Education Forum

Term test question papers:

Lapses and flaws

Nimal Ranatunga

In the learning process of students, tests hold sway to ensure stability of the knowledge that teachers have imparted. When we broadly analyze the test answer scripts of the subjects various Grades, vital facts are revealed regarding the level of performance of students.

This revelation vividly gives insight to weaknesses and strengths of students. On the other hand, performance of subject teachers is also manifested through this. So periodical tests are indispensable to evaluate the learning process of students and to embark on corrective measures for sustainable improvement of the quality of education as a whole. To realize this objective, tests have to be conducted properly and accurately based on a systematic plan, devoid of omissions and deficiencies, bearing the crucial characteristics of a meaningful and a workable educational project.

No sound planning

Usually term tests and the year-end tests are held by each school independently without any coherence with other schools or respective education department. Some of these tests are done haphazardly devoid of any sound planning. Some schools adopt ad hoc measures without maintaining proper standards for the sake of conducting tests which would not produce any meaningful results. We have observed in the past before initiating tests at regional, provincial and zonal level, a few popular schools considered to be of a high educational standard had come together to conduct tests. But the other schools which did not join have not benefited from this. Hence when we consider the advantages of this system to all schools demerits outweigh the merits.

When tests are conducted by individual schools, the setting of question papers is not done on a logical and educational basis by most of the schools. When teachers of less experience, not eminent and devoid of acumen and not being adept in this exercise set question papers, many flaws could be detected. Its adverse impact would be highly detrimental to evaluate the level of attainment of students as it is not possible for a reliable evaluation.

The most deterrent factor preventing a reliable evaluation is questions are not based on the area covered by subject teachers for the students. Sometimes a strong emphasis is laid on areas which are not important and scant emphasis is laid on areas which are significant. Severe criticism were leveled against term tests or the mid-year tests conducted recently in Government schools and in some private schools by the Zonal Education Offices functioning under the provincial education departments. The vociferous critics were the parents, principals, teachers, electronic and print media, some members of the public and even some students. Some of these criticisms were hurled in a pessimistic and peevish manner.

When we focus attention on the complaints made regarding the lapses and glaring mistakes in the question papers of certain subjects we strongly feel that some criticisms are not destructive and incredible.

When we analyze some question papers with much care and restraint, it is evident that the entire exercise has been highly ill-planned, ill-considered and executed haphazardly. An educational project of significance to be handled in this manner is humiliating and degrading the entire school - system in the eyes of the public.

Enormous task

Conducting tests on a provincial or a zonal basis is an enormous task which should be accomplished based on principles of testing and evaluation. All steps in the exercise are equally important and they are intrinsically linked with each other to vitalize the entire exercise to achieve the objective.

I wish to trace and elucidate briefly the important steps of the entire activity.

To ensure the success of the project, persons with expertise, knowledge, experience and skill in the respective subject areas and those with management and administrative experience and aptitudes are necessary. This should be considered a combined effort of a strong team working together sedulously with firm determination and the motive of reaching the targets and goals. The students and the teachers are at the receiving end of this elongated and the elaborative exercise.

The first step is to inform the subject teachers of all the schools at the commencement of the academic year the scope of the syllabuses pertaining to the test to be held. Then it is duty of the principals, sectional heads and the subject coordinators of schools to monitor the teaching of teachers.

The progress of the work done by teachers should be reviewed by In-service Advisors attached to the zonal office.

They should render proper guidance to the subject teachers.

Officers of the Provincial Department and the Zonal office should supervise and monitor the performance of teachers to improve their quality and the level of attainment of the students.

The second step is the setting of the question papers which is a formidable academic activity with should be effected with proper planning and with utmost care. This should be implemented by a committee comprising the respective officers in-charge of the subjects, in-service advisors and eminent teachers of specific subjects.

The officer in-charge of education development should be the head of the committee. All activities of the committee should be strictly confidential. When the setting of question papers is over, they should be discussed, moderated, revised and edited by the committee. Subsequently, the guidelines of the marking scheme and the solutions should be formulated by the said panel to be sent to schools.

At the same time, a circular should be dispatched to schools by the department to obtain the correct statistics pertaining to the number of students sitting the test. Strict instructions should be issued to principals to submit correct and accurate statistics. Sometimes when the question paper packets are opened some schools complain that the required number of question papers are not found in the packets.

