A Study on teaching and electronic assessment ...unesdoc.unesco.org/images/0026/002616/261699e.pdf · prepares a detailed five year plan for implementing ICT in the curriculum and

Final Report

A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda National Foundation for Educational Research (NFER)

With the support of:

2 A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda

A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda

Dr Sue Horner

Rachel Classick

Henry Warren

Ben Durbin

NFER is a leading independent provider of rigorous research and insights in education, working to create an excellent education for all children and young people. We are a not-for-profit organisation and our robust and innovative research, assessments and other services are widely known and used by key decision-makers.

This study is made possible by the generous support of the UNESCO-Korean Funds-in-Trust

(UNESCO-KFIT) project in Rwanda. We also thank the UNESCO Regional Office in Eastern

Africa, the Rwanda Education Board, the Ministry of Education in Rwanda, for their support.

Published in May 2018 By UNESCO © 2018 National Foundation for Educational Research Registered Charity No. 313392

How to cite this publication: Horner, S., Classick, R., Warren, H. and Durbin, B. (2017). A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda. UNESCO.

Contents

Executive summary i

Factors enabling e-assessment i Potential forms of e-assessment ii Evaluating possible forms of e-assessment iii

1 Introduction 1

1.1 Background 1 1.2 This study 1

2 Overview of influential factors in e-assessment 3

2.1 Technical and logistical 3 2.2 Teacher and school readiness 4 2.3 Policy context 5 2.4 Teacher training 7 2.5 Aims and purposes of e-assessment 8

3 Forms of e-assessment 11

3.1 Formative assessment 11 3.2 Feasibility of e-assessment approaches 11 3.3 Short, online tests with automated marking 13 3.4 Tasks and tests using mobile phones 14 3.5 E-portfolios 15 3.6 Project work 16 3.7 Peer learning and assessment online 18 3.8 Database of teachers’ assessments 19

4 Conclusion and next steps 21

4.1 Conclusion 21 4.2 Next steps 21

References 24

Bibliography 25

Appendix A Acknowledgements 26

Appendix B Technical dimensions 27

Power 27 Hardware 27 Software 28

Appendix C Example Terms of Reference for a Rwandan ICT in Education Steering Group 29

Purposes 29 Membership 29 Meetings 29 Quorum 29 Minutes of meetings 29


Authority 30 Typical agenda 30

Appendix D Steps for developing short, automated tests 31

Scoping 31 Preparation 31 Implementation 31

A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda i

Executive summary

The purpose of this study is to scope the possibilities for the use of ICT in

assessment in Rwanda. The findings are based both on conversations with major

stakeholders in Rwanda and research into options for development, and give

consideration of the current context in Rwanda in terms of readiness in schools and

in ICT supply. The study offers a menu of e-assessments, assesses their suitability

for the Rwandan context and their feasibility, in the light of ICT developments in the

country.

Factors enabling e-assessment

The development of e-assessment is dependent on a range of factors:

Technical and logistical

Teacher and school readiness

Policy context

Teacher Training

The aims and purposes of e-assessment.

The discussion of these results in a number of recommendations which seek to link

the development of e-assessment to other initiatives which are happening in

Rwanda:

Recommendation 1: That REB prepares a plan for the use of e-assessment

which harmonises with the technical roll-out of SMART Classrooms to schools

using all resources available, but also includes those whose access to ICT is

very limited.

Recommendation 2: That the organisational challenges to schools of using e-

assessment effectively be scoped and advice offered to headteachers.

Recommendation 3: That REB builds on the ICT in Education policy and

prepares a detailed five year plan for implementing ICT in the curriculum and e-

assessment.

Recommendation 4: That REB sets up a specific group to oversee the

development of formative assessment and e-assessment, drawing on

colleagues from the departments of Assessment, Curriculum, Teacher

Development and ICT.

Recommendation 5: That all teacher training on ICT (particularly CADIE)

includes a specific focus on the adaptation and use of ICT in the classroom,

drawing on teacher’s experience in the training.

Recommendation 6: That all teacher training for the Competence-based

Curriculum should include sessions on formative assessment and the use of

ICT.

ii A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda

Potential forms of e-assessment

During the course of our discussions with stakeholders, it became clear that at this

stage in the development of Rwanda’s education system, summative e-assessment

is not a viable option. We were advised instead to focus on a range of forms of

formative assessment.

Formative assessment helps teachers to see how learners are progressing and gives

feedback on the next steps in learning, our discussions covered five different

approaches which involve different uses and applications of ICT. These options were

met with approval, although there were many doubts about their viability in the

current context.

Short tests

with

automated

marking

These tests are usually tests of memory and of knowledge with single,

correct answers. Such tests can be transferred to ICT and be

administered in the SMART classroom. The automated marking would

save teachers time and effort, and would give immediate feedback about

the results.

Tasks and

tests using

mobile phones

Mobile phones can be used by teachers for sending short tasks and

tests to students for work at home. This could involve texting back

answers or reporting the work done in the next class.

E-portfolios E-portfolios are collections of a student’s work which can show how they

are progressing over time and reveal more than short tests can. E-

portfolios can contain essays, photographs, and other media, including

videos, animations and audio.

Project work Students can research a given topic, finding new resources and

examples. They can put their ideas together and revise them easily on

screen. They can also develop their presentation and communication

skills by illustrating their work using ICT and possibly recording their final

piece.

Peer learning

and

assessment

online

Online forums and groups could play an important part in students’

learning. Students can be taught how to support each other, answering

questions and sharing possible thoughts about a problem. Peers may

also assess others’ ideas and challenge their conclusions. When

teachers have access to these forums they can assess both knowledge

and skills.

During the course of the study, we identified a sixth possibility which would support

all of these approaches: an ICT-based database for recording teachers’ assessments

both over time and across the school.

A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda iii

Evaluating possible forms of e-assessment

For each of these forms, we considered its viability in the short, medium or longer

term, taking into consideration various factors, including school and curriculum

factors, the nature of technical / logistical challenges and possible timelines. We

have also made recommendations as to next steps which would be needed to move

ahead.

Short

automated

tests

These are limited in curriculum scope, but the format is partly

familiar to teachers. The technical challenges are moderate and

progress in developing these could be quite fast providing

SMART classrooms are available.

Recommendation 7: That a pilot of how to develop and administer short

online tests with automated marking be carried out to identify the viability for

future rollout.

Tasks / tests

via mobile

phone

These would be similar in scope to the automated tests, but

since they are not reliant on electricity / connectivity, they could

be much more widely used. The technical challenges are

moderate so this is for the long term.

