The Personnel Of National Assessment Of Educational Achievements: My Viewpoint

The Personnel of National Assessment of Educational Achievements: my viewpoint Zewdu Gebrekidan1

Looking ahead the ‘Third National

These questions were more or less

Learning Assessment’, I would like to

addressed at different levels in the

raise

previous projects and may need only

few

points

for

discussion

focusing on the personnel aspect of

modifications

the project. Since 1999 Ethiopia

experiences gained since then (I will

carried out two national assessments

try to treat each one in separate

and now looks forward to launch the

articles in the near future).

third. It is becoming increasingly frequent conduct

that

different

sample

countries

surveys

for

monitoring educational achievement overtime. Usually they conduct such surveys in conjunction with an international study. But, occasionally, a country decides to run a national study alone as in the case here in Ethiopia and elsewhere.

based

on

the

It is to be recalled that the World Bank has organized a series of trainings on how to handle national assessments. It was a honor and a privilege to me to attend those programs

conducted

in

different

countries here in mother Africa. I consider myself one of the most benefited trainees. Let me relate the points I raise with what I have

In any national assessment first and

learned from these training programs

for most there is a need to determine:

focusing on the personnel aspect.

• Who should be tested?

In order to ensure that the upcoming

• Which subject areas? and

project is well conducted there is a

• Which research questions should be posed?

need to have:

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an expert at NOE and can be reached at [email protected] [email protected]

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1. People well versed in test and

questionnaire

construction

for

surveys and people who are well

the

packaging

of

the

instruments for each school; the

training

of

the

data

versed in constructing attitude

collectors and the writing of data

tests. (Pretoria, South Africa)

collection

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2. Sampling statisticians who are

experienced in sampling. The whole

area

of

sampling

is

manuals

and

test

administration manuals; the organization of the visits to schools,

together

with

the

complex. If there is no such

transport to schools and requisite

person in the group, then help

per diems;

from outside is a must. To ensure that good probability samples are drawn and at the same time the researchers can learn from the external expert (Accra, Ghana) 3. People who are good in data collection. This usually involves: the printing of the instruments and checking that no errors have occurred; the allocation of unique ID numbers to each pupil, teacher and school principal and ensuring that these are clearly indicated on the instruments;

the planning of measures to avoid cheating on the tests in the schools; the checking of the completed instruments before they leave the schools

to

ensure

that

all

questions in the questionnaires have been completed; and the return and storage of the completed instruments for each school to a central place. (Addis Ababa, Ethiopia) 4. A good team for data entry, data

cleaning and the calculation of sampling weights. (Maseru, Lesotho and Cairo, Egypt)

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Countries that hosted related WBI Trainings

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5. People who are trained in data

2. One assessment officer (full time

analysis, the interpretation of data

if possible) versed in statistical

and report writing. In some cases

analysis (using regular and survey

people with these skills are not

data

available locally, or at least not

probability sampling. This person

enough people, and again in cases

should

like this it is useful to involve

experience

external experts where the team

program (such as MS Access).

members can learn the skills.

3. Both of the above should be good

(Maseru, Lesotho and Cairo, Egypt)

analysis also

packages) have

of

a

and

practical data

entry

at interpreting data analyses and

In line with the above discussion, in

writing up the results. If not an

order to carry out the day to day

additional research assistant is a

activities of the project the staffing of

must at least on part-time basis.

the unit in charge is very important. Based on international experiences and the trainings I had passed through there is a need to have the following workforce:

part-time

officers

(depending on the number and type of instruments) to assist with instrument

construction

and

translation.

1. One head of assessment (full time if possible): This person should have

4. Several

proven

competence

in

flexible administration as well as in instrument construction. The head of assessment will need to

5. Several people to collect enter and clean the data. These will only be required during piloting of the instruments and during the main data collection.

ensure that the requisite materials and rooms are available.

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