Systemwide Asses Sprog

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  • 8/2/2019 Systemwide Asses Sprog


    This publication is the result of research that forms part of a program

    supported by a grant t o the Australian Council for Educational Research by

    State, Territ ory and Commonwealth governments. The suppor t provided by

    these governments is gratefull y acknowledged.

    The views expressed in this publication are those of the author and not

    necessaril y those of the State, Territ ory and Commonwealth governments.




    Margaret Forster

    First pu bli shed 2001 by the Australian Cou ncil for Educational Research Ltd.

    19 Prospect Hi ll Road, Camberwell, M elbou rne, Victori a 3124, Australia.

    Copyright 2001 Australian Council fo r Educational Research

    All ri ghts reserved. Except as provi ded for by Australian copyright law, no p art of

    this book may be reproduced without wr itten permission fro m the publi sher.

    ISBN 0-86431-359-4

    Printed by

  • 8/2/2019 Systemwide Asses Sprog


  • 8/2/2019 Systemwide Asses Sprog




    Introduction 2

    What are the purposes of systemwide

    assessment programs? 3

    Why the interest in systemwide

    assessment programs? 4

    What are some examples of systemwide

    assessment programs? 6

    How are data collected? 7

    How are data reported? 8

    How are trends monitored? 20

    How are data used to improve learning? 27

    What concerns have been raised? 37

    A case study 44

    A checklist of considerations 46

    Useful websites 48

    End Notes 49

    Table of Contents Page

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    The assessment programs considered in

    this handbook focus on the collection

    and analysis of systemwide in formation.

    Two kinds of information usually are


    data on student achievement in

    particular subject areas at particular

    grade levels; and

    limited background information

    (characteristics of students).

    Achievement data usually are collected

    through standardised tests administered

    to either representative samples or ent ire

    cohor ts of students. Background

    information is collected by means of

    questionnaires completed by students or




    This guide provides policy makers with research-based information about

    systemwide assessment programs.

    Good decision making at all levels of an education system is facili tated by easily

    accessible, relevant, and reliable information.

    Many ind icators provide useful input to educational decision making; but the

    most important indicators are those which address the central concern of

    education: the promotion of student learning.

    Education systems monitor student learningwith the fundamental intention of

    promoting learningby collecting, analysing and reporting student achievement

    data. Given that state, national and international achievement studies are bothtime consuming and expensive, it seems prudent to reflect on this effort:

    What is the purpose of these programs?

    How are data reported and used?

    How can we ensure that data will provide evidence for informed decision



  • 8/2/2019 Systemwide Asses Sprog


    Systemwide assessment programs

    provide systematic and regular measures

    of student learning. They are designed

    to investigate and monito r the health of

    an education system and to improve

    student learning by providing

    information to stakeholders at different

    levels of the system. They provide

    policy makers with information tomonitor standards over time, to

    monitor the impact of particular

    programs, and to make decisions about

    resource allocation; and

    schools (principals, councils) and

    teachers with information about whole

    school , class and ind ividual pupi l

    performance that they can use to make

    decisions about resource allocation

    and to suppor t learning in the


    Full-cohort programs provide:

    parents with information about their

    childs progress to assist them to make

    decisions about the best ways to

    suppor t their child; and

    students with information about their

    progress to assist them to take an

    active role in monitor ing their own


    Programs that are not fu ll cohort can

    provide this information for a limited

    number of students.



    The purpose of a systemwide monitoring program

    The purpose of British Columbias Foundation Skills Assessment (FSA) program is

    stated explicitly.1 The program is intended to

    provide information to d istricts about the performance of their students in

    relation to p rovincial expectations and standards in order to assist districts to p lan

    for improvement;

    provide information to the public about the performance of students provincially

    in relation to expectations and trends over time;

    measure the achievement of students in reading comprehension, first-draft

    writing, and selected components of numeracy;

    determine if there are any trends in student performance at the district and

    provincial levels; and

    determine if there are groups of students who under perform with respect to

    provincial standards.


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    The management of an education system

    is a complex and expensive operation . If

    decisions are to be informed, then

    dependable in formation on educational

    outputs is required. Systemwide

    programs provide this information for

    system level monitoring and resource


    Of increasing interest, however, is therole large-scale assessment programs can

    play as agents of reform and

    accountabilityto provide bo th

    direction and motivation to schools,

    teachers, parents and students. In the

    State of South Australia, for example,

    assessment is seen as the missing link in

    earlier curriculum planning and

    programming which was not i nformed,

    as a matter of course, by student

    achievement information.2 In Briti sh

    Columbia, State assessments are seen aspart of the ongoing process of

    educational reform as Figure 1 below


    [In the United States] the testing

    enterprise in K-12 education has

    mushroomed in the last quarter-century;

    Americans want numbers when they look

    at students, schools, state education

    systems, and how Americas students

    compare to those of other countries.

    Among political leaders, testing is turning

    into a means of reform, rather than just a

    way of finding out whether reforms have

    been effective.4

    In some countr ies, student achievement

    data collected th rough systemwide

    assessment programs are used as a

    measure of schools contribu tions to

    student learning. In some, schools are

    rewarded or punished on the basis of

    students results (see pages 34-35). In

    others, publ ic comparisons of schoo ls

    achievements in the fo rm of league

    tables are made.




    Figure 1 Assessment and educational reform a continuous process

    District assessment resul ts

    Assessment fol low throughInterpretation ofdistrict results

    Relevantinformationcollectedby district

    Make recommendationsand set goals

    Developaction plan

    Monitor actionplan progress

    Revisit goals

    Annual provincialassessment

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    United States government publicationsemphasise the need for system d rivenaccountabili ty measures to improvestudent learning:

    No school improvement can succeed

    without real accountabili ty for results.

    Turning around low-performing schools

    requires that state and district leaders

    take active steps to set high expectations

    for schools and students, establ ish themeans to measure performance against

    those expectations, and create policies to

    identi fy and provide assistance to thoseschools and students that fail to meet

    high standards for performance.5

    Commentary on this reform andaccountabili ty agenda focuses on i tsunderstandable pol itical appeal:

    Compared with reforms such as targeting

    instructional time, professional

    development for teachers, and reducing

    class sizes, state assessment programs are

    relatively inexpensive. The assessments

    also can be mandated (unlike changes inclassroom practice), can be rapidlyimplemented, and have a public


    Significant commentary also focuses onthe unintended negative consequencesof assessment driven reform (see pages38-44).

    The recent role o f achievement data inassessment dri ven reform is illustrated inthe lower feedback loop in Figure 2.Once assessments of student learning(data collection) have been reported andevaluated (figure centre), information isthen d isaggregated to provideevaluations at school level. These

    evaluations are publ icised. Rewards andsanctions are applied to schools toencourage improvements in studentlearning.

    The upper feedback loop in Figure 2illustrates the traditional approach tosystem use of student achievement data.Once assessments of student learning(dat