Recommendation 8: That the potential use of mobile phones be investigated

and trialled to enable technology to reach more schools and be used for

assessment in flexible ways.

E-portfolios The scope of these is greater and a better match for the

Competence-based Curriculum. However, the challenges of

implementation for schools and teachers are greater. The

technical challenges are high and therefore this is a medium to

long-term possibility.

Recommendation 9: That serious consideration is given to the pros and

cons of e-portfolios to determine whether they could be used well and to be

assured that the pitfalls for teachers and students can be avoided.

iv A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda

Project work This has the potential to support curriculum implementation and

to enable students to give good evidence of what they know and

can do. Assessment scales and guidance for teachers would

need to be developed before this could be put in place. The

technical challenges are high so this is a medium to long-term

development.

Recommendation 10: That pre- and in-service teacher training helps

teachers to set effective project work which is essential in the curriculum,

and the training also focuses on assessment processes and scales to help

teachers make accurate assessments.

Peer learning

and

assessment

This offers many opportunities for improving learning and

competences, but is technically complex and is for long-term

development when the infrastructure is more secure.

Recommendation 11: That the potential for forums and online support

groups be considered after other forms of e-assessment are under way and

both teachers and students can devise ways to use the technology

appropriately for learning purposes.

Database of

teachers’

assessments

This has the potential to make a fundamental difference to the

use of data from assessments to support students’ progress.

This would enable teachers’ assessments from all classes and

subjects to be collected together and analysed. Teachers could

then consider the patterns of progress and what should be done

to help students improve. This requires the ICT infrastructure in

schools to be well established and so is a longer term

development.

Recommendation 12: Given the fundamental potential of this approach, the

form and scope of an ICT based school record keeping system should be

investigated for primary and secondary schools, and trialled in schools.

In order for Rwandan education to move forward, consideration should be given to

these actions, which will support development and implementation of e-assessment.

A Study on Teaching and Electronic Assessment Methodologies for the KFIT Project in Rwanda 1

1 Introduction

1.1 Background

The last five years have seen many developments in education in Rwanda. There is

a new Competence-based Curriculum (MINEDUC and REB, 2015) which includes

competences such as Collaborative Problem Solving, Critical Thinking, Creativity and

Communication, as well as subject knowledge and skills. There have also been

documents published which seek to develop assessment practice, both formative

and summative.

The national SMART Rwanda Master Plan aims to rapidly improve the infrastructure

and use of ICT, to improve the economy and the life chances of young people

(Republic of Rwanda Ministry of Youth and ICT, 2015). Alongside this, the ICT in

Education Master Plan (MINEDUC, n.d.) is committed to looking at new forms of

assessment to fit these developments, in particular, the use of ICT in assessment. As

a result, there is an ambitious national programme in place to extend the

technological infrastructure and provision of hardware so that many more schools

and teachers are enabled to make use of ICT to improve their teaching and their

students’ learning.

1.2 This study

This study is conducted as part of the “ICT Transforming Education in Africa” project,

developed within the framework of the UNESCO-Korean Funds-in-Trust (KFIT). Its

purpose is to scope the possibilities for the use of ICT in assessment in Rwanda, by

identifying:

the capacity of the education systems at various levels to develop and use e-

assessment effectively

the different ways in which technology can be harnessed to support the teaching

and learning aims of Rwandan education and what would be necessary for these

to be implemented.

The findings are based on conversations with major stakeholders in Rwanda,

particularly those involved in enabling ICT to be an integral part of education. We

consulted with representatives from those most involved in ICT infrastructure

development, including the Minister of Education’s technical adviser for ICT, and the

Permanent Secretary and the Director General at the Ministry for Youth and ICT

(MYICT). We also met those concerned with the ICT developments in education,

including the Permanent Secretary at the Ministry of Education (MINEDUC) and

those responsible for assessment and ICT in the Rwandan Education Board (REB).

A further objective of this study was to build REB’s capacity. To this end, we held a

very productive afternoon meeting with seven members of REB staff including

representatives from national examinations, curriculum and ICT. During this meeting


we provided an in-depth walk-through of the e-assessment options being explored as

part of our study. Following this meeting, we also provided invitations for staff to join

us in some of the other planned stakeholder meetings (although unfortunately in the

event this did not prove possible) and followed up with copies of a PowerPoint

presentation.

We also held discussions with those providing pre-service teacher training at both

primary and secondary levels and those concerned with in-service teacher training,

particularly in REB. Developments in teacher training are a focus of partnerships

between REB and the Development Partners, USAID, DFID, UNICEF; meetings

were held with each of these and with the Korea International Cooperation Agency

(KOICA) which will be providing ICT training for teachers over the next three years.

We are very grateful to have met all these people and would like to thank them for

the time and their thoughtful responses. A full list of everyone we consulted is

provided in Appendix A.

We also consulted key documents to provide insight into the Rwandan context during

this project. A full list of documents that were consulted can be found in the

References and Bibliography sections of this report.


2 Overview of influential factors in e-

assessment

There are a range of factors which influence the viability of any development in e-

assessment and these are discussed in this chapter. These factors are not only

physical but also relate to the quality of teaching and learning in schools and

colleges. Underlying this is whether there is a clear vision of why e-assessment is

desirable. If this is not agreed then the focus and speed of development may become

muddled.

2.1 Technical and logistical

We were impressed by the SMART Rwanda 2020 Master Plan (MYICT, 2015) and

the ICT in Education Master Plan (MINEDUC, 2015). The plans seem to be very

forward looking in terms of the future prosperity of Rwanda, as explained to us by the

Permanent Secretary, Mr Regis Gatarayiha, of the Ministry for Youth and ICT. It has

been developing since 2000 and is now moving towards implementation. The ICT in

Education Master Plan proposes to have SMART Classrooms in all secondary

schools, where teachers and students will have computers and there are interactive

whiteboards to support teaching. There is a hope that around 500 secondary schools

(about a third) may have a SMART classroom by the end of August (Akwei, 2017).

MINEDUC suggested that, in the light of the timetable for provision of ICT, the

proposals from this study would most usefully be focussed on secondary education.

The plans for hardware in schools include schemes to encourage all Secondary 1

students to buy their own computer and reallocation of resources from the One

Laptop Per Child programme. The provision of devices in urban areas is superior to

that in rural areas.

There remain many challenges for schools and teachers and those supporting them.

