Assessment for classroom learning and action: A framework for planning a school improvement program

Abstract

Performance in schools is increasingly judged on the basis of effective learning outcomes. Information is critical to knowing whether the school system is delivering good performance and to providing feedback for improvement in student outcomes. This paper will present a preliminary framework for planning a proposed program that includes: a testing and data utilization component for identifying student learning needs and measuring achievement, and intervention components for teacher-level factors affecting students’ acquisition of knowledge and skills in the classroom. A core feature of the program is the use of assessment to inform improvement efforts at the level of classroom learning. Such a feature raises important questions on how assessments can be used to inform instruction and professional development decisions and how can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? These issues were identified by the framework and steps will be proposed on how to address them.

 There is widespread recognition that evaluation and assessment frameworks are key to building stronger and fairer school systems. It also emphasizes the importance of seeing evaluation and assessment not as ends in themselves, but instead as important tools for achieving improved student outcomes.

The construction of this framework has been guided by current evidence on what contributes to student learning and effective training and teaching practices as well as current views on the role of assessment in teaching and learning. It will serve to guide planners in assessing current capacities, identifying future directions, and planning cyclical monitoring for program enhancement.