This may be due to the fact that correct statistics are not produced by the school and there may be more students in the class than the number entered in the information list sent to the department by the principal. Negligence of this nature by the principal should be avoided.

The next important step is the selection of the most suitable printing press to print the question papers. This should be done by the respective Provincial Education Department or the Zonal Education Office in accordance with the financial and administrative procedure.

Prior to the final printing of question papers, a crucial task which should be accomplished in perfection is proof reading. This should be done by two members of the subject panel. It should not be entrusted to the printers as it should be done by officers who are fully conversant with the subject matter. Marking of the answer scripts and performance evaluation of students is the next pivotal step. This should be carried out by the subject teachers under the supervision of the sectional head and the subject coordinators.

Through these tests, Provincial Department and the Zonal office should be able to identify the strengths and weaknesses of the students and an appraisal of the performance of students in various subjects. Official authorities should seriously concentrate on the precautions they should take to remedy the deficiencies and inadequacies of students on the respective subject. Such schools should be identified and seminars and workshops should be conducted for subject teachers of those schools needing guidance and instructions with the assistance of Assistant Director and Deputy Directors in charge of the subjects and the In-service Advisors.

Term tests and year end tests are the productive tools of education development. They should be continued regularly. The official specialized in education and attached to the Education Department should be quite competent to conduct the tests and handle them perfectly to achieve the objectives without being subjected to undesirable criticisms. If they fail in their endeavour it would certainly be a slur on the prestige of the entire system of education.

The writer is former director of education

Expansion of education in Sri Lanka - Part III:

Reforming the education system

Ven. Dr. T. Dhammaratana

Continued from last week

As a leading politician and political scientist, Higher Education Minister Prof. Wiswa Warnapala repeatedly said Sri Lanka needs to restore an intellectual culture to respond to the challenges of the globalized world, to introduce new policies to education, strengthen vocational education, expand technical knowledge and develop non-university tertiary sector opening wider access for higher education.

He also said, “Though the system consisting of institutions of higher learning, expanded in the last four decades and provided additional higher educational opportunities, it did not make the adjustments needed to accelerate the process of social and economic development in the country. A wide variety of tertiary institutions came into existence. They provided the access and diversified the system in such a way that it makes an effective contribution to both development and change in the country. The changes envisaged in the area of the Higher Education Policy need to take into consideration the impact of globalization. This relationship between globalization and higher education needs to be properly understood before making an effort to formulate a new set of policies in the sphere of higher education”.(Tertiary Education, preface. 2009)

Proposed education reforms

Sri Lanka is a country with great potential though poverty is one of the major issues. Since the country found its unitary territorial stability, the nation must put their full efforts to build the country by educating the children to make strong work force to build a new island nation. According to Government information 4.2 million children are enrolled for education in 9.790 schools in the year 2006 and 200,000 teachers serve in schools and universities island wide.

The Government spends 2.8 percent GDP to maintain free education which amounts to Rs.14 billion.

Then, to answer prevailing ineffectiveness of education system in the country the following actions are to be taken to reform education system in Sri Lanka:

(a) The President must enforce policies and strategies which remain viable,

(b)Teacher training programs must be continuously updated by giving them opportunity to upgrade their knowledge on global issues and also to identify skills of students at early age

(c) Offer balance knowledge to schoolchildren on both practical and theoretical application

(d) English must be introduced from Grade III and it must be compulsory at the University entrance exam and Tamil also may be introduced as a second language from class III to have a better knowledge in three official languages

(e)Raise the quality of textbooks

(f) Offer information technological knowledge to all children from secondary school education

(g) Encourage schoolchildren to develop their knowledge of creativity under the framework of school programs

(h) Give opportunity to develop basic knowledge of children by organizing cultural visits to historically and culturally important places

(i) Create industry-based training courses to undergraduate students to achieve professional experience

(j) To introduce a new system of schools such as Schools of Polytechnics, International Commerce, Political Science, Banking, Aeronautic Engineering and Gemology. In selecting students highly qualified students who passed the Advanced Level Examination should be given priority. By introducing such systems to the country, it would be able to create, higher standard of scientists, engineers, bankers, diplomats, politicians, administrators and researchers for the country. This will also create more opportunities to students to continue their tertiary education and reduce the heavy competition to enter local universities. This system has been applied in some developed nations including France, which has been successful in the academic field.

