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Conference papers

Baku 33rd annual conference (2007)
33rd annual conference (2007)

Authors	Title	Paper
Johnson, Nat	A consideration of assessment validity in relation to classroom practice Abstract: High stakes assessment has the potential to promote misdirected effort by both test takers and their teachers. Teachers may spend a significant amount of time working through past test material to prepare their students for assessments. Test focussed teaching can result in both meaningful gains in test scores, indicating a greater grasp of the subject content, and undesirable gains resulting from coaching in common question styles without an increase in content understanding. Any increase in test scores achieved through coaching without a sound understanding of the subject content presents a threat to the validity of the assessment. If it is accepted that ‘teaching to the test’ is inevitable in a high stakes setting then it is important that we investigate the extent to which different item styles are susceptible to superficial coaching strategies as well as to consider the test context. This paper looks at the validity of questions in relation to how they are used in the classroom for test preparation. The paper explores the validity theory and classroom practice pertinent to test focussed teaching and reports on the development of a multi-item scale which aims to identify the extent to which a given question encourages the unproductive aspects of ‘teaching to the test’. Document type: Congress Presentation ISBN:	View
Noijons, José Karimov, Habib	Achievements and Attitudes in the Learning and Teaching of Mother Tongue and Mathematics in Grades 4 and 9 in the Republic of Azerbaijan Abstract: The Azerbaijan National Assessment Study (ANAS) was planned as part of the second stage of the Azerbaijan Education Reform Project. It was carried out by Cito, the Dutch Institute for Educational Measurement together with local consultants and in close cooperation with the Student Assessment Unit in the Ministry of Education. The ANAS study has surveyed the performance of a representative sample of grade 4 and grade 9 students in general schools in the Republic of Azerbaijan. Their performance was measured in two subjects: Language and Literature (of the Azeri language) and Math in a number of representative content areas (reporting units). Apart from performance data on tests in these two subjects, background data were collected through questionnaires. These were distributed among students and teachers.The ANAS study has researched the results on the tests, the answers given to the questions in the questionnaire and it has studied the possible relationship between student performance and background variables. The presentation reports on the findings, discusses some of these in more detail and makes some recommendations in certain areas. Document type: Congress Presentation ISBN:	View
Bagirov, A.H. Novruzov, R.H. Kazimov, P.K.	Activities of the “Abiturient” journal Abstract: The mission of the “Abiturient” journal, which was founded in 1995 year, includes provision of scientific and methodological and information services related to preparation for admission examinations, content, methodological aspects, organization, technology, progress and results of examinations to the society as a whole, and university applicants, senior pupils and education professionals in particular. The SSAC attaches a special importance to transparency of the examination process, and for this purpose uses the capacity of the “Abiturient” journal along with other means. Thus the journal serves for the society as a source of comprehensive, exact and reliable information on progress of the admission campaign, its directions and stages. The main topical directions of the journal are 1) Official documentation of the SSAC; 2) Scientific and methodological materials; 3) Materials on specilty (professional) directions; 4) Materials related to the technology of examinations; 5) Scientific and statistical analysis and propogation of innovative experience; 6) Information and announcements on current activities of the SSAC. The journal periodically provide to the public and most particularly to the applicants to various levels of universities and technical schools such official documents of the SSAC as Admission Regulations, announcements, news, examination results, and etc. The SSAC attaches a special importance to provision of assisstance to young people preparing for admission examinations. The list of materials published in various regular and special issues of the journal in this direction are as follows: · Programs of admission examinations for diffrent subjects; · Tools and expert comments related to preparation for admission examinations; · Methodological instructions and reccomendations; · Sample tests; · Tools for assessment of pupils’ knowledge (electronic and paper versions); · Programs of specific skill examinations and methodological instructions; · Advices of psychologist. Every year a special issue of the “Abiturient” is dedicated to the admission to specialties demanding specific skills. Here are included regulations for administering specific skill examinations, content of these examinations, program requirements, assessment criterias, recommendations and etc. The journal uses its information and education capacity to assist young people in selection of specialty and professional directions. The materials provided with this purpose are · Information on pass scores set for admission to various specialties of higher schools; · Electronic and paper versions of materials presenting information about public and private higher schools in the country; · Comments on nature of higher education specialties and demand for them; · Information on education opportunities abroad and materials about experiences of leading scientific and educational centers of the world in preparation of specialists in various areas. The better the applicants aware of technology of examinations, regulations and rights and obligations of themselves, the more free and comfortable they feel in the examination process, avoid mental stress, technical mistakes and loss of time, and thus optimally demonstrate their knowledge and skills. Taking into consideration the above-mentioned factors, the SSAC publishes the “applicant’s guide” providing clear explaination of rules of behaviour during examination campaign. The SSAC, based on the results of admission examinations, holds scientific and statistical analysis of the status of general education in the country, and makes these materials available for the society. At the same time, such specialized analytical materials like “Gender aspects of the admission examinations” and “Statistics on oil-related specialties” are published as parts of the overal material. Brochures reflecting indicators of alumni of each district are also published and sent to appropriate educational departments. The editorial staff of the journal closely watches and covers the events, important news, international relations and other important activities taken place as a part of current functioning of the SSAC. The summary of annual activities of the SSAC is published and presented to the society under the title “chronology of facts” at the end of each year. Document type: Congress Presentation ISBN:	View
Lawal, Yusuf Asein, Judith E Barr	Admission Into Tertiary Institutions In Nigeria	View
Kondo, Amiri Rutayuga, Adolf B. Maggila, Joffer M.	Admission Of Students Into Higher Learning Programmes Offered By Tertiary Non-University Institutions In Tanzania Abstract: The National Council for Technical Education (NACTE) was established to regulate and coordinate all matters pertaining to education and training for tertiary non-university institutions in Tanzania. One of the functions of the Council is “to assist tertiary non-university institutions in Tanzania, in the overall development of the quality of education they provide and to promote and maintain approved academic standards”. In order to realize this objective, NACTE coordinates admission of students into various programmes of study offered by public and private tertiary non-university institutions in order to ensure that all ed applicants have the requisite authentic entry qualifications for courses applied for. The role of NACTE in this endeavour is to examine and verify entry qualifications for all applicants ed by private tertiary non-university institutions and allocate students with multiple ions into one programme and one institution only. This paper presents NACTE procedures and guidelines on students’ ion and admission into higher learning programmes offered by tertiary non-university institutions in Tanzania. Document type: Congress Presentation ISBN:	View
Aliyev, Natig	ADMISSION TO MASTER DEGREE OF UNIVERSITIES OF THE AZERBAIJAN REPUBLIC Abstract: In April 2005 by the Decree of President of the Republic of Azerbaijan, the State Students Admission Commission (SSAC) was charged responsible for organizing and conducting the entrance examinations to the master degree of universities.SSAC began to establish new model of national examination in compliance with international standards. In 2005 SSAC applied two-stage model of entrance examination to master degree. At first stage all specialties were subdivided into 15 groups. In all groups there was a general block composed of 50 questions on mathematics and logical thinking and 20 questions on a foreign language. At second stage bachelors wrote an essay on specialty as required by universities. In 2006 SSAC applied one-stage model of entrance examination to master degree, all specialties and directions were collected in 168 groups. 50 questions on mathematics and logical thinking, 30 questions on specialties and 20 questions on a foreign language were introduced to applicants. In 2007 SSAC developed one-stage model of entrance examination to master degree. All specialties and directions were collected in 79 groups, Applicants to master specialties of journalism and languages except Azerbaijanian, Russian and English will write an essay. We plan to pass to international standards on all specialties soon. Document type: Congress Presentation ISBN:	View
Umezulike, Nneka Dr Afemikhe, O.A. Prof.	Alternative Assessment and Women Education in Nigeria Abstract: Women in Nigerian society are in most cases not seen to have been well treated. This in most cases has been attributed to cultural factors which saw the place of the woman as the kitchen. The situation is fast changing though and in some states within Nigeria there is a preponderance of women in schools. In many States women education centers have been established to open up educational opportunities for women folk. Very often, the emphasis has been on vocational education specialties which in most cases are mainly amenable to alternative assessment if the psychomotor outcomes they emphasis are to be realized. This paper examines the women education programs as presently implemented in two states in Nigeria. A sample of fifty two trainers was used as source of data collection. A questionnaire which explores the assessment processes utilized was constructed. Supervisors of two of the centers were interviewed. The data was analyzed using an interpretative norm and thick descriptions. Alternative assessment procedures used often were identified. Based on the results it was recommended that teachers in these center should be assisted to put into practice the use of some authentic assessment techniques. Document type: Congress Presentation ISBN:	View
Onjewu, Martha A Dr	AN ASSESSMENT OF NIGERIA’S GOALS ON TECHNICAL EDUCATION THE JOURNEY SO FAR AND THE WAY FORWARD Abstract: Nigeria is presently concerned with developing educational policies that will transform her status from a developing to a developed economy. The acquisition of technical education is possible from secondary to tertiary levels of the country’s 6-3-3-4 education system. At tertiary levels, Universities, Polytechnics and Monotechnics have been in place for the intended technical growth. However, at the end of 2006, the Nigerian Federal Government announced the conversion of all Polytechnics to Universities. Following this development, this paper explains the goals of technical education in Nigeria as well as strategies for the implementation of these goals and its constraints. This paper welcomes the development of the conversion of the Nation’s Polytechnics to Universities but cautions that the change may not be smooth because, naturally, some of the people affected may resist it and therefore, some recommendations are proffered that would aid a smooth conversion of Polytechnics to Universities. Document type: Congress Presentation ISBN:	View
Suto, W. M. Irenka Nádas, Rita	An exploration of self-confidence and insight into marking accuracy among GCSE maths and physics markers Abstract: Cambridge Assessment is conducting a series of studies exploring markers’ cognitive thought processes in order to improve the quality of its assessments. Our research investigates markers of differing expertise, and includes an exploration of markers’ insights into the quality of their own marking. Research into self-assessment has revealed that people often lack insight into their competence in performing cognitively demanding tasks, and suggests that practice and feedback enhance insight.This empirical study aimed: (i) to investigate how markers’ self-confidence changes during the course of the GCSE marking process; and (ii) to explore how much insight markers have into their quality of marking; (iii) to identify any differences in insight between experienced and inexperienced markers. Candidates’ responses from past UK GCSE maths and physics examination questions were marked by groups of experienced and inexperienced (graduate) markers. Questionnaires asked markers about their perceived accuracy on three occasions during the marking process. We found that marking accuracy varied among individual markers, and that groups showed differing patterns of insight, with some significant correlations between performance and insight. Generally, however, it appears likely that markers’ own perspectives are poor indicators of their accuracy. Document type: Congress Presentation ISBN:	View
Ahmad, Shanusi	An Investigation Of Teachers’ Readiness Towards School Based Assessment Scheme In Selected Malaysian Teacher Training Institutes Abstract: This is a presentation of my research proposal entitle “An Investigation Of Teachers’ Readiness Towards School Based Assessment Scheme In Selected Malaysian Teacher Training Institutes”. A new assessment system for schools will be implemented by 2010 to give way for the change of the Malaysian education system from centralized examination, to a combination of centralized examination and school-based assessment. Therefore, The Teacher Education Division (TED) of the Ministry of Educations (MOE) formulates policies and guidelines pertaining to teacher training in Teacher Training Institutes in Malaysia. Opportunities for contextualized learning beyond observation and practicum experiences are important to support pre-service learning (Baker, 2000).This study will focus on an exploration of Teachers’ readiness for School Based Assessment (SBA). The proper research questions and the research objectives have been develop to get the accurate findings. The study will comprise certain amount of teacher that will be observed in the classroom. At lease different practical selected teacher will be observed. .This study addresses quite extensively the research problem of how SBA can be successfully implemented by all teachers in teachers training institutes for teacher training. A study will conduct at Teacher Training Institute, Batu Pahat, Johor , Malaysia to investigate the teachers’ readiness, as experienced by students (teacher training). The methodology utilized in this study is largely qualitative in nature, involving focus groups and semi-structured interviews. For triangulation purposes, questionnaire surveys are employed to collect some quantitative data to support the qualitative findings. For this research, a brief content analysis using the scissor-andsort technique will utilize. Document type: Congress Presentation ISBN:	View
