TEACHER PERCEPTIONS OF THE IMPLEMENTATION OF THE NATIONAL CONTINUOUS ASSESSMENT PROGRAMME IN A PRIMARY SCHOOL
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TEACHER
PERCEPTIONS OF THE IMPLEMENTATION OF THE NATIONAL CONTINUOUS ASSESSMENT
PROGRAMME IN A PRIMARY SCHOOL
ABSTRACT
Teacher
perceptions of the National Continuous Assessment Programme in a primary school
in the St. George East Education District in Trinidad and Tobago.
The study sought
to report the views of primary school teachers as implementers of an innovative
National Continuous Assessment Programme, a reform initiated by the Ministry of
Education. A qualitative case study was employed to explore the following
research question. “What specific concerns do teachers have about the
implementation of the National Continuous Assessment Programme?’’ Seven
teachers were chosen through purposive sampling. The semi-structured interview
was the instrument used to collect data. Member checking and peer-debriefing
were strategies used to help to assure validity.
Major
findings revealed that the success of the innovation depended to a large extent
on training, leadership, collegial relationships, administrative support,
parental involvement and resources. Recommendations for more effective
implementation of the Continuous Assessment Programme included .The need for
more administrative policies and structures both at the school and district
level.
Continuous
training and staff development.
The
procurement of resources.
Effective
monitoring and evaluation of CAP by school personnel as well as by Ministry
Officials
Sensitizing and educating parents about the CAP.
Chapter One
Introduction
Background
to the problem
Assessment
and particularly the assessment of students’ learning achievement has become
the object of a great deal of attention an activities all over the world, in
industrialized countries and developing countries alike (Kellaghan, 2001).
The World
Conference on Education for all in Jomtien, Thailand in (March 1999) stated
that the focus of basic education should be on “actual learning acquisition and
outcome”. Additionally, The Dakar Framework for Action (2000) stressed the
importance of having a clear definition and accurate assessment of learning
outcomes.
A plea for
formative assessment in classrooms has become a common denominator in academic
publications in all sorts of forums across different countries, and so across
different educational cultures (Remesal, 2001).Continuous Assessment was
implemented in countries such as Malawi and Honduras .It was noted that there
was great improvement in student achievement.(USAID, ,Missions 2003 Vol 1
No.1.)
However,
Black and Wiliam (2005) cited in Remesal, 2005 presented a comparative
reflection, in which they did an analysis of four national cases- England,
France, Germany and the United States. The analysis of the cases revealed the
difficulty (if not impossibility of establishing general guidelines for all countries
to implement formative assessment Pennycuick (1990) cited in Lubisi &
Murphy 2002 argues that the failure of continuous assessment in Sri Lanka was
due to serious lack of capacity among teachers. He also noted that there appear
to be similar concerns in the South African Context.
The major
changes in the area of assessment of student progress and achievement that have
taken place worldwide have also impacted on countries in the Caribbean region
as well. The assessment policies and practices of the primary phase of
education in Jamaica has responded to these global developments by revising
assessment for primary schools in tests and exams .They have shifted their
focus from summative instruments to formative and diagnostic tools (Joint Board
of Teacher Education , 2003).
Similarly,
Barbados has also moved away from relying on a one shot examination and is
engaged in a continual incremental system of measuring knowledge, skills and
attitudes that students have gained from pursuing the primary school curriculum
over a period of time. It has been proposed that the continuous assessment
scores should be used in conjunction with the score gained in the Barbados
Secondary School Entrance Examination to allocate students to secondary schools
(Ministry of Education). Other Caribbean islands which have adopted the
Continuous Assessment Programme include Belize, Anguilla, the Cayman Islands,
Guyana, Montserrat, St Kitts and Nevis and Trinidad and Tobago (Caribbean
Exams).
The
Educational landscape of Trinidad and Tobago is highly examination oriented
.The 1980s and 1990s have seen reforms in education geared towards the
improvement of teaching and learning. Notions of the teacher as transmitter of
knowledge have given way to the constructivist view of teaching and learning.
Over the
years the Common Entrance has been a course of concern for all stakeholders.
The Common Entrance examination was considered to be a high risk exam because
of the high stakes involved .This examination led to intense stress on the part
of some students causing school phobia, demotivation, underachievement and
failure. The weaknesses of the low achieving student were compounded as they
moved –up through the school system. The Ministry of Education in its response
to these concerns embarked on implementing a comprehensive plan, which replaced
the much debated and heavily criticized Common Entrance Examination.
A need was
established by the National Tasks Force on Education (NTFE), in its Education
Policy Paper (1993-2003) for the upgrading of the approach to testing and
assessment in the school system. It noted that there was an absence of
specified attainment benchmarks(especially in the early years of the primary
school) which can guide teaching and learning on one hand and on the other,
promote the necessary diagnostic, remedial and preventive interventions
critical to the development of an effective and efficient education system.
Therefore, the Ministry of Education in Trinidad and Tobago adopted the
Continuous Assessment Programme to be implemented in primary schools
nationwide.
The Trinidad
and Tobago Continuous Assessment Programme (CAP) is a comprehensive system of
evaluating and supporting the delivery of the curriculum in schools. It
promotes the view that school assessment is an ongoing process integral to the
goals of teaching, undergirds all good learning and teaching principles and
interrelates with curriculum and instruction. It employs a number of strategies
and methods for observing, collecting, recording and analyzing and reporting on
data about students’ attainment, their problems and their progress.
The
Continuous Assessment Programme is intended to consider multiple samples of
students’ performance to ensure that the educational decisions made about
students are reliable and implemented from an unrestricted perspective. This
approach is informed by a general rule in testing, which states that “no
important decision should be made on the basis of one limited sample of
behaviour.”
The multiple
forms of assessment employed in CAP contributed to the educational process in
different ways.
1. The
provide opportunities for gauging students’ performance across the curriculum
in all areas of their strengths and weaknesses.
2. They
indicate readiness for transition through the different experiences in the
school, and from one level of the school system to the next.
Continuous
assessment is an approach which focuses on teachers’ teaching and students’
learning and on the processes which govern the teaching and learning process
.The link between curriculum, instruction and assessment is the key position in
the operational framework for CAP. The conceptual positions which support CAP
are that:
All
children can learn and;
High
expectation foster high achievement
The
Continuous Assessment Programme was implemented in two phases, a pilot phase
(September 1998-July 2000) and full implementation is (September 2000). The
implementation of this model will require that new methods, new learning and
new trends of thinking replace some traditional and tested ways of operation.
In response
to this curriculum reform, the Trinidad and Tobago Unified Teachers Association
(TTUTA) has maintained the position that it supports the Continuous Assessment
Programme in principle, but does not support its implementation until certain
prerequisites are in place. This has led some persons to believe that TTUTA
does not want CAP and that the association is resisting the implementation. The
prerequisites that must be fulfilled if TTUTA is to fully support the CAP are:
Non-Contact time for teachers in the Primary Schools
Adequate
resources and proper funding
Suitable
referrals systems and access and specialist
Standardization of procedures
School
Context
School X is
located in the St.George East Education District. The Staff at school X consist
of twenty-one teachers, twenty female and one male. Most of the teachers are
trained .A few of them have developed themselves professionally and have
obtained degrees in education.
In recent
years there has been some improvement in our students’ academic performance.
However, many of our students are still underachieving at the National test and
Secondary Entrance Assessment examination. This under achievement by many of
our students has triggered great concern among parent and teachers as well.
Despite the concerns expressed, the situation in most of our classrooms has not
changed significantly. At School X the majority of our teachers continue to
follow a curriculum that reflects a transmission ideology-textbook learning,
rote memorization and practical drill. Not only do teachers use traditional
methods of teaching but they engage in traditional assessment as well. The
physical arrangement in many of the classrooms also reflects a transmission
mode. Desks are arranged in rows which do not allow for collaborative learning
among students.
Additionally,
teachers at school X work mainly in isolation. Efforts were made for them to
engage in collegial relationships where they could plan, share their ideas,
teaching strategies and best practices, but most of them did not welcome the
idea. However at the beginning of each term teachers meet at their levels to
plan the scheme of work to ensure that the same topics are covered. They also
meet towards the end of the term to plan the end of term tests.
The
Continuous Assessment Programme was introduced at school X in March, 2005
.Teachers seemed to be resistant to the change. They appeared to be disgruntled
because it seems as if they were not ready for this innovation. Recognizing
that it was a reform mandated by the Ministry of Education, they had no choice
but to get on board. Hence, the researcher’s interest in finding out teachers’
perceptions as they implement this programme.
Statement of
the Problem
As was
indicated in the background the Continuous Assessment Programme was to
influence the quality and style of teaching and learning to ensure that all
children learn by utilizing a range of teaching, learning and assessment
strategies. The cultures of different schools have caused teachers to be resistant
to the programme in spite of what the Ministry of Education is saying.
The
international literature has advocated the benefits of Continuous Assessment.
However stakeholders and TTUTA have argued for proper policies and structures
to be put in place to effect this change. It is against this background
therefore, that the study sought to determine the nature and dynamics of
teacher perceptions on the implementation of the National Continuous Assessment
Programme in the school under study.
Purpose of
the Study
This study
sought to understand why many stakeholders were against the implementation of
the National Continuous Assessment Programme when many countries in the
international and regional arena were advocating its use.Moreover, the
researcher wanted to find out what in the culture of the school may be
contributing to teachers’ resistance to CAP. The study is also undertaken to
discover what could be done to bring teachers on board to implement this
innovation successfully.
Significance
of the Study
It was hoped
that this study would highlight the experiences (concerns, feelings,
perceptions) of the teachers involved in this change process. It would also
deepen teachers’ understanding of the requirements for successful
implementation of CAP. Additionally, it will give meaningful insight into how
teachers could be empowered and prepared to conduct the Continuous Assessment
Programme. Finally, it will contribute to the local and international body
giving insights into the nature and dynamics of Continuous Assessment
Programme.
Justification
for doing the Study
Continuous
assessment is a modern assessment practice observed worldwide. The Literature
has revealed that very few people have researched the impact of continuous
assessment in schools. In Trinidad and Tobago no such research has been
undertaken to determine how teachers feel about the implementation of the
innovation. There has been little monitoring of CAP since its inception by
Ministry officials. It is expected that it will give administration at School X
a deeper understanding of teachers’ perceptions as they implement the
Continuous Assessment Programme.
Conceptual
Framework
The
conceptual framework was inspired by the Concerns Based Adoption Model (Hall
& Hord 2001).It describes , explains and predicts teacher behaviours
throughout the change process.It considers change from the point of those
implementing the change.
The
conceptual framework argued that:-
The
Continuous Assessment Programme can be successful only if teachers are brought
on board and the institutional framework of the education system provide the
necessary support
Teacher
empowerment is generated through professional development
The
institutional framework must be provided through policies established by the
Ministry of Education through strong structures, adequate resources and
administrative support.
Research
Questions
One central
question and three sub-questions guided the study. The questions are as
follows:
1. What are
the perceptions of Primary School teachers in the sample of the study on
implementing the National Continuous Assessment Programme?
Sub-Questions
a) What are
the experiences are of teachers as they implement the National Continuous
Assessment Programme at School X?
b) What
specific concerns do teachers have about the implementation of the National
Continuous Assessment Programme?
c) How have
the teachers in the school of the study modified their practices to respond to
the demands or requirements of the National Continuous Assessment Programme?
d) What are
some of the interventions that teachers believe could facilitate the smooth
transition to the implementation of CAP at School X?
Limitations
of the Study
Limitations
are those conditions beyond the control of the researcher, which may restrict
the study in any way. In this study time constraints and preparation of the
students for the National Test encroached on the opportunity and sequence for
holding the interviews.