According to the SMART Education: Education Technology Plan ( MINEDUC, n.d.),

in 2012 there were still a large majority of schools which did not have regular

electricity supplies (53%) or connectivity (94% primary, 82% secondary). We were

told that the situation has improved, but there is still much to be done. Broadband is

being supplied but this takes time. There will also be issues for schools of storage,

local or cloud repositories and of access to servers.

There are further issues of technical support and maintenance. Much time can be

wasted when a simple error means a computer does not work properly. Frustration

arises when some computers are out of action or broken and so adaptations to plans

are necessary. Security of hardware is essential but can then hinder ease of use.

Technical support must be readily available to troubleshoot and enable teachers to

do their job. We heard of plans to make technical support available at local level

between schools. This support would be essential to any move ahead.


E- assessment requires the development of relevant models for questioning and the

programming of answers if the tests are automated. There are demands on software

and research will be needed to locate useful programs and resources. The quality

assurance of resources which schools could use is likely to be a central

responsibility.

These technical and logistical challenges are known to MINEDUC but it is not clear if

the full scale of the challenges has been appreciated. Given the pressure for

assessment to be clear and accurate the challenges become even more urgent.

What is more readily available are mobile phones, and around 78% of households

possess a phone, either a feature phone or a smart phone. They are used for

government communication, for example to farmers to tell them of market prices. The

phone network is clearly more advanced than for other forms of ICT. This is a

potential area for more development, particularly when access to other facilities is

more uncertain.

Recommendation 1: That REB prepares a plan for the use of e-assessment

which harmonises with the technical roll-out of SMART Classrooms to schools

using all resources available, but also including those whose access to ICT is

very limited.

2.2 Teacher and school readiness

In common with many other countries, young people in Rwanda are likely to be more

adept at using ICT than adults, including teachers. Most teachers in training will have

been expected to use ICT for research and to present work, but there is a gap

between their own use and the ability to use computers in teaching. Teachers who

have smart phones and computers are also likely to belong to online groups and

forums, but again may not readily apply their participation in these to uses for their

teaching. If teachers become confident in using computers to look for resources and

apps which are relevant to their students’ learning then they will be less reliant on

text books which may be in short supply or out of date.

The roll out of the new Competence-based Curriculum is not yet complete (it is in its

second year, and has one more year to go). The first national examinations on the

new curriculum will be in 2018. The textbooks and the training for this roll out have

been delayed, so many teachers are not likely to be confident in how the new

emphases on competences should change their teaching. They certainly will not be

alert to the necessary changes to assessment, both the ongoing, formative

assessments they use in the classroom and changes to national examinations.

Assessing competences will involve classroom observations which are not easy in

large classes, and setting tests and tasks which encourage students to develop and

show their competences. The techniques for assessment using ICT will then be a

further step for most teachers. Training and practice will be essential for teachers to

Implementation note We have provided a more detailed check list of technical considerations for the practical provision of ICT in Appendix B.


make full use of what ICT offers in the context of the new curriculum. This is a long

term development for most.

For schools the most significant benefit of using ICT in assessment is the potential

for rapid collection and analysis of results. The analyses will reveal which students

are struggling or are ahead of their peers, and show what their areas of strength and

weakness might be. This enables schools to make focused interventions to support

learners and make effective use of differentiation in teaching.

A further implication of the supply of SMART classrooms is that schools will need to

be flexible in timetabling. It is not enough to have a ‘first come first serve’ use of the

new classrooms, nor to allow science or ICT lessons to have priority use. It is

essential that all subjects use the SMART classrooms so that students learn the

relevant resources and apps for the different subjects, which will use the ICT in

different ways. The uses in science may be to animate difficult concepts in 3D,

whereas in languages responding both orally and in writing to prompts on screen

encourages practice which is not available by other means. Timetables will need to

be flexible.

Recommendation 2: That the organisational challenges to schools of using e-

assessment effectively be scoped and advice offered to headteachers.

2.3 Policy context

The ICT in Education Master Plan (MINEDUC, n.d.) has a practical focus and

includes pillars of ICT infrastructure, curriculum and assessment, teacher

professional development, and resourcing and implementation. There is clearly a

determination to proceed at a rapid pace with each of these components.

The ICT in Education Policy (MINEDUC, 2016) has a strong overview of a vision,

strategic objectives and the broader context, which needs to be mobilised to realise

the potential of ICT. This policy envisages a range of provision in the medium to

longer term, including e-content for Rwanda, evaluation of classroom performance,

and training for teachers. It does not, however, present a realistic assessment of how

to overcome the enormous challenges. It is not clear about the roles of different

bodies and the role of REB in implementing the new curriculum and changes to

assessment is absent. It would be helpful to identify where responsibility lies for

Implementation note In practice, such a scoping exercise would need to include the following elements:

1. Identifying potential organisational challenges for headteachers (as

noted above)

2. Gathering sufficient data about infrastructure availability

3. Investigating what schools with and without ICT provision currently do

4. Determining what aspects of ICT implementation should be the focus

for which schools

5. Developing guidance appropriate for different contexts

6. Consulting on this content with its intended audiences

7. Planning effective dissemination


different parts of the plan. Also needed is a detailed project plan for each aspect. For

example: in assessment, to outline the process to make sure the new curriculum is

reflected in the national examinations in 2018; or in teacher training, who will ensure

that ICT and assessment is part of the next round of training on the curriculum.

Recommendation 3: That REB builds on the ICT in Education policy and

prepares a detailed five year plan for implementing ICT in the curriculum and e-

assessment.

Recommendation 4: That REB sets up a specific group to oversee the




Figure 3.1 France’s National Digital Plan for Education

Implementation note Several other countries have developed strategy documents that have included an ICT in education component. For example, Estonia’s Lifelong Learning Strategy 2020 includes an e-learning strategy, and Scotland has also recently produced a similar document. Less recently, see also France’s National Digital Plan for Education and Australia’s Digital Education Road Map. Figures 3.1 and 3.2 illustrate typical content from these plans.

Implementation note An example of a Terms of Reference (TOR) for a Rwandan ICT in Education Steering Group is provided in Appendix C.


Figure 3.2 Contents page from the Digital Learning and Teaching Strategy for

Scotland

2.4 Teacher training

Given the synergy between the curriculum and formative assessment, it will be very

important that teacher training on the curriculum includes training on techniques of

assessment, to help teachers make the most of their daily teaching.

In secondary pre-service training all student teachers follow a course in ICT and

they are required to complete a project where they research their topic online as well

as looking at school aspects. They hand in their projects in both hard and soft copy.

