Primer on Large-Scale Assessments of Educational Achievement

Page 40

18

PRIMER ON LARGE-SCALE ASSESSMENTS OF EDUCATIONAL ACHIEVEMENT

• Item writers must be subject matter experts in the domain to be measured and employ best practices for authoring item stems and response options or criteria for evaluating written responses. • Test administrators must ensure that each session is timed and that all testing protocols are adhered to, that criteria for student participation are understood and followed, and that participation and nonparticipation in the assessment are tracked. • Communications strategists must be able to construct clear, consistent messages to communicate key findings to a broad range of nontechnical stakeholders. Having well-trained, technically proficient staff helps to ensure that the assessment will be administered following appropriate procedures and best practices. For instance, Indonesia invested in specialized training for staff who would be responsible for the design, development, and administration of their national large-scale assessment (box 2.5). BOX 2.5. Investing in Technical Expertise in Indonesia Stakeholders in Indonesia expressed interest in participating in the Programme for International Student Assessment and Trends in International Mathematics and Science Study as a way to gain experience and technical expertise that could be applied to their own national large-scale assessment program (Lockheed, Prokic-Breuer, and Shadrova 2015). In addition to p­ articipation in these international large-scale assessments, Indonesia invested in developing the technical capacity of its staff in psychometrics and educational evaluation. These specialists have since worked at Indonesia’s Ministry of Education and Culture, managing the country’s participation in these international assessments and the development of their own national large-scale assessments (Lockheed, Prokic-Breuer, and Shadrova 2015).

CLEAR, EFFECTIVE COMMUNICATION OF RESULTS

Analysis and use of large-scale assessment results do not take place in a vacuum. It is important to be aware of existing priorities, pressures, and constraints within the education system. Presentation and communication of assessment findings must be sensitive to these concerns and to the intended and unintended consequences of the assessment for students and other educational stakeholders (Kellaghan, Greaney, and Murray 2009). Assessment results should be summarized in a general report and further analyzed in reports tailored to the information needs of specific stakeholder groups such as policy makers, education managers, teachers, and students. The various ways in which assessment results can be communicated will be discussed in more detail in chapter 7. Findings should be disseminated to each of these audiences in a timely fashion and using clear language that they can understand. Findings from a national large-scale assessment are more likely to be used if they provide a clear indication of the factors affecting different levels of achievement and are diagnostic of problems within the education system. Assessment findings are more likely to be used when teachers understand the practical implications of the results and how information about the performance of the broader education system is relevant to their local classroom and school context.


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Glossary of Technical Terms

7min
pages 159-163

Asia Primary Learning Metrics 2019 Assessment

1min
page 155

Primary Learning Metrics 2019 Reading Literacy Assessment

1min
page 154

Benchmarks for Grades 4 and 6

2min
page 149

Metrics 2019 Mathematical Literacy Assessment

4min
pages 152-153

CONFEMEN 2014

1min
page 142

Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN

2min
page 141

Assessment, 2000–18

1min
page 131

Eastern Africa Consortium for Monitoring Educational Quality

2min
page 138

8.9 Translation and Adaptation of International Large-Scale Assessments

2min
page 130

Study, 2001–16

1min
page 125

Mathematics and Science Study

2min
page 124

International Mathematics and Science Study

4min
pages 119-120

References

1min
pages 115-116

Chapter 8. What Are the Main International Large-Scale Student Assessments?

1min
page 117

Achievement Survey

1min
page 109

What Are Other Ways to Communicate Large-Scale Assessment Results?

2min
page 112

Chapter 7. How Can Effective Communication of Large-Scale Assessment Results Be Ensured?

1min
page 105

7.1 Features That a National Large-Scale Assessment Can Highlight

3min
pages 107-108

References

1min
page 104

Assessment According to Sex

2min
page 97

Key Ideas

1min
page 103

Student Achievement?

2min
page 99

6.2 Scoring Rubrics

2min
page 95

6.1 Example of an Item and Its Codebook Information

1min
page 94

References

1min
page 92

Key Ideas

1min
page 91

Administration?

2min
page 89

Structure and Main Changes over Time

1min
page 81

5.1 National Large-Scale Assessment: Student Tracking Form

1min
page 88

References

1min
page 84

What Should Be Included in the Test Administration Manual?

2min
page 79

How Will the Assessment Be Administered?

1min
page 78

4.5 The Importance of Item Piloting

2min
page 75

4.4 Item Writing Guidelines

1min
page 74

Chapter 4. What Are the Key Decisions in Designing Large-Scale Assessments?

1min
page 67

References

1min
page 66

Key Ideas

1min
page 65

3.2 National Large-Scale Assessment Funding Checklist

2min
pages 63-64

Team Personnel

2min
page 60

Católica de Chile in Supporting National and International Large-Scale Assessment Initiatives

9min
pages 56-59

3.1 Saudi Arabia’s Education and Training Evaluation Commission

2min
page 54

Syndicate

1min
page 55

References

4min
pages 49-52

Key Ideas

1min
page 48

Goals in Brazil

2min
page 43

2.6 Communicating National Large-Scale Assessment Results in Peru

2min
page 41

National Assessment

1min
page 39

Practice in Argentina

2min
page 47

What Are Some Common Policy Implications of Large-Scale Assessment Findings?

2min
page 42

9.3 Proportion of Students in Each Reading Proficiency Level in Grade

2min
page 27

2.5 Investing in Technical Expertise in Indonesia

2min
page 40

What Will You Learn from This Primer?

2min
page 32
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