Guidelines For Context-embedded Assessment Of Mother .
Guidelines for context-embedded assessment of MotherTongue-based Multilingual Education programsHALEY DE KORNESave the Children SUPER FellowUniversity of Pennsylvaniahde@gse.upenn.eduBONNA D. DURONSouth Central Mindanao Program Office (SCMPO)Save the Children in the Philippinesbduron@savechildren.orgAMY JO DOWDSave the Children USAadowd@savechildren.org
Save the Children International, September 2011.All rights reserved.Save the Children is the world’s leading independent organizationfor children working in over 120 countries around the world.Our vision is a world in which every child attains the rightto survival, development, protection and participation.Our mission is to inspire breakthroughs in the way the worldtreats children, and to achieve immediate and lasting change in their lives.In partnership with:Department of Education, Region XII OfficeBarangay Carpenter Hil, Koronadal CityThis document may be reproduced, as a whole or in part, providedthat acknowledgement of the source is made. Notification of suchwould be appreciated.
ContentsPageIntroduction2Step 1: Understanding the Program Context3Step 2: Understanding Assessment Context5Step 3: Adapting and developing context embeddedAssessment6Step 4: Creating Tools10Step 5: Validating mother tongue tests11Step 6: MLE Assessment Administration13Conclusion14Appendices:A: Teacher inputs questionnaireB: Current assessment practices chartC: Trends in assessment for multilingual education presentationD: Recommendations/ GuidelinesE: Editing CriteriaF: Piloting Guide- Phil IRIG: Piloting Guide- Monitoring tool
IntroductionAssessment can be a powerful tool, with substantial impact on the way an education initiative isviewed by participants and outsiders alike. As Mother Tongue-based Multilingual Education (MTB-MLEor MLE) programs are piloted and promoted in various contexts around the world, it is important toplan carefully for the assessment practices that will best meet the goals and needs of the programs.The results of an assessment are not the only thing that is impactful; the practice of developing andadministrating assessments also constitutes part of the overall MTB-MLE initiative and may haveconsequences on the outcomes of the program. This document offers a few considerations andpossible guidelines for context-based assessment, with examples drawn from the experience ofdeveloping assessment tools for MTB-MLE programs in the Philippines. It is a work in progress;readers are encouraged to experiment with these guidelines and contribute to the development ofthis area.Context-embedded assessment is used here to refer to assessment practices conducted within theprogram itself, in contrast to quasi-experimental or externally designed and administered assessment.Assessments have different goals, audiences, intended impacts, and resource requirements which areall part of deciding what assessment format is appropriate. The goals for MTB-MLE assessment maybe numerous and diverse, including formative feedback for teachers and learners, summative resultsfor administrators and academic audiences, and advocacy initiatives at local, national and internationallevels. In pursuit of these diverse goals, context-embedded assessment has several strengths, including:--Promoting sustainable assessment practicesPromoting relevant assessment practicesEnhancingprogramqualitythrough engaging participants inassessment initiativesEfficient & cost-effectiveassessmentPhilippines ExampleWhy this assessment approach is suitedto the circumstances of MTB-MLE in thePhilippines: Lots of assessment tools are already used inschools and the results of these tools areaccessible New/ incomplete program implementationat time of assessment development Teachers and administrators asking forclarification and help on MLE testingpractices Support from the Department ofEducation to establish MLE testingpractices Program should last for (at least) 3 years;regular assessment should occur Save the Children in the Philippines lacksresearch budgetIn the case of the Philippines,consideration of the needs of the programand the available resources helped todetermine the need for a contextembedded approach to MLE assessment.The approach was intended to llprogramimplementation, and increase the capacityof the Department of Education (DepEd)to support and monitor MTB-MLEprograms.2