Robbins, Jonathan H Dr	Applications of process control for the maintenance of standards and the quality assurance of results in a connoisseurship model of assessment Abstract: Classical methods of estimating reliability based on correlations are not appropriate for a connoisseurship model of assessment. Difficulties arise because of the complexity of the judgements that have to be made, the extent to which inferences are drawn and the assumptions on which these are based. In a connoisseurship model of assessment the meaning of reliability depends on a complex and often unpredictable mix of context, performance variables, the quality of assessor decisions and external factors. These issues are discussed and a rationale for redefining reliability as the stability of judgements is provided; the basis for this is described in relation to work in the fields of assessments of performance by airline cockpit crews and forms of statistical process control in precision engineering. Applications of the concept of stability of judgements in assessments of performance are considered and illustrated with examples using software developed for use by awarding bodies. Issues relating to quality assurance, the maintenance of standards and forms of reporting are considered and some conclusions drawn about applications, outcomes, and future developments. Document type: Congress Presentation ISBN:	View
Afemikhe, O.A. Prof.	ASSESSMENT AND EDUCATIONAL STANDARD IMPROVEMENT: REFLECTIONS FROM NIGERIA Abstract: Educational standard has many dimensions and therefore pontificating on its falling can be misleading. This paper distinguishes between quality and standard and examines some perspectives in which standards have been conceptualized in the literature: standards of curriculum, teaching, teacher and student achievement, management, accreditation, among others. The standard enhancement approaches such as moderation, self assessment, equating to mention a few are presented. The author thereafter examines the extent some of these approaches have been applied in the Nigerian educational system and how assessment has failed to achieve its goals because of societal peculiarities occasioned by corruption in all facets of society. The author draws examples from their background to illustrate how standard has over the years been eroded in many areas of education. They consider how the Post University Matriculation Examination in Nigeria, a reform resisted by many, is opening a window of opportunity to enhance quality teaching and learning within the university system. In addition the introduction of students’ evaluation of staff, though not novel, has helped to further shove up educational standard in one of Nigerian universities. The thesis that emerges from this paper is that proper assessment can willy nilly enhance standards of education. Document type: Congress Presentation ISBN:	View
Karimov, Firdovsi	Assessment in Admission of Civil Service Abstract: On the 18th October 1991 the Republic of Azerbaijan achieving state independence confidently entered into the international relations. The republic keeps on reforming in the direction of the national state building meeting modern worldwide public administration systems. One of the most significant steps in this direction was adoption of the Law of the Republic of Azerbaijan “On civil service” (21st July 2000). Adoption of this law has laid the foundation of the single state policy building in the civil service area in the Republic of Azerbaijan. Standard legal acts enforcement adopted in the civil service area, selection and placement of the civil service HR on the competitive basis, professional development, attestation and social protection of the civil service servants, as well as ensuring of performance of the policy provided for by the legislation of the Republic of Azerbaijan are the major targets. A special Commission prepares drafts of the standard legal acts required for the performance regulation of the civil service and HR area, coordinates performance of the state bodies in training, re-training and professional development of civil servants. Document type: Congress Presentation ISBN:	View
Onjewu, Martha A Dr	ASSURING FAIRNESS IN THE CONTINUOUS ASSESSMENT COMPONENT OF SCHOOL BASED ASSESSMENT PRACTICE IN NIGERIA Abstract: School based assessment (SBA) is mostly used for the upgrading of students between levels and final certification at the completion of a course of study in Nigeria. The continuous assessment (C A) is a component of every semester examination of students and the accumulation of students’ semester examination results make up the grade of their certificate. The C A component takes 30 or 40% of every examination score depending on the specification of institutions. Considering that 40% is accepted as pass mark on semester examinations of all institutions, the 30 or 40% allocated to CA alone is significant. Currently C A does not attract the kind of attention accorded to examinations even though globally, attention is being paid on how to ensure equity and fairness in assessment and governments as well as schools have evolved mechanisms to curb examination malpractices. However, without the same attention on C A, the possibility of stakeholders to transfer their malpractice tendencies to C A and get away with it may not be ruled out. This paper therefore aims to highlight on C A and the lapses in existing C A practices with a view for improvement so that the scores emanating from C A would be authentic and the actual reflection of students’ achievement. Document type: Congress Presentation ISBN:	View
Atamov, F. Karimova, Kh.	Automated Information System “ABITURIYENT”. Designed solution of problems of maintenance of examination security Abstract: Since 1992, admission to higher and secondary specialized educational institutions in Azerbaijan is conducted by the State Students Admission Commission (SSAC) in centralized order on the basis of test examinations. One of the main issues during testing is the security of examination. Our long-term experience shows that some problems of security are likely to be solved before examinations on system level by application of special algorithms and procedures. They are directed to ensure the main aim of examination projection, which includes creation of such convenient and comfortable conditions for all participants of the examination, in which they can fully demonstrate their knowledge. One of the tasks solved on system level is the problem of seating of test takers in examination halls. It should be stated that a number of countries do not face such a problem. However analysis shows that this matter is not as easy as it seems and requires due attention. On the basis of our practice some factors which negatively influence the ecology of test takers were determined and they are real risk factors. Model of the task was formulated and the algorithm of its solution was processed and realized. The solution of this task prevents conditions which form risk of violation of security. However the necessity of correct organization of control of examination regulations always remains. Despite the launched efforts on minimization of risk factors, some risk of violation of exam regulations still remains. We have processed and realized algorithms and procedures to seat people, implementing controlling and administrative functions in examination buildings and rooms.One of the main factors of security of examination is revelation of facts of copying which have taken place in examination halls and determination of the invigilators who permitted this. Our practice shows that application of developed algorithms and procedures improve testing environment and allow maintaining the security of test examination. Document type: Congress Presentation ISBN:	View
Mustafayev, Tural	Automated Item Banking and Test Development Model used at the SSAC Abstract: The approach to design of an automated item banking and test development system can be envisioned as an integration of three phases: development of an item bank, retrieval of items from the item bank for construction of tests with prespecified characteristics and publication of test booklets. In order to provide these three phases SSAC has developed the in-house Automated Item Banking and Test Development system. This system consists of two parts. The main part of the system is the item bank consisting of items stored in computer storage as MS Word files. The second part of the system is a software suite for retrieval of items from the bank for construction of tests with prespecified characteristics, and assembling and formatting test booklets. In this paper Automated Item Banking and Test Development Model used at SSAC is described and its functioning is presented. Document type: Congress Presentation ISBN:	View
Shelaginov, Oleg	Computer-aided paper-based tests construction process Abstract: In the paper is described the experience of the State Students Admission Commission (SSAC) in automation of process of constructing paper-based tests through combination of separate test items. Developed by the SSAC computer-aided system has been functioning since 1996 and used for preparation of measure materials for different exams, conducted by the SSAC, including university admission exams. Basis for the created system is Test Items Bank (TIB), where each test item is presented with the set of characteristics, such as language of test item (Azeri or Russian), subject (native language, literature, math and etc.), section of subject, difficulty, cognitive category (terminology, factology, calculation, explanation, generalization, prediction, suggested action), authors, experts, statistics and information about using. The goal of the computer-aided system is determination of set of test items meeting test content requirements. The content requirements are developed by subject seminars functioning under the SSAC and based on purpose and structure of test, and predicted ability level of target group. Exam content requirements are formalized and presented as data in internal requirements definition language. The definition language allows defining test structure, modifying structure of TIB, and describing set of limits on content by key characteristics of test items (subject section, difficulty and relevance category). In result of functioning of specifications generation unit is formed request for random selection of test items with indicated key characteristics, in accordance with which the test selection and assembly unit generate necessary number of variants of test. The described system allows decreasing time of test construction process, reducing significance level of “human factor” in selection process, providing transparency of technological process and minimizing the risk of error appearances. Document type: Congress Presentation ISBN:	View
Siok Leng, Ng CHEONG, Yin Yuen TOH, Poh Guan	CONDUCTING ORAL EXAMINATIONS OVER THE INTERNET Abstract: Oral examinations are usually conducted face-to-face between examiners and candidates. This works well for a small country like Singapore where almost all examiners and candidates do not have to travel more than half an hour from their home to the examination centres. However, for international examinations offered by the Singapore Examinations and Assessment Board (SEAB)1 , having examiners travel to overseas examination centres is not only costly, but poses logistical challenges. To overcome these difficulties, SEAB is conducting a pilot project to explore an alternative approach to conduct the oral examinations using internet technology. This paper reports on the findings of this pilot project and shares some good practices and challenges. Document type: Congress Presentation ISBN:	View
Uzoigwe, Godwin	Corruption in education and assessment system:The waec experience Abstract: Corruption and fraudulent practices in education and assessment have been in the front burner of academic discourse in Nigeria in recent times. Collaborative research efforts in Nigeria show a less than satisfactory learning environment, inadequate infrastructure, poorly equipped libraries and laboratories, disinterested teachers and students, degraded societal values, cultism and other related vices have combined to sustain the malaise. Little wonder that they manifest largely in the various forms of examination malpractice which the Federal Government of Nigeria is sparing no effort to tackle. This paper identifies the various aspects of the system that are prone to corruption and fraudulent practices and highlights the various forms of examination malpractice perpetrated by candidates, schools, parents, communities, examination officials and even law enforcement agents. The paper considers the trends in examination malpractice, highlights the efforts of the West African Examinations Council, governments (federal and state) and other stakeholders in the fight against examination fraud in Nigeria and concludes that these efforts are helping to sanitize the system and restore confidence in the validity of the examinations and the integrity of the resultant certificates. Document type: Congress Presentation ISBN:	View
Kiseleva, V. Navodnov, V. Maslennikov, A. Sharafutdinova, L.	DEPELOPMENT OF EDUCATIONAL MEASURING TESTS FOR INTERNETEXAM IN HIGHER EDUCATION OF RUSSIAN FEDERATION Abstract: The testing for assessment of students learning outcomes in Russia carried out by means of various tests and in different periods of the academic year do not allow to adequately compare the results either with other HEIs or with the requirements of State Educational Standards (SES). The article looks at possible approaches to solving the problems in the framework of the Internet-exam conducted by the National Accreditation Agency of the Russian Federation. The use of tests from the uniform federal database and implementation of the uniform technology for analysis of results provides for openness and transparency of evaluation procedures. The involvement of HEIs’ academic community in the process of elaboration, up-dating and wide discussion of testing materials is an important aspect of this initiative. It corresponds to the requirement of independency of evaluation procedures both from education authorities and HEIs. Document type: Congress Presentation ISBN:	View
