| || || Ram, Atesh Satendra|
| || || Benefits of class based assessment in rural primary schools : a case study of four primary schools in Vanualevu, Fiji |
Author:Ram, Atesh Satendra
Institution: University of the South Pacific.
Subject: Educational tests and measurements -- Fiji -- Vanua Levu, Examinations -- Fiji -- Vanua Levu
Call No.: pac LB 3058 .F5 R36 2015
Copyright:10-20% of this thesis may be copied without the authors written permission
Abstract: The purpose of classroom assessment and evaluation is to give students the opportunity to show what they have learned. Steadman (1998) states that classroom assessment also involved students in active mental processing of new information and makes them more aware of themselves as learners. The purpose of this study was to determine the benefits of class based assessments in rural primary schools by evaluating the activities carried out in the case study schools. A mixed method was used to collect data on class based assessments from four rural schools selected for case study. Research instruments such as semi-structured interviews, questionnaires and documentary analysis were used to collect data from the schools. This research study included fifteen teachers, four school heads and twenty nine student participants from the case study schools. This study supports the findings of other international research studies and formative assessment literature that class based assessments can only be effective if the teachers have a clear understanding of its features and the strategies used for child improvement. Student progress in learning must be the prime concern for the teachers. The findings also support, the research literature that students should be given a second chance to make progress in class based assessment as suggested by Guskey (2005). Those at the lower level of achievement must be supported to make improvements. At the same time those at the upper level of achievement in class should be given the opportunity to deepen their knowledge through challenging activities. Overall, the findings of the study showed that CBAs that were conducted in the in rural primary schools were beneficial for the students. However, there were areas of further improvements that could be made to optimize the benefits for the students. Empowerment of the school heads and teachers through quality professional developments is imperative for maximum benefit of CBAs. Based on the findings, the study proposes some significant recommendations for the school and the Ministry of Education to consider for the betterment of student achievement in schools. Also suggestions for further research is given in order to address various issues concerning class based assessment and student attainment in primary schools.