(k) Encourage students who drop out from A/L exam and offer them opportunity at vocational and technical training universities or colleges to develop skills to access the competitive job market

(l) Only service or merit basis teachers must be promoted as principals of schools

(m) Tertiary education must be strengthened by giving opportunities to develop research knowledge in science, health, engineering, information and technology and other local areas of studies such as indigenous knowledge.

(n) Create a National Scientific Research Institute under the Higher Education Ministry and recruit young scholars to discover their expertise for highest national interest.

Who will carry on the reforms?

The Head of the State or the President must play an important role to act as the guardian of education reforms. Then, under the leadership of the President it may be appropriate to create a Task Force by appointing a team of senior leading scholars from home and abroad as policy-makers of reforms. By introducing such system to the country, it will avoid the complex situation of education in different provincial councils and education policies will be implemented on a national basis. In such a situation provincial education ministers will have no rights to introduce different education policies in schools of their provinces. The Central Government should instruct to Provincial Councils to implement the policies and reforms in their education institutions on zonal basis.

Sri Lanka has no right to lose this golden opportunity as we have already lost more than half a century after the independence, without achieving considerable development which was highly expected by our national heroes, who have sacrificed their blood and lives for the independence of Sri Lanka. All political leaders, religious authorities, elites and civil society should join hands with the ruling Government and determine to build our nation in making education reforms and other development activities to regain our past glory, prosperity and dignity. Creating a strong nation will be a great gift to the future generation, who will carry our national flag to the global community as a powerful nation of the Indian Ocean.

Concluded

The writer is a Consultant and WFB Liaison Officer to UNESCO, Executive member of number of international Buddhist and academic organizations in Europe and in Asia and a visiting Professor at Mahachula University in Bangkok.

As we see it

Not every one is happy and not every thing is alright in our educational system. This is understandable for nothing could be perfect, in which case there won’t be any room for progress and improvement. When knowledge increases education has to change, develop.

The question arises when many become unhappy and things are not alright. In such a situation we talk about a crisis. Today, we want to look at one aspect of our education system that should receive attention of parents, teachers and students besides our administrators and politicians.

There seems to a misunderstanding about the division of labour that is best or optimum for the education sector. As you know there are teachers who impart knowledge and educational administrators who monitor the progress of the imparting of that knowledge. This means the former should teach and the latter should supervise or monitor. It would be improper for them to trespass into each other’s territory. But that is what is now happening.

Take two examples. First, the issue of school term tests. Now saner counsel has prevailed and it is to be entrusted to the schools. Yet the administrators seem to resist. Unfortunately many teachers’ unions also seem happy to entrust it to the administrators. The main argument for holding term tests on a zonal or provincial level basis is that it would ensure a common standard in the quality and quantum of knowledge imparted to students. Rubbish.

It could be done only by providing adequate teachers, teaching aids, infrastructure for all schools on an equitable basis and by ensuring that teachers and principals do their job properly. The education administrators would concentrate on this aspect. Moreover, teachers engaged in teaching the subjects, including master teachers are better equipped to set term test papers.

It would be a folly to entrust it to administrators who are daily engaged in other work. The administers should ensure teaching standards by constant monitoring of the teaching process and assisting teachers by periodic in-service training. Teacher Unions should also ensure that their members teach properly and do a good job of work in conducting term tests rather than passing on their work to administrators.

Another good reason for conducting term tests on school basis is to reduce their costs per student and to prevent corruption. It is no secret that printing term test papers on zonal or provincial basis offers opportunities for ‘enterprising’ individuals to feed on commissions. It also saves funds of the Education Department that go to conduct such zonal or provincial tests. Besides, important officials could use the time they spend on it for more important supervisory and other official duties.

The second example is Grade One admissions. Handling it at school level will have the same benefits that would result from handling tests at school level. If we could entrust schools the much more responsible task of teaching students from grade One to Twelve it defies all logic to prevent them from handling the lesser tasks of term tests and admissions.

- The Guru