Crisp, Victoria	Do assessors pay attention to appropriate features of student work when making assessment judgements? Abstract: It is via the judgements of appropriate experts that assessment decisions are made yet the actual thought processes involved during marking or grading are under-researched. This paper will draw on a study of the cognitive and socially-influenced processes involved in marking and grading A level geography examinations and pilot research into the marking of GCSE coursework by teachers. These data will be used to investigate whether assessors pay attention to appropriate features of student work. Verbal protocols of assessors’ thinking aloud whilst marking and grading work were collected and measures of marker agreement were obtained. The protocols were analysed in detail using appropriate coding schemes. From the behaviours identified, a tentative model of the marking process was developed, within which features of student work affecting judgements and social and personal reactions were identified. Whilst many features that appeared to influence evaluations were clearly focussed on the criteria intended for evaluation, some were not and could have influenced evaluations. Reactions to language use or legibility (when not assessing communication), personal or emotional responses and social responses sometimes occurred before marking decisions. The paper will discuss whether such responses could explain variations in marks from different examiners. This paper draws on research data reported elsewhere and work still in progress and expands on some of the analyses previously conducted. The papers listed below report on different aspects of the data analysis linked to research involving A level geography examination marking. Document type: Congress Presentation ISBN:	View
Whetton, Chris Sainsbury, Marian	E-assessment for improving learning Abstract: In the United Kingdom, recent emphases in teaching have the requirement that each child has a personalised curriculum, planned in the light of comprehensive, continuous assessment evidence. This approach is central to the aspiration that every child should make good progress. E-assessment has the potential to collate and analyse large amounts of data very quickly. This paper will describe an NFER project to investigate the collection, analysis and presentation of e-assessment data for formative purposes. The project developed a number of closely linked to the national curriculum in England. These were trialled in primary schools. In addition to scoring data, the software collected information on timing and test-taking strategies. A small number of attitudinal questions were also included. Using latent class analysis, a number of 'student profiles' were identified based on item scores, distractor choices, timings and attitude questions. These ‘profiles’ are descriptions of groups of students, categorising their attainments, misconceptions and attitudes. The rich information in these profiles was used to devise focused curriculum guidance, thus meeting a formative rather than summative purpose. The presentation will include examples of the e-assessments, an overview of the analysis and examples of profiles and resultant curriculum indicators. Document type: Congress Presentation ISBN:	View
Onjewu, Martha A Dr	EQUITY AND FAIRNESS IN THE ASSESSMENT OF NIGERIAN POLYTECHNIC STUDENTS’ PERFORMANCE IN ENGLISH: THE FACTORS OF INFLUENCE Abstract: The medium of instruction at most levels of education and the lingua franca of Nigeria remains the English language as stipulated in the National Policy on Education (NPE). Therefore, the acquisition of English language by Polytechnic graduates for communicative functions and for studying various disciplines has become imperative and so, to ensure its mastery, the ‘Use of English’ (UOE) course has been put in place and is taught to students at most levels of the Polytechnic education regardless of their disciplines. As laudable as this practice may seem, this paper posits that it is being affected by factors like differences in students’ English language background, differences in the provision of learning tasks, infrastructure, personnel, admission policy into the Polytechnics, time constraint and teacher incompetence all of which confirm that the issue of equity and fairness in the assessment of Nigerian students’ performance in English is lacking. Such a situation according to this paper is definitely unacceptable. Hence, suggestions like the adoption of a new approach to the teaching of the UOE in Nigerian Polytechnics, teacher training among others have been proffered to enhance a better acquisition of the UOE and have more equity and fairness in the assessment of Nigerian Polytechnic students’ performance in English language. Document type: Congress Presentation ISBN:	View
Bayramli, Naghi	EVALUATING THE QUALITY ASSESSMENT Abstract: Assessment is an integral part of an education process. It is an opportunity to get a true account on effectiveness of learning and teaching. Hence, one of the most important tasks of the teaching staff, trainers in educational institutions should be formation of the criteria and, methodologies of quality assessment, which favorably contributes to the process of learning. The criteria of the quality assessment are based on the fact of how efficiently it helps both the teaching staff and learners to get the most of the education process. Quality assessment criteria should be clear, free of bias and understood by teachers and learners. The teaching staff needs to understand that the objective of a quality assessment is not only to assess the knowledge of the learners but also to lead to an improvement of learning. Continuous development and evaluation of efficient techniques of assessment is essential for the achievement of this purpose and it should be a permanent concern of teachers. Document type: Congress Presentation ISBN:	View
Mammadli, Nigar Huseynova, Elmira Ph.D.	Examination on eduction of talent and special abilities Abstract: Testing method of examination, practiced in Azerbaijan since 1992 is improving from year to year and this makes important contribution to efficiency of education system. Considering wide range in choice of professions for students including specializations for people with talent and special abilities there is a need for additional choice tool during examination process for such directions as art, music, architecture and design, theatre, cinematography and choreographic art, sport and etc. That is main reason why examinations for specialties of those directions include additional examination for finding out talent and special abilities. The report presents generalized methodology of national assessment of specific creative abilities and talent of applicants on different directions on the basis of the analyses of long –term experience of conducting examinations on revelation of specific creative abilities and talent. The report reviews the role and importance of scientificmethodological workshops in the organization, development and conducting of these examinations, defining of criteria for evaluation and contents of the exams. The report also presents recommendations for further improvement of conducting exams on revelation of creative abilities on different directions taking national characteristics into consideration. The presented material includes tables, illustrations and list of references as well. Document type: Congress Presentation ISBN:	View
Navodnov, V. Maslennikov, A.	FEDERAL INTERNET-EXAM IN THE SPHERE OF HIGHER EDUCATION IN THE RUSSIAN FEDERATION Abstract: New tendencies in the development of higher education in modern society put  particular focus on the issues of quality evaluation of graduates’ training. The National Accreditation Agency developed a brand new technology of testing produced via Internet “Federal Internet-exam in the sphere of higher education”. The primary aim of the Internet-exam is the implementation of mass testing technology which provides for diagnosis of students’ basic level of training and its compliance with the requirements of State Educational Standards (SES). The Internet-exam plays a considerable role in the integration of the Bologna principles as one of the main requirements for the institutional quality assurance is the demonstration of quality of students’ training not only to the educational authorities but to the academic community, parents and employers. The Internetexam is an effective mechanism which promotes openness and transparency of evaluation procedures and contributes to the creation of quality assurance systems within HEIs related to external independent review. In our opinion this technology has an international perspective. Cooperation may be stimulated both in terms of mutual formulation of tasks on common sections of educational standards and in organizing testing among students aimed at revealing coordinated quality assessment criteria of specialists’ training. The article also covers the case studies on participation of HEIs from the states of Commonwealth in the Internet-exam. Document type: Congress Presentation ISBN:	View
Robbins, Jonathan H Dr O’Hagan, Paddy	Fit for purpose or simply flabby? The need for alternative forms of assessment for enterprise education in England Abstract: This paper is written from the context of publicly funded qualifications, exploring the impact that this has on assessment and practice. The phrase ‘assessment must be fit for purpose’ frequently appears in relation to national standards, the award of qualifications and requirements for reliability. The nature and meaning of the purposes of assessment are not always clear to users and in any case are constantly evolving in line with changing expectations and needs. Particular difficulties exist in relation to locally generated forms of enterprise education where recognition of achievement and the encouragement of enterprise can be difficult to reconcile with a requirement for compliance with national standards and systems. This paper describes current developments in enterprise education and its assessment for nationally recognised awards in England and considers questions of authenticity, reliability, and purpose. The functions of assessment in enterprise education are discussed and applications of connoisseurship and performance mastery in enabling local initiatives to meet national standards considered and reported on. Document type: Congress Presentation ISBN:	View
Badalov, Tariyel Dr. Akbarli, Mahabbat Ahmadov, Fuad	GENDER ASPECTS OF THE RESULTS OF THE ADMISSION EXAMINATIONS Abstract: The presented material represents the common and different aspects in specialty preferences of male and female university applicants, the comparison of distribution histograms of their scores as well as their answers to test items and comparative analysis of the indicators of admission to higher schools. The number ratio of the male and female applicants representing different regions of the republic is diverse and this index varies in a wide range. The relative number of the girls among the applicants from the southern regions of the republic comprise only 9 – 32 percent but the relative number of the girls from northern regions is 59 – 66 percent. The specialty preference of the average male applicant is mostly for mathematics, physics and engineering specialties but specialty the preference of the average female applicant is mainly for the humanities. The applicants with lower scores outnumber the ones with higher scores both among male and female applicants. The examination indicators of the average female applicants for the great majority of the regions are higher than those of the average male applicants. At the same time, analyses show that male applicants prevail among those who gained highest scores and were admitted to higher education schools. Document type: Congress Presentation ISBN:	View
Drazek, Janina Jones, Yvana	How a centrally managed focus on aligning curriculum, assessment and reporting can exert positive influences on teacher practice Abstract: The Queensland Curriculum Assessment and Reporting (QCAR) Framework project is designed to align curriculum with assessment for student learning and the way student learning is reported. The objective is to improve the quality of learning for students in Queensland, Australia by supporting the development of teachers’ assessment capabilities. Assessment within the QCAR Framework represents an interrelationship between principles of coherent high-quality assessment systems that are instantiated through centrally-devised common assessment tasks, and the everyday practice of teachers. Pivotal to influencing everyday practice is the online Assessment Bank that provides teachers with a repository of high-quality, current and exemplary assessment items and resources. The common assessment tasks challenge the learner to demonstrate their knowledge and understanding in meaningful contexts, and provide teachers with rich information about student learning. Assessment within the QCAR Framework values the professional judgment of teachers and demonstrates how assessment that measures not just what students know but how students work with knowing, assists teachers in improving learning. Document type: Congress Presentation ISBN:	View
Kerimli, Nizami A. Rasulov, Tofik M.	Improvement of mathematical tests for admission examination and its influence on an estimation Abstract: The choice of the test tasks on admission examinations pursues two relative purposes: 1. Certification of graduates of high schools. 2. A choice of entrants for the higher schools of a first stage (extents of the bachelor). So test tasks on the mathematics help to reveal a knowledge grade and skills of high schools graduates which is necessary for their further learning in higher educational institutions and becoming competent specialists in the field. Therefore in the report the big attention is given three reference directions: 1. The analysis of the basic requirements for mathematical items. 2. The method of opening-up of the tests that could show skills of entrants. 3. The statistical analysis of influencing of updated tests on students achievement (based on achievement of first-year students of the Azerbaijan State Oil Academy for last 5 years). Document type: Congress Presentation ISBN:	View
Mayotte, Seth	INTERACTIVE SCENARIO-BASED ASSESSMENT SYSTEM (ISBAS): PILOT STUDY Abstract: We have moved beyond a time when simple multiple choice exams are sophisticated enough to assess the complex knowledge we expect of students in today's world. At the same time, we have moved beyond the scale at which individualized assessments, like oral, essay, or performance exams, are efficient enough to be utilized. We must develop an efficient, objective assessment method which is complex and robust enough to assess knowledge and skills necessary to succeed in our modern world. This design proposal for an interactive scenario-based assessment system (ISBAS) aims to address these concerns. The system is designed to allow students to troubleshoot complex scenarios, ask diagnostic questions, and make diagnoses all through an interactive web-based interface. Students receive feedback each step of the way, aiding them in navigating through a decision tree to solve the problem at hand. The choices that the student makes are automatically scored based on predetermined, objective values used to assign a grade or proficiency level. This proposed system is efficient, flexible, objective, and able to encompass the complexities of complex knowledge and skills. A functioning demonstration of the proposed system will be presented along with usability and preliminary pilot testing results. Document type: Congress Presentation ISBN:	View
Barth, Juliane Neuschmidt, Oliver Dr.	International Data Base (IDB) Analyzer Demonstration Abstract: The International Association for the Evaluation of Educational Achievement (IEA) has developed an SPSS plug-in known as the International Data Base (IDB) Analyzer that enables the correct analysis of IEA Survey data. The program is targeted for applied substantive researchers who wish to answer research questions employing data from IEA international assessments such as TIMSS, PIRLS. In this two hour session we will introduce, and demonstrate the two main modules of the IDB analyzer. The first module can be used to merge TIMSS and PIRLS student, teacher and school level data files from various countries and prepare them for analysis. The second module allows for various analyses. It can be used to calculate appropriate standard errors, means of background variables and student achievement scores as well as to calculate regressions on both types of variables. The IDB analyzer is important to researchers because the algorithms implemented in SPSS by default will lead to wrong estimates of the standard errors. The analyzer, therefore, is a user friendly tool for researchers interested in secondary analysis of IEA data. Document type: Congress Presentation ISBN:	View
