90046 Ghana SABER Country Report STUDENT ASSESSMENT 2013 Key Policy Areas for Student Assessment Status 1. Classroom Assessment National syllabi, which are formal documents authorized by the Ministry of Education, include guidelines for classroom assessment. There are some system-level mechanisms in place to ensure that teachers develop skills and expertise in classroom assessment; however, there are limited resources (such as tools and materials) available to teachers for conducting classroom assessment activities. Classroom assessment practices are generally known to be weak, and there are limited formal mechanisms in place to monitor their quality. 2. Examinations The Basic Education Certificate Examination (BECE) is taken by students in Grade 9 for school cycle completion and admission to senior high school. The West African Secondary School Certificate Examination (WASSCE) is administered to students at the end of senior high school, and is used for certification of senior high school completion and admission to an institution of higher education. There is regular funding allocated to the West African Examinations Council (WAEC), which oversees both examinations. Funding covers all core examination activities as well as research and development and staff training. In addition, there is an adequate number of full-time and part-time staff to carry out the examinations effectively, with minimal issues. 3. National Large-Scale Assessment (NLSA) The National Education Assessment (NEA) has been operating on a regular schedule (2005, 2007, 2009, 2011). There is regular (continuous and predictable) funding for the exercise, albeit allocated by non-government sources (specifically, USAID). This funding covers core NEA activities, but not research and development. The NEA measures performance against the national curriculum, and is largely accepted by stakeholder groups. However, the office in charge of carrying out the NEA is inadequately staffed to effectively carry out the assessment. 4. International Large-Scale Assessment (ILSA) Ghana has participated in TIMSS 2003, 2007, and 2011. However, Ghana will not participate in TIMSS 2015, and there is no policy document that addresses the country's future participation in ILSAs. Funding for participation in TIMSS has come from World Bank loans. Although TIMSS results have been used for tracking the impact of reforms and informing curriculum improvement, it is still unclear whether decisions based on the results have had a positive impact on student achievement levels. THEWORLD THE WORLDBANK BANK GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Introduction Ghana has focused on increasing student learning SABER-Student Assessment methodology outcomes by improving the quality of education in the country. An effective student assessment system is an The SABER-Student Assessment framework is built on important contribution to improving education quality the available evidence base for what an effective and learning outcomes as it provides the necessary assessment system looks like. The framework provides information to meet stakeholders’ decision-making guidance on how countries can build more effective needs. In order to gain a better understanding of the student assessment systems. The framework is strengths and weaknesses of its existing assessment structured around two main dimensions of assessment system, Ghana decided to benchmark this system using systems: the types/purposes of assessment activities standardized tools developed under The World Bank’s and the quality of those activities. Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help Assessment types and purposes countries systematically examine and strengthen the performance of different aspects of their education Assessment systems tend to be comprised of three systems. main types of assessment activities, each of which serves a different purpose and addresses different information needs. These three main types are: What is SABER-Student Assessment? classroom assessment, examinations, and large-scale, system level assessments. SABER-Student Assessment is a component of the SABER program that focuses specifically on Classroom assessment provides real-time information benchmarking student assessment policies and systems. to support ongoing teaching and learning in individual The goal of SABER-Student Assessment is to promote classrooms. Classroom assessments use a variety of stronger assessment systems that contribute to formats, including observation, questioning, and paper- improved education quality and learning for all. and-pencil tests, to evaluate student learning, generally on a daily basis. National governments and international agencies are increasingly recognizing the key role that assessment of Examinations provide a basis for selecting or certifying student learning plays in an effective education system. students as they move from one level of the education The importance of assessment is linked to its role in: system to the next (or into the workforce). All eligible students are tested on an annual basis (or more often if (i) providing information on levels of student the system allows for repeat testing). Examinations learning and achievement in the system; cover the main subject areas in the curriculum and (ii) monitoring trends in education quality over usually involve essays and multiple-choice questions. time; (iii) supporting educators and students with real- Large-scale, system-level assessments provide feedback time information to improve teaching and on the overall performance of the education system at learning; and particular grades or age levels. These assessments (iv) holding stakeholders accountable for results. typically cover a few subjects on a regular basis (such as every 3 to 5 years), are often sample based, and use multiple-choice and short-answer formats. They may be national or international in scope. Appendix 1 summarizes the key features of these main types of assessment activities. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Quality drivers of an assessment system Table 1: Framework for building an effective assessment system, with indicator areas The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context, system alignment, and assessment quality. Enabling context refers to the broader context in which the assessment activity takes place and the extent to which that context is conducive to, or supportive of, the assessment. It covers such issues as the legislative or policy framework for assessment activities; institutional and organizational structures for designing, carrying The indicators are identified based on a combination of out, or using results from the assessment; the criteria, including: availability of sufficient and stable sources of funding; x professional standards for assessment; and the presence of trained assessment staff. x empirical research on the characteristics of effective assessment systems, including analysis of the System alignment refers to the extent to which the characteristics that differentiate between the assessment is aligned with the rest of the education assessment systems of low- versus high-performing system. This includes the degree of congruence nations; and between assessment activities and system learning x theory — that is, general consensus among experts goals, standards, curriculum, and pre- and in-service that it contributes to effective assessment. teacher training. Levels of development Assessment quality refers to the psychometric quality of the instruments, processes, and procedures for the The World Bank has developed a set of standardized assessment activity. It covers such issues as design and questionnaires and rubrics for collecting and implementation of assessment activities, analysis and evaluating data on the three assessment types and interpretation of student responses to those activities, related quality drivers. and the appropriateness of how assessment results are reported and used. The questionnaires are used to collect data on the characteristics of the assessment system in a particular Crossing the quality drivers with the different country. The information from the questionnaires is assessment types/purposes provides the framework then applied to the rubrics in order to judge the and broad indicator areas shown in Table 1. This development level of the country’s assessment system framework is a starting point for identifying indicators in different areas. that can be used to review assessment systems and plan for their improvement. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established, and Advanced. These levels are SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 artificially constructed categories chosen to represent In order to sustain its impressive growth and further its key stages on the underlying continuum for each goals of poverty reduction, Ghana recognizes the need indicator. Each level is accompanied by a description of to improve access to and quality of basic education. what performance on the indicator looks like at that level. Ghana has made significant progress in primary school enrollment, which has risen from 61 percent in 2002 to x Latent is the lowest level of performance; it 84 percent in 2011 (net enrollment rates). The abolition represents absence of, or deviation from, the of school fees, and the introduction of capitation grants desired attribute. in the 2005-2006 school year, were among the x Emerging is the next level; it represents partial initiatives that helped to facilitate enrollment gains. presence of the attribute. Additionally, secondary school enrollment reached 58 x Established represents the acceptable minimum percent in 2011, while tertiary enrollment was 12 standard. percent (gross enrollment rates). x Advanced represents the ideal or current best practice. Ghana’s commitment to education is reflected in its government expenditure, of which 24 percent is spent A summary of the development levels for each on education. Ghana’s Education Strategic Plan for assessment type is presented in Appendix 3. 2003-2015 laid out a number of policies to further improve access to and quality of basic education, In reality, assessment systems are likely to be at including through increased provision of teaching and different levels of development in different areas. For learning materials, improved teacher recruitment, example, a system may be Established in the area of preparation, and deployment, and the development of examinations, but Emerging in the area of large-scale, a reliable student assessment system. system-level assessment, and vice versa. While intuition suggests that it is probably better to be further along in Detailed information was collected on Ghana’s student as many areas as possible, the evidence is unclear assessment system using the SABER-Student as to whether it is necessary to be functioning at Assessment questionnaires and rubrics. It is important Advanced levels in all areas. Therefore, one might to remember that these tools primarily focus on view the Established level as a desirable minimum benchmarking a country’s policies and arrangements for outcome to achieve in all areas, but only aspire beyond assessment activities at the system or macro level. that in those areas that most contribute to the national Additional data would need to be collected to vision or priorities for education. In line with these determine actual, on-the-ground practices in Ghana, considerations, the ratings generated by the rubrics are particularly by teachers and students in schools. The not meant to be additive across assessment types (that following sections discuss the findings by each is, they are not meant to be added to create an overall assessment type, accompanied by suggested policy rating for an assessment system; they are only meant to options. The suggested policy options were determined produce an overall rating for each assessment type). in collaboration with key local stakeholders based on The methodology for assigning development levels is Ghana’s immediate interests and needs. Detailed, summarized in Appendix 4. completed rubrics for each assessment type are provided in Appendix 5. Education in Ghana Ghana is a lower-middle-income country in Sub-Saharan Africa. GDP per capita (current US$) is $1,570, and average annual growth from 2001 to 2011 was 4 percent, although growth in 2011 reached over 14 percent. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Classroom Assessment framework and provide some useful feedback to students in this regard. Level of development Apart from classroom assessment being a required component of a teacher’s performance evaluation, and of school inspection (which is the responsibility of head In Ghana, national syllabi, which are formal system-level teachers and circuit supervisors), there are limited documents authorized by the Ministry of Education, systematic mechanisms in place to monitor the quality include guidelines for classroom assessment (referred of classroom assessment practices. to as school-based assessment). Every school is provided with one copy of each syllabus. However, Classroom assessment information is required to be there are not enough copies of the syllabi for all disseminated to all key stakeholders. Schools are teachers to access. required to report on an individual student's performance to district education offices and Ministry There are scarce system-wide resources available to of Education officials, parents, students, and School teachers for conducting classroom assessment Management Committees (SMC). (Despite this, parents activities. While the national syllabi outline what in particular are often poorly informed about students’ students are expected to learn in different subject areas grades). SMCs, along with school heads, are expected to at different grade and age levels, they do not contain hold School Performance Appraisal Meetings (SPAM) to information on tools or approaches that teachers can discuss, among other topics, a school's reports on use to monitor or accommodate differences in student assessment activities. learning levels. Other useful resources for classroom assessment activities, such as scoring criteria or rubrics There are adequate required uses (at least on paper) of for evaluating students’ work, and item banks or pools classroom assessment to support student learning, with examples of multiple-choice or open-ended test including its use as an input for external examination questions, also are not available to teachers. results, diagnosing student learning issues, providing feedback to students on their learning, informing There are some system-level mechanisms in place to parents about their child's learning, planning next steps ensure that teachers develop skills and expertise in in instruction, and grading students for internal classroom assessment, including pre- and in-service classroom uses. teacher training, and opportunities to participate in conferences and workshops. All teacher training programs include a required course on classroom Suggested policy options: assessment, and teacher supervision includes a component focused on classroom assessment. 