The soft copy enables a check for plagiarism. At present we understand that student

teachers find it difficult to take initiative in finding resources for their projects and they

lack the skills to appraise and apply what they read, rather than just copying material.

As smart mobile phones become more common, there is a rise in student teachers

being involved in online forums and these have potential to continue after the student

teachers graduate and enter schools.

In primary pre-service training the nature of in-school provision makes ICT more

problematic. In the 16 Teacher Training Colleges, some have computer labs and

some are using SMART phones but only two or three have internet access, so

training in ICT becomes ‘theoretical’. Many of those entering teaching in primary

schools find that there is no provision for using ICT in the school, so even those who

could do so are not able to use it.

The proposed developments in Open and Distance Learning courses could have a

significant impact in this situation so that many more can then access relevant

training when they need it.


In-service training has taken a range of approaches. The programme of training for

the new Competence-based Curriculum has widespread reach to all schools, but

seems to have stalled at present. As the new programme is developed it will be

essential to include approaches to assessment which help teachers evaluate

progress in competences as well as knowledge. This will mean formative

assessment in the classroom, using some of the techniques outlined in this report.

There have been some innovative approaches to helping teachers, such as the

Literacy, Language and Learning (L3) programme from USAID, where early grade

teachers were given mobile phones so they could use recorded lessons in their

classrooms. Online resources were also provided. This approach has had success

but also found many problems with the technology and its use in the classroom.

KOICA is setting up a large training programme, Capacity Development for ICT in

Education (CADIE), which will be a three year programme to reach over half of

teachers (43,000) to teach them how to make the most of a computer, including

using different programs, researching online, and group interaction via forums, blogs

and journals. The training will use a cascade model of training based on ICT

Essentials for Teachers, a UNESCO initiative (MINEDUC, 2015) which appears to be

an effective introduction to ICT, but perhaps needs more explicit reference to how

teachers’ experiences should be adapted to classroom use.

Without doubt, there is pressing need for both pre-service and in-service training to

equip teachers with the basics of ICT and also give them the practical opportunities

and resources, and the confidence, to choose which device, software and techniques

to use. Prompts could be provided with curriculum documents to initiate ideas on

assessment opportunities. It would also be helpful to develop teachers’ confidence in

trouble shooting potential ICT problems that may occur during teaching, to minimise

disruption to lessons. This training should be phased to fit the programme of

installation of SMART classrooms in schools. These classrooms can only be

successful when supply problems including electricity, connectivity, devices and

software have been solved.

Recommendation 5: That all teacher training on ICT (particularly CADIE)

includes a specific focus on the adaptation and use of ICT in the classroom,

drawing on teachers’ experience in the training

Recommendation 6: That all teacher training for the Competence-based

Curriculum should include sessions on formative assessment and the use of

ICT

2.5 Aims and purposes of e-assessment

As part of the study we sought to establish how far there is agreement about the

aims and purposes of introducing ICT into assessment. We offered each of our

consultees a set of purposes and asked them to rank their importance:

Improving teaching

Raising student attainment


Improving student engagement and access

Improving quality and use of assessment data

Supporting teacher efficiency in teaching and assessing

We emphasized that there is no ‘right’ answer. Most people offered a rationale for

their choices, recognising that the statements are interdependent, but placing

different choices as number one and then developing an order from that. The total

number of people who participated was sixteen, and the numbers in the table

indicate how many people gave the statements the highest or lowest priority. The

exercise illustrated that there was very little agreement on which purpose was the top

priority across the wide range of people we consulted.

Table 2.1 Priority outcomes for implementing e-assessment

Reason for implementing

e-assessment

Highest priority Lowest priority

Improving teaching 4 4

Raising student attainment 5 3


1 1


2 6

Supporting teacher efficiency in teaching and assessing

4 2

Source: NFER (2017)

Raising student attainment had the largest agreement rate (five out of sixteen) for

being the highest priority. Improving quality and use of assessment data had the

largest agreement rate (six out of sixteen) for being the lowest priority. Ten of the

sixteen people reported supporting teacher efficiency in teaching and assessing as

either the first or second priority. This follows the logic that ICT is saving teachers

work in recording and analysing scores and increases flexibility in teaching.

Respondents from specific ICT based roles tended to agree more on the ranking of

priorities. They agreed that supporting teacher efficiency in teaching and assessing

was the first or second priority. But beyond that they showed no great agreement -

Improving teaching was seen as the highest priority for two respondents and the

lowest for another two. Respondents who worked in the Assessment department of

REB had mixed views also, with no reason consistently considered high or low

priority. The same was true for other sub-groups such as the development partners

or teacher trainers.


This lack of agreement could lead to difficulties in implementation when decisions

have to be made which may reveal conflicting priorities. It would be helpful if

leadership articulates the vision for e-assessment and gives clear priorities.


3 Forms of e-assessment

The Competence-based Curriculum signals the need for more varied and effective

formative assessment, to recognise the importance of competences and ways to

identify student progress, taking action based on assessment. Many of the forms of

e-assessment have the potential to improve both the frequency and usefulness of in-

class assessment. The need for national examinations to reflect the new curriculum

is clear, but the logistical challenges in administering these examinations online are

almost insurmountable, at least in the short to medium term. We were advised by the

stakeholders we consulted that in considering the potential for e-assessment in

Rwanda, we should therefore focus on forms primarily relevant to formative

assessment. This will therefore be the main focus for the remainder of this report.

3.1 Formative assessment

Formative assessment helps teachers see how learners are progressing and gives

feedback on the next steps in learning. This helps teachers know how to focus

lessons to maximise learning, plan for what needs to be done next and provide for

the needs of different individuals and groups in the class. This kind of assessment

can take different forms and be based on a range of evidence. This report seeks to

identify the different forms and to assess the potential for using ICT to help teachers,

by providing information about their students and by possibly saving time and effort.

Formative assessment must become a strong component of the Competence-based

Curriculum, but not all schools and teachers are equipped with electricity,

connectivity or devices. It is therefore important that the most useful forms of

formative assessment can also be paper-based, so that teachers who do not have

access to ICT can use the techniques in their classrooms and then move to ICT

when it is available. This complementarity is essential for the curriculum to be fully

implemented. The forms of assessment being proposed in this report are all possible

with and without ICT, but are enhanced by the use of computers and specially

designed software.