Delimitations
In the
literature assessment practices there are many approaches. The literature
speaks of traditional assessment as well as alternative assessment practices.
My concern in this study is to deal with how teachers respond to official
mandates for new assessment procedures.This study will be confined to one site,
school X, seven participants, one from each grade level and to time, one year
September 2007-June 2008.Therefore it will be difficult on a researchers
platform to generalize the findings.
Definitions
of Terms:
Implementation- The process of putting into practice an idea , programme or set
of activities and structures new to people attempting or expected to
change.(Fullan, 2001, p.69)
Concern –
The composite representation of the feeling, preoccupation, thought and
consideration given to a particular issue or task (Hall and Hord, 2001, p.61).
Stages of
Concern – A set of seven specific categories of concerns. (Hall and Hord, 2001,
p.63).
1. Awareness
:Little concern about or involvement with the innovation is indicated
2.
Informational: A general awareness of the innovation and interest in learning
more detail about it is indicated .The person seems to be unworried about
himself/herself in relation to the innovation. She/he is interested in
substantive aspects of the innovation in a selfless manner, such as general
characteristics, effects and requirements for use.
3. Personal:
Individual is uncertain about the demands of the innovation, his /her
inadequacy to meet those demands, and his/her role with the innovation .This
includes analysis of his/her role in relation to the reward structure of the
organization, decision-making and consideration of potential conflicts with
existing structure or personal commitment .Financial or status implication of
the program for self and colleagues may also be reflected.
4.
Management: Attention is focused on the processes and task of using the
innovation and the best use of information and resources. Issues related to
efficiency, organizing, managing, scheduling, and time demands are utmost.
5.
Consequences: Attention focuses on impact of the innovation on clients in his
or her immediate sphere of influence. The focus is on relevance of the
innovation for clients, evaluation of outcome including performance and
competencies, and changes needed to increase client outcomes.
6.
Collaboration: The focus is on coordination and cooperation with others
regarding use of innovation.
7.
Refocusing: The focus is on the exploration of more universal benefits the
innovation, including the possibility of major changes or replacement with a
more powerful alternative .Individual has definite ideas about alternative to
the proposed or existing form of the innovation.
Perception
– Roth and Bruce (1995) cited in Hargie(1996) describe perception as “ how we
make sense of all the information we receive from the world via our senses
Diffusion-The process by which an innovation is communicated through certain
channels over time among the members of a social system (Rogers, 1995).
Innovation
– ‘a planned change’ and or an idea practice or object perceived as new by
individuals or units expected to change (Rogers, 1996)
Continuous
Assessment is a student evaluation system that operates at the classroom level
and is integrated with the instructional process. (Capper, 1996)
Overview of
Methodology
This
research used the qualitative approach in the tradition of a case study. It is
an ethnographic case study. According to Creswell (1998), the researcher
examines the groups observable and learned patterns of behavior. Through
participant observation the researcher is immersed in the day to day lives of
the people or through one to one interviews with members of the group.
Qualitative research is also concerned with examining subjective reality Since
I am looking at perceptions I thought it would be appropriate.
Purposive
Sampling tends to be popular in educational research. Since I am operating in
my own school it is convenient to use this approach. Seven participants were
purposively selected from each level of the school. Infants one and two, lower
juniors- standards one, two and three, upper juniors standards four and five.
Data would
be collected using semi-structured interviews with a focus group. Interviews
will be taped as well as writing of field notes. The interview protocol will be
the instrument used for data collection. Interviews will be transcribed reduced
and categorized using codes. Themes would be identified.
Summary of
Chapter One.
This study
was designed to investigate teacher perceptions of the implementation of the
National Continuous Assessment Programme. In trying to address the research
problem, it was recognized that attention had to be paid to the forces driving
the need for Continuous Assessment internationally, regionally and locally. The
nature and dynamics of the National Continuous Assessment Programme was
discussed. The conceptual framework emphasized that CAP could be successful
only if there is teacher empowerment and the institutional framework of the
education system provide the necessary support.
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