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FAQs4

 

Q.No 1:

Why do a National Assessment ?

 

  • To get baseline data for monitoring progress.
  • To identify factors related to student achievement levels.
  • To identify levels of achievement.
  • To aid decisions about the allocation of resources
Q.No 2: What is the difference between National Assessment System and public examination ?
 
 

National Assessment

Exams
Purpose To provide feedback to policy makers. To certify and select students.
Frequency For individual subjects offered on a regular basis (e.g. every four years). Annually and more often where the system allows for repeats.
Who is tested ? Usually a sample of students at a particular grade or age level. All students who wish to take this examination at the examination level.
Format Usually multiple-choice and short-answer Usually essay and multiple-choice.
Stakes: Importance for students, teachers etc Low importance Great Importance.
Coverage of curriculum Generally 2-3 subjects. Extensive coverage within subject areas, e.g. 120 questions. Cover main subject areas Limited covered within subjects. e.g. 6 questions.
Effect on teaching Very little immediate direct effect. Can have long-term effects. Major. teachers tend  to teach what is expected on the examination.
Additional tuition sought for students Very unlikely. Frequently.
Duration One or tow days can extend over a few weeks
Do students get results? Seldom, if ever Yes
Is additional information collected from students? Frequently from student, teacher, prin. questionairs. Seldom, if ever.
Scoring Quick, usually involves statistically sophisticated techniques. Usually slow, a  simple process based on a predetermined marking scheme.
Impact on level of students attainment Unlikely to have impact Poor results of the prospect of failure can lead to early dropout.
Usefulness for monitoring trends in achievement levels over time. Appropriate if tests are designed with this in mind Not appropriate as questions vary from year to year.
Q.No 3: What sort of questions are to be addressed in National Assessment ?
 

  • How well are students learning in the education system (with reference to to general expectations, the aims of the curriculum, or preparation for life )?
  • Is there evidence of particular strengths and weaknesses in students’ knowledge and skills?
  • Do particular subgroups in the population perform poorly? Are there, for example, disparities between the achievements of :-

    • boys and girls,
    • students in urban and rural locations,
    • students from different language or ethnic groups,
    • students in different regions of the country?

  • What factors are associated with student achievement? To what extent does achievement vary with characteristics of the learning environment such as :-
    • school resources,
    • teacher preparation and competence,
    • type of school or
    • students’ home and community circumstances?
  • Are government standards being met in regard to provision of:-

    • Text books.
    • Desks and,
    • Other quality inputs.

  • Do the achievements of students change over time? This question may be of particular interest if reforms of the education system are being undertaken. To answer the question, it will be necessary to carry out assessments that yield comparable data at different points in time



Punjab Assessment Reports
 

Assessment Report 2005

Assessment Report 2006

Assessment Report 2007

Assessment Report 2008


PEAS Newsletter 2007

Click to see detail

Developed by Information Technology Section, Punjab Education Assessment System (PEAS)