1. Introduce a variety of resources and materials at However, there are no on-line training resources on the system level to support teachers in their classroom assessment. classroom assessment activities. For example, ensure that students’ cumulative record books for Classroom assessment activities are known to be weak. each of the levels of pre-tertiary education are They commonly rely on multiple-choice, selection-type standardized and allow teachers and schools to questions, and are mainly about recalling information. keep meaningful assessment records on students’ Teachers typically do not use explicit or a priori criteria learning and progress across the education levels. for scoring or grading students' work. Uneven application of standards for grading students' work is 2. Introduce a variety of system-level mechanisms to also a serious problem as is grade inflation. Classroom ensure that teachers develop skills and expertise assessment activities are commonly used as in classroom assessment. For example, introduce administrative or control tools rather than as a legislation for instituting yearly in-service teacher pedagogical resource. At the same time, assessment training opportunities in classroom assessment practices tend to be aligned with the curricular SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 that are made available to all teachers on a 4. Introduce varied and systematic mechanisms to regular basis. Additionally, review existing pre- monitor the quality of classroom assessment service training mechanisms and adjust them to practices. For example, allocate government ensure that teachers receive sufficient training in funding for conducting system-wide reviews on classroom assessment. the quality of classroom assessment practices in Ghana and for identifying steps on how to 3. Improve the quality of classroom assessment improve them. Additionally, strengthen practices by clearly communicating to teachers supervision mechanisms by ensuring that head criteria for evaluating students’ work as currently teachers, curriculum leaders, and circuit the syllabi do not specify these. Additionally, supervisors focus on evaluating and strengthening ensure that classroom assessment practices focus teachers’ classroom assessment practices. on higher-order thinking skills, and train teachers to apply a variety of assessment mechanisms, including observation, oral questioning and feedback, or student presentations, in addition to multiple-choice, selection-type questions, to evaluate students’ knowledge and skills. Also, introduce guidelines for conducting classroom assessment given the specific needs of student groups, including overage children; children from poor families; children from families with little exposure to education; and children in poor, remote, rural communities and deprived districts. In addition, develop products and training opportunities to clearly specify to teachers the purposes and uses of classroom assessment information, including the importance of even application of standards for grading students’ work, informing parents of students’ grades, and using classroom assessment as a pedagogical resource. Likewise, introduce monitoring mechanisms to ensure that teachers’ classroom assessment practices are aligned with official purposes and uses of classroom assessment activities. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Examinations the examinations, and WAEC leadership discusses recommendations directly related to improving the examinations. Level of development WAEC receives regular funding from the Ministries of The Basic Education Certificate Examination (BECE) is Education of the participating countries as well as administered to students in Grade 9 for student through the collection of student fees. This funding certification for school cycle completion and student covers all core examination activities, as well as long- or selection to senior high school. Subjects assessed medium-term planning of program milestones, staff include the English Language, Ghanaian Language and training, and research and development. WAEC has Culture, Social Studies, Integrated Science, state-of-the-art facilities and is adequately staffed with Mathematics, Basic Design and Technology, Information full- and part-time staff to carry out the examinations and Communication Technology, French (optional), and effectively. Apart from some cases of examination Religious and Moral Education. In addition to the BECE, malpractice, largely due to the laxity of some the West African Secondary School Certificate supervisors, there have been minimal issues in carrying Examination (WASSCE) is administered to Grade 12 out the examinations effectively. University graduate student at the end of senior high school. Students take programs and university courses on educational the WASSCE in topics relevant to their fields of study, measurement and evaluation provide opportunities with results used for certifying senior high school that prepare individuals for work on both the BECE and completion and determining selection to university or WASSCE. University of Cape Coast (UCC) offers a post- other higher-education institutions. Results are also graduate program in educational measurement and used for monitoring education quality levels and evaluation; and UCC, University of Education, Winneba planning education policy reforms. (UEW), and colleges of education offer introductory courses in educational measurement and evaluation. The legislative assembly of the Gold Coast authorized Funding is available to staff of examination units and the BECE and WASSCE through West African centers as well as lecturers in universities for attending Examination Council (WAEC) Ordinance No. 40 of 1951. international programs, courses, and workshops on WAEC is a semi-autonomous council, accountable to the educational measurement and evaluation. Ministry of Education, that has been in charge of running the BECE and WASSCE since 1990. BECE was Teachers are involved in some examination-related first administered in 1990 and WASSCE was first tasks, including scoring and supervising the administered in 1993. The policy document authorizing examinations. Teachers are generally hired as these examinations describes their purpose; authorized temporary or part-time staff to perform these uses of the results; procedures to investigate and examination-related activities. There are up-to-date, address security breaches, cheating, or other forms of compulsory courses and workshops on the exams inappropriate behavior; who can sit for the available to teachers who are appointed as examiners examinations; rules about preparation for the (marking scripts) and item writers (chief examiners). examinations; alignment with curricula and standards; and the format of the examination questions. The policy There is a clear understanding of what the BECE and document does not outline the governance structure or WASSCE measure, although some stakeholder groups distribution of power and responsibilities among key question the meaning of the results. For example, in the entities; funding sources; or procedures for special or case of BECE, some parents complain that even though disadvantaged student populations. their children may receive good aggregate scores, they do not receive a passing grade or obtain placement in There are coordinated attempts to improve the their first-choice schools. This situation occurs due to examinations by stakeholder groups. For example, the fact that the number of students receiving a passing WAEC provides opportunities for researchers to make grade on the BECE depends on the number of places presentations at monthly seminars and workshops on available in particular high schools (and not on the SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 students’ mastery of the material being tested). help ensure positive consequences of both Stakeholder groups also expressed concern about the examinations for students and the education system. use of WASSCE results when the National Council for Tertiary Education advised against admitting students Suggested policy options: with D7 grades (low-passing grades) into university. This created concern among the heads of private universities 1. Provide teachers with a wider range of that had admitted a number of students with D7 opportunities to be involved in examination- grades. related tasks, such as selecting or creating examination questions and scoring guides. Although inappropriate behavior surrounding the examination process is high, in the case of the WASSCE, 2. Introduce varied and systematic mechanisms to stakeholder groups perceive the exam as credible ensure the quality of the examinations. For because there is no alternative to it for selection to example, through capacity building, improve the tertiary education, and because stakeholder groups do quality of test questions developed by WAEC to not believe the scale of malpractice to be large enough ensure that the examinations adequately assess to affect the credibility of the results. Inappropriate knowledge, application, and reasoning. behavior for both the BECE and WASSCE has included Additionally, fund research and analysis of the leakage of the content of an examination paper or part examination results to ensure that their use is as of a paper prior to the examination; impersonation intended. (when an individual other than the registered candidate takes the examination); copying from other candidates; 3. Ensure the credibility of the examinations by using unauthorized materials such as prepared answers putting in place appropriate preventive and and notes; collusion among candidates via mobile reactive measures against inappropriate phones, passing of papers or equivalent; issuing forged behaviors that are clearly communicated to all certificates or altering results information; and key stakeholders, and that are monitored and provision of external assistance via the supervisor or consistently enforced. For example, strengthen mobile phone. protocol around the confidentiality of the examination paper in order to prevent its leakage Both BECE and WASSCE results are used by most prior to administration, and introduce provisions stakeholder groups in an appropriate way, although that make it more difficult for candidates to use some candidates fake their examination results when mobile phones to receive assistance while taking applying for further education or jobs. WAEC is taking the examination. steps to prevent the use of fake result slips for admission to higher education institutions and other 4. Provide more options for students who do not fraudulent practices by issuing certificates that contain perform well on the examinations, including the security features. Only limited systematic mechanisms, options to repeat a grade or opt for a less including internal and external reviews, and field selective school. testing, are in place to ensure the quality of the BECE and WASSCE. 5. Introduce a greater variety of mechanisms to monitor the consequences of the examinations. Comprehensive materials are available to prepare for For example, conduct a review to ensure that the both examinations. These materials are accessible by use of examination results is fully aligned with the virtually all students (over 90 percent) in a variety of intended purposes and uses. Additionally, provide learning contexts. However, there are very limited funding for independent research on the impact options for students who do not perform well on the of the examinations, and regularly conduct focus examinations. At the same time, a permanent oversight groups or surveys with key stakeholders. committee and an expert review group are in place to SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 National Large-Scale Assessment (NLSA) alignment between the assessment instrument and what it is supposed to measure. Level of development Special plans are made to ensure that students in hard- to-reach areas are covered by the NEA; however, The National Education Assessment (NEA) is a stable NLSA students in Special Schools (schools for children with program that has been operating on a regular basis for visual impairments, hearing impairments, and severe several years (2005, 2007, 2009, 2011). The assessment is learning needs) do not participate in the NEA. administered to a representative sample of students in Additionally, some mechanisms are in place to ensure English language and mathematics in Grades 3 and 6. The the technical quality of the assessment instrument. A Education Sector Plan for 2003-2015, authorized in 2004 comprehensive technical report on the instrument is by the Ministry of Education and the Ghana Education produced, but its circulation is restricted. Service, called for the establishment of such a program to monitor the quality of basic education in the country. The NEA results are disseminated within twelve months Ghana All Children Reading Plan, which will soon be after the assessment is administered. Dissemination shared with stakeholders, outlines the plan for the NEA in includes workshops for key stakeholders on the results. the next five years. At the same time, there is very little public engagement around the results because, although there is a large Most stakeholder groups support the NEA. Policymakers, dissemination effort to stakeholders at the Ministry of teacher unions, educators, students, think tanks, NGOs, Education, the media often are not involved. and universities all support the NEA, while the media and employers tend to be neutral towards it. The Ministry of Education and other development partners have used the NEA results in ways consistent There is regular (continuous and predictable) funding with the stated purposes of the assessment. for the NEA program, albeit allocated by non- Additionally, expert review groups are in place to government sources (specifically, USAID). Funding monitor the consequences of the NEA in terms of how covers assessment design and administration, data the data are used to improve education quality. analysis (which is generally carried out by a contracted USAID supplier who conducts the analysis with the Box 1 describes the School Education Assessment (SEA), Government of Ghana) and reporting, long- and another type of NLSA administered in Ghana that is medium-term planning of program milestones, and staff meant to support educators at the school level to training. Funding does not cover research and improve instruction. development activities. There are no courses or workshops to provide teachers with the opportunity to Box 1: School Education Assessment (SEA) learn about the NEA. In Ghana, the School Education Assessment (SEA) was administered to students in Grades 2 and 4 in 2006, The Assessment Services Unit (ASU) is a permanent unit 2008, and 2010. Its primary purposes were to monitor specifically created to run the NEA program. However, education quality at the system level, enhance student the office is inadequately staffed to effectively carry out accountability, and support schools and teachers. The the required assessment activities. Although there is a SEA measured student performance in English language permanent, full-time staff of six people, it is insufficient and mathematics, with results indicating the degree of to meet the needs of the program. attainment of specific curricular objectives in the two subjects. SEA results supported schools and teachers in The NEA measures performance against national identifying areas of the curriculum that require curriculum guidelines and learning standards. This improvement at the school level; however, they were measurement focus is largely accepted by stakeholder not intended for comparison across schools and regions. Parents were able to access results of the SEA through groups. Additionally, there is both regular independent Circuit Supervisors at the School Performance Appraisal and regular internal review by qualified experts of the Meetings (SPAMs). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Suggested policy options: 4. Introduce products, such as technical documents 1. Introduce government funding, possibly initially in and reports with assessment results that are combination with donor funding, for carrying out directly targeted and disseminated to key key NLSA activities, such as design, stakeholder groups. Additionally, introduce administration, analysis, and reporting of results. system-level mechanisms to ensure dissemination of those products to stakeholder groups at, 2. Review the structure of the ASU, as well as hiring among others, the district, cluster, and timelines and practices, to ensure that it has community levels. For example, host media sufficient staff and resources, particularly during briefings to discuss the results and work with the key stages of the NLSA process. media to feature results in diverse outlets. 3. Provide teachers with opportunities to learn 5. Clearly define a strategy and concrete goals for about the NLSA. For example, introduce a monitoring student learning through the NLSA compulsory, regularly updated, high quality and introduce measures to monitor progress over measurement and evaluation course, which time. Mechanisms may include providing funding addresses the NLSA and its use for monitoring for independent research on the impact of the students’ learning, in all in-service teacher NLSA, as well as instituting a permanent oversight training opportunities offered through teacher committee. education universities and for all pre-service teacher training offered through Colleges of Education. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 International Large-Scale Assessment National Team for Junior High School mathematics and science teachers across the country. (ILSA) To date, Ghana has met all technical standards required Level of development to have its data presented in the main displays of the TIMSS international reports. Ghana participated in the Trends in International The TIMSS 2003 and 2007 national and international Mathematics and Science Study (TIMSS) at the Grade 8 reports were widely disseminated in Ghana, and articles level in 2003, 2007, and 2011. However, Ghana will not by well-known academics that drew on these results participate in TIMSS 2015 and there is no policy were published in journals. The TIMSS 2011 report is document that addresses the country’s future underway and will be disseminated in the same manner participation in ILSAs. as the previous years' (2003 and 2007) reports. Additionally, results for TIMSS 2003 and 2007 were To date, funding for participation in ILSAs has been provided to some, but not all, schools and educators. provided by loans, such as a 13 million USD ten-year The media coverage of TIMSS 2003 and 2007 results has loan facility from the World Bank for Ghana's been limited, although there have been editorials, participation in TIMSS 2003, 2007, and 2011. This loan columns, and several small articles commenting on the facility covered all core activities of the ILSA as well as results. Although there is general recognition that research and development. Ghana’s results improved from TIMSS 2003 to TIMSS 2007, there has been little discussion in the country There is a team at the TIMSS National Centre, along about how this happened. with math and science experts, that is responsible for carrying out the TIMSS exercise in Ghana. The team is Although TIMSS results have been used for tracking the sufficiently staffed, both in terms of the quantity and impact of reforms on student achievement levels, quality of staff, because Circuit Supervisors working in informing curriculum improvement, and informing the District Education Offices are selected and trained other assessment activities in Ghana, it is not yet clear to help with carrying out the assessment exercise. The that decisions based on TIMSS results have had an TIMSS National Coordinator has taken part in a overall positive impact on students' achievement levels. “Capacity in Assessment” course and has been invited by other TIMSS participating countries to join their training on ILSA. Nonetheless, issues that have been Suggested policy options: identified in the carrying out of the TIMSS exercise in Ghana include errors or delays in the printing or layout 1. Develop and make publically available a policy of the test booklets, and errors or delays in scoring document that addresses Ghana’s participation in student responses to questions. ILSAs. The ILSA team has attended some international 2. Introduce regular government funding for ILSA workshops and meetings, an average of nine per activities, particularly for core ILSA activities. assessment cycle. Higher attendance has been prevented by visa issues. 3. Ensure that the Assessment Services Unit (ASU) is adequately staffed to carry out ILSA activities to a Ghana offers opportunities to learn about TIMSS to a high standard. This could be done by enhancing wide audience of interested parties. For example, the capacity and efficacy of ASU staff in, for seminars are organized at the Ministry of Education for example, scoring student responses to questions key stakeholders, including the media. The Ministry of and designing the layout of the test booklets. Education also supports a series of in-service education and training workshops organized by the TIMSS SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 4. Introduce a system-level strategy and monitoring teacher training programs and resource allocation mechanisms to ensure that ILSA information is decisions. communicated effectively to all key stakeholders. For example, include provisions for all schools and 6. Introduce funding for research on Ghana’s educators to receive feedback on ILSA results, and participation in ILSAs, including in TIMSS, to make national reports based on the ILSA results evaluate the impact of ILSAs on teaching and available online so that they may reach a wider learning in the country and to identify how ILSA audience. results can better inform decisions that can improve student achievement levels. 5. Introduce mechanisms to ensure that results from the ILSA are used in a variety of ways to inform decision making in Ghana, such as to inform SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Appendix 1: Assessment Types and Their Key Differences Classroom Large-scale assessment Examinations Surveys National International Exit Entrance Purpose To provide To provide To provide To certify To select immediate feedback on feedback on the students as they students for feedback to overall health of comparative move from one further inform the system at performance of level of the educational classroom particular the education education system opportunities instruction grade/age system at to the next (or level(s), and to particular into the monitor trends in grade/age workforce) learning level(s) Frequency Daily For individual For individual Annually and Annually and subjects offered subjects offered more often more often on a regular on a regular where the system where the system basis (such as basis (such as allows for allows for every 3-5 years) every 3-5 years) repeats repeats Who is All students Sample or A sample of All eligible All eligible tested? census of students at a students students students at a particular grade particular grade or age level(s) or age level(s) Format Varies from Usually multiple Usually multiple Usually essay Usually essay observation to choice and short choice and short and multiple and multiple questioning to answer answer choice choice paper-and-pencil tests to student performances Coverage of All subject areas Generally Generally Covers main Covers main curriculum confined to a few confined to one subject areas subject areas subjects or two subjects Additional Yes, as part of Frequently Yes Seldom Seldom information the teaching collected from process students? Scoring Usually informal Varies from Usually involves Varies from Varies from and simple simple to more statistically simple to more simple to more statistically sophisticated statistically statistically sophisticated techniques sophisticated sophisticated techniques techniques techniques SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System Development Level LATENT ESTABLISHED (Absence of, or EMERGING (Acceptable deviation from, (On way to meeting minimum ADVANCED Dimension attribute) minimum standard) standard) (Best practice) Justification EC—ENABLING CONTEXT EC1—Policies EC2—Leadership, public engagement EC3—Funding EC4—Institutional arrangements EC5—Human resources SA—SYSTEM ALIGNMENT SA1—Learning/quality goals SA2—Curriculum SA3—Pre-, in-service teacher training AQ—ASSESSMENT QUALITY AQ1—Ensuring quality (design, administration, analysis) AQ2—Ensuring effective uses SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Appendix 3: Summary of the Development Levels for Each Assessment Type Assessment Type LATENT EMERGING ESTABLISHED ADVANCED Absence of, or deviation On way to meeting Acceptable minimum Best practice from, the attribute minimum standard standard There is no system-wide There is weak system- There is sufficient There is strong system- institutional capacity to wide institutional system-wide institutional wide institutional support and ensure the capacity to support and capacity to support and capacity to support and quality of classroom ensure the quality of ensure the quality of ensure the quality of assessment practices. classroom assessment classroom assessment classroom assessment practices. practices. practices. CLASSROOM ASSESSMENT There is no standardized There is a partially There is a stable There is a stable examination in place for stable standardized standardized standardized key decisions. examination in place, examination in place. examination in place and and a need to develop There is institutional institutional capacity and institutional capacity to capacity and some strong mechanisms to run the examination. The limited mechanisms to monitor it. The EXAMINATIONS examination typically is monitor it. The examination is of high of poor quality and is examination is of quality and is perceived perceived as unfair or acceptable quality and is as fair and free from corrupt. perceived as fair for corruption. most students and free from corruption. There is no NLSA in There is an unstable There is a stable NLSA There is a stable NLSA place. NLSA in place and a in place. There is in place and institutional need to develop institutional capacity and capacity and strong institutional capacity to some limited mechanisms to monitor run the NLSA. mechanisms to monitor it. The NLSA is of high NATIONAL (OR SYSTEM- Assessment quality and it. The NLSA is of quality and its LEVEL) LARGE-SCALE impact are weak. moderate quality and its information is ASSESSMENT information is effectively used to disseminated, but not improve education. always used in effective ways. There is no history of Participation in an ILSA There is more or less There is stable participation in an ILSA has been initiated, but stable participation in an participation in an ILSA nor plans to participate there still is need to ILSA. There is and institutional capacity in one. develop institutional institutional capacity to to run the ILSA. The capacity to carry out the carry out the ILSA. The information from the INTERNATIONAL LARGE- ILSA. information from the ILSA is effectively used SCALE ASSESSMENT ILSA is disseminated, to improve education. but not always used in effective ways. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Appendix 4: Methodology for Assigning For scores that allow a margin of discretion (i.e., to Development Levels choose between two levels of development), a final 1. The country team or consultant collects information decision has to be made based on expert judgment. For about the assessment system in the country. example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or 2. Based on the collected information, a level of Established.’ Based on qualitative information not development and score is assigned to each dimension in captured in the rubric, along with expert judgment, the the rubrics: country team chooses ‘Emerging’ as the most appropriate level. x Latent = 1 score point x Emerging = 2 score points 6. Scores for certain key dimensions under ‘Enabling x Established = 3 score points Context’ (in the case of EXAM, NLSA, and ILSA) and x Advanced = 4 score points under ‘System Alignment’ (in the case of CLASS) were set as ceiling scores, i.e., the overall mean score for the particular assessment type cannot be greater than the 3. The score for each quality driver is computed by score for these key dimensions. These key variables aggregating the scores for each of its constituent include formal policy, regular funding, having a dimensions. For example: permanent assessment unit, and the quality of assessment practices. The quality driver, ‘Enabling Context,’ in the case of ILSA, has 3 dimensions on which a hypothetical country receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s overall score for this quality driver would be: (2+2+3)/3 = 2.33 4. A preliminary level of development is assigned to each quality driver. 