Monitoring and Evaluation Purposes of Educational Assessment

I Everything is done for a purpose, assessment n the likewise. previous If articles, the purpose we discussed for assessing Diagnostic, is not Selection, known, and then Placement it should purposes never of be assessment. conducted. This There one are interrogates many and Monitoring varied purposes and Evaluation for aspurposes sessing of and educational they include assessment. diagnosis, selection,

placement, Although monitoring curriculum and development evaluation are or usually policy used synonymously, they are different, but closely tied

development, monitoring and evaluation, actogether. The differences lie in the timing and frequency

countability, counselling and guidance, licensure/ of operation.

certification, Both M& E try among to find out others. if the strategies that were put in You place will are note effective that the in enhancing purposes learning. overlap Moniand are toring interrelated. does that by As continuously the purpose scrutinising for assessing the lessons is critiand cal progress to the proper of teaching conduct, and learning we shall so as take to find time out to the deliberate deviations on that them occur one during by one. the This process. week we only

You will note that the deviations can only be identified confine ourselves to diagnosis purpose. if initially there was a plan – lesson plan. The results,

Diagnostic assessment is a form of formative processes and experiences are documented and used as assessment a basis to inform and naturally decision- making a low- to stakes continuously one conimprove tributing learning little and weight by extension for learners’ achievement. final grade. As monitoring Prior to onset is conducted of instruction by those on who a new are topic, directly it is involved, administered especially as a at pre- operational test to determine level, it allows learners’ for correction individual and strengths, modification weaknesses, of the teaching knowledge, and learning and strategies. skills.

Monitoring at school level is done by generating

The information obtained helps both the information through classroom assessment using vari

teacher and the learner. The teacher uses the ous assessment instruments developed by the teacher. Evaluation, information on the to other guide hand lesson is done planning at the end and of devisthe instructional ing appropriate plan. In instructional general, monitoring strategies is integral either to for evaluation. individuals Thus or the groups. existence The of learner a reliable uses monitoring it to guide system his/ her is a learning necessary by but prioritising not sufficient what condition to learn for and evaluation. how to learn During it. You an evaluation, will be surprised information that from someprevious monitoring processes is used to understand

times, in some topics, you don’t need to spend all the ways in which the project or programme developed

the time allocated. But you will never know till you and stimulated change.

conduct Nevertheless, diagnostic evaluation assessment. systematically Once and you objechave tively assesses a completed programme ( or a phase of an ongoing programme that has been completed such

Ipelegeng as Scheming and Lesson Plan, Instruction and Assessment) to determine its significance, effectiveness, impact and sustainability by comparing the result with the set of standards.

It can be conducted internally by the school or it

Diagnostic Purpose

can be carried out by independent external party, who can give their impartial views on the programme.

The objective of the internal evaluation is to provide credible information for decision- makers to identify ways to achieve more of the desired results, whilst that of the that external information evaluation you is now to pass know value what judgement to focus on concerning that learners the performance do not know. level or attainment of defined objectives.

So diagnostic assessment is an important tool

Internal activities of evaluation include monthly tests,

that helps organise your lesson, manage time, betopic tests, or end of term tests, while those of external cause nature you include would mock have examinations identified the and vital terminal few that examinations. you need to concentrate on to improve learners’

The knowledge instructional and plan skills, constitutes and the an trivial intervention many that implemented will not contribute through much activities to teaching to move and learners’ learning. knowledge Thus quality level from time point will A be to spent point dealing B. An effective with what intervention will work well when you know the baseline

matters most to learning. knowledge of learners ( Point A).

Similarly, if a teacher discovers that a group of

Remember what we said about diagnostic assess

students has already mastered a large portion of a ment. That it is conducted prior to onset of instruction on a unit new of topic, study, through s/ he can a pre- design test to activities create a baseline that allow for that assessing group future to go learning, beyond after the which standard a post- curriculum test is administered for that topic to determine through attainment independent of a desired or small level. group

The study. baseline This and cuts desired down level on are student performance frustration meaand sures boredom that will help as learners you gauge develop the effectiveness at different of the rates intervention and thus, monitoring helps to move with certainty from the baseline to the desired level.

Information generated by M& E should be used to improve teaching and learning, and more importantly, should be shared with the wide educational system.

GET YOUR

At system level, data is collected using instruments developed externally.

In both cases, assessment used could be of different formats – objective, structured, essays, performance or

BOTSWANA

practicals. Classroom paper- and- pencil tests, quizzes, end of term examinations, cluster examinations, mock examinations all are meant to provide evidence for accountability.

Only when M& E plan is in place and entrenched in

ANYWHERE

the school’s system and culture ( not just as a written document) that excellent performance will be realised.

The need to wait till external evaluation/ examination to know how you have performed throughout the two or three years of the programme will thus be eliminated.

Rather, the external evaluation/ examination will only serve to confirm what you already know. And if there is discrepancy between your evaluation and the external one, armed with concrete evidence, you can confidently contest the incongruence.

Hopefully, this article will help us see a paradigm shift in the way we conduct M& E, to give the customers value for their investment.

• The Author holds PhD in ‘ Assessment & Quality

Assurance’ and writes in his personal capacity as a

Psychometric Researcher. The views expressed are his

DISTRIBUTOR/

and not in any way associated with BEC. Contact/

WhatsApp: 71713446 or masoletm@ gmail. com or facebook page: Trust Mbako Masole.