“Skill, drill, and kill”
Zimbabwean Teachers’ views on once-off summative assessment
DOI:
https://doi.org/10.31686/ijier.vol9.iss2.2899Keywords:
summative, experiences, high stakes testing, balanced, holistic assessmentAbstract
This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documents, and records analysis were employed as data generation to allow for rich and detailed information from all available sources for this research. This paper presents and discusses the data about teachers’ summative evaluation experiences at grade seven in the Zimbabwean education system. The findings reveal a severe effect and impact of end-of-year grade seven examinations on teachers, instructional practices, the curriculum, the learners, and the education system. It also shows that teachers depend excessively on drilling and repetitious revision practices to meet the standards required and expected by stakeholders. The findings further reveal contradicting responses from teachers on enhancing learners’ performance from drilling and coaching. There emerged from the findings a consensus among teachers on merging formative, continuous, and summative assessment forms. This paper suggests a more balanced and holistic assessment structure at grade seven level that caters to learners' diverse populations and environments in Zimbabwe.
Downloads
References
Aftab, A., Qureshi, S., & William, I. (2014). Investigating the washback effect of the Pakistani Intermediate English Examination. International Journal of English and Literature, 5(7), 149-154. DOI: https://doi.org/10.5897/IJEL2013.0521
Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting washback—a case-study. System, 30(2), 207-223. DOI: https://doi.org/10.1016/S0346-251X(02)00005-2
Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287-302. DOI: https://doi.org/10.1080/0305764X.2011.607151
Blazer, C. (2011). Unintended Consequences of High-Stakes Testing. Information Capsule. Volume 1008. Research Services, Miami-Dade County Public Schools.
Brookhart, S. M., & Nitko, A. J. (2014). Educational assessment of students. Washington, DC: Pearson Higher Ed.
Crocco, M. S., & Costigan, A. T. (2007). The narrowing of curriculum and pedagogy in the age of accountability urban educators speak out. Urban Education, 42(6), 512-535. DOI: https://doi.org/10.1177/0042085907304964
Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Upper secondary Bruneian science students’ perceptions of assessment. International Journal of Science Education, 29(10), 1261-1280. DOI: https://doi.org/10.1080/09500690600991149
Dodge, T. (2007). Impact of Standardized Testing Emphasis on Teaching and Learning in Kindergarten through 12th Grade in United States Schools: East Tennessee Principals' Perspectives.
Dutro, E., & Selland, M. (2012). “I Like to Read, but I Know I’m Not Good at It”: Children’s Perspectives on High‐Stakes Testing in a High‐Poverty School. Curriculum Inquiry, 42(3), 340-367. DOI: https://doi.org/10.1111/j.1467-873X.2012.00597.x
Gebril, A., & Brown, G. T. (2014). The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers’ conceptions of assessment. Assessment in Education: Principles, Policy & Practice, 21(1), 16-33. DOI: https://doi.org/10.1080/0969594X.2013.831030
Gorman, L. (2015). Peer effects in the classroom.
Hedwick, C., Mavies, K., Madungwe, L. and Mandiudza, L. (2013). The impact of examinations on the school curriculum: A Zimbabwean perspective. International Journal of Academic Research in Progressive Education and Development, 2(1), 65-74.
Jones, B. D. (2007). The unintended outcomes of high-stakes testing. Journal of applied school psychology, 23(2), 65-86. DOI: https://doi.org/10.1300/J370v23n02_05
Kanyongo, G. Y. (2005). Zimbabwe's Public Education System Reforms: Successes and Challenges. International Education Journal, 6(1), 65-74.
Kirkpatrick, R., & Zang, Y. (2011). The negative influences of exam-oriented education on Chinese high school students: Backwash from classroom to child. Language testing in Asia, 1(3), 36. DOI: https://doi.org/10.1186/2229-0443-1-3-36
Kizlik, B. (2012). Measurement, assessment, and evaluation in education. Retrieved October, 10, 2015.
Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy & Practice, 19(1), 65-79. DOI: https://doi.org/10.1080/0969594X.2011.592972
Minarechová, M. (2012). Negative impacts of high-stakes testing. Journal of Pedagogy/Pedagogický Casopis, 3(1), 82-100. DOI: https://doi.org/10.2478/v10159-012-0004-x
Muranda, A. Z., Tshabalala, T., Ncube, A. C., & Gazimbe, P. (2016). An Investigation into the Causes of Low Pass Rate at Grade Seven Final Examinations in Mudzi District in Mashonaland East Province. Nova Journal of Humanities and Social Sciences, 3(4).
Mussawy, S. A. J. (2009). Assessment practices: Student’s and teachers’ perceptions of classroom assessment.
Nziramasanga, C.T. (1999). The Presidential Commission of Inquiry into Education and National Report of the Republic of Zimbabwe. Harare, Zimbabwe: Government Printer.
Polesel, J., Dulfer, N., & Turnbull, M. (2012). The experience of education: The impacts of high stakes testing on school students and their families. Sydney, Australia: The Whitlam Institute.
Popham, W. J. (2008). Formative Assessment: Seven Stepping-Stones to Success. Principal Leadership, 9(1), 16-20.
Ritt, M. (2016). The impact of high-stakes testing on the learning environment.
Russell, M., Madaus, G., & Higgins, J. (2009). The paradoxes of high stakes testing: How they affect students, their parents, teachers, principals, schools, and society: IAP
Spann, P., & Kaufman, D. (2015). The negative effects of high-stakes testing.
Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active learning in higher education, 9(2), 172-192. DOI: https://doi.org/10.1177/1469787408091655
Zimbabwe School Examinations Council (ZIMSEC) (n.d). A training manual on the setting and marking of grade seven classroom tests. Harare, Zimbabwe: Research and Development Division.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Lokesh Ramnath Maharajh, Lucia Tsitsi Musikewa
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
Accepted 2021-01-05
Published 2021-02-01