5. The preliminary development level is validated using expert judgment in cooperation with the country team and The World Bank Task Team Leader. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Appendix 5: SABER-Student Assessment Rubrics for Ghana This appendix provides the completed SABER-Student Assessment rubrics for each type of assessment activity in Ghana. In each row of the rubric, the relevant selection is indicated by a thick border and an asterisk. The selection may include a superscript number that refers to the justification or explanation of the selection (as indicated by a thick border and an asterisk), which is provided in the “Development level rating justifications” section at the end of each rubric. If a row includes a superscript but not a thick border and an asterisk, such superscript indicates that insufficient information was available to determine the relevant selection in the row. 17 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 GHANA Classroom Assessment 18 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ENABLING CONTEXT AND SYSTEM ALIGNMENT Overall policy and resource framework within which classroom assessment activity takes place in a country or system, and the degree to which classroom assessment activity is coherent with other components of the education system. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT AND SYSTEM ALIGNMENT 1: Setting clear guidelines for classroom assessment There is no system-level document that There is an informal system-level document There is a formal system-level document This option does not apply to this provides guidelines for classroom that provides guidelines for classroom that provides guidelines for classroom dimension. 1 assessment. assessment. assessment. * This option does not apply to this This option does not apply to this The availability of the document is The document is widely available. 2 dimension. dimension. restricted. * ENABLING CONTEXT AND SYSTEM ALIGNMENT 2: Aligning classroom assessment with system learning goals There are no system-wide resources for There are scarce system-wide resources for There are some system-wide resources There are a variety of system-wide 3 3 teachers for classroom assessment. teachers for classroom assessment. for teachers for classroom assessment. resources available for teachers for classroom assessment. * There is no official curriculum or There is an official curriculum or standards There is an official curriculum or There is an official curriculum or standards document. document, but it is not clear what students standards document that specifies what standards document that specifies what are expected to learn or to what level of students are expected to learn, but the students are expected to learn and to performance. level of performance required is not what level of performance. 4 clear. * ENABLING CONTEXT AND SYSTEM ALIGNMENT 3: Having effective human resources to carry out classroom assessment activities There are no system-level mechanisms This option does not apply to this There are some system-level There are a variety of system-level to ensure that teachers develop skills dimension. mechanisms to ensure that teachers mechanisms to ensure that teachers and expertise in classroom assessment. develop skills and expertise in classroom develop skills and expertise in classroom 5 assessment. assessment. * 19 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ASSESSMENT QUALITY Quality of classroom assessment design, administration, analysis, and use. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring the quality of classroom assessment Classroom assessment practices suffer Classroom assessment practices are Classroom assessment practices are Classroom assessment practices are 6 from widespread weaknesses or there is known to be weak. known to be of moderate quality. known to be generally of high quality. no information available on classroom assessment practices. There are no mechanisms to monitor the * There are ad hoc mechanisms to monitor There are limited systematic mechanisms There are varied and systematic quality of classroom assessment the quality of classroom assessment to monitor the quality of classroom mechanisms in place to monitor the 7 practices. practices. assessment practices. quality of classroom assessment practices. * ASSESSMENT QUALITY 2: Ensuring effective uses of classroom assessment Classroom assessment information is not This option does not apply to this Classroom assessment information is Classroom assessment information is required to be disseminated to key dimension. required to be disseminated to some key required to be disseminated to all key 8 stakeholders. stakeholders. stakeholders. There are no required uses of classroom There are limited required uses of There are adequate required uses of There are adequate required uses of * assessment to support student learning. classroom assessment to support classroom assessment to support classroom assessment to support student learning. student learning, excluding its use as an student learning, including its use as an 9 input for external examination results. input for external examination results. * 20 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Classroom Assessment: Development-level rating justifications 1. There is a set of national syllabi (formal system-level documents authorized by the Ministry of Education), which include comprehensive guidelines for classroom assessment, referred to as school-based assessment. These include the Curriculum Research and Development Division Teaching Syllabi from 2007 for a) Mathematics (Primary 1-6), b) Natural Science (Primary 1-3), c) ICT (Primary 1-6), d) Mathematics (Junior High School 1-3), e) Integrated Science (Junior High School 1-3), f) Christian Religious Studies (Senior High School 1-3), and g) English Language (Senior High School 1-4). 2. Every school is provided with one copy of each syllabus. However, there are not enough copies of the syllabi for all teachers to access. At the Senior High School level, syllabi are made available on CD, although not all schools have technological capability to access them. The CDs are also distributed to District Education offices and are made available online on the Ghana Education Service website, although most schools lack internet connectivity to access the website. Additionally, the syllabi are available in colleges of education and in in-service courses for teachers. 3. The national syllabi outline what students are expected to learn in different subject areas at different grade/age levels. However, textbooks or workbooks and scoring criteria are not available for teachers for their classroom activities. 4. The national syllabi outline what student at different grade/age levels are expected to learn, but they do not take into account individual differences in student ability levels. 5. System-level mechanisms to ensure that teachers develop skills and expertise in classroom assessment include pre-service teacher training, in-service teacher training, requirements for a course on classroom assessment in all colleges of education, opportunities to participate in conferences and workshops, and teacher supervision. However, there are no on-line resources available on classroom assessment. Additionally, not all teachers have opportunities to participate in conferences (fewer than 0.005 percent of teachers at each level participate) and secondary school teachers have very little in-service training. 6. Classroom assessment activities are known to be weak. It is very common that classroom assessment activities rely mainly on multiple-choice, selection-type questions, and are mainly about recalling information. Teachers very commonly do not use explicit or a priori criteria for scoring or grading students' work and uneven application of standards for grading students' work is a serious problem. Grade inflation is a serious problem, and parents are often poorly informed about students' grades. Classroom assessment activities are very commonly used as administrative or control tools rather than as a pedagogical resource. However, assessment practices are generally aligned with the curricular framework and classroom assessment activities generally provide useful feedback to students. It is also not common to observe errors in the scoring or grading of students' work. 7. Classroom assessment is a required component of a teacher's performance evaluation and of school inspection or teacher supervision. 8. Schools or teachers are required to report on an individual student's performance to school district/Ministry of Education officials, parents, students, and School Management Committees (SMC). SMCs, along with school heads, are expected to hold School Performance Appraisal Meetings (SPAM) to discuss a 21 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 school's performance on the School Report Card, reports from assessment activities, as well as strategies to improve future school performance. SPAM involve school teachers and the entire community, with Circuit Supervisors in attendance. 9. Classroom assessment activities are required for diagnosing student learning issues, providing feedback to students on their learning, informing parents about their child's learning, planning next steps in instruction, grading students for internal classroom uses, and providing input to an external examination program. 22 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 GHANA Examinations – Basic Education Certificate Examination (BECE) 23 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ENABLING CONTEXT Overall framework of policies, leadership, organizational structures, fiscal and human resources in which assessment activity takes place in a country or system and the extent to which that framework is conducive to, or supportive of, the assessment activity. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 1: Setting clear policies No standardized examination has taken The standardized examination has been The examination is a stable program that This option does not apply to this 1 place. operating on an irregular basis. has been operating regularly. dimension * There is no policy document that There is an informal or draft policy There is a formal policy document that This option does not apply to this 2 authorizes the examination. document that authorizes the authorizes the examination. dimension. examination. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this 3 dimension. the public. public. dimension. * This option does not apply to this This option does not apply to this The policy document addresses some The policy document addresses all key 4 dimension. dimension. key aspects of the examination. aspects of the examination. * ENABLING CONTEXT 2: Having strong leadership All stakeholder groups strongly oppose Most stakeholder groups oppose the Most stakeholders groups support the All stakeholder groups support the 5 the examination or are indifferent to it. examination. examination. examination. There are no attempts to improve the This option does not apply to this There are independent attempts to There are coordinated attempts to examination by stakeholder groups. dimension. improve the examination by stakeholder improve the examination by stakeholder 6 groups. groups. * Efforts to improve the examination are This option does not apply to this Efforts to improve the examination are This option does not apply to this not welcomed by the leadership in dimension. generally welcomed by the leadership in dimension. 7 charge of the examination charge of the examination. * 24 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 (CONTINUED) LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 3: Having regular funding There is no funding allocated for the There is irregular funding allocated for There is regular funding allocated for the This option does not apply to this 8 examination. the examination. examination. dimension. * This option does not apply to this Funding covers some core examination Funding covers all core examination This option does not apply to this dimension. activities: design, administration, data activities: design, administration, data dimension. 9 processing or reporting. processing and reporting. * This option does not apply to this Funding does not cover research and This option does not apply to this Funding covers research and 10 dimension. development. dimension. development. * ENABLING CONTEXT 4: Having strong organizational structures The examination office does not exist or The examination office is newly The examination office is a stable This option does not apply to this 11 is newly established. established. organization. dimension. * The examination office is not This option does not apply to this The examination office is accountable to This option does not apply to this 12 accountable to an external board or dimension. an external board or agency. dimension. agency. * Examination results are not recognized Examination results are recognized by Examination results are recognized by Examination results are recognized by by any certification or selection system. certification or selection system in the one certification or selection system in two or more certification or selection 13 country. another country. system in another country. * The examination office does not have The examination office has some of the The examination office has all of the The examination office has state of the the required facilities to carry out the required facilities to carry out the required facilities to carry out the art facilities to carry out the 14 examination. examination. examination. examination. (CONTINUED) * 25 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 5: Having effective human resources There is no staff to carry out the The examination office is inadequately The examination office is adequately The examination office is adequately examination. staffed to effectively carry out the staffed to carry out the examination staffed to carry out the assessment 15 examination, issues are pervasive. effectively, with minimal issues. effectively, with no issues. * The country does not offer opportunities This option does not apply to this The country offers some opportunities The country offers a wide range of that prepare for work on the dimension. that prepare for work on the opportunities that prepare for work on 16 examination. examination. the examination. * 26 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 SYSTEM ALIGNMENT Degree to which the assessment is coherent with other components of the education system. LATENT EMERGING ESTABLISHED ADVANCED SYSTEM ALIGNMENT 1: Aligning examinations with learning goals and opportunities to learn It is not clear what the examination This option does not apply to this There is a clear understanding of what This option does not apply to this 17 measures. dimension. the examination measures. dimension. What the examination measures is This option does not apply to this * What is measured by the examination is This option does not apply to this questioned by some stakeholder dimension. largely accepted by stakeholder groups. dimension. 