3.2 Feasibility of e-assessment approaches

Our discussions covered five different approaches to formative assessment which

involve various uses and applications of ICT, listed below. These options met with

approval, though there were many doubts about their viability in the current context.

short tests with automated marking

tasks and tests using mobile phones

e-portfolios

project work

peer learning and assessment online


During discussions we identified a sixth possibility which would support all of the

previous forms of e-assessments: an ICT-based database for recording teachers’

assessments over time and across the school.

We have considered each form of e-assessment in terms of viability in the short,

medium or longer term, taking into consideration the various factors, including school

and curriculum factors, the nature of technical / logistical challenges and possible

timelines. For each form of e-assessment we have made recommendations

regarding next steps.

Our judgements of the feasibility of each form for each factor are summarised in

tables in each section, with headings defined as follows:

Table heading Definition

E-assessment The form of e-assessment being considered

Primary/ Secondary Which phase is the form of e-assessment suitable

for?

Timeline Timescales over which implementation could be

possible

Curriculum Compatibility Is it limited to assessment of knowledge or could it

also give evidence of competences?

Complementary paper

version possible

Would it be possible to also use this form of

assessment on paper, so all teachers can use it,

even if ICT supply is limited?

Teachers: level of change The likely amount of change needed to teachers’

current practices

Teachers: level of ICT

challenge

The extent of change likely to be needed in

classroom ICT usage

ICT: difficulty level of

development

An estimate of how hard the development process

would be to make this form available

ICT: reliance on infrastructure

The extent to which the form of assessment needs

reliable supply of electricity and connectivity

ICT: management and

storage demand

This significance of management efficiency and

need for storage capacity


3.3 Short, online tests with automated marking

Many teachers currently use short tests at the end of topics they have been teaching

to check how much students have understood. These tests are usually tests of

memory and of knowledge with single, correct answers. Such tests can be

transferred to ICT and be administered in the SMART classroom. The automated

marking would save teachers time and effort, and would give immediate feedback

about the results. The formats for the presentation of the results should follow the

format for individual student records established in the Guide to Assessment, and in

addition, the system should produce charts and graphs of class results, revealing

areas of success and difficulty. The teacher can then adapt plans for class topics and

for helping individual students. If such tests are used regularly, then the results can

show trends in performance over time.

Table 4.1 Key considerations for implementing short, automated tests

E-assessment

Primary/ Secondary

Timeline

Curriculum compatibility

Complementary paper version possible

Short, automated tests

Primary

Secondary

Short Knowledge Yes

Source: NFER (2017)

E-assessment

Teachers: level of change

Teachers: level of ICT challenge

ICT: difficulty level of development


ICT: management and storage demand


2 2 2 2 1

Key: 1 = Low; 2 = Moderate; 3 = High; 4 = Very High

Source: NFER (2017)

To achieve this there will need to be specifications for the question types which can

work on screen. Closed questions would mostly suit this assessment, although text

entry questions may be possible for spelling tests or mathematics. There will also

need to be specifications for the collection of student answers and producing the

reports from them. Software can then be developed. The important school factors are

the availability of electricity and organisational factors to enable to classes to access

the computers, as these tests are likely to be most helpful if used two or three times

a term. It is likely that tests will be shared across schools as this makes sense but

means coordination between schools and teachers. Once on computers, the tests

can be saved for future years. Piloting of the processes for developing these tests

and for trialling the challenges in schools and for teachers should show what would

be required for successful implementation.


Recommendation 7: That a pilot of how to develop and administer short online

tests with automated marking be carried out to identify the viability for future

rollout.

3.4 Tasks and tests using mobile phones

Given the time it will take to develop the software and the processes for online tests,

we recommend that consideration is given to the use of a much more common form

of technology – mobile phones. Mobile phones are present in the large majority of

homes already and this is likely to increase. This means that this technology could be

used in many schools while still waiting for provision of reliable electricity or

connectivity. Many of these phones are currently only capable of carrying messages

and calls, but could still be used by teachers for sending short tasks and tests to

students for work at home. This could involve texting back answers or reporting the

work done in the next class.

Table 4.2 Key considerations for implementing tasks / tests via mobile

phones

E-assessment

Primary/ Secondary

Timeline



Tasks / tests via mobile phones

Primary

Secondary

Long Knowledge Yes

Source: NFER (2017)

E-assessment







3 2 2 3 2


Source: NFER (2017)

This kind of assessment could be implemented in many more schools than is

currently possible with computers. It would have the potential advantage of involving

parents in school work and of providing opportunities for students to work together

out of school. The tasks / tests could involve actively finding out information about

the students’ locality, or experimenting with ways to make things. The simpler

Implementation note Appendix D details the steps that would need to be taken in order to develop and pilot short online tests with automated marking, including an outline of the components of a typical e-assessment platform.


questions could be answered by WAP (Wireless Application Protocol) / text and sent

back. Technical provision would need to provide a way of collecting answers so that

the data could be obtained from this assessment.

Once smart phones are more common, which is likely to be soon as they become

cheaper, then there are more possibilities. The use of phones to research topics, to

find relevant pictures, articles, videos, and other resources, offers opportunities for

students to show initiative, follow their interests, and be more creative in presenting

their work and sharing it with their friends. All these possibilities should be used by

schools to enhance their students’ learning.

At present there are rules about the presence of mobile phones in school and there

would need to be new policies which enabled the educational use of phones whilst

not interrupting school life. These changes would be needed at the most senior

levels and negotiated with parents. It is possible that schools could have class sets of

smart phones to enable internet research and presentation of work, whilst retaining

the phones in school. These phones could have limited capacity for other uses and

so be dedicated for school use.

Recommendation 8: That the potential use of mobile phones be investigated

and trialled to enable technology to reach more schools and be used for

assessment in flexible ways.

3.5 E-portfolios

Technology offers the possibility of the collecting and storing of students’ work so

that progress over time can be revealed in more varied ways. E-portfolios can

contain essays, photographs, and other media, including videos, animations, and

audio. The collections of a student’s work can show how they are progressing and

reveal more than short tests can. There may be evidence of competences as well as

knowledge, and such work also encourages the effective use of ICT.


Table 4.3 Key considerations for implementing e-portfolios

E-assessment

Primary/ Secondary

Timeline



E-portfolios Secondary Medium Knowledge

Competence

Yes

Source: NFER (2017)

E-assessment






E-portfolios 4 2 3 3 4


Source: NFER (2017)

The technical demand to implement this is in being able to scan paper versions or

upload on-screen presentation of work. This may be an attractive way of valuing the

range of students’ work but the portfolios need managing by both students and

teachers. There would need to be some rules for use, including how much should be

stored, whether it is marked work, what should be deleted and by whom, and what

uses the stored work has. There will quickly be storage problems if all work is saved,

and it would be important to know when the portfolio will be inspected and for what

purposes. It would be very difficult to use such work for high stakes assessment as

the possibilities for cheating or plagiarism are high.

