Most countries have performed well on providing access to education for its citizens, and now the move is to improve the quality of education offered. All strategies that drive reforms in education are advocating for quality education in order to fulfil the objectives of the SADC Protocol on Education and Sustainable Development Goal (SDG) 4 as quality education is seen as a vehicle leading to the attaining of other SDGs.

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MAIN THEME

QUALITY ASSESSMENT IN AN ERA OF EDUCATIONAL REFORMS

Sub Themes

1. Using learner performance for accountability purposes: Implications for teaching, learning and awarding decisions

2. Multiple pathways systems and assessment of learners

3. Assessment in an ever changing Information and Communications  Technology environment

4. Achieving equity and inclusivity in assessment for differentiated learner groups and environments

5.  Policy Issues: Access to assessment data and information

6. Using Examination Feedback to Support Engaging Learning Environments

Researchers are invited to submit abstracts under the following sub-themes:

1. Using learner performance for accountability purposes: Implications for teaching, learning and awarding decisions

Learner achievement is increasingly being used to judge performance of education systems, and by extension it is used to measure the extent of accountability by those implementing educational programmes.  This subtheme is therefore expected to prompt discussions on emerging issues associated with using learner achievement for accountability purposes. The discussions may include strategies which educationists and teachers use to remain accountable for their learners’ achievement; it may also include benefits and/or challenges thereof as experienced by learners whose achievement is a measure of accountability for their teachers and policy makers. Could there be opportunities for alignment of teaching, learning and assessment out of all this?

2. Multiple pathways systems and assessment of learners

Global trends are that learners should be given the opportunity to demonstrate their full potential and be assessed in a variety of skills. The sub-theme prompts researchers to make submissions investigating the various pathway systems and assessment methods that can be used or applied in the different systems,for example Outcome Based Education (OBE) and Modularisation

3.  Assessment in an ever changing Information and Communications  Technology environment

Information Communication Technology has been used in assessment over the years. This sub-theme guides researchers to explore the merits and demerits of the application of ICT in assessment for both examining bodies and examinees. Discussions of the theme should also explore strategies for optimising learner achievement using ICT.  The sub-theme also encourages contributions relating to assessment innovations.

4. Achieving equity and inclusivity in assessment for differentiated learner groups and environments

This sub-theme is meant to prompt researchers to explore best practices in achieving equity and inclusivity in assessment for learners with special educational needs. Submissions may cover implications for resource allocation and opportunities for alternative assessments of various groups (learners with disabilities, disadvantaged socio-economically, geographically, and culturally).

5. Policy Issues: Access to assessment data and information

Examination boards attach high level of security and confidentiality in assessment data. The sub-theme is meant to prompt researchers   to explore best practices in dealing with the latter for research purposes. Paper submissions should address the policies, risks and opportunities associated with access and use of assessment data and information.

6. Using Examination Feedback to Support Engaging Learning Environments

Assessment has been used to provide feedback as information on learner performance to the teachers, learners and other stakeholders. For this sub-theme, researchers should make submissions that divulge how different forms of feedback are used to support the learning environment. Feedback should include large scale assessments, school national examinations and/or school based assessments. This can also include implementation of large scale assessment results like SEACMEQ, PISA, PIRLS and TIMSS.