18 groups. * Material to prepare for the examination There is some material to prepare for the There is comprehensive material to There is comprehensive material to is minimal and it is only accessible to examination that is accessible to some prepare for the examination that is prepare for the examination that is 19 very few students. students. accessible to most students. accessible to all students. * SYSTEM ALIGNMENT 2: Providing teachers with opportunities to learn about the examination There are no courses or workshops on There are no up-to-date courses or There are up-to-date voluntary courses There are up-to-date compulsory courses examinations available to teachers. workshops on examinations available to or workshops on examinations available or workshops on examinations for 20 teachers. to teachers. teachers. Teachers are excluded from all Teachers are involved in very few Teachers are involved in some Teachers are involved in * most 21 examination-related tasks. examination-related tasks. examination-related tasks. examination-related tasks. * 27 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ASSESSMENT QUALITY Degree to which the assessment meets quality standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring quality There is no technical report or other There is some documentation on the There is a comprehensive technical There is a comprehensive, high quality 22 documentation. examination, but it is not in a formal report but with restricted circulation. technical report available to the general report format. public. * There are no mechanisms in place to This option does not apply to this There are limited systematic mechanisms There are varied and systematic ensure the quality of the examination. dimension. in place to ensure the quality of the mechanisms in place to ensure the 23 examination. quality of the examination. * ASSESSMENT QUALITY 2: Ensuring fairness Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the 24 examination process is high. examination process is moderate. examination process is low. examination process is marginal. * The examination results lack credibility The examination results are credible for The examination results are credible for This option does not apply to this 25 for all stakeholder groups. some stakeholder groups. all stakeholder groups. dimension. * The majority of the students (over 50%) A significant proportion of students A small proportion of students (less than All students can take the examination; may not take the examination because of (10%-50%) may not take the examination 10%) may not take the examination there are no language, gender or other 26 language, gender, or other equivalent because of language, gender, or other because of language, gender, or other equivalent barriers. barriers. equivalent barriers. equivalent barriers. * (CONTINUED) 28 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 3: Using examination information in a fair way Examination results are not used in a Examination results are used by some Examination results are used by most Examination results are used by all 27 proper way by all stakeholder groups. stakeholder groups in a proper way. stakeholder groups in a proper way. stakeholder groups in a proper way. 28 * Student names and results are public. This option does not apply to this Students’ results are confidential. This option does not apply to this dimension. dimension. * ASSESSMENT QUALITY 4: Ensuring positive consequences of the examination There are no options for students who There are very limited options for There are some options for students who There is a variety of options for students do not perform well on the examination, students who do not perform well on the do not perform well on the examination. who do not perform well on the 29 or students must leave the education examination. examination. system. * There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There is a variety of mechanisms in place monitor the consequences of the dimension. monitor the consequences of the to monitor the consequences of the 30 examination. examination. examination. * 29 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Examinations – Basic Education Certificate Examination (BECE): Development-level rating justifications 1. The Basic Education Certificate Examination (BECE) was first administered in 1990. Its primary purposes are for student certification for grade or school cycle completion and student selection to secondary school. Secondary purposes include school or educator accountability and promoting competition among schools. Students in Grade 9 are assessed in English Language, Ghanaian Language and Culture, Social Studies, Integrated Science, Mathematics, Basic Design and Technology, Information and Communication Technology, French (optional), and Religious and Moral Education. 2. The legislative assembly of the Gold Coast authorized the examination through West African Examination Council (WAEC) Ordinance No. 40 of 1951. 3. The policy document is not available to the public. However, certain information about the policy document is made available on the http://www.ghanawaec.org/ and http://www.ghanaweb.com/GhanaHomePage/education/waec.html websites. 4.The policy document describes the purpose of the examination, describes authorized use of results, outlines procedures to investigate and address security breaches, cheating, or other forms of inappropriate behavior, specifies who can sit for the examination, identifies rules about preparation, explains alignment with curricula and standards, and explains the format of the examination questions. The policy document does not outline governance, distribution of power, responsibilities among key entities, funding sources, or outline the procedures for special/disadvantaged students. 5. There is an insufficient amount of information to be able to identify a development level rating. 6. There are coordinated attempts to improve the examination by stakeholder groups. 7. Efforts to improve the examination are generally welcomed by the leadership in charge of the examination. 8. There is regular funding allocated by the government and from student fees for the examination. 9. Funding covers long - or medium- term planning of program milestones and staff training. 10. Funding covers research and development. 11. WAEC is a semi-autonomous council that has been in charge of running the examination since 1990. 12. WAEC is accountable to the Ministry of Education. 13. Examination results are officially recognized in Ghana. 30 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 14. WAEC has computers for all technical staff, a secure building, secure storage facilities, access to adequate computer servers, an ability to backup data, and adequate communication tools. 15. There is an adequate number (in terms of quality and quantity) of full-time and part-time staff. Part-time staff members are responsible for activities such as paper setting, marking, and script checking. There have been minimal issues in carrying out the examination effectively, although there has been confusion in interpretation of the grading system and cases of examination malpractices, largely due to the laxity of supervisors. 16. University graduate programs and university courses on educational measurement and evaluation provide opportunities that prepare for work on the examination. University of Cape Coast (UCC) has a post graduate program in educational measurement and evaluation, and UCC, University of Education, Winneba (UEW), and colleges of Education offer courses in introductory educational measurement and evaluation. Also, funding is available for attending international programs, courses, and workshops on educational measurement and evaluation, which is largely available to staff of Examination units and centres, as well as lecturers in universities. 17. The examination measures the national school curriculum guidelines or standards as the examination syllabus is designed based on the teaching syllabuses of various nations, including Ghana. 18. Some stakeholder groups question what the examination measures. For example, some parents complain that their children receive good aggregate scores, but do not obtain placement in the schools of their first choice. The so-called "pass" in BECE is defined as gaining an aggregate score in the range of 6-30 in the best six subjects with a grade 5 or better in the core subjects (Mathematics, English, Integrated Science, and Social Studies). However, only the raw BECE exam score is used for selection/placement to senior high school, and the number of students who receive a "pass" in BECE depends on the number of places available in senior high schools. 19. The material is widely accessible by all students (over 90 percent) in a variety of learning contexts. Examples of the types of questions that are on the examination are available for sale to the public. Information on how to prepare for the examination is available online, and a report on the strengths and weaknesses in student performance is sent to key stakeholders and available for sale online. 20. There are up-to-date compulsory courses or workshops on examinations for teachers. Teachers who are involved in invigilation and supervision of exams attend workshops before the exams at exam centers. Also, teachers who are involved in scoring the constructed response papers of the exam are trained at Coordination workshops. 21. Teachers are hired as temporary/part-time staff for administering, supervising, and scoring the examination. 22. There is a comprehensive technical report, however, its circulation is restricted. 31 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 23. Internal review or observation by officials of the District Directorate of Education, external review or observation by WAEC officials, and pilot or field testing by the WAEC Test Development Division are in place to ensure the quality of the examination. 24. Inappropriate behaviors include: leakage of the content of an examination paper or part of a paper prior to the examination, impersonation (when an individual other than the registered candidate takes the examination), copying from other candidates, using unauthorized materials such as prepared answers and notes, collusion among candidates via mobile phones, passing of paper, or equivalent, issuing forged certificates or altering results information, and the provision of external assistance via the supervisor, mobile phone, etc. Sensitization programs are being organized for stakeholders to address the inappropriate behaviors. 25. Stakeholder groups perceive the exam as credible. 26. All students can take the examination; there are no language, gender or other equivalent barriers. 27. Examination results are used by most stakeholder groups in a proper way. However, some candidates fake their results when applying for further education or jobs. 28. Only the student and persons with a legitimate, professional interest in the test taker can know the results. 29. Students who do not perform well on the examination may retake the examination (in the following year(s)) or attend remedial or preparatory courses in order to prepare to retake it. 30. There is a permanent oversight committee and expert review groups to monitor the consequences of the examination. 32 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 GHANA Examinations – West African Secondary School Certificate Exam (WASSCE) 33 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ENABLING CONTEXT Overall framework of policies, leadership, organizational structures, fiscal and human resources in which assessment activity takes place in a country or system and the extent to which that framework is conducive to, or supportive of, the assessment activity. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 1: Setting clear policies No standardized examination has taken The standardized examination has been The examination is a stable program that This option does not apply to this 1 place. operating on an irregular basis. has been operating regularly. dimension * There is no policy document that There is an informal or draft policy There is a formal policy document that This option does not apply to this 2 authorizes the examination. document that authorizes the authorizes the examination. dimension. examination. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this 3 dimension. the public. public. dimension. * This option does not apply to this This option does not apply to this The policy document addresses some key The policy document addresses all key 4 dimension. dimension. aspects of the examination. aspects of the examination. * ENABLING CONTEXT 2: Having strong leadership All stakeholder groups strongly oppose Most stakeholder groups oppose the Most stakeholders groups support the All stakeholder groups support the 5 the examination or are indifferent to it. examination. examination. examination. There are no attempts to improve the This option does not apply to this There are independent attempts to There are coordinated attempts to * examination by stakeholder groups. dimension. improve the examination by stakeholder improve the examination by stakeholder 6 groups. groups. * Efforts to improve the examination are This option does not apply to this Efforts to improve the examination are This option does not apply to this not welcomed by the leadership in dimension. generally welcomed by the leadership in dimension. 7 charge of the examination charge of the examination. * 34 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 (CONTINUED) LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 3: Having regular funding There is no funding allocated for the There is irregular funding allocated for There is regular funding allocated for the This option does not apply to this 8 examination. the examination. examination. dimension. * This option does not apply to this Funding covers some core examination Funding covers all core examination This option does not apply to this dimension. activities: design, administration, data activities: design, administration, data dimension. 