Teachers’ satisfaction of Assessment Process of

Competency Based Curriculum in Primary School Education in Sri

Lanka

P.Seneviratne & T.Mukunthan

Dept. Early Childhood and Primary Education,

The Open University of Sri Lanka,

20.07.2012

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Outline of the presentation• Introduction

• Problem

•Objectives

•Methodology

• Findings & Discussion

• Suggestions •

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Introduction• Grade 1 (5 years) to Grade 5 (10 years) is

considered as primary level

•Competency based curriculum is used in Primary school level

• The formative and summative evaluations Methods are used

•Assessment is one of the main components in the curriculum process 3

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Introduction (Con…)•From 1997 Government has drawn attention to enhance assessment procedure in the primary education

•According to Lambdin (2003) observation, discussion and interviews serve better than paper and pencil tests in evaluating pupil’s ability to understand the principles and procedures he uses. 4

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Introduction (Con…)

•National Union of Teachers in the

United Kingdom(UK) also suggests that

parents should rely on the professional

judgment of teachers rather than draw

conclusions from the outcomes of tests

which do not properly show the

achievement of their children.

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Problem•Many studies highlighted that, primary teachers feel assessment criteria of the children’s performance has overburdened their workload. They have not enough time to teach in the class room (Suranimala, 2006). The study therefore questions as to how the teachers at primary level feel satisfied of their way of assessing the student performances.

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Objective• To identify assessment methods that teachers use at primary level

•To find out teachers satisfaction of assess children at primary level

•To find out the problem face by teachers of assessment process in the Primary level

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Methodology

• Survey method was selected as the most appropriate methods

• A comprehensive Questionnaire used for data collection.

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Population and Sample

•Target population for the study comprised primary school teachers

•Representative sample was selected from the Homagama zonal education office in Colombo district.

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Sample

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Type of schools No. of Teachers

1AB schools 15

1C schools 45

Type 2 schools 36

Type 3 schools 27

Total 123

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Data analysis

• The representation of data was done through descriptive statistical method.

( with the use of percentages and tables )

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Findings and Discussion assessment methods that teachers use at primary level•Continuous assessment-subjective,

•common,

•portfolio and anecdotal report

were used for formative assessment

•teacher made question papers,

• term test and question paper made by external resource person

are used for summative Evaluation. 12

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Findings and Discussion•Most of the primary school teachers use both

summative and formative assessment methods.

• Because the new education reforms 1997 it is compulsory.

• The in-service advisors are continuously monitoring the assessment methods and records.

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Findings and Discussion

•Out of this 123 teachers

• 91% teachers used subjective,

• 96% used common assessment records

• 89% used portfolio

• 90% anecdotal report

• 98% question papers

• 47% used term test paper made by external resource person.

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teacher’s satisfactions about the assessment process

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Record of Assessments

Strongly Agree

Agree Neutral Disagree Strongly Disagree

No responses

Subjective assessment record

57(46%) 23(19%) 06(5%) 25(20%) 10(8%) 02(1.6%)

Common assessment records

59(48%) 24(19%) 04(3%) 22(18%) 13(11%) 01(0.8%)

Essential learning competencies

42(34%) 19(15%) 16(13%) 33(27%) 11(9%) 2(1.6%)

Portfolio 22(18%) 21(17%) 14(11%) 41(33%) 20(16%) 05(4%)

Short notes & Checklist

16(13%) 26(21%) 23(19%) 44(36%) 11(9%) 03(2%)

Maintaining report card

12(10%) 54(44%) 19(15%) 33(27%) 04(3%) 01(0.8%)

Problems face by the teachers related to the assessments

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Problems Percentages

Principal’s influence 32%

In-Service Advisor’s influences 30%

Sectional Heads influences 25%

Parents influences 56%

Facilities 67%

Others 34%

Suggestions

•According to the findings we can state that assessment methods should be designed to eliminate the problems encountered by the primary teachers in their teaching learning process.

• Further the government has to pay attention to primary school teachers’ development and government should provide facilities to achieve their objectives.

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Suggestions • The formative assessment criteria should be

enhanced in order to give the students more room for correcting themselves.

• The assessments are in fact a tool to visualize the development of the student’s capacities and competencies.

• They must not be a burden on both the teacher and the student. The idea is that the learning process for the primary grade students should be made interesting and easy to follow.

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Thank You

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