1. MINSTRY OF BASIC EDUCATION NORTH EAST – REGIONAL OPERATIONS
USING LEARNER PERFORMANCE FOR ACCOUNTABILITY PURPOSES; IMPLICATIONS FOR CLASSROOM PRACTICES
JOYCE MODIE
MINSTRY OF BASIC EDUCATION
NORTH EAST – REGIONAL OPERATIONS

2. PRESENTATION BACKGROUND PROBLEM AND PURPOSE OF RESEARCH STUDY
CONCEPT OF ACCOUNTABILITY IN SCHOOLS
METHODOLOGY
FINDINGS AND CONCLUSIONS
RECOMMENDATIONS

3. BACKROUND INFORMATION
Historically, the school system was guided by ‘inputs’ in to the system, schools were given more resources in an attempt to improve learning outcomes. chapman, C. (1999)
The potential influence of assessment on student learning make it an important tool for change, compared to other vehicles for change. Darling –Hammond, linda. ( 2010)
Calls for greater accountability within schools have a led to learners’ results based accountability system in many countries including Botswana
With implementation of test driven reforms, the implementation of accountability system has been one of powerful trend in Education policy. Barbe. (2004),

4. BACKROUND INFORMATION (CONTINUED)
Demands for better accountability for test results in schools, has led to an approach where learners test results are used for teacher and school accountability in performance.Himalton and Klen. (2002).
In Botswana reforms of Performance Management System included increased scrutiny in the classroom and more intense focus on accountability on student performance by individuals and institutions.
The growth of using tests results for accountability in Botswana can be partially attributed to the recognition that accountability is a powerful tool to improve quality of learning. Pringle and Martin. (2005)
Over years, however, the role of assessment continued to change as policy makers turned to assessment as a way of accountability. Glaser and Silver. (1994).

5. BACKROUND ( CONT)
The reform of the first examination in of revised curriculum is in line with trends in many countries that are changing their education system and policies
To strengthen accountability mechanisms that use information from assessment to make consequential decisions about students, teachers and schools Darling –Hammond, Linda. ( 2010)

6. CONCEPT OF SCHOOL ACCOUNTABILITY
A quick definition of school accountability
Definition of accountability by Meriam –Webster dictionary; the quality or state of being accountable, willingness to accept responsibility for one’s action.
Accountability in educators refers to holding school, districts, educators, and teachers’ responsibility for demonstrating specific academic performance results. Linking rewards to expected results according to Rechebei, (2012)

7. CONCEPT OF SCHOOL ACCOUNTABILITY
Expected benefits of test driven accountability at school
The assessment system s technically as performance measurement system that provides feedback. Golberg, Gail Lynn. (2000).
As motivational system that serves number of purposes such as:
communicating to educators and parents on level of measurement of what is expected
Insisting on high expectations and providing incentives.
Insisting on teacher and school to take action to improve student learning opportunities Elmore & Rothman. (2009)

8. Assessment and accountability
Elmore & Rothman (2009)
Ministry of Basic education set forth an incentives – assumed that with sufficient motivation, teachers and learners would find the means to improve instruction.

9. OBJECTIVE OF RESEARCH
To examine the documented impact and consequences of standardised test results accountability approach on teacher and schools.

10. PROBLEM STATEMENT
There are several studies that have documented the underlying purpose of accountability that is based on standardised tests results, and researchers’ findings indicate accountability policies and procedures are not effective, so instead of improving teacher classroom practices and promoting school effectiveness, it can degrade.

11. METHODS OF RESEARCH
This paper explores issues of assessment and accountability in the context of the current literature on effects of accountability on teachers and schools performance
Secondary information was used by exploring literature on the performance based accountability, accountability models, policies and assessment practices.

12. Consequences/effects of test driven accountability
Substantial research over last decade has shown consistent of picture of effects of accountability on test driven decisions.
Considering the arguments of various researchers and experience of researcher, taking into consideration the prevailing approach used in Botswana education system, these effects apply.

13. 1. Teachers and administrators in schools will tend to focus less on subjects that are not tested.’

14. 2. Achievement gap will not be easily close as a result of test based accountability
Research and practical experience show that teachers and schools district’s have become prescriptive about how and what teacher are supposed to teach. Koretz. (2011 )
There is requirement of rigid adherence to pacing guides and leave reveal weak and can create a discouraged environment for good performing teacher and excelling schools. Darling – Hammond. (2013)

15. 3. Teachers will often employ ‘teaching to test’ techniques in preparation of national standardised tests.
A number of survey studies have suggested that teacher believe that current accountability models are causing schools to focus too much on National tests format and
neglect complex thinking, students cannot apply skills that they appear to know on the test (Allen, David. ( 2008)
Focussing on National tests format and tests preparation, rather than on effects of pedagogy. Pedull et al, (2003), Jones & Egley. (2004) ,
Test Score inflation
Curriculum distortion
Excessive drill on worksheets resembling the test denies students opportunity to understand context and purpose that would enhance skill development.

16. 4. LOW TEACHER MORALE AND MOTIVATION
• simplistic use of student assessment results for teacher accountability (Darling – Hammond, (2013)
reporting a broad set of school performance measures without adequate contextual information Lne, Suzanne, (2000)
the use and role of results used for accountability not clarified Elmore & Rothman (2009)
Research show that schools serving low performing students are at least likely to meet unrealistic accountability requirements thus get demotivated. ( Vroom, (1964)

17. CONCLUSION
If not accompanied by policy and procedures, the consequences can impair the good intension to narrow gap between low and high achieving schools.
It is clear from research that accountability is changing what gets to be taught, but whether that change represents real improvement in student opportunity to learn is debatable.
In responding to current accountability approach, then teachers may less likely to engage student , particularly low performing in reasoning activities, to build the skills that students will need for success in 21 st century.

18. RECOMMENDATIONS
Gradual changes to current practices of test results accountability to limit the unintended drawbacks.
Subscription to professional model of accountability to modify existing practices are recommended.
Accountability system should be designed to maximise the benefits and minimise negative effects.
To maximise the benefits, this research paper suggests the importance of assuring that we need to be honest about what accountability approach can and cannot help in accomplishing in assisting students succeed.
Use multiple and variable sources, such as student and parent surveys, peer review of materials, logs of professional activity, and pupil test-score data

19. THANK YOU