub-goal for BBISE Examinations is as follows: ‘Improve the quality of BBISE examinations ensuring alignment with curriculum, including the testing of critical – analytical ability.’
Strategies for BBISE Examinations
9.3.2. Strategies for BBISE Examinations:
1. Existing capacity development plan for BBISE will be reviewed and implemented
Similar to BOC&EC the existing capacity development plan for BBISE will be reviewed for improvements and implementation of the revised version.
2. Teachers and students will be prepared for more analytical questions in examinations
A gradual process will be adopted wherein students and teachers are prepared for the changes in the examinations. In the next five years application-based questions will be increased in the examinations. The shift will be undertaken through a process that includes training of teachers and development and testing of model papers.
3. BBISE’s approach to examinations will be aligned with the curriculum including analytical questions
In conjunction with the above change in teaching approaches the Board will ensure that examination papers, overtime, test the student for the entire curriculum and also test for critical analytical ability – till the level of the application over the next five years. This will be undertaken through training of examiners on developing such papers. BAEC with better capacity in assessment will help with the process.
4. Examinations will be staggered over months to ensure low participation at a given point of time with safety arrangements against COVID 19 risk.
Large scale examinations pose a risk in the current environment who stop how are these high stakes examinations are extremely important for career paths of students. BBISE will re-plan it's examination schedule to stagger each or the number of months moving through districts instead of holding the examination at one point in the whole province. Specialised seating and safety arrangements will be made for these examinations to be conducted. All examination centers and their arrangements will be reviewed by the Department of Health who will develop specialised SOPs for the purpose.
BAEC Assessments and Examinations
9.4. BAEC Assessments and Examinations
BAEC was set up as an organisation to help systemic improvements in assessments and examinations. Practically, it has become a mirror image of the BBISE at the elementary level, with the exception that its papers test for some level of critical-analytical ability. It needs to return to its original objectives along with the enhancement of capacity to undertake the mandate better.
9.4.1. Challenges:
The following challenges were identified in the Education Sector Analysis with reference to Balochistan Assessments and Examinations Commission (BAEC):
Results not utilised for education system improvements: BAEC’s involvement in large scale examinations with stakes for the students means that its resources are spread thin, and the Commission can neither ensure the use of results of its examinations in systemic improvement nor support capacity development of teachers. Linking of the large scale examinations at grade 8th with student progress has also led to lowering of standards and permeation of cheating in the examinations. Both reduce credibility of the results and these cannot be used optimally in the improvement of education service delivery even if the various organisations and districts47 are prepared to use it.
Role of BAEC in diagnostic assessments ignored: BAEC has the mandate for sample-based diagnostic assessments. However, it has never used this function. In order to take on this mandate the Commission will have to pull out of the large scale examinations, so it can free its resources for diagnostic assessments, deeper analysis, ensuring use of its results in system improvement and support to capacity development of teachers and others.
Need to review the capacity of BAEC: While BAEC has had better assessment capability than other organisations there is a need to review its overall capacity to ensure more effectiveness keeping in view its medium to long term role. The current capacity is inadequate.
Sub-goal for BAEC assessments and examinations is to ‘Ensure that BAEC role in assessment benefits the system.’
Strategies for BAEC Assessments and Examinations
9.4.2. Strategies for BAEC Assessments and Examinations:
1. Role of BAEC will be shifted from examinations to diagnostic assessments
BAEC’s embarkation into large scale examinations will be reversed. In the coming few years, this will not be a priority. Diagnostic assessments that help the system learn about student learning and the causes attached to them will be the main thrust and activity. Its assessments will never be linked to the progress of individual students
47 Data available shows inconsistencies when exposing learning outcomes across districts. One of the areas target by BAEC will be to identify more standardised and consistent differences in inter-district learning outcomes to develop plans to target disparities.
2. Mechanism will be developed to utilise the results of the diagnostic assessment for system improvements
Specific mechanisms will be created to ensure that the results, with analysis, are disseminated, comprehended and utilised by all organisations and policy and decision-makers.
3. Capacity of BAEC will be assessed and strengthened
The capacity of BAEC will be assessed in detail and a capacity development plan prepared and implemented.
Overall Assessment System – Consistency and Relevancy
9.5. Overall Assessment System – Consistency and Relevancy
The assessment structures in the province work in a disconnect – symptomatic of the overall learning system. There seems to be a lack of clarity on respective roles and responsibilities, especially with reference to BAEC and schools. There is better clarity on the role of BBISE despite its limitations and lack of quality of examinations. However, a number of cross-cutting challenges, including clarity in roles and responsibilities, persist.
Challenges
9.5.1. Challenges:
Three systemic issues impact all assessments:
i. Dearth of qualified personnel in assessments,
ii. Limitations of standards of assessments and
iii. Absence of an overall framework for assessments.
Dearth of qualified personnel in assessments: There has been some improvement in the availability of qualified personnel in the last few years due to scholarships offered in the past. However, presently there is a limited number of qualified assessment specialists. Although some of these personnel have supported the development of quality examinations in BAEC, they are not enough, and there is no mechanism to supply such qualified personnel in a sustainable manner.