Hudson, Graham Donahue, Barbara H.	Is electronic marking just about efficiency? Abstract: The presentation will explain some of the underpinning assessment principles of the electronic marking processes and relate these to quality criteria. The theme of the paper will concern the use of electronic capture and marking of candidates' answers to examination scripts to improve marking reliability. The answer-types discussed will be mainly short answer and short paragraph, with some extended answers. Little research has been carried out on the reliability of marking in this context and the presentation will be led by specially commissioned research evidence gained from data derived from examinations marked using scanning and imaging of answers. Data derived from measuring markers' marking against a population of items of known mark value will be examined to establish what benefits can be gained in marking reliability. Analysis of data carried out would be presented, based on comprehensive datasets accumulated in the process of real-life electronic marking. The analysis would look at areas such as between-marker and between-script variance, and any variations in these due to item type, for example. Areas of future development will also be presented. Document type: Congress Presentation ISBN:	View
Miller, Kari	Moderation as a Quality Management Tool Abstract: The process of evaluating the quality of assessments carried out in both educational institutions and in the workplace raises challenges for any National Qualifications system. In New Zealand we have developed a moderation system that ensures this process is carried out on an annual basis. The process of quality management as a tool is well know in industry circles. One of the challenges the New Zealand qualifications system has had to face is how to integrate quality management processes used in industry into workplace training, especially on a national basis. In my presentation I will cover the reasons why this type of system was introduced, an overview of how the system works, its advantages and disadvantages, and the lessons we have learnt from its implementation. Document type: Congress Presentation ISBN:	View
Kyalo, Francis Wasanga, Paul M.	National Assessment Initiatives in Kenya and their Impact on Quality of Education Abstract: The paper reviews national assessment studies being carried out in Kenya. These include a baseline survey on learning achievement; Monitoring learning achievement in lower primary (MALP); Development of English literacy norms (ELN) for primary schools in Kenya; Southern African consortium for monitoring education quality (SACMEQ) research. The recommendations of these studies are briefly analyzed in the paper as a way of sharing experience in national assessment. To show the achievements made in national assessment, an attempt is made to explain how the results of these studies have been used to influence policy formulation in education and design of interventions as well as the impact of such interventions. Document type: Congress Presentation ISBN:	View
Munro, Lillian Wharton, Liz	National Monitoring System in Scotland: making the most of an opportunity Abstract: This paper is intended to provide the background to the national monitoring system in Scotland. The seminar presentation will explore how the Scottish Survey of Achievement (SSA) has been received by the different partners, in particular teachers and schools, and what the potential benefits are to the education system, beyond simply reporting attainment. Document type: Congress Presentation ISBN:	View
Eybatov, T.M.	National system of testing, experience and achievements. Role of an estimation of knowledge in increase of a level of preparation of teachers.(Biology) Abstract: Testing for admission examinations in HIGH SCHOOLS in Azerbaijan was begun since 1992. Per 1992-1994 in system of test tasks for IV group (medicine, biology, an agriculture and chemistry) the share of questions in biology made 15 of 120. In the further the number of questions has been increased up to 30, at factor (3). The first years the great bulk of questions concerned to factology, and only a little bit to settlement test tasks. The most unsuccessful system of drawing up of test tasks in biology has appeared 1993. Complication of test tasks by authors has been understood in their own way: that year it was thought up erroneous (first of all from the point of view of psychology) system of questions when one test task included simultaneously from 3до 5 independent questions demanding very long and vast answers. As a result such test tasks included more than 30 lines with answers. The entrant, reading the third answer, (forgot) did not remember, about what there was a speech in the first answer. And it in spite of the fact that has been proved by psychologists: the person starts to forget about that is written in the first line, starting to read the thirteenth line. In 1994 we managed to get rid of such practice of drawing up of test tasks. Since 1995, the basic attention began to be given questions on logic both to extensive and deep generalizations within the limits of the school program. In the further the preference has been rendered to settlement tests (up to 10 questions), to tests for generalization (up to 15 questions), an explanation, the forecast and offered activity. The share of factology has been reduced up to 5 questions. Terminological test tasks stably have been presented only by one test task. In the further factors of answers in biology (2) and in connection with introduction of the additional block on the mathematician(mathematics) in IV group have been changed, the number of settlement test tasks has been reduced up to 6. In previous years the basic attention was given interdark and intersubject communications(connections) as profile preparation of entrants was usually limited only by 4 subjects, and on other school subjects they did not turn attention: therefore the preference was given questions on adjacent branches of science – biogeography, Biophysics, Biochemistry, Biology-history, Psychology, etc. last years the share of prognosis test tasks and the tasks connected with an explanation has sharply increased. After a trip to the USA (Princeton) in February, 2006 and acquaintances to an operational experience of American test commissions ETS and SАТ the share of factology in test tasks again has been changed and now at examinations on factology test tasks cannot be more than 4 (from 0 up to 4) and in the subsequent with a writing(spelling) of new textbooks is planned to reduce their quantity(amount) to zero. The basic merit of national testing is connected with leaving(care) from зазубривания huge badly systematized become outdated(out-of-date) and sometimes scientifically-is wrong systematized material. Теsting has a specific goal and it is directed on examination, skills and abilities of entrants. Preparation of the pedagogical staff includes two levels: preparation of the pedagogical staff for scientific testing and preparation of school teachers on corresponding branches of knowledge. Preparation of the pedagogical staff for drawing up of test tasks: is one of the major components of the organization of scientific objective testing as before to learn to define a level of knowledge of entrants or schoolboys, it is necessary that first of all authors of test tasks possessed a sufficient level of regular knowledge on corresponding area of biology: were able precisely and laconically, in clear language for entrants to formulate questions of test tasks. Thus they should consider for each task its purpose, problems, as what skills of the entrant this test task come to light. Unfortunately it is a very difficult process demanding long preparation, wide experience and good knowledge at once two languages on which test tasks (Azerbaijan and Russian) are made. To solve this problem we have developed training seminars on drawing up of test tasks and scientifically-methodical seminars on which scientific aspects of testing and a problem of didactics are discussed. The special attention after the lead trainings in the USA (February, 2006) is given now to correct selection of distracts. That a sin to conceal, earlier in most cases composers of test tasks gave the basic attention to drawing up of a question and a right answer, as if to wrong answers (distracts) that on them especially attention did not turn, and sometimes the most part of distracts carried any, not thought over, formal and sometimes absurd character. Besides we make specialized advice (councils): chemical groups, physical groups, separately biological divisions: botany, zoology, anatomy, the general biology. The special attention now is given philological examination and problems of an ambiguity when one question can have absolutely other sense and an orientation. Paramount task of an education system rise of a level of knowledge and a level of teaching of biology in high school in a view of sharp strengthening propagation of pseudo-religious sense. If still transfers connected with Moslem doctrine: an Islam and the Koran try to find things in common of a science and religion it you will not tell about transfers and publications of other faiths which try to challenge primitive propaganda achievements of a biological science. Document type: Congress Presentation ISBN:	View
Robbins, Jonathan H Dr Emery, Carl	New demands, changing values: applications of connoisseurship to the assessment of personal qualities and attributes in diverse cultural and educational settings. Abstract: Education and employment are changing. New technologies and new working practices, globalisation, and changing markets mean that there is an increasing need for people who are adaptable, willing to learn, enterprising and who are capable of employing a range of transferable skills. Assessment of these and similar attributes requires alternative forms of assessment to those relying on specifications and the production of evidence or on more conventional types of examination. This paper describes the development and application of an approach employing connoisseurship and construct referencing for individual assessments and awards within the Personal, Employability, Achievement, and Reflection for Learning Programme (PEARL) developed with Manchester College of Arts & Technology, England. Amongst the attributes being assessed are willingness to learn, commitment, dependability, self motivation, team work, communication skills, co-operation, drive and self management. This alternative mode of assessment currently focuses on social mastery in diverse cultural and educational settings and is seen as having the capacity to recognise achievement and encourage involvement in learning, particularly amongst marginalised young people. The maintenance of standards and reliability in this alternative form of assessment is discussed and a case study presented, together with a report and evaluation on applications, outcomes, and future development. Document type: Congress Presentation ISBN:	View
Clausen-May, Tandi Dr.	Old Tests and New Curricula - Can old assessment structures measure achievement in the digital mathematics curriculum? Abstract: From the classroom teacher’s perspective, much of the impact that computers have on the teaching and learning of mathematics derives from the use of the graphics. These enable us to share dynamic mental images ‘that have been held static in the pages of textbooks for over 2000 years’*. Students’ understanding of all areas of mathematics can be greatly enhanced by the effective use of a growing range of mathematical software packages. But our focus, as test developers, is not on how mathematics is taught, but on what is taught. Do students who study mathematics in an ICT-rich environment actually learn something different from those who follow a totally print-based curriculum? If so, then how does assessment need to change to take account of and support this new digital curriculum? This paper will describe some of the outcomes of an ongoing study of the possible effects of a selection of primary and early secondary mathematics teaching software on the development of students’ mathematical concepts, and to identify some implications of this for assessment. Document type: Congress Presentation ISBN:	View
Isaxanli, Hamlet Professor, Dr.	On agencies for evaluating quality of education Abstract: Quality in education is a system of values. Quality is changing of the existing form, and permanence of the evolutionary effort. Quality is a process and therefore, the concept of quality enhancement is something more important than quality assurance or quality control. Who measures quality in higher education institutions and why? To encrease quality of education, close down, or corruption? Three candidates that is ready to undertake this responsibility. Accreditation in the West and in the East. Internal, Government and Externalindependent agencies. Quality as a process. Recommendations and decisions. Indicators of quality in education sector. Accreditation and corruption. Local, Regional, Pan- European and international agencies. Victims and winners of various types of quality controls. Attitudes of foreign governments on the quality of education in Azerbaijan. Networking for quality of education. The capacity-building, consultations on the education policy, awarding joint/double degrees, and twinning programs. A gap between general (secondary, high) and higher education. Khazar University’s role of the clearinghouse for reforms in the higher education system of Azerbaijan by offering a new substance and adopting a new form. Internal evaluation with active participation of students. the nourishing of relations with industries as an integral part of its development and its role to uphold the quality of its programs, faculty, support services and students. Document type: Congress Presentation ISBN:	View