Recommendation 9: That serious consideration is given to the pros and cons

of e-portfolios to determine if this form would really be used well and to be

assured that the pitfalls for teachers and students can be avoided.

3.6 Project work

Access to computers offers a lot of opportunities for students to devise and complete

their work in a wide range of ways. Students can research a given topic or problem,

finding new resources, answers and examples. They can put their ideas together and

revise them easily on screen. They can also develop their presentation and

communication skills by illustrating their work and possibly recording their final piece.

Project work can be completed by individuals or groups.


Table 4.4 Key considerations for implementing project work

E-assessment

Primary/ Secondary

Timeline



Project work Primary

Secondary

Medium – long

Knowledge

Competence

Yes

Source: NFER (2017)

E-assessment






Project work 3/4 3 3 3 2


Source: NFER (2017)

Teachers can assess both the knowledge and competence dimensions of the work. If

the work is presented in class, teachers can record competences such as critical

thinking, where students have used sources without copying, or creativity, where

they have created new ideas and imaginative presentation. To do this teachers will

need rating scales for the competences and to use the subject standards which have

been developed.

When such group project work is undertaken in the classroom, teachers can have

access to the group’s progress and how different students are contributing. They

could make judgments about students’ different contributions to problem solving or

research. Teachers may choose to intervene to help a project move along, to

encourage more group members to contribute and to reach conclusions.

This form of e-assessment is supportive of the new curriculum and encourages

independence and initiative in students, which will also prepare them for studying at

the Higher Education level. The technology needed includes internet access, flexible

word processing, use of multiple applications and other facilities which will equip

students with vital ICT skills. Their work will be showing their progress in both

knowledge and competences in the curriculum.

Recommendation 10: That pre- and in-service teacher training helps teachers

to set effective project work which is essential in the curriculum, and the

training also focuses on assessment processes and scales to help teachers

make accurate assessments.


3.7 Peer learning and assessment online

Computers and mobile phones are commonly used for chatting to friends and being

members of groups, sharing news and opinions. Rather than see these as strictly

leisure activities, such forums and groups could play an important role in students’

learning. Students can be taught how to support each other, answering questions

and sharing possible thoughts about a problem. Peers may also assess others’ ideas

and challenge their conclusions.

This interaction may be out of school time but can be very valuable in moving

students on in their homework. Teachers may also have access to these forums and

can see how the students are tackling their work and if any are struggling. Students

may become confident to write blogs and journals for their friends to comment on.

Table 3.5 Key considerations for implementing peer learning and

assessment

E-assessment

Primary/ Secondary

Timeline



Peer learning and assessment

Secondary Long Competence Yes

Source: NFER (2017)

E-assessment







4 4 4 4 3


Source: NFER (2017)

This learning may not be assessed formally but could be very supportive of the

learning and engagement of students in their studies. The platforms for such

interaction exist and initiatives in this area would be more about harnessing their

power. This may not require large development costs for technology but would need

teachers to be able to respond appropriately and sensitively in such contexts. For

example, consideration would be needed about the privacy of a student’s published

work, depending on the accessibility of the online platform.

Recommendation 11: That the potential for forums and online support groups

be considered after other forms of e-assessment are under way and both

teachers and students can devise ways to use the technology appropriately for

learning purposes.


3.8 Database of teachers’ assessments

The keeping of records of student scores in unit, termly or end-of-year tests and

teachers’ assessments in the classroom can be bureaucratic and time consuming. A

further development of ICT capacity would be for the teachers’ assessments to be

recorded immediately on their computers so that they can be consolidated to give a

richer picture of how students are progressing. The recording of these judgments in

online formats not only saves paper but allows for clear analyses of trends and

tracing of developments. These records can then be shared with parents and give

much more meaningful information than just a series of test results on a report form.

Table 3.6 Key considerations for implementing a database of teachers’

assessments

E-assessment

Primary/ Secondary

Timeline Curriculum

compatibility


Database of teachers assessments

Primary

Secondary

Medium Dependent on which

e-assessment has been used to collect data

No

Source: NFER (2017)

E-assessment






Database of teachers’ assessments

3 2 3 4 4


Source: NFER (2017)

The development of an online database would support the use of the other forms of

e-assessment, collecting the data in one place and so encouraging a more complete

picture of student performance, across different subjects, different times and different

types of assessment. As such it is a fundamental support to teaching and assessing

in schools.

The forms of recording suggested in previous papers (for example, Guide to

Assessment, 2015) can be transferred to online programs. They are useful for

recording any type of assessment and can bring together information from different

sources. If schools adopt these records they can cross-reference performance

across classes and subjects, follow students’ success from one year to the next and


use the data for targeting interventions and for making decisions about managing the

classroom.

The development of such databases on screen could form the basis of efficient

decision making in schools. The ICT technical demands can be specified and there

may already be software which could be used. Such systems could be introduced in

schools where teachers have laptops and the school has a server to accommodate

the data. Such a resource would need to be accompanied by training, particularly for

headteachers, to install and keep the records live and secure for all students. It could

be developed and trialled to identify the best ways to introduce central records and to

enable teachers to make the most of the database. This is potentially a medium-term

development.

Recommendation 12: Given the fundamental potential of this approach, the

form and scope of an ICT based school record keeping system should be

thoroughly investigated for primary and secondary schools, and trialled in

schools.


4 Conclusion and next steps

4.1 Conclusion

There are a range of opportunities to integrate ICT into formative assessment. These

can all contribute to the purposes of

Improving teaching

Raising student attainment



Supporting teacher efficiency in teaching and assessing.

There are a range of significant challenges on the practical side, including the supply

of hardware, electricity, connectivity and the development of software. The challenge

to help teachers not only implement the new curriculum but also incorporate ICT

when they have the opportunity, should not be underestimated.

There are several possible forms of e-assessment which can be trialled and piloted,

to discover the technological difficulties and also the implications for schools and

teachers. These trials can form the basis for further developments. In each case it is

important to ensure that there is a paper-based equivalent available so that all

teachers can participate in new routines and practices even if they cannot access the

technology immediately.

The recommendations in each section suggest ways ahead for the various options. It

is important that REB takes the principal responsibility for these developments and

organises initiatives to progress the work.