Developing context-based assessment may not be feasible or ideal in all contexts.limitations of this approach include:-TheReduced ability to control the development and administration of assessment toolsReduced ability to claim objective and/or statistically-significant resultsIn programs where independent or experimental methods are preferred, it remains highly beneficial tounderstand the program context when undertaking an assessment initiative. Issues of validity andcomparability are a challenge in MTB-MLE assessment in general due to the complications of workingwith multiple languages, and working with languages that do not have a long tradition of formal literacy.Some of the considerations discussed here may therefore be useful for any MTB-MLE assessmentinitiative, regardless of the preferred methodological approach.Step 1. Understanding the program onalcontext is a prerequisite fordevelopingappropriateassessments. It is important tounderstand the interests of thevarious stakeholders, and thekinds of data that they findcompelling. For example, ifthere is a centralized testingculture, results on centrallyadministered tests may be themost valuable assessment datato obtain for local and nationaladvocacy;Quasi-experimentaltrials may carry the most weightwith the international scholarlycommunity, but may lackrelevance locally; Case studiesof individual improvement mayappeal to a donor audience andto a local audience, etc.Philippines ExamplePolitical contextSummary: There is substantial political andinstitutional support for MTB-MLE, however policiesneed to be strengthened and DepEd needsincreased capacity.MTB-MLE was declared the educational approach that shouldbe used for all students by Department Order 74 of 2009.There is a bill in congress that would turn this DepEd orderinto a law; there is also a competing bill that would requiremore use of English as a medium of instruction. Positiveresults from MTB-MLE programs are in high demand, asproponents of MLE advocate against the English bill.MTB-MLE is located as a special project within DepEd,although rumors exist that it will be moved to a permanentposition within Basic Education.There is a nationalcoordinator, and coordinators at regional, division and somedistrict levels. It is being implemented as a pilot program inGrade 1 in 565 schools across 14 regions since the start ofschool year 2011in June. It is intended to roll out to all schoolsin school year 2012, and simultaneously expand toKindergarten and Grade 2. Very little training or materialshave been given to pilot schools, although more is planned.3
Awareness of the macro (political) and micro (school) contexts helps to define appropriateassessment goals. Review of background literature, interviews and discussions with a variety ofstakeholders can help to establish a broad understanding of the program context. Importantquestions to ask include:-What is the legal status of the program?What goals do stakeholders have for the program?What are the strengths & weaknesses of the program?Philippines ExampleSave the Children Program contextSummary: Implementation is shaky and teachers need more support and want official affirmationof their efforts from DepEd.SAVE is supporting MLE implementation in 10 public schools, representing 3 language groups. Theprogram is newly underway, and teachers express the need for more materials, training and supportfrom DepEd administrators; they are still using primarily the same curriculum, methods and materials asin the past. They also feel unsure about whether they truly have DepEd support to use mother tongues.Early program outcomes may not exhibit much difference from non-MLE schools or from MLE schoolsprior to implementation, due to the limited degree of implementation. While teachers are using mothertongue as a medium of instruction orally, they may not have the materials or training that they need touse mother tongues for literacy.Knowing that the program may not be fully implemented in some schools and not all children may betaught literacy in mother tongues yet is crucial background information: Any written assessment inmother tongues must proceed with caution, and it is probably too soon to doany summative evaluation of program outcomes.Step 2. Understanding the assessment contextThe policy-makers, administrators, teachers, parents, and potentially students in MTB-MLE programshave typically participated in a variety of assessment practices prior to becoming part of the MTB-MLEinitiative. They will have pre-conditioned perspectives and understandings about the value, format andfunction of assessment. These perspectives and understandings will impact the way that theyparticipate in any assessment initiative, whether an externally-run control trial or an internal, contextembedded assessment.4
