Decentralised moderation of CA results The perceptions and

Presentation Outline 1. 2. 3. 4. 5. 6. 7. 8. Introduction Statement of problem

1. Introduction • The mission statement of the Examinations Council of Zambia (ECZ) is

1. Introduction-Continued • The quality and effectiveness of any education system depends to a

2. Statement of problem • During processing of teacher education examination results, it has

3. Objectives of the study • To investigate the perceptions of lecturers on decentralised

4. Research Questions • What are the perceptions of lecturers on decentralised moderation of

5. Methodology • Methods of data capture Data collection methods were participant observation; document

6. Literature Review • Conducting statistical moderation is not peculiar to Zambia. • In

6. Literature Review-Cont’d • For Kenya, the ministry of Education has a directorate of

7. Discussion of Research findings • Some of the lecturers were very confrontational with

7. Discussion Cont’d • Others asked why the ECZ moderation teams were not as

7. Discussion Cont’d • It was also noted during the study that in most

8. Conclusion and Recommendations Conclusion • The maiden decentralized course work moderation by the

8. Conclusion and Reco Cont’d Recommendations • All colleges need orientation in conducting CA

8. Conclusion and Reco Cont’d • Lecturers should also understand that moderation of CA

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Decentralised moderation of CA results: The perceptions and reactions of lecturers in ECZ”s affiliate colleges of Education By Smart Sakala Senior Research Officer ECZ ssakala@exams-council. org. zm

Presentation Outline 1. 2. 3. 4. 5. 6. 7. 8. Introduction Statement of problem Objectives of the study Research Questions Methodology Literature Review Discussion of Research findings Conclusion and Recommendations

1. Introduction • The mission statement of the Examinations Council of Zambia (ECZ) is to efficiently conduct Assessments and award Certificates of Comparable International Standards • Its vision is to be an examining body of Excellence (ECZ strategic Plan; 2016).

1. Introduction-Continued • The quality and effectiveness of any education system depends to a greater extent on the quality of its teachers. This is because the educational and personal well-being of learners hinges crucially on the competence, commitment and resourcefulness of the teachers (EOF; 1996). • The Examination Council of Zambia ECZ), conducts Moderation of Teacher Education Continuous Assessment (CA) results to enforce and maintain standards.

2. Statement of problem • During processing of teacher education examination results, it has been observed that Colleges turn in high CA marks of their students which do not correlate with their respective final examination subject marks. • For all the moderations of CA results conducted by ECZ, there has been no deliberate study to delve into the perceptions of lecturers over this important activity. • This paper investigated the perceptions and reactions of lecturers on the moderation of CA results.

3. Objectives of the study • To investigate the perceptions of lecturers on decentralised moderation of CA results. • To identify areas of need among lecturers for the smooth implementation of CA moderation. • To ascertain whether lecturers were conversant with course titles as they appeared in the syllabus booklet. • To find out the major difference between lecturers in public colleges and those in private colleges.

4. Research Questions • What are the perceptions of lecturers on decentralised moderation of CA results? • In which areas of operation should lecturers improve for a smooth implementation of CA moderation? • Are the lecturers conversant with the course titles as they appear in the syllabus booklet? • How are lecturers in public colleges different from those in private colleges?

5. Methodology • Methods of data capture Data collection methods were participant observation; document review; informal discussions with lecturers and post CA moderation meeting and report. • Target Population Lecturers in ECZ affiliate colleges of Education. • Data analysis Data was analysed qualitatively guided by the list of research questions

6. Literature Review • Conducting statistical moderation is not peculiar to Zambia. • In South Africa, UMALUSI (the quality assurance council) conducts statistical moderation for all course work and examination items to ensure that the quality and standards of the internal assessment are met (UMALUSI report; 2006).

6. Literature Review-Cont’d • For Kenya, the ministry of Education has a directorate of quality assurance and standards which collaborates with the Kenya National Examinations Council (KNEC) to enforce standards for all assessments (www. education. go. ke/index. php/about-us/state -departments/education/quality). • In Botswana, Namibia, Swaziland, Lesotho, Tanzania and Uganda, the National Examinations board conducts moderation of assessment results to ensure standards are met and adhered to.

7. Discussion of Research findings • Some of the lecturers were very confrontational with the moderation teams. They accused the teams of fault finding than enforcing and maintaining standards. • Some lecturers felt that CA moderation belittled or ignored the contributions they had made to the development of the nation through teacher training. • Government colleges and their lecturers seemed like they would withdraw from ECZ run programmes to affiliate their programmes to Universities.

7. Discussion Cont’d • Others asked why the ECZ moderation teams were not as flexible as some Universities. • Some of the lecturers were not sure of what the ECZ moderation teams wanted. It appeared like they were not familiar with the contents of the requirements of moderation. • Some felt that their examination centre status would be withdrawn after the CA moderation exercise. • Furthermore, our study did establish that all Colleges (Public or Private) needed orientation in conducting CA activities and record keeping.

7. Discussion Cont’d • It was also noted during the study that in most colleges, the assessment tasks given to students were far from the practice of test construction especially in privately owned colleges. • In addition, a good number of lecturers were not using course titles as they appeared in the syllabus booklet. • With respect to the differences between lecturers in public colleges and those in privately owned colleges, it was discovered that most of the lecturers in privately owned colleges were retired officers working on part- time.

8. Conclusion and Recommendations Conclusion • The maiden decentralized course work moderation by the Examinations Council of Zambia was very successful. The CA was moderated well in advance of the examination scores in order for the final results to be released in time. • However, it did not sit well with the lecturers. They felt belittled by the activity.

8. Conclusion and Reco Cont’d Recommendations • All colleges need orientation in conducting CA activities and record keeping. • Colleges and Lecturers should understand that the purpose of the moderation outcome is not to discourage or encourage prospective students to such colleges. • Lecturers should learn that moderation of CA results is not a fault finding activity but a quality assurance process which ensures that appropriate standards are maintained.

8. Conclusion and Reco Cont’d • Lecturers should also understand that moderation of CA results does not constitute performance appraisal for promotion or demotion. • Lecturers and colleges should realise that reviewing professional matters in this manner does not belittle or ignore the contributions they have made to the development of the nation through teacher training.

Thank you for your attention