4.2 Next steps

This report has made a number of recommendations, several of which we would

suggest are prioritised and implemented according to the following series of steps:

Step 1 Recommendation 4: That REB sets up a specific group to oversee the




Step 2 Recommendation 5: That all teacher training on ICT (particularly

CADIE) includes a specific focus on the adaptation and use of ICT in

the classroom, drawing on teacher’s experience in the training.

Recommendation 6: That all teacher training for the Competence-

based Curriculum should include sessions on formative assessment

and the use of ICT.


[although this step would ideally occur later, it is our understanding that

training by CADIE is already being prepared, and so it will be important

to act quickly in order to ensure this training includes the necessary

content]

Step 3 Recommendation 1: That REB prepares a plan for the use of e-

assessment which harmonises with the technical roll-out of SMART

Classrooms to schools using all resources available, but also including

those whose access to ICT is very limited.

Recommendation 3: That REB builds on the ICT in Education policy

and prepares a detailed five year plan for implementing ICT in the

curriculum and e-assessment.

[Although recommendation 1 is a short-term plan linked to the current

roll out of SMART classrooms, considering where they are putting

these and how these will be used (and what should happen in locations

where SMART classrooms are not provided) and recommendation 3

focuses on a longer-term, broader, strategic plan for integrating the

development of ICT with curriculum/assessment developments, it would

nevertheless be possible to combine these into a single overarching

plan]

Step 4 Recommendation 2: That the organisational challenges to schools of

using e-assessment effectively be scoped and advice offered to head

teachers.


Table 5.1 Key considerations for e-assessment implementation

E-assessment

Primary/ Secondary

Timeline




ICT: Difficulty level of development





Primary

Secondary

Short Knowledge 2 2 2 2 1 Yes


Primary

Secondary

Long Knowledge 3 2 2 3 2 Yes

E-portfolios Secondary Medium Knowledge

Competence

4 2 3 3 4 Yes

Project work Primary

Secondary

Medium- long

Knowledge

Competence

3/4 3 3 3 2 Yes


Secondary Long Competence 4 4 4 4 3 Yes

Database of teacher’s assessments

Primary

Secondary

Medium As above 3 2 3 4 4 No

Key: 1 = Low; 2 = Moderate; 3 =High; 4 = Very High

Source: NFER (2017)


References

Akwei, I. (2017). ‘Rwanda to build 500 smart classrooms nationwide by end of 2017’,

African News, 25 April [online]. Available:

http://www.africanews.com/2017/04/25/rwanda-to-build-500-smart-classrooms-

nationwide-by-end-of-2017/ [8th May, 2017].

Ministry of Education, Rwanda (MINEDUC) (n.d.) ICT In Education Master Plan

[online]. Available: https://ictedupolicy.org/system/files/ict4e_master_plan-summary-

final_ministry_of_education_rwanda.pdf [12 May, 2017].

Republic of Rwanda Ministry of Education, Rwanda (MINEDUC) and Rwanda

Education Board (REB) (2015). Competence-Based Curriculum: Summary of

Curriculum Framework Pre-Primary to Upper Secondary [online]. Available:

http://reb.rw/fileadmin/competence_based_curriculum/syllabi/CURRICULUM_FRAM

EWORK_FINAL_PRINTED.compressed.pdf [12 May, 2017].

Republic of Rwanda Ministry of Youth and ICT (MYICT) (2015). Smart Rwanda 2020

Master Plan [online]. Available:

http://rusizi.gov.rw/fileadmin/templates/OFFICIAL_DOCS/SMART_RWANDA_MAST

ER_PLAN_FINAL.pdf [12th May, 2017].

Republic of Rwanda Ministry of Education (2015). Guide to Assessment.

Unpublished report.

Republic of Rwanda Ministry of Education (2015). ICT Essentials For Teachers

[online]. Available:

http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Nairobi/images/RwandaI

CT_Essentials.pdf [9th May 2017].

Republic of Rwanda Ministry of Education (2016). ICT in Education Policy [online].

Available:

https://ictedupolicy.org/system/files/ict_in_education_policy_approved_rwanda.pdf

[11th May 2017].

Republic of Rwanda Ministry of Education (n.d.) Smart Education: Education

Technology Plan. Kigali: Rwanda Ministry of Education.

http://www.africanews.com/2017/04/25/rwanda-to-build-500-smart-classrooms-nationwide-by-end-of-2017/

http://www.africanews.com/2017/04/25/rwanda-to-build-500-smart-classrooms-nationwide-by-end-of-2017/

https://ictedupolicy.org/system/files/ict4e_master_plan-summary-final_ministry_of_education_rwanda.pdf

https://ictedupolicy.org/system/files/ict4e_master_plan-summary-final_ministry_of_education_rwanda.pdf

http://reb.rw/fileadmin/competence_based_curriculum/syllabi/CURRICULUM_FRAMEWORK_FINAL_PRINTED.compressed.pdf

http://reb.rw/fileadmin/competence_based_curriculum/syllabi/CURRICULUM_FRAMEWORK_FINAL_PRINTED.compressed.pdf

http://rusizi.gov.rw/fileadmin/templates/OFFICIAL_DOCS/SMART_RWANDA_MASTER_PLAN_FINAL.pdf

http://rusizi.gov.rw/fileadmin/templates/OFFICIAL_DOCS/SMART_RWANDA_MASTER_PLAN_FINAL.pdf

http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Nairobi/images/RwandaICT_Essentials.pdf

http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Nairobi/images/RwandaICT_Essentials.pdf

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http://www.sida.se/globalassets/global/countries-and-regions/africa/rwanda/d402331a.pdf


Appendix A Acknowledgements

The team would like to thank the following people for sharing their time and insights into various aspects of Rwandan education, assessment and ICT and for engaging in extremely fruitful discussions during our trip:

Dr John Rutayisire, Consultant

From MINEDUC: Permanent Secretary Samuel Mulindwa, Technical Adviser to

the Ministry Mr Bakuramutsa Nkubito

From MYICT: Permanent Secretary Francois Regis Gatarayiha, Director General

Claudette Irere, Gordon Kalema

Director of Assessment Michael Tusiime and his colleagues from the Rwandan

Education Board responsible for Curriculum, Assessment and ICT

Dr. Mathias Nduwingoma, Daniel Iyamuremye, Evariste Gahima and Dr Alphonse

Uworwabayeho from the University of Rwanda, College of Education, Kigali

campus

Dr Charles Gahima from the University of Rwanda, College of Education, Rukara

campus

Development partners: Alice Chingoma (DIFD), Erin Tanner (UNICEF), David

Rurangirwa (USAID) and Sylvine Abineza (KOICA)

Amy Barnecutt from APIE


Appendix B Technical dimensions

This is a checklist which can be used to consider the provision of hardware in Smart

classrooms and in schools more generally.