Information about the assessment contextshould be collected from a variety ofstakeholders. Although assessment practicesare usually intended to be uniform, they mayactually vary quite a bit from one region toanother, or even one school to another.Assessment practices as understood by teachersmay also be quite different than assessmentpractices as understood by administrators andpolicy-makers.Philippines ExampleCurrent assessment practicesSummary: There are many assessment practicesmandated in public schools, although they do notalways occur. Some are considered moresignificant than others.Assessments may originate from local, regional,national and international sources, and may havevarying degrees of significance for stakeholders.Initial conversations with DepEd assessment officialsand school heads established that there are numerousassessment procedures in place in public education inthe Philippines, ranging from formative portfolios tostandardized tests originating at district, division,region and national levels. The MLE programs inquestion are in rural schools where issues like theschool’s access to computers and photocopiersimpedes the distribution of testing materials, andsupervisors’ access to the school impedes themonitoring of teaching and testing procedures that ismandated to occur.A survey was conducted among Grade1 teachers and principals in MLE schools to determinewhat their assessment practices are and whatsuggestions they have for assessment in MLEprograms (see Appendix A).The survey wasdeveloped with input from teachers and principals toensure that the relevant Grade 1 assessment practiceswere listed. It was conducted orally where possible inorder to better understand teachers’ concerns andperspectives. From this survey, it was clearthat there is variation among MLE school assessmentpractices, but there are also shared concerns andpreferences in relation to MLE assessment.Information can be collected through formaland informal interviews, surveys, and/ orobservations. Areas to consider include:What assessment practices are (or havebeen) in place?o Classroom assessment:formative & summativeo Standardizedtests:regional,national, international standardso Teacher and/or schoolevaluationo Others?How are results of these assessments used?Which have stakes/concrete impacts?Do any of these practices threaten theMTB-MLE initiative (e.g. required testing ina different language)?Can any of these practices be used tosupport the MTB-MLE initiative?What practices are feasible given thelogistical constraints of this context?This information can be used to compile a chartof the significant assessment practices that occur(see Figure 2.1). Again, there may be5
variation in the reports of different stakeholders, and it is recommended to take note of what isreported or observed to actually happen in the classroom, as well as what is supposed to happen in theclassroom. Information should be gathered from multiple sources in order to arrive at acomprehensive picture of the assessment landscape.2.1 Framework for charting assessment practices(with selected examples from the Philippines included)Name of OriginassessmeTargetFrequency Communicationwith parents,formativefeedback forteachersNone/LowNot used in allMLE schoolsbecause theycannot affordthe envelopePercentagegradeLow/MediumSchool ranking,determine lesslearnedcompetenciesHighSome teachersmake their ownquizzes, othersuseDepEdcopiesSchool headsarealreadyconcernedabouthowcurrent Grade1 students willperformPortfolioTeacher&studentAll gradesvariableQuizTeacherAll gradesMin. 10times perquarterGrades 3 &6Once peryearNationalNationalAchievement DepEdTestTest results,examples ofstudent andatedcurriculumcompetenciesStep 3. Adapting and developing context-embedded assessmentsThe next step is to consider what existing assessment practices will help to meet MTB-MLE goals, andwhich might be incompatible with MLE goals. Stakeholders’ perspectives should again be collectedsystematically, asking them to critically reflect on assessment practice in the MTB-MLE context.Describing the assessment context and analyzing it in relation to MLE programs may be conducted as 2steps, or may be combined into a single step, as shown in the framework below (Figure 3.1). In thisframework stakeholders are asked to list all existing assessment practices, who administers them, whatadvantages and/or disadvantages they may have for MLE programs, and whether the practice shouldcontinue to be used, or should be adapted or discontinued. It also requires them to consider whetherany new assessment practices need to be developed.6
3.1 Framework for describing & analyzing the assessment context(for examples see appendix B)AssessmentPracticeResponsibl Advantagee person(s) s for MLEDisadvantages for uthentic New practicesneededWorking with this framework is most effective if the context under consideration equates to a unitof (relatively) uniform testing practice. If assessment practices vary considerably within the contextof interest (e.g. if the program is national, but testing is controlled at the regional level), then it maybe preferable to break the context down into smaller units and apply the framework separately ineach.Based on this framework it is possible to group assessment practices into categories of 1) those thatcan continue to be used; 2) those that need to be adapted; 3) those that should no longer be used;and 4) those that need to be developed. The areas in need of attention are those where adaptationsmustPhilippines ExamplePlanning needed adaptations for MLE assessmentSummary: Stakeholders from various levels were asked to contribute to planning theadaptations necessary to make