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|National Assessment of Achievement of Grade 08 & 10 Students in Sri Lanka (2005)
|National Education Research and Evaluation Centre, University of Colombo
|University of Colombo
|National Assessment of Achievement of Grade 08 & 10 Students in Sri Lanka (2005) ‘National Assessment of Achievement of Grade 08 and 10 Students in Sri Lanka’ is a research study carried out by the National Education Research and Evaluation Centre (NEREC), Faculty of Education, University of Colombo. This study conducted in July 2005, is aimed at assessing the achievement levels of students who have completed Grade 08 and 10 levels in year 2004. Chapter 01 briefly outlines the attempt made by Sri Lanka since 1945, in providing education free of charge on an equity basis. In chapter 02, the objectives and the framework of the study are discussed. Chapter 03 outlines the performance level of student at national level. Provincial level performance is discussed in chapter 04. Chapter 05 is devoted for explaining the district level performance. This report has five chapters which explain the background factors that influence learning achievement. Chapter 06 is on school background factors. Chapter 07 and 08 are discussing background factors related to home and the student. Chapter 09 outlines how zonal education office background factors indirectly influence learning achievement of students. Some other factors which are not discussed under above categories are explained in chapter 10. Chapter 11 is on the conclusions and the 12th chapter is on recommendations. Conclusions arrived highlight that in the order of performance, at both Grade levels, First Language comes first. Science and Technology secures the second place. Mathematics is in the third place. In First Language, Central, Uva, Northern and Eastern provinces have average performance levels below the national averages. Sabaragamuwa province shows a performance level equal to the national average. Western, North Western, Southern and North Central provinces perform better than the national average performance levels. In Science and Technology performance of North Central province is not satisfactory. In Mathematics average performance level of Uva province is poor. Average performance levels of Western and North Western provinces are better than national average performance levels. Composite indexes based on mean values reveal that the best performing province is Western. Uva province has a lower performance level. There are significant differences in average performance levels among school types and between urban and rural schools (in all three subjects) in all the provinces. Colombo district is the best performing district in all three subjects. Kilinochchi, Nuwara Eliya, Trincomalee, Mullaitivu and Moneragala are the districts that fall in the lower end of the rank order. The latent variables related to school background that influence learning achievement levels of students are facilities provided, learning procedures, assessment procedures, teachers’ background, principal’s background, monitoring and supervision, sectional head’s background, teaching methods and class teacher’s interaction with students, principal and parents. Latent variables related to home background such as facilities at home, position of parents, factors not hindering school attendance and place of living influence learning achievement of students. The latent variables related to student background, that influence learning achievement of students include fulfilling physical and psychological needs of the students, pre-school education, additional support given, essential facilities available at school, availability of television and radio at home, distance from the place of living to the school, interests of the students and assistance provided at home, having necessary text books and work books (or writing books) for the relevant subject. Latent variables related to Zonal Education Office background that influence learning achievement of students are School based Assessment training programmes, Zonal Education Office supervision programmes, In- service Advisor’s background, In-service advisor’s attitudes, Zonal Education Officers background and teacher training programmes. Differences between schools have influenced the learning achievement levels of the students, to some extent. The students who have scored high marks in First Language also have scored high marks in other subjects. There is a felt need to assess the mastery level of students in relation to Essential Learning Continuum (ELC). It is not possible to assess this readiness of the students as essential learning objectives in each subject, have not been identified and published by curriculum developers. Recommendations include the development of strategies for quality improvement in learning procedures, teaching procedures, assessment procedures, school environment and management procedures, monitoring and supervision procedures and teacher training procedures. In addition the need of re-visiting the curriculum, introducing an action research programme at school level, conducting few programme evaluations, organizing few national symposiums, publishing books on teaching methods, learning procedures and on other relevant educational topics are recommended. Introduction of a remedial intervention programme at school level, formation of a national advisory board on educational matters, conducting short courses at university level, developing a diagnostic testing programme for the core subjects (from Grade 6 – 11), implementing a national policy in relation to recruitment, placement and deployment of teachers, in-service advisors and education officers, revising Mathematics and Science curriculum implementing a programme for quality improvement in type 2 and 1C schools, publishing desired learning objectives and essential learning objectives, re-defining the role of the in-service advisors and implementation of a special programme for Tamil medium schools, implementing small scale research programmes at zonal and provincial levels (need analysis studies) appointing Directors at zonal, provincial and ministry level who are in-charge of secondary education activities are among the other recommendations made.
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|National Education Research and Evaluation Centre
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