Power

Modes of electricity and cost

How is the electricity generated? Is it affordable?

Access to charging points

Are there power points conveniently located for this room?

Consistency of supply

How consistent is the supply? Are there brown-outs that would disrupt service or harm the equipment? Can this be moderated by use of local generators? Can we prevent power spikes that would damage equipment?

Hardware

Mode of delivery: laptops, tablets, cell phones etc.

How powerful does it need to be? Does it need to run large power/processor plug-in usages like Adobe Flash? What would be the specs of the devices?

Battery life Battery life in hot and cold environments deteriorates fast. This needs to be factored into to any calculations

Screen size and durability

The smaller the screen, the cheaper the device but the less you display. Also screen size is often linked to battery life; but bigger screens allow for bigger batteries. Gorilla Glass is expensive, but other variants do break more easily? What is an acceptable breakage rate?

Dust All ports need to be covered. Ideally there should be no fan, as dust is always an issue and will shorten the life of devices.

Connectivity USB/Blue Tooth, NFC/802.11, GSM What level of connectivity do you need? Cloud connected? If cloud connected, does every device need to have a connection direct to the internet or is much of it cached? What type of Wi-Fi will they have (b, q, n, ac, 2.4qhz, 5qhz)? Many cheaper tablets do not support newer, more robust versions such as N and AC. Will we disable the USB ports if they have them?

Cost of devices Overall, what will the cost of the devices actually be? Need to factor in customs charges etc. - or maybe the government would waive this?

Replacement cycle How often will you need to replace the devices? Likely to be between 2 to 4 years. Probably 2 years in this environment.

Biometrics If the tests are high stakes, will we use biometrics to identify the individual concerned? Will this be iris, fingerprint or facial recognition?


Security of devices How do you keep the devices secure? How do you ensure you’re not putting either the staff or the children in danger? How do you ensure these devices have zero value on the black market if stolen?

Software

Language Multiple languages?

Culturally appropriate

All content needs to be checked.

Age appropriate Different interfaces are required depending on the age of student.

Updating How would they be updated? Who is responsible for doing this?

Backup of records How will children's progress data be backed up? Locally? To the cloud? Who is responsible for it?

Data security What are the data protection laws in Rwanda? How will information security be ensured? What level of security is required (we can benchmark this against reasonably well established UK or US criteria here)


Appendix C Example Terms of Reference

for a Rwandan ICT in Education Steering

Group

Purposes

To oversee the planning of the implementation of ICT in schools and classrooms

To coordinate initiatives for curriculum, assessment and teacher development, to

ensure these complement each other and are undertaken logically to best help

schools

To provide accountability on the budget, timeline and key risks associated with

initiatives

To ensure that initiatives using ICT do not unnecessarily disadvantage those

schools without the resources, by simultaneously providing other solutions to

those schools

To ensure that initiatives are properly evaluated and the evaluations are read and

acted on.

Membership

Chair: Senior official, appointed by Director General REB

DG Secretariat officer

Members: Directors (or senior staff) from REB departments, including curriculum,

assessment, teacher development and ICT

The leaders of the different initiatives being undertaken

Development partners with specialist expertise in ICT or assessment,

or who are sponsoring projects

Meetings

Meetings will take place at least once every three months, and more frequently

during periods of more intense activity.

Quorum

The quorum necessary for meetings to proceed will be the Chair (or nominated vice

chair), and at least half of the other group members.

Minutes of meetings

Minutes will be made of every meeting, containing a record of the proceedings,

resolutions and any decisions made, including the names of those present and

decisions made.


Minutes of the Board meetings shall be agreed and approved by the Chair and

circulated promptly to all members.

Authority

The ICT in Education Steering Group is authorised by the Minister of Education only

to take decisions on issues within its terms of reference.

The group is authorised to seek any information it requires from the Ministry, its

agencies and partners that is necessary to it carrying out its function.

Typical agenda

1. Receive proposals and plans for ICT initiatives, including for teacher training, pilot

projects in schools, for rolling out of resources across the country, any relevant

activities by other Ministries, etc.

2. Identify connections between the plans and to suggest remedies for any

contradictions that are evident, such as timing, focus etc.

3. Quality assure the plans, budgets, timelines and risks, and support

implementation

4. Consider how to support schools without ICT to develop compatible practices

5. Share reports and evaluations, to learn from them for further work

6. Draw on the expertise across Ministries and Development partners to maximise

efficiency and effectiveness


Appendix D Steps for developing short,

automated tests

Scoping

Identify the nature and role of the tests within formative assessment and validate this

with major stakeholders.

Specify the content and uses of the tests, e.g. which knowledge and skills from

which part of the curriculum, the balance of knowledge and skills, what teachers

can expect from the tests and how to use that information, etc.

Specify the technical and practical developments, the platform to be used,

compatibility with resources in schools, the item types available (closed/word

entry), automated marking, forms of reporting by class, pupil etc.

A full e-assessment platform would typically include modules for item authoring,

test construction, building a student database, test delivery, automated

marking/scoring, and reporting and feedback to teachers and students, and could

also include options for adaptive testing. In practice there are a range of

platforms available, some of which only provide a subset of this functionality

Identify schools with:

adequate facilities (e.g. SMART classrooms)

willingness to undertake the piloting of the tests

staff in the relevant subjects able to write items

Preparation

Procure a suitable ICT platform

Provide training to groups of headteachers, teachers, officers, (and other relevant

staff) and in writing questions and answers, according to item types supplied

Work with the ICT platform provider to transfer the assessment items on to the

platform

Provide training for REB ICT colleagues in the use of the platform

Develop and implement training for schools in the administration and use of the

tests, and interpretation and use of the results

Implementation

Recruit and train a team to monitor the tests in schools

Collate data from each activity above to report on:

The tests

Technical issues


School issues

Outcomes and reporting of results

Viability of tests for further development

In addition, consideration should be given to issuing paper versions of the tests to

other schools in order to compare outcomes (in terms of administration, pupil scores,

and access by teachers)


NFER ref. UNRW

A Study on teaching and electronic assessment ...unesdoc.unesco.org/images/0026/002616/261699e.pdf · prepares a detailed five year plan for implementing ICT in the curriculum and

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