Year end Evaluation & Assessment to improve school outcomes

Year end Evaluation and Assessment frameworks for improving school outcomes

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Evaluation and Assessment frameworks

Different countries use a wide range of methods to evaluate and assess students, teachers, schools, and education systems. It is widely recognized that assessment and evaluation frameworks are key to building stronger and more equitable school systems. Countries emphasize the importance of viewing assessment and evaluation not as stand-alone, but as essential tools for achieving improved student outcomes.

The framework can be grouped under five categories:

1. Implementation and Governance of evaluation and assessment framework

a. Provide articulation

    1. It allows thinking about the interpretation between different assessment components
    2. It considers various components such as evaluation of the school, teacher, or standardized tests to assess the progress of the students

b. Develop skills using assessment and feedback

  1. Those who prepare and take up evaluation activities should possess the proper skills and expertise
  2. The feedback process requires developing competencies and assigning responsibilities
  3. Teachers should be trained in the evaluation process along with developing skills in research

c. Provide links with classroom experiences

  1. Teaching practices require continuous improvement
  2. For school evaluation, teachers can be involved 
  3. Allowing teachers to incorporate clear student goals and assessment criteria
  4. Appropriate incentives to encourage change. Any idea to be implemented in the classroom requires support

d. Implementation challenges

    1. To draw the various interests of stakeholders, analyze policy and their potential impact
    2. Ensure the implementation of policy in the long-run 
    3. Pilot projects before implementation in wide scale

2. Assessing students as per the evaluation and assessment framework

a. Mapping educational standards and student assessment

  1. The curriculum includes goals set in standards, and student assessment focuses on the achievement of standards
  2. If it is not in accordance with the standards and the curriculum, then the results have less value in identifying how students are learning and identifying their needs
  3. Develop teacher skills in assessment, provide detailed guidance on how to set assessments, and strengthen common practices between schools and teachers

b. External assessments and teacher assessments need to be balanced

  1. Various assessment policies and principles affect students’ effort, motivation, learning, and self-efficacy as well as teaching skills and student-teacher relationships
  2. Summative assessment refers to the rigorous assessment of students assigned by the teacher. It includes teacher-administered tests, in-class assignments, project work, and portfolios
  3. External assessment refers to standardized tests developed outside the individual schools and in the form of a written test. It is carried out under the supervision and seen to that it is done by the student
  4. Learning outcomes that can be easily evaluated in the external tests should be covered, while complex skills should be evaluated through a teacher-based assessment

c. Student formative evaluation and assessment framework

  1. Class Wise formative assessment – the regular, collective assessment of progress to identify students’ learning needs and determine teaching style as per their needs
  2. Outcome-based assessments are able to identify students’ performances, in reasoning, problem-solving, and various other skills
  3. Developing a test bank as centralized assessments provides more detailed information and can be conducted in a timely manner, so teachers can appropriately use the results

Also Read: A guide to finding the best Private school loan providers in India | Varthana

3. Evaluate teachers as per the evaluation and assessment framework

a. Improve evaluation of the teacher and integrate accountability functions

  1. Strive to improve the experience of teachers by determining their strengths and weaknesses for future professional development. As per the situation; they need to learn, reflect, and adjust their teaching practice
  2. They should be held accountable for their actions in improving student learning, i.e. promotions, salaries, bonuses, or possible sanctions for underperformance
  3. When evaluation focuses on enhancing their teaching skill, they open up their weaknesses which lead to more effective decisions on their needs and training
  4. When faced with potential consequences of career and salary, there is a reduced result in identifying their weaker aspects i.e. the improvement function may be in jeopardy

b. Considering student results in the evaluation of teachers

  1. Developing “value-added” models signifies progress as they are developed to control students’ previous results
  2. Increase teacher incentives to dedicate themselves to improving students’ performance.

4. Evaluating the school as per the evaluation and assessment framework

a. Align external evaluation with the internal evaluation of the school

  1. Self-evaluation has the advantage of being direct, and responsive to the specific needs and conditions of the school
  2. External evaluation provides insight into the schools’ internal dynamics

b. Schools to provide a public report

  1. Comparatively analyzing and reporting the outcome of students’ performance will direct schools to take necessary actions to improve

c. Improve the data management skills of school agents

  1. Collect and analyze data from student assessment and testing
  2. To analyze student test results across schools. This helps in identifying problems related to teaching-learning and school performance

5. Evaluate the system as per the evaluation and assessment framework

a. Reaching information needs at the system level

  1. Developing system indicators and measures that allow a better understanding of how well teaching is being delivered. Using this data, the government would be able to analyze performance and set priorities for intervention, plan, and policy

b. Scrutinizing key outcomes of the education system

  1. Regular tests can provide broader criteria on the curriculum, and avoid the distortions associated with the teaching to the test
  2. Large-scale standardized tests are confined to written formats such as MCQs or short essays that can be scored easily and to implement it is cost-efficient. A finite set of students’ skills are assessed
  3. Performance-based scores are scored on open-ended topics, such as essay writing, oral communication skills, reasoning skill, problem-solving, and so on

c. Maximize system-level data usage

  1. Establish protocols for sharing information among main stakeholders – information that is not publicly available but that can be analyzed
  2. Build capacity on analytical to make full use of available data by providing statistical, analytical, and research competencies

In connection to NEP 2020, it emphasizes transforming assessment for minimal learning and development for all students with a focus on the features of assessment such as regular, formative, and competency-based; regulating learning and development of students; focus on assessment for learning; tests analytical, critical thinking and conceptual clarity; help in revising continuous teaching-learning process to optimize learning in the entire schooling system.


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