assessment practices support MLE programs.A workshop was held with DepEd officials involved in MLE at the national level, and all the of MLE andassessment officials for the region in question, as well as representative school heads. Testing practice issimilar across all regions in the Philippines, and the socio-economic context is comparable across theregion, making this a reasonable scale at which to work. Not many teachers were able to attend, andwhen high-ranking officials are present it is unlikely that teachers will voice any contradicting opinions; forthis reason the results of the teacher survey that was previously conducted were useful in order toinclude teachers’ concerns into the discussion. Participants were asked to fill in the framework (figure3.1)with the facilitators. The completed framework was used to define current assessment practices andto set an agenda for developing MLE assessments (see appendix B).7
be made or new tools must be developed.Philippines ExamplePlanning needed adaptations for MLEassessment Summary: Stakeholders raise concernsabout a variety of assessment practices, but onlyprioritize a few as being crucial to Grade 1 successand within their ability to impact.Several assessments that are not used for Grade 1students were discussed in the workshop, becausethey pose a future challenge for MTB-MLE programs. TheNational Achievement Test (NAT), a standardized testadministered in Grades 3 and 6 is arguably the mostsignificant assessment for stakeholders because it is anationally standardized test, and schools are publiclyranked based on their results on this test. Principals areconcerned about how MLE students will perform on thisEnglish & Filipino-medium test when they reach Grade 3.Although this was set aside as not being an immediatepriority, it is important to be aware of the assessmentpractices that can make or break the reputation of aschool and/or special program in a specific context.In setting directions for adaptation anddevelopment the question of where theauthority lies and which stakeholders toinclude must be addressed. While it isdesirable to include a wide sample ofperspectives at every stage, the sociopolitical context may dictate that certainofficials or experts have unique authorityto plan changes in assessment practice.Having the approval of the appropriateauthority is essential when developingpractices intended to be incorporatedinto regular schooling.The guidelines developed by stakeholdersmay be used to establish assessmentpractice at whatever level the participantshold authority.For contexts wherecollaboration with education officials ispossible, the recommendations may beincorporated into official assessmentpolicy; for contexts where MLEassessment is pursued independent ofany government authority (e.g. in a pilotprogram), the recommendations of localstakeholders are equally crucial in developing assessment practices that will be acceptable andsustainable in the program context. One approach is to have traditional education authorityfigures leading the initiative, but to involve other stakeholders in piloting and editing theoutcomes.For each assessment practice that needs to be adapted the following questions can serve as astarting point in considering what the tool should look like in the MTB-MLE context:- Desired format & content of the assessment tool?- How should it be created? (who, when, how often)- How will it be administered? (who, when, how often)- How will the results be used? (collected, analyzed, reported, acted upon)- What kind of trial or piloting of this tool should occur? (by who, how often)- Why is it appropriate to this MLE context?8
These questions can be addressed through opendiscussion, in working-groups, by expert panels, orwhichever format is preferred by participants. Figure2.1, the chart of assessment practices can also beused as a framework for planning necessaryadaptations.These questions can also form a starting-point fordevelopment of new assessments, althoughadditional considerations of the rationale for thetest, the population in question, what the test aimsto measure, and how it will measure it must also beaddressed (this will not be considered here due toextensive resources on the topic of ants may feel more confident than others topropose the development of new practices orsignificant changes to current practices. Not allteachers or administrators feel comfortable withassessment issues. It is recommended to includeparticipants who have expertise in this area andknowledge of MLE programs, or at least individualswith these different qualifications who can worktogether.Philippines ExampleAd
Guidelines for context-embedded assessment of Mother Tongue-based Multilingual Education programs . including formative feedback for teachers and learners, summative results . comprehensive picture of the assessment landscape. 2.1 Framework for charting assessment practices
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