9 processing or reporting. processing and reporting. * This option does not apply to this Funding does not cover research and This option does not apply to this Funding covers research and 10 dimension. development. dimension. development. * ENABLING CONTEXT 4: Having strong organizational structures The examination office does not exist or The examination office is newly The examination office is a stable This option does not apply to this 11 is newly established. established. organization. dimension. * The examination office is not This option does not apply to this The examination office is accountable to This option does not apply to this 12 accountable to an external board or dimension. an external board or agency. dimension. agency. * Examination results are not recognized Examination results are recognized by Examination results are recognized by Examination results are recognized by by any certification or selection system. certification or selection system in the one certification or selection system in two or more certification or selection 13 country. another country. system in another country. * The examination office does not have The examination office has some of the The examination office has all of the The examination office has state of the the required facilities to carry out the required facilities to carry out the required facilities to carry out the art facilities to carry out the 14 examination. examination. examination. examination. * 35 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 (CONTINUED) LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 5: Having effective human resources There is no staff to carry out the The examination office is inadequately The examination office is adequately The examination office is adequately examination. staffed to effectively carry out the staffed to carry out the examination staffed to carry out the assessment 15 examination, issues are pervasive. effectively, with minimal issues. effectively, with no issues. * The country does not offer opportunities This option does not apply to this The country offers some opportunities The country offers a wide range of that prepare for work on the dimension. that prepare for work on the opportunities that prepare for work on 16 examination. examination. the examination. * 36 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 SYSTEM ALIGNMENT Degree to which the assessment is coherent with other components of the education system. LATENT EMERGING ESTABLISHED ADVANCED SYSTEM ALIGNMENT 1: Aligning examinations with learning goals and opportunities to learn It is not clear what the examination This option does not apply to this There is a clear understanding of what This option does not apply to this 17 measures. dimension. the examination measures. dimension. What the examination measures is This option does not apply to this * What is measured by the examination is This option does not apply to this questioned by some stakeholder dimension. largely accepted by stakeholder groups. dimension. 18 groups. * Material to prepare for the examination There is some material to prepare for the There is comprehensive material to There is comprehensive material to is minimal and it is only accessible to examination that is accessible to some prepare for the examination that is prepare for the examination that is 19 very few students. students. accessible to most students. accessible to all students. * SYSTEM ALIGNMENT 2: Providing teachers with opportunities to learn about the examination There are no courses or workshops on There are no up-to-date courses or There are up-to-date voluntary courses There are up-to-date compulsory courses examinations available to teachers. workshops on examinations available to or workshops on examinations available or workshops on examinations for 20 teachers. to teachers. teachers. Teachers are excluded from all Teachers are involved in very few Teachers are involved in some Teachers are involved in * most 21 examination-related tasks. examination-related tasks. examination-related tasks. examination-related tasks. * 37 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ASSESSMENT QUALITY Degree to which the assessment meets quality standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring quality There is no technical report or other There is some documentation on the There is a comprehensive technical There is a comprehensive, high quality 22 documentation. examination, but it is not in a formal report but with restricted circulation. technical report available to the general report format. public. * There are no mechanisms in place to This option does not apply to this There are limited systematic mechanisms There are varied and systematic ensure the quality of the examination. dimension. in place to ensure the quality of the mechanisms in place to ensure the 23 examination. quality of the examination. * ASSESSMENT QUALITY 2: Ensuring fairness Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the 24 examination process is high. examination process is moderate. examination process is low. examination process is marginal. * The examination results lack credibility The examination results are credible for The examination results are credible for This option does not apply to this 25 for all stakeholder groups. some stakeholder groups. all stakeholder groups. dimension. * The majority of the students (over 50%) A significant proportion of students A small proportion of students (less than All students can take the examination; may not take the examination because of (10%-50%) may not take the examination 10%) may not take the examination there are no language, gender or other 26 language, gender, or other equivalent because of language, gender, or other because of language, gender, or other equivalent barriers. barriers. equivalent barriers. equivalent barriers. * (CONTINUED) 38 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 3: Using examination information in a fair way Examination results are not used in a Examination results are used by some Examination results are used by most Examination results are used by all 27 proper way by all stakeholder groups. stakeholder groups in a proper way. stakeholder groups in a proper way. stakeholder groups in a proper way. 28 * Student names and results are public. This option does not apply to this Students’ results are confidential. This option does not apply to this dimension. dimension. * ASSESSMENT QUALITY 4: Ensuring positive consequences of the examination There are no options for students who There are very limited options for There are some options for students who There is a variety of options for students do not perform well on the examination, students who do not perform well on the do not perform well on the examination. who do not perform well on the 29 or students must leave the education examination. examination. system. * There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There is a variety of mechanisms in place monitor the consequences of the dimension. monitor the consequences of the to monitor the consequences of the 30 examination. examination. examination. * 39 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Examinations – West African Secondary School Certificate Examination (WASSCE): Development-level rating justifications 1. The West African Secondary School Certificate Examination (WASSCE) is taken at the end of senior high school in Ghana and four other Anglophone countries, which include Nigeria, Sierra Leone, Liberia, and Gambia. WASSCE was first administered in December 1993 and covers core subjects in Senior High School, which are English language, Mathematics, Integrated Science, and Social Studies, and elective subjects, which include topics related to Agriculture, Science, General Arts, Business, and Vocational. Students in Grade 12 take the exam in the topics relevant to their chosen fields of study, with results used in certifying senior high school completion and determining selection to university or other higher-education institutions, as well as for monitoring education quality levels, and planning education policy reforms. 2. The West African Examination Council (WAEC) Ordinance No. 40 of 1951, from The Legislative Assembly of the Gold Coast, authorized the examination in 1951. 3. The policy document is not available to the public. However, certain information about the policy document is made available on the http://www.ghanawaec.org/ and http://www.ghanaweb.com/GhanaHomePage/education/waec.html websites. 4. The policy document describes the purpose of the examination, describes authorized use of results, outlines procedures to investigate and address security breaches, cheating, or other forms of inappropriate behavior, specifies who can sit for the examination, identifies rules about preparation, explains alignment with curricula and standards, and explains the format of the examination questions. The policy document does not outline governance, distribution of power, responsibilities among key entities, funding sources, or outline the procedures for special/disadvantaged students. 5. Policymakers, teachers unions, educators, students, parents, media, think-tanks, NGOs, universities, and employers all strongly support the WAEC. 6. There are coordinated attempts to improve the examination by stakeholder groups. The Conference of Heads of Assisted Secondary Schools (CHASS) has taken steps to curb examination irregularities, and prominent educationists, teacher unions, and researchers from WAEC and tertiary institutions, are raising awareness through speeches, research, and meetings. 7. WAEC provides opportunities for researchers to make presentations at monthly seminars and workshops, and WAEC leadership discusses recommendations directly related to improving the examination. 8. All participating WAEC countries contribute government funding to WAEC. Funding is also provided through student fees. 9. Funding also covers long - or medium- term planning of program milestones, and staff training. 10. Funding covers research and development. 40 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 11. WAEC is a semi-autonomous council that has been in charge of running the examination since 1951. 12. WAEC is accountable to the Ministry of Education. 13. Examination results are officially recognized in Ghana and in the countries of the West African sub region. 14. WAEC has computers for all technical staff, a secure building, secure storage facilities, access to adequate computer servers, ability to backup data, and adequate communication tools. 15. There is an adequate number (in terms of quality and quantity) of full-time and part-time staff, many of whom have received training overseas on examination management. Part-time staff members take on work related to paper setting, marking, script checking, etc. There have been minimal issues in carrying out the examination effectively, though there have been cases of examination malpractices largely due to the laxity of supervisors. 16. University graduate programs and university courses on educational measurement and evaluation provide opportunities that prepare for work on the examination. University of Cape Coast (UCC) has a post-graduate program in educational measurement and evaluation, and UCC, University of Education, Winneba (UEW), and colleges of Education offer courses in introductory educational measurement and evaluation. Also, funding is available for attending international programs, courses, and workshops on educational measurement and evaluation, which is largely for staff of Examination units and centres and lecturers in universities who have researched or written papers. 17. The examination measures the internationally recognized and national school curriculum guidelines or standards, as the examination syllabus is designed based on the teaching syllabuses of various nations, including Ghana. However, most teachers do not see the WAEC examination syllabus, as it is only available to the examiners. The examination also measures the internationally recognized curriculum guidelines or standards. One of the major roles of WAEC's subject panels for the various WASSCE subjects is to ensure a good alignment or match between the requirements of the WAEC examination syllabus and the CRDD official curriculum. 18. Some stakeholder groups question what the examination measures. For example, heads of private universities expressed concern over the non-acceptance of the D7 WASSCE grades. 19. Examples of the types of questions that are on the examination are available for sale to the public. Some information on how to prepare for the examination is available online, and a report on the strengths and weaknesses in student performance is sent to key stakeholders and available for sale online. 20. Workshops are organized by WAEC for teachers who are appointed as examiners (marking scripts) and item writers (chief examiners). The workshops are need-based, but depend on the availability of funds at WAEC. Workshops are also offered to newly appointed staff. 41 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 21. Teachers are hired only as temporary/part-time staff for administering the examination, scoring the examination, and supervising examination procedures. Their work ends when the tasks are completed, although some are hired on a regular basis. 22. There is a comprehensive technical report, but circulation is very restricted. The report is not available to the public and even some permanent staff of the Council do not have access to it. 23. Internal and external review or observers and pilot or field testing are in place to ensure the quality of the examination. 24. Inappropriate behaviors observed include: leakage of the content of an examination paper or part of a paper prior to the examination, impersonation when an individual other than the registered candidate takes the examination, copying from other candidates, using unauthorized materials such as prepared answers and notes, collusion among candidates via mobile phones, passing of paper, or equivalent, issuing forged certificates or altering results information, and the provision of external assistance via the supervisor, mobile phone, etc. 25. Stakeholder groups perceive the exam as credible because there is no alternative for selection to tertiary education, and because they do not believe the scale of malpractice to be large enough to affect the credibility of the results. In 2011, WAEC reported malpractices to affect 2.83 percent of the total number of students who participated in the exam. Additionally, stakeholders have faith in the results because offenders are punished severely. 26. All students can take the examination; there are no language, gender or other equivalent barriers. 