Kazimzade, Elmina	Parental informal payments in school: monitoring study Abstract: Education represents an essential public good, particularly to developing economies. But persistent problems with transparency and accountability affect both the quality and equality of opportunities in education. For example, parents often may not know that the government has released funds for textbooks for their children, nor are they privy to understand how the creation of school budgets can hold public education officials accountable – or conversely, invite fiscal corruption. If parents do not become informed and involved in establishing, overseeing, and supporting their children’s schools, they are likely to be relegated to the periphery of decision making processes. Without a sense of ownership in either these processes or the institutions of education overall, parents are not likely to hold teachers and administrators accountable for the provision of an equitable, quality education. If communities do not know what to expect from schools (in terms of educational outcomes), if they are not informed of the legal mandates of education and are discouraged from involvement in the schooling process, they may not claim their children's right to education. Consequently, a general lack of transparency is likely to lead to a variety of corrupt practices in the education system – from the paying of informal (and in some cases, illegal) fees to the outright paying of bribes to school officials. Monitoring study of Parental Informal Payment to Education (PIPES) is joint CIE and Open Society Institute Education Policy initiative and is part of the CIE’s “Education Policy Forum Project” which aims at developing educational programs in preventing corruption, raising public awareness for teachers and local communities. Under the project, CIE made a situation analysis and needs assessment, developed general program framework and guidelines for anticorruption education, and elaborated strategic plans for anticorruption actions. This paper will present the results from the PIPES study in Azerbaijan and follow up from public discussion among education stakeholders and school communities. It will describe the influence of parental contributions to mainstream school functioning and reflect on public and expert views on how to address this problem in the future. Document type: Congress Presentation ISBN:	View
Whetton, Chris Kirkup, Catherine Schagen, Ian Wheater, Rebecca Morrison, Jo	Preliminary Stages of a Validity Study of the Use of an Aptitude Test in University Entrance Abstract: This is a report on the first stages of a research study to examine the validity of an aptitude test in higher education admissions in England. It describes and explores the relationships between scores on the SAT Reasoning TestTM and attainment measures (A levels and GCSEs) together with background characteristics of the student sample. The analysis initially focussed on overall attainment and broad background variables. Further analyses will be described which look at differences between students according to their A level subjects and examining their social, educational and economic background variables using more complex statistical modelling of the data. The primary aim of the study is to examine whether the addition of the SAT Reasoning TestTM, alongside A levels is better able to predict university participation and outcomes. The final report in 2010 will follow the data collection of degree outcomes. It will attempt to relate these to the SAT® scores and the A-level outcomes, adjusting as far as possible for the loss of those not selected for university places. Document type: Congress Presentation ISBN:	View
Zupanc, Darko MSc Bren, M.	Public Examination System as a Support for Teaching and Learning Improvement in Slovenia – Assessment for Learning Analytic Tool Abstract: Thirteen years ago Slovenia presented the so-called external Matura exam, which is a centrally administered school-leaving exam at the end of Upper Secondary Education (USE). It consists of five units: mother tongue, maths, foreign language and two optional subjects. The critics of this untraditional external Matura exam have stressed its negative influences on learning and the lack of qualitative information such assessment contributes to efficient teaching and learning in schools and classrooms within schools. In 2005 the National Examinations Centre started to develop a software tool called Assessment for Learning Analytic Tool (ALAT), where, using extensive multi-annual databases of students’ achievements in their final years of school and in the Matura exam, schools and teachers could be provided with data on students’ achievements, allowing them to perform analyses, to interpret and compare the data with similar school groups. This tool enables analyses of differences between a particular school and a similar school group in the country, differences between classrooms within a school; it enables analyses of drop-out rates, determining the number or proportion of students who choose certain optional subjects, the comparison of results of different forms of assessment, and recognizing the trends. This presentation shows the structure and functions of ALA Tool, and gives examples of some data analyses, which are useful for subject testing committees, schools and teachers as a basis for further improvement and a more efficient way of teaching and learning. Document type: Congress Presentation ISBN:	View
Lubbe, van der, Marleen	Pupil Monitoring System (PMS) for Primary Education Abstract: This presentation discusses the Pupil Monitoring System (PMS) as a tool for teacher and school to monitor the progress of individual learners, groups of learners and the quality of the school in a reliable and systematic way. The PMS consists of a coherent set of nationally standardized tests for subject components of language, reading, mathematics, social studies and information processing. The result of the successive assessments of the PMS are converted to the same fixed scale so that the progress of a pupil can be monitored over a number of years. This is of great importance for an early recognition/identification of problems. Because the PMS allows combining a norm-referenced and a domain-referenced interpretation of results that are gathered over the country it can also be very informative for curriculum developers and policy makers. The tests of the system can be processed and registered completely manually, but also with the help of a computer program. This program generates products such as pupil reports, group surveys, error analyses and reports that can be used for school self evaluation purposes. The latest version of the PMS consists not only of paper-based tests but also of computer-based tests (some of them computer-adaptive). Document type: Congress Presentation ISBN:	View
Orpwood, Graham Professor	Reforming Science Assessment in Shanxi Province1 Abstract: This paper describes a project being undertaken in Shanxi province to help teachers with the reformed curriculum in Primary science (as well as in Junior Secondary biology, chemistry, geography, and physics). The project is developing and testing new mid-year and final examinations using the experience of a similar project in the Canadian province of Ontario. We hope that, once teachers see these new forms of assessment, they will understand better the new methods of teaching required for the new curriculum. Before describing the project, however, I will explain the changes in science curricula around the world and why assessment reform is an essential aspect of curriculum reform. Document type: Congress Presentation ISBN:	View
EZEUDU, S. A. PROF. UMO, UJU DR.	RELATIONSHIP BETWEEN UNIVERSITY MATRICULATION EXAMINATION SCORES AND THE SCREENING SCORES AT THE UNIVERSITY OF NIGERIA, NSUKKA (UNN) Abstract: In recent past there has been high level of criticism against the conduct of University Matriculation Examination (UME), an examination conducted by Joint Admission and Matriculation Board (JAMB) in Nigeria as unreliable. Apart from the high level of malpractice associated with the examination, there was also categorization of centres as special or ordinary, depending on the strength of ones pocket. Because of the seemingly unreliable JAMB scores, coupled with the fact that some candidates who scored highly in UME could not defend such scores on admission, some Universities in Nigeria introduced post JAMB screening exercise. The University of Nigeria was among the first universities to carry out this exercise which was ab-initio recognized and supported by the immediate past Minister of Education in Nigeria. With the introduction of this  post – JAMB screening, it would appear that the problems of admitting wrong candidates into our universities has been solved. However, the resources required in carrying out this screening exercise, both human and material is enormous and overwhelming. It therefore became necessary to examine the two sets of scores to see 2 whether it is proper to continue with the screening or use the already structure of JAMB to do the placement exercise as was used to be the case. Pearson’s Product Moment Correlation statistic was the analytical tool for this study which involved the placement scores of students who wrote both the JAMB and screening examinations in some departments at the University of Nigeria, Nsukka in 2006/2007 academic year. Far reaching conclusion and recommendations were made based on the result of the study. Document type: Congress Presentation ISBN:	View
Cesare, Joe Loock, Coert Prof. Govender, Prem	Remarking of Examination Answer Scripts – Finding a Standard for Quality Assurance Abstract: The value of remarking of examination answer scripts is often limited to knowing how many changed symbols and ad hoc identification of the most glaring errors made by the initial markers. In any marking action performed by people there will always be the occasion where the marker has to make a judgment call on whether or not to award a mark for a specific answer. To be fair towards the candidates the markers often use a system of marking per question to minimize the effect of this subjectivity and attain better overall consistency. It is a generally accepted educational principle that there may be small variations in marking by different markers, even if they use the same memorandum. However, the question still remains of when is the difference acceptable and when not. With this paper the authors examine the changes in marks during remarking of a large number of subjects in a large-scale examination such as the Senior Certificate Examination in Gauteng over a number of years. The analysis is done in terms of changes in two-percent intervals on raw marks to determine a standard against which individual subjects can be measured. Raw marks are specifically used as to eliminate the effects of standardization. The analysis is spread over a number of years to determine patterns and eliminate once-off individual problems. The effect of deliberate interventions introduced by the province to improve the quality of marking is shown in terms of changes in remarking patterns. The remarking of the subject Physical Science of one cycle is analyzed in detail to show the nature and frequency of common marking errors made during initial marking, with reference to the relationship between the nature of the question (multiple choice, calculations, etc.) and the type of error. Document type: Congress Presentation ISBN:	View
Searle, Jeffrey Dr Hallam, Neville	Response Times for Mathematics Items in Computer Adaptive Testing in Secondary Schools Abstract: An advantage of computer based testing over conventional paper and pen based testing is that response time to items from those taking the test can be accurately recorded for subsequent analysis. However, when used for testing mathematics, there is a disadvantage in that only the test taker’s answer is recorded with no information as to how he/she obtained it. In this paper we investigate whether a tendency to guess at answers, rather than reasoning them out, can be discerned from the data. Using a Rasch model to measure difficulty of items and ability of test takers, with a bank of about 500 items in tests taken by about 80000 secondary age pupils (11-15) in England, we conclude that if a certain gap between ability and difficulty is exceeded then pupils are likely to guess. We investigate differences in gender and age of pupil, and type of item. We discuss choice of items in light of the intended purpose of a test and the practicalities of managing such tests in a school environment. Document type: Congress Presentation ISBN:	View
Gulmammadov, R.H. PhD.	Role of ICT in education of the developing countries Abstract: Education holds one of the main places in development of the society in our modern world. The idea of “From the primary school to the uninterrupted education” is considered to be the key of the global economy in the world community. Social progress and human freedom are grounded on this idea. At present professional level defines a position of human being in the society, affects the quality enhancement of the living conditions and is accepted as a means of self-affirmation. The paper highlights the experience of the developed countries that informatization of the education system directed to the growing up the new generation that meets requirements of the information society depending on its level of development and living conditions is the main perspective issue for transition to information society. It argues that old methods used for the receipt and analysis and of information are unavailing and there is a need for their replacement with new ones. If a young man wants to study a new technology in the atmosphere of market economy, he would probably encounter with several objective problems that are typical for the country which undergoes transition economy: the difficulty in finding the right professional specialist, financial straits, lack of information, means of modern training, language problems, lack of time, etc. However, if he has an opportunity to use a computer, his problems could be minimized. If he has an opportunity to use the services of Internet, then a world of affluent knowledge will lay before him. Today there is much need for the specialists with computer skills in the labour market. Though majority of high education institutions of the country prepare corresponding qualified staff, the content and type of this issue needs to be re-considered. It is necessary to raise percentage of the professions connected with information technologies for different fields in the student’s admission plans. Firstly, IT specialists should be prepared covering areas of the economy and production. Preparation of specialists on the basis of training programs for the priority fields, such as banking services, medicine, information security, ecommerce, network administration, information economy, applied informatics that meet the international requirements are one of the main demands of the information society. Distance education and the use of electronic facilities is another issue which is applied in the developed countries for decades and discussed throughout the paper. This education form was created on the eve of the information century of the information society. Thus, the role of the teacher began to slowly change. Document type: Congress Presentation ISBN:	View
Ebelechukwu, Elui	SCHOOL BASED ASSESSMENT IN NIGERIAN PRIMARY SCHOOLS Abstract: The Federal Republic of Nigeria, (FRN:2004) National Policy on Education has advocated the adoption of Contionous Assessment in the evaluation and even Certification of Primary School Pupils. Consequently a number of State Ministries of Education have also issued guidelines for the implementation of this programme which is supposed to be a formatiive mode of evaluation, that is, in ideal form, systmatic, comprehensive, cumulative and guidance oriented, in preference to the erstwhile one short summative evaluation. However, teachers in most primary schools in the federation have translated the policy into fortnightly or monthly tests in the core subjects, sometimes leaving the affective and psychomotor aspects of the leaner unassessed. Surely Continous Assessment in its pure form and practicalization transcends the administration of regular tests. This paper critically examined Continous Assessment as a tool for evaluating pupils' achievement in Nigerian Primary Schools, using the implimentation strategies adopted in one state of the federation, (Anambra State) as a yardstick. The problems encountered by teachers in the course of implementing this policy were also highlighted. Finally the paper recommended ways of improving on the policy to make it more effective. Document type: Congress Presentation ISBN:	View
Kerr-Phillips, Frances	SCHOOL BASED ASSESSMENT: THE NEED, THE REALITY, THE FUTURE Abstract: This paper begins with an analysis of the perceived need for school based assessment, particularly in the present South African context. The results of a survey conducted amongst History and Geography teachers at Independent Examination Board (IEB) schools (all of which are independent and most of which are wellresourced) regarding the current school based assessment requirements of the Senior Certificate examination are discussed as a means of showing the reality as perceived by the schools. The reality from the perspective of the IEB, the body responsible for both setting the school based assessment and conducting the final moderation of it, is explored and reflected upon. The paper concludes with a view to the future which attempts to address the needs and demands of all parties: learner, teacher and examining board. Document type: Congress Presentation ISBN:	View
Rui, Chen	Selection for Admission to Graduate Level Education in China Abstract: The graduate school admission is an joint efforts of the national government, local governments and the universities. For applicants who apply for a master’s degree, it is a two stage procedure: in the first stage, they take the tests administrated by the national government; in the second stage, they are selected by universities mainly through interviews. For those who apply for a doctorial degree, they will go through the similar two stages which are administrated by the universities. Doctorial degree applicants are required to take the following tests: politics theory ( It can be waived for those who have already have a master degree or those who will obtain a master degree before the enrollment), foreign language (including listening skills) and at least two subject tests. The tests are all developed by individual universities. Master degree applicants are required to take the following tests: politics theory, foreign language, 1-2 subject tests. The first two tests will be developed and administrated by NEEA. Part of the subject tests are developed by NEEA too. These tests include: Mathematics for programs in engineering, economics and management, Chinese and Western Medical Science Basics for Medical programs, Education Basics, Psychology Basics, History Basics. The graduate school admission system is well developed. The system is efficient in China and it has been proved to be successful. Millions of qualified applicants are admitted into graduate school through this fair and secure procedure. In today’s increasing internationalized, the graduate school admission system of China need to draw lessons from other countries and need to innovate and develop on the foundation of Chinese national conditions in order to meet Chinese modern needs. Document type: Congress Presentation ISBN:	View
Wiliam, Dylan	Sensitivity to instruction: the missing ingredient in largescale assessment systems? Abstract: Educational policymakers all over the world rely on the results of large-scale accountability tests to inform policy. In doing so, they assume that the scores obtained by students indicate the quality of instruction the students have received—i.e., that the tests are sensitive to instruction. Using data from a variety of tests and examinations, this paper will establish that typical standardized tests are in fact not at all sensitive to instruction, for two reasons. The first is that the progress made by individual students is actually far less than the variability within an age cohort. The second reason is that the traditional processes of test construction decrease the sensitivity of a test to instruction, by systematically eliminating items that are sensitive to instruction. The paper concludes with two policy-relevant measures to address this. The first is that we should change the way we calculate reliability coefficients to prevent the systematic exclusion of items that are sensitive to instruction, and the second is a public information campaign to raise awareness of the issue of sensitivity to instruction, so that users of accountability test results understand the limitations of these tests as measures of the quality of education provided. Document type: Congress Presentation ISBN:	View
Kocsis, Mihály Mátrai, Zsuzsa Zsolnai, József	Survey of the reading comprehension skills of first year students Abstract: Following the year 2000 there have been fundamental changes in the Hungarian higher education system. In 2006 the higher education system has been transformed dramatically, Hungary also joined the European Higher Education Area through the so-called Bologna-process. The institutions also agreed to monitor the programme continuously. All of these took place over the period when the PISA-survey proved the Hungarian public education system to perform under expectations, and also a part of the students struggling with reading comprehension problems have most probably been accepted at university. With the introduction of the new strucure of education and the compulsory monitoring we have attempted to observe some of the elements of the verbal, cognitive and mental abilities of entering students, primarily their reading comprehension skills. Approximately 5000 students from 15 institutions of higher education have been involved in our research over the past two academic years. In our lecture we are going to present how the structure of texts affects the understanding of information, as well as the solving of related tasks among university students. Document type: Congress Presentation ISBN:	View
Newton, Paul E. Dr	Techniques for monitoring the comparability of examination standards Abstract: England operates a qualifications market in which a small number of examining boards are accredited to offer relatively ‘authentic’ curriculum-embedded examinations in a range of subject areas at a range of levels. Within this context, questions naturally arise as to whether examination standards are comparable: from board to board; from year to year; from subject to subject; and so on. This paper describes the outcomes of a major review into techniques for monitoring the comparability of examination standards; techniques which have been employed by the examining boards and regulatory authorities, in England, over the past fifty years or so. It explains how a range of different techniques have been developed and identifies an interesting evolutionary history. Trends in preference for judgemental and statistical approaches are considered in terms of systemic, social, technical and conceptual factors. Consideration is given to the extent to which progress has been made; and some of the challenges which still remain are highlighted. Document type: Congress Presentation ISBN:	View
Mammadova, Narmina PhD	The advantages of the implementation of test methods in teaching Azerbaijani History Abstract: In 2004-2006, it was conducted a monitoring to investigate the impact on the quality of pupils’ knowledge and capacities of test exams on the history of Azerbaijan in the secondary schools. This also allowed exploring the problems in teaching methods and the difficulties which pupils experience in studying. The monitoring was conducted in the 17 secondary schools of Baku and the results were summarized. Prior to the monitoring it was conducted pre-research on the problem afterward experimental and control classes in the secondary schools were selected. It was supposed to hold the test exams in the experimental classes and the traditional or oral exams in the control classes. At the beginning of the monitoring, the test exercises for the experimental and questionnaires for the control classes were prepared according to the teaching program on Azerbaijani History. According to the teaching program these sections were determined: 1. Relations amongst courses 2. Azerbaijan in Ancient era 3. Azerbaijan in III-XV centuries 4. Azerbaijan in XVI-XVIII centuries 5. Azerbaijan in the second part of XVII and XVIII centuries 6. Azerbaijan in the first part of XIX century 7. Azerbaijan in the second part of XIX – XX centuries 8. The National Republic of Azerbaijan 9. Soviet Azerbaijan in 1920-1945 10. Soviet Republic in 1991-2005 The monitoring was conducted amongst the final classes (9th and 11th). The three year monitoring encompassed 1158 pupils of 9th classes and 1032 pupils of 11th classes. In 9th classes 595 pupils were experimental, 563 pupils were control and in the 11th classes 525 pupils were experimental, 504 pupils were control. The results and mistakes of both experimental and control classes are analyzed and summarized comprehensively and reflected in graphic: Document type: Congress Presentation ISBN:	View
Adams, Carolyn Wheadon, Christopher	The comparability of onscreen and paper and pencil tests: no further research required? Abstract: This paper presents an analysis of the first national high-stakes onscreen assessments offered in the United Kingdom, and considers the research and policy agendas required to support their development and use alongside paper and pencil alternatives. It argues that the UK has a lot to learn from the United States in the area of comparability, as the onscreen assessments currently being launched in the UK are far closer to US high-stakes assessments than the paper and pencil tests ever were. The US now has the benefit of twenty years of comparability research on such tests and has conducted an extensive search for so called test mode effects which affect the comparability of the results from two identical tests with different administration methods. Two findings in particular are unequivocal: nonspeeded objective tests are rarely liable to test mode effects, and when they are liable to these effects, they are marginal; test anxiety caused by poor software design or unfamiliarity with the assessment environment can have a deleterious effect on results. It does not seem sensible or necessary to replicate these findings in the UK context; rather resources should be utilised to move onscreen assessments beyond their current conceptualisation. As the present study found a marginal test mode effect due to speededness, the paper considers a regulatory framework that should be put in place to monitor the introduction of the first generation of high-stakes onscreen assessments in the UK. In brief, the assessments should show evidence that onscreen tests do not offer undue advantages over their paper and pencil equivalents due to the speed with which they can be answered, and that suitable practice tests should be made available to reduce test anxiety. A light regulatory framework, rather than the onerous requirement to demonstrate comparability of every test introduced, should stimulate the innovation required to develop onscreen assessments that encourage and reward construct relevant behaviour. Document type: Congress Presentation ISBN:	View
Oates, Tim	The constraints on delivering public goods – a response to Randy Bennett’s ‘What does it mean to be a nonprofit educational measurement organization in the 21st Century?’ Abstract: Very different structural arrangements exist, in different national settings, for the provision of assessments and qualifications. Whilst international convergence is occurring in the wake of global economic developments and the emergence of new public policy arrangements such as transnational qualifications frameworks, the unique composition of national systems remains worthy of analysis. Some national settings such as England are characterised by highly complex arrangements. In such settings, subtle relationships – heavily determined by their historical background - carry the responsibility for delivering public goods in respect of assessment and qualifications. This presentation will argue that issues of control, accountability, and sources of innovation are not always transparent, even to the key agencies within the system. Within this, the issue of the profit/not-for-profit status of organisations is less significant than their explicit and implicit structural positioning. The paper argues that it is important, but insufficient, to analyse the mission and intentions of an assessment agency in respect of legislation which bears directly on it. It is essential to look beyond this, to understand the complexity and volatility of key factors in national structures and settings which constrain and empower agencies. The paper argues that extrapolation from one national setting to another only becomes possible when analysis is based on identification of ‘control factors’ and how they combine in specific national settings. Without this approach – drawn from mature transnational analysis methodology – there is an acute risk of reaching inappropriate conclusions about the ‘space’ for the operation of independent assessment agencies and viable modes of operation. Finally, the paper identifies subtle shifts in vital, informal accountability mechanisms. Document type: Congress Presentation ISBN:	View
Aliyev, Chingiz Dr. Musayev, Musaver Dr.	The dynamics of the tasks used in physics admission exams Abstract: There has been studied the development dynamics of the form and content of physics tests (from the test database) which were designed to check skills and knowledge of high school graduates. There has been given detailed information about the test database’s main forming phases and there have also been analyzed the requirements for the tests, their difficulty degree and nominations. The test database covering all the fields of physics meets the necessary requirements and enables to check skills and knowledge of school graduates. There has been investigated the distribution of the tasks offered during 1992- 2000 according to their nominations. Statistical analysis of the examination results has been conducted and there has been studied the discrimination quotients of the tasks that were used. It was found out that it is more advisable to use quality type problems to assess the knowledge of the school graduates rather than factological types of problems. So starting with 2000 the preference has been given to quality type problems in university admission tests. The analysis of the results of semester exams in Oil Academy which is one of the best educational institutions of Azerbaijan demonstrated that students’ performance in physics has become increasingly stronger in recent years. Document type: Congress Presentation ISBN:	View
	The Effect of Marker Background and Training on the Quality of Marking in GCSE English Abstract: In the UK, the selection of markers for national examination systems is largely a matter of custom and practice. The criteria used by the Assessment and Qualifications Alliance (AQA) are comparable to those used by other UK awarding bodies. These are that examiners should have suitable academic qualifications (usually a relevant degree or equivalent) and at least three terms’ teaching experience which should be recent and relevant. These selection criteria have face-validity, as it would seem appropriate to insist upon a relevant educational background and teaching experience at the appropriate level for the marking of examinations. Indeed the code of practice governing UK awarding body procedures (QCA, 2007) demands that examiners must have relevant experience in the subject but does not explicitly discuss the nature of this experience. The proliferation of examining and the introduction of computer-based assessment have meant that the search for an empirically supported definition of ‘relevant experience’ has taken on new importance. Examiners are in short supply and e-marking technology has provided the facility for individual items within an examination to be marked separately, by individuals with different backgrounds. Investigations of the relationship between individual differences and marker reliability are crucial in determining examiner recruitment practices. A number of studies have attempted to identify factors that might allow the identification of those examiners who are likely to mark most reliably and those who are likely to require additional training or monitoring. These studies are reviewed below. Document type: Congress Presentation ISBN:	View
Lubbe, van der, Marleen	The End of Primary School Test Abstract: Following primary education, all children in the Netherlands go on to secondary education: to one of the educational tracks of vmbo (preparatory intermediate vocational education), havo (senior general secondary education) or vwo (pre-university education). Besides the primary school’s assessment, admission to secondary education also often requires so-called independent information. That is the score of a test that is not compiled by the school itself, but by an independent body. There are various tests that could be used for this purpose. The Citotest is one of them and is used by approximately 85% of all Dutch primary schools. The test contains questions about Language, Arithmetic/Mathematics, Study Skills and -optional- Environmental Studies. All children that take part in the Citotest receive a pupil report that states which type of secondary education best fits a child (based on his score). In addition, Cito provides school reports which can be used to monitor the school's quality of education. This presentation will discuss the use of the results on the Citotest by secondary education and third parties such as the Inspectorate of Education and local authorities. Document type: Congress Presentation ISBN:	View
Aliyev, B.S Dr. Yilmaz, Mustafa Dr.	The methods in preparation of the new type of test questions In Chemistry and their grading ability Abstract: For 15 years,we have a new test system for admitting students to institutes of higher educationion and it has an important role in providing the objectivity.The new system includes chemistry questions as well as other sciences for checking students’ knowledge and ability .The asked questions are prepared in accordance with the profile specialities of profession group (math, physics, engineering, chemistrytecnology, architech, art projects,medical,chemistry,biology and sportive activity). One of the main conditions to grade the exam results is preparation of the test questions in accordance with proper standards and criterias and these questions must correctly grade the knowledge of examinees. Document type: Congress Presentation ISBN:	View
Franco, M. Lourdes, Ma.	THE PHILIPPINE APTITUDE CLASSIFICATION TEST: WHY SHIFT FROM CLASSICAL TEST THEORY TO ITEM RESPONSE THEORY? Abstract: The Philippine Aptitude Classification Test (PACT) is an instrument developed by the Center for Educational Measurement, Inc. in response to the need for a comprehensive system of identifying specific abilities of high school students for the purpose of educational and vocational guidance. The present study was designed to investigate which of the two theories, classical test theory (CTT) or item response theory (IRT), would best improve the quality of the PACT in terms of item development, test design, and scoring; and to look into the implications of using IRT for making decisions about career choices. It specifically aimed to (a) evaluate which item response theory model among the one-, two- and threeparameter logistic models was most suitable in evaluating the PACT, and (b) compare the chosen IRT model with the indices of the CTT. The study involved responses on the PACT of 1,023 third year high school students from 28 schools. The findings indicated that the three-parameter model is the most suitable for PACT. Furthermore, the IRT model yielded more accurate estimates over CTT, which in turn would lead to more reliable testtakers’ prediction of success in the appropriate educational courses. Document type: Congress Presentation ISBN:	View
Salau, M. Obioma, Godswill	THE PREDICTIVE VALIDITY OF PUBLIC EXAMINATIONS:A CASE STUDY OF NIGERIA Abstract: This study: i) determined the extent to which scores in examinations conducted by the West African Examination Council (WASSCE), National Examinations Council (SSCE) and National Business and Technical Examination Board (NBCE/NTCE) in conjunction with the Joint Admissions and Matriculation Board (UME) predict future academic achievement of students in university degree examinations. ii) developed structural models for predicting the academic achievement in university degree examinations based on performance in public examinations. Records on performance in the public examinations of a random sample of 4904 candidates were obtained from 22 Nigerian universities that satisfied certain predetermined criteria. In addition, the candidates’ academic records were obtained from these universities in eight core disciplines. The forward inclusion multiple linear regression analysis was used to analyze these data and the postulated hypotheses tested at 0.01 significance level. The study revealed that there was low but positive relationships (0.118 ≤ r ≤ 0.298) between each of the predictor variables under study. Although, generally public examinations poorly predicted students’ university academic achievement, when compared individually with other predictors, WASSCE was the best single predictor of the students’ Cumulative Grade Point Average (CGPA). Based on candidates’ first sitting in public examinations, the following models were obtained for predicting students’ academic achievement: CGPA = 1.402 + 0.04 WASSCE1 + 0.014 UME; CGPA = 1.717 + 0.024 SSCE1 + 0.015 UME. The paper concludes with some summary remarks. Document type: Congress Presentation ISBN:	View
Onjewu, Martha A Dr	THE ROLE OF ASSESSMENT IN IMPROVING TEACHER QUALITY Abstract: Assessment in education entails the many processes involved in order to achieve educational aims and objectives. The world as a whole is advancing astronomically in many ways and notably in information and communication technology (ICT). However in many countries of the world like Nigeria, ICT is still far from being a part of the education system so that educational practices are still archaic, slow and cumbersome, the result of which is passive teaching and learning. The preoccupation of this paper therefore is the examination of the concept of assessment, teacher quality and examination of some challenges of teachers. This paper goes further to suggest that the way forward for teachers is to improve themselves in spite of government and institutional constraints through the resort to ICT literacy. By so doing, teachers would have access to the educational developments around the globe that could improve the performance of their duties which would in turn both aid in a better achievement of educational aims and objectives as well as the improvement in the professional qualities of teachers themselves. Further recommendations that could aid government, educational institutions and teachers become ICT compliant are given. Document type: Congress Presentation ISBN:	View
Sakala, Chekani T. Chilala, Michael M	The Role of the Zambia National Assessment Programme in Evaluating the Attainment of Educational Goals Abstract: Towards the turn of the 21st century, the focus of the Zambian educational goals shifted from mere expansion or building of more schools to include national and global concerns for quality Education For All. The education reforms of the 1990s culminated into the development of the new education policy document in 1996, called “Educating Our Future.” This policy document had two overriding educational goals of broadening access and improving quality. To attain these goals, resources were mobilised and investment strategies were formulated for the provision of quality Basic Education For All. In addition, the Ministry of Education in 1998 initiated the National Assessment programme as an inbuilt mechanism for monitoring and evaluating the attainment of educational goals. Key to the functions of the National Assessment Programme was the provision of empirical data that would inform and guide policy on the provision of quality Basic Education. Specifically, the National Assessment programme assesses learning achievement at the Middle Basic Education level in relation to educational inputs and processes and how these are changing over time. So far, four surveys have been undertaken in 1999, 2001, 2003 and 2006. This paper discusses the findings of the National Assessment surveys with regard to access and quality of education at the middle basic school level. Document type: Congress Presentation ISBN:	View
Xiulian, Qin Zhuoyu, Zhang	The Rules without Principles -------The consideration of the assessment of the breakthrough thinking mode education Abstract: Educational assessment serves for the education. The content of education makes a decision on the direction and approach of the assessment, and meanwhile it has been the factor which is directly led by the direction and approach of assessment. Therefore it is quite necessary for us to make a thorough investigation on “what is the real meaning of education? What is the comprehensive way of assessment? And how can assessment more effectively promote the real accomplishment of the real meaning of education?" Document type: Congress Presentation ISBN:	View
Kocsis, Mihály Reisz, Terézia	The Socio-Cultural Background of the Reading Comprehension of University Students – The Success Factors of University Admission Abstract: An important question of the national research policy is the efficiency of the educational system. The expansion of the national public and higher education has started numerous competence-based investigations. The researches at UP measuring youngsters in public education started in the 90’s. Later, with the Dutch CITO research team, tests, measuring tools and a database were developed for the competence-based measuring of students in higher education. The pedagogical research team of the Faculty of Adult Education and HRD, UP, led by Mihály Kocsis, inquired 2865 undergraduates and 2000 freshmen in 2005/2006 and 2006/2007. The international literature had pointed out the impact of reading and text comprehension ability on other learning abilities regarding children in public education. However, little is known about how the existence of the basic competences influences the chance of  getting to university in adult age groups and during the transition period between public and higher education. The peculiarities of the background of learning performance, and the learning performance of consecutive age groups, as well as younger and older generations will be presented. Document type: Congress Presentation ISBN:	View
Ospanovich, Balykbaev Takir	THE SYSTEMS OF THE INDEPENDENT EXTERNAL ESTIMATION OF THE QUALITY OF EDUCATION IN THE REPUBLIC OF KAZA?HSTAN Abstract: For last years the system of an independent external estimation of educational achievements of school students and university students is created in Kazakhstan. For more than 10 years wide experience of carrying out of such estimations [1-3] is accumulated. The main goals of inculcation of such an estimation system are the educational achievements monitoring of trained people, the installation of the systematic and comparative analysis of the quality of the educational services, reception of the objective information about the condition of the education system. The formation of a system estimating the quality of an education, the development of the scientifically corresponded and proved approaches, the creation of necessary measuring materials and information technologies, and also the stallation of all republican actions connected with an estimating the quality of the education system at all levels. Document type: Congress Presentation ISBN:	View
Suto, W. M. Irenka Nádas, Rita	The ‘Marking Expertise’ projects: Empirical investigations of some popular assumptions Abstract: Cambridge Assessment continually evaluates the quality of its assessments, and the Research Division is conducting a series of inter-related studies investigating factors that could affect the accuracy of examination marking. These factors may include markers’ teaching and marking experience and the depth of their subject knowledge. Certain personality traits may also be important. Furthermore, different types of question have been found to place different demands on markers. Our overall aim is to establish which skills and experiences are necessary for marking which question types. The research explores diverse questions from UK and International GCSEs, taken from past examination papers. For each question, responses from a mixture of candidates were selected and all marks and annotations were removed. Markers with different backgrounds undertook some training and re-marked the responses. Additionally, Kelly’s Repertory Grid technique was used with the most senior examiners to elucidate question features associated with accuracy among different marker groups. Our initial studies focussed on maths and physics and a number of key findings from this research will be presented. More sophisticated follow-on studies are currently underway, investigating biology and business studies; these will also be outlined. Document type: Congress Presentation ISBN:	View
Rutkowski, David Ph.D.	TOWARDS AN UNDERSTANDING OF EDUCATIONAL INDICATORS Abstract: International Organizations (IOs) are becoming increasingly influential in educational policy making at the national level. In education, the range of these organizations’ activities are many and diverse and include providing educational loans and grants, presenting education policy advice, creating tests and comparable educational data, developing and sponsoring projects and programs, and circulating information and instructing interested parties on how to use this information through meetings and conferences. Central to these tasks is the creation and dissemination of educational indicators. It is the purpose of this paper to introduce the concept of indicators, explain their history, demonstrate the work of IOs within the creation of indicators, and propose one theory toward explaining the increased use of indicators within IOs. In order to facilitate this understanding, the current paper first attempts to define indicators. This section provides a literature review of various definitions and suggests how to critically expand some dominant understandings of indicators. The paper then moves to a brief history of the social and educational indicator movement. This will allow for a better understanding of where these indicators are placed in time and their connection to economic policy knowledge and utility. Additionally, this paper will describe who I reason are the five major actors in the area of global educational indicators. These organizations play an important role in promoting indicators as a dominant and valid representation of educational systems. Further, the motivations for IOs to collect indicators and promote them as valid sources of understanding are diverse and many. While not an exhaustive account, the motivations to collect and disseminate indicators include a desire for comparative information, an aspiration to establish benchmarks, and an ambition to become the sole collectors of information. This list collectively suggests a culture of performativity as described by Lyotard (1984). Therefore, this paper will finish with a discussion of performativity, which I feel is a dominant motivation behind the sharp increase in leading IOs’ engagement in the creation of indicators. Through Lyotard’s critique of performativity, I explore possible Understanding Indicators 3 underlying reasons for the dominant position of indicators as global educational policy knowledge and the risks associated with this limited view of knowledge. With an increasing demand for the explanation of social systems such as education through a set of quantifiable indicators, it is important for the educational community to understand why this is happening, who is promoting it, and what are some of the problems with it. In educational policy the prediction of Burnstein, Oaks, and Guiton (1992) that, “what is measured is likely to become what matters” (p. 410) may have come to pass. This paper will suggest that some very influential actors in the global educational policy community may now control what is measured and therefore have influence over what matters in education. Document type: Congress Presentation ISBN:	View