Limitations of standards of assessments: Standards of assessments, similar to other areas, were developed at the national level. These have not been operationalised at the provincial level. A more elaborate set of standards is required at the inputs and process levels wherein the quality of examiners, examinations processes and school requirements can be derived and developed. At present, these standards are very general and do not ensure the quality of examinations.
Absence of an overall framework for assessments: Finally, there is a need for an overall assessment framework to clarify the roles and responsibilities and operationalise improvements of assessments and examinations. Presently, there is a clear disconnect in the comprehension of the linkages of various assessments and examinations and their role in improving learning. A framework built on standards is required.
Sub-goal for consistent and relevant assessments is to ‘Ensure congruence and complementarity across various assessments and examinations.’
Strategies for Consistent and Relevant Assessments
9.5.2. Strategies for Consistent and Relevant Assessments:
1. Availability of assessment specialists will be enhanced in the market and within the government
The government will invest in this expertise to develop a critical mass of human resource in the area of assessment.
2. Existing standards of assessments and examination will be reviewed and revised to make them more relevant and applicable to the context of Balochistan
Given the situation in Balochistan, inputs and processes to reach the relevant level will to be standardised. A whole exercise to standardise assessment and examinations process will be undertaken using the standards identified in the National Minimum Standards for Quality Education (MNSQE) as the guideline for output level standards for assessments. This will include certification examiners, field testing of papers and development of item banks.
3. Provincial assessment framework will be developed
An assessment framework will be prepared to clarify the respective roles of each organisation and assessment and their uses. The framework will also provide a path for linking various types of assessments with improvements in learning.
Credibility of Examinations
9.6. Credibility of Examinations
A longstanding problem in BBISE examinations is endemic cheating. The problem has also permeated BAEC examinations. Poor teaching and learning in the classroom, resulting from an unrealistic course length and non-availability of teachers, particularly, specialists in science, mathematics and languages, means students are not provided with a fair chance to learn. As these students fail to learn due to systemic issues, they feel that cheating is a ‘legitimate’ option. However, the issue of cheating is larger than this systemic weakness.
Challenges
9.6.1. Challenges:
Two issues that need to be targeted more directly are attitudes in society, including students, on cheating, and the processes of the BBISE that facilitate the practice.
Processes of BBISE: BBISE has a very difficult role of managing logistics across a large province with low population density and difficult communication systems.
Attitudes towards cheating: There is endemic acceptance of cheating in society and beyond. Parents, teachers, students and everybody else is involved. Most students interviewed admitted to the act at some point.
Memory-based examinations: A paper with a heavy weightage of memory-based questions also enable cheating. If the earlier strategies of moving towards more analytical questions is followed then that too will help reduce cheating. As it has already been discussed above the strategy will not be repeated.
Sub-goal of credibility of examinations is to ‘Enhance the credibility of examinations.’
Strategies for Credibility of Examinations
9.6.2. Strategies for Credibility of Examinations:
1. Conduct of examinations will be reviewed to eliminate cheating
A process-based review of the examinations conducted by the Board of Intermediate and Secondary Education, identification of potential loopholes and implementation weaknesses will be undertaken. A plan to rectify the gaps and improve implementation to reduce cheating will be developed to eliminate the possibilities of cheating.
2. Awareness campaigns against cheating will be designed and implemented
There will be a sustained approach of sensitisation of students, parents, policymakers and implementers on the negative impact of cheating on individuals and society.
Program Matrix – Assessments and Examinations
9.7. Program Matrix – Assessments and Examinations
Table 9-1 Program Matrix – Assessments and Examinations Program – Learning
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Program –
Learning |
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Goal of
Learning : Learners
are proficient in reading and numeracy, develop analytical skills and are
prepared for life and livelihood |
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Program
3 – Assessments and Examinations |
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Overall Goal
3. Strengthen
Assessments and Examination system to have a positive and high impact on
learning |
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Sub-Program |
Sub-Goal |
Strategies |
Activities |
Targets |
|
3.1 School-Level Assessments |
3.1. Improve the capacity
to conduct assessments at school level and use their results for learning
improvements |
3.1.1.Include regular
formative and summative assessments
and their use in school accountability framework |
I. Develop a school
accountability framework that includes quality in-school assessments as a
regular feature (strategy under governance) and indicators on conduct of
formative assessments |
At least 50% of the
schools conduct regular formative assessments with at least 35% of the
questions, in in Middle and Secondary schools, test application |
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II. Prepare annual report
based on the reporting on assessments through the School Accountability
Framework |
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III Reports on formative
assessments in schools |
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3.1.2 Develop capacity of
teachers and supervisors on assessments and examinations |
I. Train supervisors on
assessments and examinations through BAEC and PITE |
All teachers receive at least one training on assessment in 3 years |
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II. Train Teachers on
assessment and examination through BAEC/PITE |
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III. Engage with
pre-service teachers education institutions to improve quality of courses on
assessments |
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3.2 BBISE Examinations |
3.2. Improve quality of
BBISE examinations ensuring alignment with curriculum, including the testing
of critical – analytical ability |
3.2.1 Review and implement
the existing capacity development plan for BBISE |
I. Review the existing capacity development plan |
At least 65% of the capacity development plan is
implemented |
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II. Prepare a revised
capacity development plan for BBISE based on review |
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III. Implement the plan
phase wise |
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3.2.2 Prepare teachers and
students for more |
I. Balochistan Assessment
and Examinations Commission to prepare and implement a plan |
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analytical questions in examinations |
for engagement with teachers and students to help
them prepare for more analytical questions |
Students are able to
attempt questions that test application |
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II. BAEC to engage Balochistan Textbook Board and
BBISE to review assessment exercises in textbooks |
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III. Prepare teacher
guides on analytical questions and student preparation for the same. |
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3.2.3 Progressively align
BBISE’s approach to examinations with the curriculum including analytical
questions |
I. Hold seminars and
training sessions on curriculum with officials and paper setters of BBISE |
At least 45% questions in
all BBISE examination papers test for application |
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II.
Develop model papers and field test them to review current student capacity |
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III. Develop a progressive
plan to improve coverage of curriculum in examination papers and progressive
shift to analytical questions based on the baseline derived from model paper
testing |
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3.2.4 Stagger examinations
over months to ensure low participation at a given point of time with safety
arrangements against COVID 19 risk |
I. Prepare specialised
SOPs in close consultation with Department of Health for conducting
examinations |
BBISE examination
conducted in specialised arrangement in response to COVID 19 |
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II. Make specialised
seating and safety arrangements |
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III. Re-plan examination
schedule and conduct in line with safety arrangements against COVID 19 |
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3.3 BAEC Assessments and Examinations |
3.3. Ensure that BAEC role
in assessment benefits the system |
3.3.1 Shift BAEC’s role
from examinations to diagnostic assessment |
I. Amend BAEC Act to
remove the mandatory requirement of certification from BAEC for appearance in
BBISE examinations |
BAEC law amended to remove
mandatory requirement of grade 8th examinations Plan for Diagnostic assessment prepared |
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II. Engage with policy
makers and implementers to develop a diagnostic assessment framework |
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III. Conduct diagnostic
assessments based on needs |
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3.3.2 Develop a mechanism
to ensure that the results of the diagnostic assessment |
I. Make rules for
mandatory periodic diagnostic assessments |
At least two diagnostic assessments |
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II. Disseminate results of
diagnostic assessments to a wide set of stakeholders |
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are utilised in system improvements |
III. Each relevant
organisation to prepare a plan and make adjustments in all existing plans for
improvement of learning based on the result of diagnostic assessments |
conducted in five years All organisations have improvement plans
based on diagnostic assessments |
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|
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3.3.3 Review the capacity
of BAEC and prepare and implement the capacity development plan |
I. Review the existing capacity development plan
of BAEC |
100% of the capacity development plan is
implemented |
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II. Prepare a revised
capacity development plan for BAEC based on review |
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III. Implement the plan
phase wise |
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3.4 Consistent and Relevant Assessments |
3.4. Ensure congruence and
complementarity across various assessments and examinations |
3.4.1 Enhance availability
of assessment specialists in the market and within the government |
I. Engage with
Universities/HEC to introduce specialisation in assessments & Examination
in M.Ed |
30 assessment specialists
funded and added to the government |
|
II. Explore and introduce
scholarships for assessment specialisation |
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III. Provide additional
incentives for specialists |
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3.4.2 Review and revise
the existing standards of assessments and examination to make them more
relevant and applicable to the context of Balochistan |
I. Document gaps in the
current standards regime |
Standards on assessment
and examinations developed 50% of the standards implemented |
|
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II. Develop new standards
for all types of assessments and examinations at input and process level
including certification of paper setters for BBISE |
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III. Implement the
standards |
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3.4.3
Prepare provincial assessment framework |
I. Review
the current assessments systems in detail for weaknesses and gaps |
Provincial assessment
framework developed At least 50% proposals of the provincial
assessment framework implemented |
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II. Develop a provincial
assessment framework to remove the gaps and align the various assessments and
examinations |
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III. Implement the
framework |
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3.5 Credibility of Examinations |
3.5. Enhance credibility
of examinations |
3.5.1 Review the current
conduct of examinations to propose changes in processes that facilitate
cheating |
I. Assess the current
logistical processes of BBISE examinations |
Cheating in examinations reduced by 60% |
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II. Prepare plan to remove
loopholes that facilitate cheating |
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III. Implement the plan |
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3.5.2 Develop and conduct
awareness campaigns against cheating |
I. Undertake a survey on
attitudes in society towards cheating and the causes for the same |
Acceptance of cheating
reduces among at least 50% of parents |
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II. Based on the survey
include awareness on negative impacts of cheating in the communication
strategy of SED |
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III. Implement awareness
plan and undertake periodic reviews of impact |
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