Validity of Continuous Assessment in Early Childhood Colleges of Education in Zambia
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The Validity of Continuous Assessment (CA) in Early Childhood
Colleges of Education in Zambia
13
th
SAAEA Conference
held from
19
th
-22
nd
May 2019
in
Gaborone - Botswana
Presenter:
S Macwani
Senior Examinations Specialist
Background
Background
Purpose
Purpose
Significance
Significance
Objectives
Objectives
Methodology
Methodology
Findings
Findings
Challenges
Challenges
Recommendations
Recommendations
Conclusion
Conclusion
The Validity of Continuous Assessment in Early Childhood Colleges of Education in
Zambia
Outline
Outline
Formative form of assessment
Formative form of assessment
Provides immediate feedback
Provides immediate feedback
Evaluates the effectiveness of methods of instruction,
Evaluates the effectiveness of methods of instruction,
curriculum and quality of an education system
curriculum and quality of an education system
Continuous Assessment (CA) moderation
Continuous Assessment (CA) moderation
Quality assurance process
Quality assurance process
Confirms that assessment is continuously conducted
Confirms that assessment is continuously conducted
with accuracy, consistency and fairness
with accuracy, consistency and fairness
ECZ conducts on site moderation of CA to validate the
ECZ conducts on site moderation of CA to validate the
scores
scores
Introduction
Introduction
To establish the extent to which the Assessors adhere to the
To establish the extent to which the Assessors adhere to the
“Moderation Guidelines” in Continuous Assessment marks in
“Moderation Guidelines” in Continuous Assessment marks in
Colleges of Education.
Colleges of Education.
Purpose
Purpose
To
To
find out:
find out:
the availability teaching and assessment related
the availability teaching and assessment related
documents.
documents.
the extent to which lecturers covered the syllabi.
the extent to which lecturers covered the syllabi.
the consistency in the award of marks.
the consistency in the award of marks.
the alignment of assessment tasks to the syllabus.
the alignment of assessment tasks to the syllabus.
Objectives
Objectives
Qualitative study based on document review
Qualitative study based on document review
.
.
Documents reviewed were 210 moderation
Documents reviewed were 210 moderation
forms that were filled in by teams of moderators
forms that were filled in by teams of moderators
from 13 Early childhood colleges.
from 13 Early childhood colleges.
Moderation forms based on various courses.
Moderation forms based on various courses.
Methodology
Methodology
Findings:
Findings:
1.
1.
Availability of Teaching and Assessment-
Availability of Teaching and Assessment-
related documents
related documents
2.
2.
Syllabus Coverage
Syllabus Coverage
3. Marking Consistency
3. Marking Consistency
4. Alignment of Assessment tasks to the
4. Alignment of Assessment tasks to the
Syllabus
Syllabus
Poor record keeping
Poor record keeping
Inadequate evidence to validate student scores
Inadequate evidence to validate student scores
4. Challenges
4. Challenges
Strengthen monitoring mechanisms
Strengthen monitoring mechanisms
Capacity building
Capacity building
Recommendations
Recommendations
Statistics obtained from the analysis of the data
Statistics obtained from the analysis of the data
revealed that CA is valid.
revealed that CA is valid.
At least 71% of each of the required documents was
At least 71% of each of the required documents was
availed.
availed.
82.9% of the documents reviewed showed adequate
82.9% of the documents reviewed showed adequate
syllabus coverage.
syllabus coverage.
Only 3.8% of the documentation reviewed showed
Only 3.8% of the documentation reviewed showed
some inconsistencies in marking.
some inconsistencies in marking.
82.4% of the documents reviewed showed tests &
82.4% of the documents reviewed showed tests &
assignments aligned to syllabus.
assignments aligned to syllabus.
Conclusion
Conclusion
This study explored the adherence of assessors to Moderation Guidelines in Continuous Assessment in Early Childhood Colleges of Education in Zambia. It assessed the availability of teaching and assessment documents, syllabus coverage, consistency in awarding marks, and alignment of assessment tasks to the syllabus. The qualitative study analyzed 210 moderation forms from 13 colleges, revealing findings on document availability, syllabus coverage, and more.
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Presentation Transcript
Examinations Council of Zambia The Validity of Continuous Assessment (CA) in Early Childhood Colleges of Education in Zambia 13th SAAEA Conference held from 19th -22nd May 2019 in Gaborone - Botswana Presenter: S Macwani Senior Examinations Specialist
The Validity of Continuous Assessment in Early Childhood Colleges of Education in Zambia Outline Background Purpose Significance Objectives Methodology Findings Challenges Recommendations Conclusion
Introduction Formative form of assessment Provides immediate feedback Evaluates the effectiveness of methods of instruction, curriculum and quality of an education system Continuous Assessment (CA) moderation Quality assurance process Confirms that assessment is continuously conducted with accuracy, consistency and fairness ECZ conducts on site moderation of CA to validate the scores
Purpose To establish the extent to which the Assessors adhere to the Moderation Guidelines in Continuous Assessment marks in Colleges of Education.
Objectives To find out: the availability teaching and assessment related documents. the extent to which lecturers covered the syllabi. the consistency in the award of marks. the alignment of assessment tasks to the syllabus.
Methodology Qualitative study based on document review. Documents reviewed were 210 moderation forms that were filled in by teams of moderators from 13 Early childhood colleges. Moderation forms based on various courses.
Findings: 1. Availability of Teaching and Assessment- related documents Document Available Not available Frequency Percentage Frequency Percentage Syllabus 169 80.50 41 19.60 Schemes of Work 178 84.80 32 15.20 Records of Work 149 71.00 61 29.00 Assignments 155 73.80 55 26.20 Tests 170 81.00 40 27.60 Marking Schemes 152 72.40 58 27.60
2. Syllabus Coverage Frequency Percentage Fully Covered 174 82.90 Not fully covered 4 1.90 No record 32 15.20 Total 210 100.0
3. Marking Consistency Frequency Percentage Consistent 89 42.40 Fairly consistent 68 32.40 Not consistent 8 3.80 No marking schemes record 1 0.50 No scripts record 44 21.00 Total 210 100.00
4. Alignment of Assessment tasks to the Syllabus Frequency Percentage Fully aligned 173 82.40 Partially aligned 12 5.70 No assignments record 22 10.50 No syllabus record 3 1.40 Total 210 100.00
4. Challenges Poor record keeping Inadequate evidence to validate student scores
Recommendations Strengthen monitoring mechanisms Capacity building
Conclusion Statistics obtained from the analysis of the data revealed that CA is valid. At least 71% of each of the required documents was availed. 82.9% of the documents reviewed showed adequate syllabus coverage. Only 3.8% of the documentation reviewed showed some inconsistencies in marking. 82.4% of the documents reviewed showed tests & assignments aligned to syllabus.