Suleymanova, F.S Musayeva, Sh. A. ,	Transition to new communicative test form. Its content and development. Abstract: Nowadays communicative approach to language teaching has gained dominance. The advent of psycholinguistic and sociolinguistic approach in teaching of foreign languages caused changes of education methods. Language is currently reckoned as a dynamic, creative and functional system. Effectiveness of communication that is coming into contact in accordance with the situation and conditions is considered to be the highest criterion of language acquisition. The presented material reflects the following: • Using of the language as a means of communication in certain real-life situations; • Pragmatic direction and functional character of communicative testing; • Ways of developing test models which are able to give the real idea about the examinees’ levels of ability of using the language as a means of communication. Document type: Congress Presentation ISBN:	View
Cohen, Yoav Dr. Hanani, Pnina Gafni, Naomi	Translating and Adapting a Test, yet another Source of Variance; the Standard Error of Translation Abstract: Test transadaptation (translation and adaptation) is the process whereby a test constructed in one language and culture is prepared for use in a second language and culture. Test transadaptation involves both the translation and adaptation of items written originally in the source language and the replacement of items unsuitable for translation/adaptation with items written in the target language. In the process, the transadaptation team effects a series of changes and modifications before the test attains its final transadapted form. One of the International Test Commission (ITC) Guidelines for Test Translation and Adaptation is (Guideline D1., ITC, 2001; Hambleton, 2005): "Test developers/publishers should ensure that the adaptation process takes full account of linguistic and cultural differences in the intended populations." The rationale provided for this guideline is that "because a single translator cannot be expected to have all of the required qualities and brings a single perspective to the task of translation, in general, it seems clear that a team of specialists is needed to accomplish an accurate adaptation." Two principal questions must be asked with regard to the product of test transadaptation produced by a team of experts: one is whether the transadapted product is of a high quality and the other is whether another team of experts would have done a better job. The first question can be answered by investigating the equivalence of the source and the transadapted test. One way to approach the second question is to examine the variance between transadaptations of the same test produced by independent teams. Such an investigation can provide us with an "estimate" for a standard error of transadaptation. The smaller this error, the more confidence we have in the transadaptation process and the final product. 3 The purpose of this study was to systematically investigate the variance between tests transadapted from the same source test by two independent teams. Document type: Congress Presentation ISBN:	View
Khalilov, Chingiz	Use ict in test examinations’ preparation and conducting Abstract: The State Students Admission Commission (SSAC) was established with the purpose of organizing and conducting of the centralized test entrance examinations to higher and secondary specialized schools. Every year the sphere of our activity extended, the number of citizens served by us grew. Admission of students to master degree of higher schools, testing of those who wish to work on civil service, selection of students for training abroad – this is not the full list of the new duties assigned to us. Preparation and conducting of mass test examinations qualitatively and duly are inconceivable without use of new computer technologies. Facilities and technologies applied at various stages of process of conducting examinations are described in the report, the attention is paid to questions of development of İCT, infrastructure of the SSAC and perspective projects the realization of which is intended in the next years. Document type: Congress Presentation ISBN:	View
Bennett, Randy Elliot	What Does it Mean to Be a Nonprofit Educational Measurement Organization in the 21st Century? Abstract: This paper explores the meaning of nonprofit status in the field of educational measurement. Educational Testing Service (ETS), the largest nonprofit educational measurement organization, is used as a case study. The paper reviews the historical roots of ETS from two perspectives. First, the requirements and history of the Internal Revenue Code (IRC) governing the establishment and operation of 501(c)3 organizations are described. Next, the people and events leading to the establishment of ETS as a nonprofit educational measurement organization are explored. Finally, the principles underlying Section 501(c)3 and those of ETS’ progenitors are brought together to suggest what it means to be a nonprofit educational measurement organization in the 21st century. Document type: Congress Presentation ISBN:	View
Robbins, Jonathan H Dr Howard, John Professor	Whose performance is it anyway? Reflections on examining music, meanings, standards, and reliability in an international context. Abstract: Forms of graded examinations in music developed in England over at least 150 years are being used internationally as qualifications that recognise achievement and standards of performance. An overview of the history of these examinations and their use internationally is provided. The role of the teacher in preparing candidates for these examinations is described. Matters of interpretation, phrasing, and musical understanding by candidates in the context of assessment are discussed. Consideration is given to the influence of the teacher on the examination result for a candidate, together with that of the external examiner as well as the meaning of standards and reliability in international settings. Applications of traditional graded examinations and alternative forms of assessment in different cultures and musical forms are discussed. The development and use of graded examinations for the assessment of Performance Awards in Chinese Music in the ASEAN region is described and the assessment of these awards and the maintenance of standards by assessors from Singapore and Malaysia reported on. Document type: Congress Presentation ISBN:	View
Pashayev, Hafiz Ambassador	“Assessment in MFA Career and Education Path:New steps, big plans.” Abstract: The development of any country in today’s globalized and highly competitive world depends on good cadre. Promotion and human cadre development based on nepotism, corruption and other illegal ways ruins the foundations of a health society. Without proper human resources and capacity building, it is extremely hard to survive in this inter-dependent world market. Assessment and evaluation are highly important and inseparable part of the educational, human resource development and promotional process. We, at the Azerbaijani government, and more specifically, at the Foreign Ministry, understand the importance of this issue and that is why since 2005 have moved from interview-based hiring into test-based one. This comprehensive 3-stage assessment process allows us now to objectively evaluate all of the applicants and provide a fair and just ground for hiring and promotion of our staff. As a result, the quality and competency of the hired personnel has improved significantly. We constantly try to further shape and improve this assessment and selection process. The Azerbaijan Diplomatic Academy (ADA), which I head and which was only recently established is another example where quality control, assessment of the teachers and the whole educational process, student feedback, training evaluations are put on the top of the Academy’s leadership’s agenda. We believe these are priority issues for us in terms of improving our academic programs and performance and constantly try to seek anonymous feedback both from the recipients, deliverers and administrators of our academic programs. A special attention will be paid to the issue of admission of the students,rigorous testing and application process and making sure that the international students from multi-cultural environment feel equal and respected to their peers from Azerbaijan. The ultimate goal is to make the educational products meet the needs of their recipients and for the public to trust our government and academic institutions. If this trust is restored, the flow of good, competent human resources into the public institutions will once again resume, which will ensure the proper performance of the government as a whole. As for the ADA, assessment of the educational process will allow us to be constantly on the vanguard of the education reforms in the country as a true role model and to shape the reform agenda of other universities as well.From this perspective, the information and ideas exchanged at this international conference are very useful for us and I congratulate you all with the organization and participation in this wonderful event. Document type: Congress Presentation ISBN:	View
Abdullayeva, Leyla	“Corruption in Education’’ Abstract: Corruption has a negative impact on socio-economic development, building market economy and promotion of investment in a democratic state. It has a special negative impact on education, which is an integral part of any progress in all faucets. Major factors stimulating corruption in education may be classified as follows: · Economic factors · Social factors · Non –applicability of laws By joining the United Nations Convention Against Corruption, and by developing its own State Program to Combat Corruption, Azerbaijan has shown a good will to establish and enforce the strong legal frameworks to prevent corruption. Azerbaijan has also taken several important steps to develop legal framework of anti-corruption strategy including, the Law on Combating Corruption. Government should take relevant actions to increase accountability in education systems and within the civil service generally to combat corruption. Along with it, it should establish strict laws and regulations within which related judgment and punishment actions could be carried out. Young generation is mostly affected by corruption. Therefore, combating corruption in an education system in Azerbaijan is a challenging task for the Government and sufficient efforts are required to tackle with it. Document type: Congress Presentation ISBN:	View
Oberholzer, Anne	“How do you expect me to do something about it if you don’t tell me?” Abstract: High-stakes examinations at the end of formal schooling in South Africa serve two key purposes: to provide a school-leaving certificate i.e. a statement of competence as well as for university entrance i.e. a predictor of future academic success. However the predictive value of the examination is increasingly losing credibility as drop-out rates at university increase. In September 2006, the Minister of Education announced that 50% of SA’s undergraduate students fail to complete their degrees with inadequate academic preparation and financial difficulties cited as the two key reasons for the dropout. (Mail and Guardian, September 22 to 28 2006). The inadequate academic preparation is an issue that can be addressed through useful feedback to teachers about learners’ performance in high-stakes examinations. The more focused that feedback, the more useful the information is for teaching and learning. In 2006 the IEB implemented a feedback system in all subjects that provides teachers with data on how their own learners performed in individual questions within the examination in comparison to the performance of Board candidates as a whole. Reports were also provided for examiners. This paper will explore the potential impact of the feedback on assessment design, teaching and learning. Document type: Congress Presentation ISBN:	View
Jafarova, Kh. V.	“School- based Assessment” Abstract: In a simple society the culture is relatively stable and slow to change. The child can learn his culture through direct primary relationships with his family. In a complex society the culture is rapidly changing. Social roles are too numerous and complex for any one individual to learn. We turn to an analysis of the school as the social system. What do you think about public and private schools? What kind of grade level organization do these schools have? Do the schools group children? On what basis? These and many other questions are analyzed in the paper. Document type: Congress Presentation ISBN:	View
Shahgaldiyev, Eldar Dr.	“Theoretical and Practical Substantiations of the Role of Assessment in Improving Teacher Quality” Abstract: The offered theme embraces two major parts – the “role of assessment”, and “improvement of teacher quality”. Educational professionals started to more intensively deal with the following questions referring to the “educational assessment”. 1. What is an Assessment? 2. The role of Assessment 3. Ways and methods of Quality Assessment. 4. Why do we need to improve teachers? Test of Teaching Knowledge (TTK) has become the key to improving student learning and eacher quality. In this Report we propose the following instrumental theses and priorities to quality learning and teaching: I. Method applied on Zero level - Admission a) improvement of admissions criteria (incentives, etc) by the states – enrollment b) application of psychological science to clinical preparation of teachers II. Methods applied and common at the beginning - Recruitment stage: 1- 6 months a) a test of content knowledge (math, science, etc.) b) a test of teaching knowledge (classroom management, pedagogy, etc.) c) an assessment of actual teaching (integration of a content and teaching knowledge, mentoring and measuring student performance) III. Analysis during the teaching process – Performance: 8 months-2 years a) Test of Students Knowledge (TSK) - qualitative and quantities indicators of the students (the school uses video samples of students' teaching to measure their progress, etc) b) Appropriate statistical analyses around validity and reliability IV. During reassignments and carrier promotions: > two years a) Suitability of the criteria to the related areas and b) to the unrestricted areas (contributions to education, academic and teacher training assessment, statewide accountability, classroom management and evidence-based interventions, etc) Document type: Congress Presentation ISBN:	View

 

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