27. Some candidates fake their results when applying for further education or jobs; therefore, WAEC provides services for verification of results to organizations and institutions who want to authenticate the examination results of their prospective students and/or employees. WAEC is taking steps to prevent the use of fake results' slips for admission to higher institutions and other fraudulent practices by issuing certificates that contain some security features. 28. Only the student and persons with a legitimate, professional interest in the test taker can know the results. 29. Students who do not perform well on the examination may retake the examination or attend remedial or preparatory courses in order to prepare to retake it. 30. The Test Development Division (TDD) of the WAEC acts as a permanent oversight committee and expert review group. 42 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 GHANA National (or System-Level) Large-Scale Assessment (NLSA) 43 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ENABLING CONTEXT Overall framework of policies, leadership, organizational structures, fiscal and human resources in which NLSA activity takes place in a country or system and the extent to which that framework is conducive to, or supportive of, the NLSA activity. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 1: Setting clear policies for NLSA No NLSA exercise has taken place. The NLSA has been operating on an The NLSA is a stable program that has This option does not apply to this 1 irregular basis. been operating regularly. dimension. There is no policy document pertaining There is an informal or draft policy There is a formal policy document that * This option does not apply to this 2 to NLSA. document that authorizes the NLSA. authorizes the NLSA. dimension. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this 3 dimension. the public. public. dimension. * There is no plan for NLSA activity. This option does not apply to this There is a general understanding that the There is a written NLSA plan for the 4 dimension. NLSA will take place. coming years. * ENABLING CONTEXT 2: Having strong public engagement for NLSA All stakeholder groups strongly oppose Some stakeholder groups oppose the Most stakeholders groups support the All stakeholder groups support the NLSA. 5 the NLSA or are indifferent to it. NLSA. NLSA. * (CONTINUED) 44 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 3: Having regular funding for NLSA There is no funding allocated to the There is irregular funding allocated to There is regular funding allocated to the This option does not apply to this 6 NLSA. the NLSA. NLSA dimension. * This option does not apply to this Funding covers some core NLSA Funding covers all core NLSA activities: This option does not apply to this dimension. activities: design, administration, analysis design, administration, analysis and dimension. 7 and reporting. reporting. This option does not apply to this Funding does not cover research and This option does not apply to this * Funding covers research and 8 dimension. development activities. dimension. development activities. * ENABLING CONTEXT 4: Having strong organizational structures for NLSA There is no NLSA office, ad hoc unit or The NLSA office is a temporary agency or The NLSA office is a permanent agency, This option does not apply to this 9 team. group of people. institution or unit. dimension. This option does not apply to this Political considerations regularly hamper Political considerations sometimes * Political considerations never hamper 10 dimension. technical considerations. hamper technical considerations. technical considerations. * This option does not apply to this The NLSA office is not accountable to a The NLSA office is accountable to a This option does not apply to this 11 dimension. clearly recognized body. clearly recognized body. dimension. * (CONTINUED) 45 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 5: Having effective human resources for NLSA There is no staff allocated for running an The NLSA office is inadequately staffed The NLSA office is adequately staffed to The NLSA office is adequately staffed to 12 NLSA. to effectively carry out the assessment. carry out the NLSA effectively, with carry out the NLSA effectively, with no minimal issues. issues. * The country does not offer opportunities This option does not apply to this The country offers some opportunities to The country offers a wide range of that prepare individuals for work on dimension. prepare individuals for work on the opportunities to prepare individuals for 13 NLSA. NLSA. work on the NLSA. * 46 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 SYSTEM ALIGNMENT Degree to which the NLSA is coherent with other components of the education system. LATENT EMERGING ESTABLISHED ADVANCED SYSTEM ALIGNMENT 1: Aligning the NLSA with learning goals It is not clear if the NLSA is based on This option does not apply to this The NLSA measures performance against This option does not apply to this 14 curriculum or learning standards. dimension. curriculum or learning standards. dimension. * What the NLSA measures is generally This option does not apply to this What the NLSA measures is questioned What the NLSA measures is largely 15 questioned by stakeholder groups. dimension. by some stakeholder groups. accepted by stakeholder groups. * There are no mechanisms in place to There are ad hoc reviews of the NLSA to There are regular internal reviews of the This option does not apply to this ensure that the NLSA accurately ensure that it measures what it is NLSA to ensure that it measures what it dimension. 16 measures what it is supposed to intended to measure. is intended to measure. measure. * SYSTEM ALIGNMENT 2: Providing teachers with opportunities to learn about the NLSA There are no courses or workshops on There are occasional courses or There are some courses or workshops on There are widely available high quality 17 the NLSA. workshops on the NLSA. the NLSA offered on a regular basis. courses or workshops on the NLSA offered on a regular basis. * 47 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ASSESSMENT QUALITY Degree to which the NLSA meets technical standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring the quality of the NLSA No options are offered to include all This option does not apply to this At least one option is offered to include Different options are offered to include 18 groups of students in the NLSA. dimension. all groups of students in the NLSA. all groups of students in the NLSA. There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to * There are a variety of mechanisms in 19 ensure the quality of the NLSA. dimension. ensure the quality of the NLSA. place to ensure the quality of the NLSA. There is no technical report or other There is some documentation about the There is a comprehensive technical * There is a comprehensive, high quality 20 documentation about the NLSA. technical aspects of the NLSA, but it is report but with restricted circulation. technical report available to the general not in a formal report format. public. * ASSESSMENT QUALITY 2: Ensuring effective uses of the NLSA NLSA results are not disseminated. NLSA results are poorly disseminated. NLSA results are disseminated in an This option does not apply to this 21 effective way. dimension. NLSA information is not used or is used This option does not apply to this NLSA results are used by some * NLSA information is used by all in ways inconsistent with the purposes dimension. stakeholder groups in a way that is stakeholder groups in a way that is or the technical characteristics of the consistent with the purposes and consistent with the purposes and assessment. technical characteristics of the technical characteristics of the 22 assessment. assessment. There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to * There are a variety of mechanisms in 23 monitor the consequences of the NLSA dimension. monitor the consequences of the NLSA. place to monitor the consequences of the NLSA. * 48 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 National (or System-Level) Large Scale Assessment (NLSA): Development-level rating justifications 1. The National Education Assessment (NEA) was held in 2005, 2007, 2009, and 2011. A representative random sample of students (including those enrolled in private schools) in Grades 3 and 6 were tested in both English language and Mathematics, with the purpose of monitoring education quality at the system level, and informing policy design, evaluation, and decision-making. 2. The Education Sector Plan (ESP) for 2003-2015, authorized in 2004 by the Ministry of Education and the Ghana Education Service (GES), called for the establishment of an assessment system to monitor the quality of basic education. 3. The ESP was distributed to stakeholder institutions, universities, and public libraries. Additionally, stakeholder dissemination meetings related to the policy document were held. 4. The Ghana All Children Reading Plan, which will soon be shared with stakeholders, outlines assessments planned for the next five years. Assessments planned include the NEA (as well as the Early Grade Reading Assessment (EGRA) and the Early Grade Mathematics Assessment (EGMA)). 5. Policymakers, teacher unions, educators, students, think tanks and NGOs, and universities support the NEA, while the media and employers are neutral to it. 6. There is regular (continuous and predictable) funding allocated only by non-government sources, specifically by USAID. 7. Funding covers assessment design and administration, data analysis and reporting, long- or medium-term planning for program milestones, and staff training. 8. Funding does not cover research and development activities. 9. The NLSA office, the Assessment Services Unit (ASU), is a permanent unit created for running the assessment. 10. Dissemination of NEA results is sometimes hindered by political considerations though results have been published by international organizations. 11. The Assessment Services Unit (ASU) is accountable to the Deputy Director-General for Quality & Access and the Director of the Curriculum Research and Development Division (CRDD) in the GES, the Division responsible for pre-tertiary education in the Ministry of Education. 12. There is permanent or full-time staff, but it is insufficient to meet the needs of the NEA. ASU sometimes relies on CRDD staff for assessment activities. 13. The University of Cape Coast offers an M.Phil. program in Educational Measurement and Evaluation. Additionally, funding has been made available for teachers, education officers, and lecturers for attending international programs or courses or workshops on educational measurement and evaluation. 49 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 14. The NLSA measures performance against national/system or state-level curriculum guidelines or learning standards. 15. No opposition to the NLSA has been expressed by national or non-national stakeholder groups. 16. There is regular independent as well as regular internal review by qualified experts of the alignment between the assessment instrument and what it is supposed to measure. At every test item setting time, experts take part in reviewing the design and quality items, and trial testing is carried out on poor, average, and very high performing students. 17. There are no courses or workshops on the NLSA. 18. Special plans are made to ensure that students in hard to reach areas are covered by the NEA; however, students in Special Schools (schools for children with visual impairments, hearing impairments, and severe learning needs) do not participate in the NEA. 19. Some mechanisms are in place to ensure the quality of the large-scale assessment instrument: all proctors or administrators are trained according to a protocol, a standardized manual for large-scale assessment administrators exists, discrepancies must be recorded on a standard sheet, a pilot is conducted before the main data collection takes place, internal and external reviewers are part of the process, and test booklets issued are collected and not released into the public space. 20. There is a comprehensive technical report but with restricted circulation. 21. Results are disseminated within twelve months after the assessment is administered, and there are workshops or presentations for key stakeholders on the results. The main reports on the results contain information on overall achievement levels and by subgroups, trends over time overall and by subgroups, and standard errors. Copies of the technical reports are disseminated to all Divisional, Regional and District Education Offices. Copies of the Summary of the 2011 NEA Report was sent to all schools, both public and private. Though there is large stakeholder dissemination at the Ministry of Education, the media is often not involved. 22. The Ministry of Education and other Development Partners have used the NEA results in ways consistent with the stated purposes of the assessment; however, schools and District Directorates of Education have failed to act similarly in efforts to monitor progress. 23. Expert review groups are in place to monitor the consequences of the NEA. 50 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 GHANA International Large-Scale Assessment (ILSA) 51 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ENABLING CONTEXT Overall framework of policies, leadership, organizational structures, fiscal and human resources in which ILSA takes place in a country or system and the extent to which that framework is conducive to, or supportive of, ILSA activity. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 1: Setting clear policies for ILSA The country/system has not participated This option does not apply to this The country/system has participated in The country/system has participated in 1 in an ILSA in the last 10 years. dimension. at least one ILSA in the last 10 years. two or more ILSA in the last 10 years. * The country/system has not taken This option does not apply to this The country/system has taken concrete This option does not apply to this concrete steps to participate in an ILSA in dimension. steps to participate in at least one ILSA in dimension. 2 the next 5 years. the next 5 years. * There is no policy document that There is an informal or draft policy There is a formal policy document that This option does not apply to this 3 addresses participation in ILSA. document that addresses participation in addresses participation in ILSA. dimension. ILSA. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this dimension. the public. public. dimension. ENABLING CONTEXT 2: Having regular funding for ILSA There is no funding for participation in There is funding from loans or external There is regular funding allocated at There is regular funding approved by law, 4 ILSA. donors. discretion. decree or norm. * This option does not apply to this Funding covers some core activities of Funding covers all core activities of the This option does not apply to this 5 dimension. the ILSA. ILSA. dimension. * Funding does not cover research and This option does not apply to this This option does not apply to this Funding covers research and 6 development activities. dimension. dimension. development activities. * 52 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 (CONTINUED) LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 3: Having effective human resources for ILSA There is no team or national/system There is a team or national/system There is a team and national/system This option does not apply to this coordinator to carry out the ILSA coordinator to carry out the ILSA coordinator to carry out the ILSA dimension. 7 activities. activities. activities. * This option does not apply to this The national/system coordinator or The national/system coordinator is fluent This option does not apply to this 8 dimension. other designated team member may not in the language of the assessment. dimension. be fluent in the language of the assessment. * This option does not apply to this The ILSA office is inadequately staffed or The ILSA office is adequately staffed or The ILSA office is adequately staffed and dimension. trained to carry out the assessment trained to carry out the ILSA effectively, trained to carry out the ILSA effectively, 9 effectively. with minimal issues. with no issues. * 53 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 SYSTEM ALIGNMENT Degree to which the ILSA meets technical quality standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED SYSTEM ALIGNMENT 1: Providing opportunities to learn about ILSA The ILSA team has not attended The ILSA team attended some The ILSA team attended all international This option does not apply to this 10 international workshops or meetings. international workshops or meetings. workshops or meetings. dimension. The country/system offers no This option does not apply to this * The country/system offers some The country/system offers a wide range 11 opportunities to learn about ILSA. dimension. opportunities to learn about ILSA. of opportunities to learn about ILSA. * This option does not apply to this This option does not apply to this Opportunities to learn about ILSA are Opportunities to learn about ILSA are dimension. dimension. available to the country's/system's ILSA available to a wide audience, in addition team members only. to the country's/system's ILSA team 12 members. * 54 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 ASSESSMENT QUALITY Degree to which the ILSA meets technical quality standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring the quality of ILSA Data from the ILSA has not been The country/system met sufficient The country/system met all technical This option does not apply to this published. standards to have its data presented standards required to have its data dimension. beneath the main display of the presented in the main displays of the 13 international report or in an annex. international report. * The country/system has not contributed This option does not apply to this This option does not apply to this The country/system has contributed new 14 new knowledge on ILSA. dimension. dimension. knowledge on ILSA. * ASSESSMENT QUALITY 2: Ensuring effective uses of ILSA If any, country/system-specific results Country/system-specific results and Country/system-specific results and Country/system-specific results and and information are not disseminated in information are disseminated irregularly information are regularly disseminated in information are regularly and widely 15 the country/system. in the country/system. the country/system. disseminated in the country/system. * Products to provide feedback to schools This option does not apply to this Products to provide feedback to schools Products to provide feedback to schools and educators about the ILSA results are dimension. and educators about the ILSA results are and educators about ILSA results are 16 not made available. sometimes made available. systematically made available. * There is no media coverage of the ILSA There is limited media coverage of the There is some media coverage of the There is wide media coverage of the ILSA 17 results. ILSA results. ILSA results. results. * If any, country/system-specific results Results from the ILSA are used in a Results from the ILSA are used in some Results from the ILSA are used in a and information from the ILSA are not limited way to inform decision making in ways to inform decision making in the variety of ways to inform decision 18 used to inform decision making in the the country/system. country/system. making in the country/system. country/system. * It is not clear that decisions based on This option does not apply to this This option does not apply to this Decisions based on the ILSA results have ILSA results have had a positive impact dimension. dimension. had a positive impact on students' 19 on students' achievement levels. achievement levels. * 55 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 International Large Scale Assessment (ILSA): Development-level rating justifications 1. Ghana has participated in TIMSS 2003, 2007, and 2011. This rubric is completed with regard to Ghana's participation in TIMSS 2011. 2. The country will not participate in TIMSS 2015. World Bank support for its participation in the survey has ended although the TIMSS National Centre in Ghana is exploring options to carry out TIMSS in a smaller sample of schools. 3. There is no policy document that addresses Ghana's participation in ILSA. 4. The World Bank allocated 13 million USD as a ten-year loan facility for Ghana's participation in TIMSS in 2003, 2007, and 2011. 5. The World Bank loan facility allocated for participation in TIMSS covered all activities, including international participation fees, implementation of the assessment exercise, processing and analyzing data collected from implementation, reporting and disseminating the assessment results in Ghana, and attendance at international expert meetings for the assessment exercise. 6. The World Bank loan facility covered research and development activities. 7. The TIMSS National Centre, along with math and science experts, are part of the team responsible for carrying out the assessment exercise. 8. The national coordinator is fluent in the language of the assessment. 9. The team is sufficiently staffed both in terms of quantity and quality because Circuit Supervisors working in the District Education Directorates are co-opted and trained to help with the carrying out of the international assessment. Circuit Supervisors (CS) are well trained educators stationed at the District Education offices, who have the responsibility to visit schools to offer continuing professional assistance, and monitor the activities of schools to make them operate efficiently and effectively. Each CS is put in charge of a maximum of 20 schools in an area (or circuit). Additionally, team members in charge of the international assessment exercise have attended some of the international meetings. The TIMSS coordinator has been trained on Capacity in Assessment and has been invited by other TIMSS participating countries to participate in their training on international large-scale assessment However, issues identified in carrying out the international assessment include errors or delays in the printing or layout of the test booklets and errors or delays in scoring student responses to questions. 10. Team members have attended an average of nine international meetings per assessment cycle. Higher attendance has been prevented by visa issues. 11. Each year after the nation's participation in TIMSS, a national report on the survey is written by a team of experts and published by the Ministry of Education and Ghana Education Service (GES). Seminars are organized at the MOE for key stakeholders, including the media to disseminate the results. Additionally, presentations are made at education conferences (i.e. conferences organized by the Mathematical Association of Ghana (MAG), Ghana Association of Science Teachers (GAST), Mathematics for National Education and Development (MathNED)) attended largely by Junior High school mathematics and science teachers. 56 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 The MOE/GES also supports a series of in-service education and training (INSET) workshops organized by the National TIMSS team for Junior High School (JHS) mathematics and science teachers across the country. For the INSET training, experienced JHS mathematics and science teachers are first prepared in a 3 day training of trainers workshop, after which they replicate the contents of the workshop to teachers in their districts. Additionally, pre-service training programmes for mathematics and science teachers include a brief and general overview of TIMSS and Ghana’s performance in the survey. 12. Members at the National TIMSS Centre have participated in workshops or meetings on using international assessment databases in countries such as the USA, Netherlands, and Germany. Furthermore, the national research coordinator has taken nine teachers to international meetings to learn about TIMSS. The TIMSS Research Center also trains test administrators and scorers, which comprise of classroom teachers and retired educationalists. Thus, only those individuals who are directly participating in the TIMSS research are provided with some opportunities to learn about it. 13. Individuals working at the National TIMSS Centre, University students studying assessment, and professionals interested in assessment benefit from learning opportunities. 14. The country/system met all technical standards required to have its data presented in the main displays of the international report. 15. Publications include: a) Mereku, D. K. and Anumel, C. R. (2011). Ghana’s achievement in mathematics in TIMSS 2007. Mathematics Connection, Vol. 10. pp81-96. Available at Mathematics Connection, Vol. 10. pp81-96. Available at http://www.ajol.info/index.php/mc/article/view/72801 b) Anamuah-Mensah, J., Mereku, D. K. and Ghartey-Ampiah, J. (2008). TIMSS 2007 Ghana Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Eighth Grade. Accra: Ministry of Education. c) Mereku, D. K. and Asabere-Ameyaw, A. (2008). ‘Comparative analysis of performance of eighth graders from six African countries’. Proceeding of the IAEA Conference 2008, at Cambridge University, UK. . Available at http://www.iaea2008.cambridgeassessment.org.uk/ca. d) Anamuah-Mensah,J., Mereku, D. K. Asabere-Ameyaw, A. A. (2006). ‘The Contexts for Learning and Instruction Influencing Ghanaian JSS2 Students' Dismal Performance in TIMSS-2003’. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp.15-31. Available at: http://www.ajol.info/index.php/ajesms/issue/view/5490 e) Anamuah-Mensah, J and Mereku, D. K. (2005). ‘On What Foundation is Africa Building its Science and Technology Base?: Africa’s Participation in TIMSS-2003’ Proceedings of the 1st African Regional Conference of Vice Chancellors, Provosts, and Deans of Science, Engineering and Technology p110-117. Available at http://ebookbrowse.com/anamuah-mensah-and-mereku-paper-for-vcs-conference-doc-d142857256 57 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 f) Anamuah-Mensah J. and Mereku, D. K., (2005) Ghanaian JSS2 Students’ Abysmal Mathematics Achievement in Timss-2003: A Consequence of the Basic School Mathematics Curriculum WAEC Seminar Papers, 2005. Available at http://www.ajol.info/index.php/mc/issue/view/2771 g) Anamuah-Mensah, J., Mereku, D. K. and Asabere-Ameyaw, A. (2004) Ghanaian Junior Secondary School Students’ Achievement in Mathematics and Science: Results from Ghana’s participation in the 2003 Trends in International Mathematics and Science Study, Accra: Ministry of Education Youth and Sports. Available at http://wikieducator.org/images/3/34/Executive_report_TIMSS_3_january_20.pdf 16. The TIMSS 2003 and 2007 national and international reports were distributed to key stakeholders, country results were communicated through a press release, and brochures and PowerPoint presentations with the results were made available online or distributed to key stakeholders. The 2011 report is underway and will be disseminated in the same manner as the previous years' (2003 and 2007) TIMSS reports. 17. Results for TIMSS 2003 and 2007 have sometimes been provided to schools and educators. 18. For TIMSS 2003 and 2007, media coverage has been limited, though there have been editorials/columns and a few small articles commenting on the results. Results have been used for tracking the impact of reforms on student achievement levels, informing curriculum improvement, and informing other assessment activities in the system. In the 2012 review of primary and junior high school math and science syllabi, a number of changes were initiated to the curricula in order to address the curricular issues brought to light through the TIMSS exercise. 19. It is not clear that decisions based on ILSA results have had a positive impact on students' achievement levels. 58 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 Acknowledgements References This report was prepared by The World Bank SABER- Clarke, M. 2012. “What Matters Most for Student Student Assessment team in collaboration with Nicole Assessment Systems: A Framework Paper.” Goldstein, Education Adviser, DFID Ghana; Professor READ/SABER Working Paper Series. Washington, DC: Damian Kofi Mereku, Department of Mathematics World Bank. Education, University of Education, Winneba; and Mr. Jacob A.M. Kor, Director CRDD. Ministry of Education. 2003. “Education Strategic Plan – 2003-2015.” Accra: Government of Ghana. United Nations Educational, Scientific, and Cultural Organization – Institute for Statistics. 2011. UIS Statistics in Brief. “Education Profile: Ghana.” Montreal: UNESCO-UIS. United Nations Educational, Scientific, and Cultural Organization – International Bureau of Education. 2010. “World Data on Education: Ghana.” Geneva: UNESCO- IBE. World Bank. 2007. Country Partnership Strategy for Ghana for the Period FY8-FY11. Report No. 39822. Washington, DC: World Bank. ———. 2012. “Ghana at glance.” Washington, DC: World Bank. Data retrieved from http://devdata.worldbank.org/AAG/srb_aag.pdf on May 8, 2013. ———. Ghana Country Indicator Data. Washington, DC: World Bank. Data retrieved from http://data.worldbank.org/ on May 8, 2013. 59 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS GHANA ۣ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of student assessment. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. THE WORLD BANK 60 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS