Effective Evaluations Needed

Dhani Bux Shah

Daily Dawn: Nov 25, 2007

Many of the ills plaguing government schools in Sindh can be fixed if a proper monitoring system is put in place writes Dhani Bux Shah
IN government schools monitoring of students is done by the teachers continuously, as they check their attendance, home work, note books, practicals and provide them feed back in class. The head teacher does this in connection to check students’ performance and also checks the teachers’ performance in order to know whether they are on track for completion of the syllabus (Cooke & Vanstone, 2000).The evaluation of the students (from class 6 to 8) is done at the end of the academic year in the month of May through local annual examination. Cooke & Vanstone (2000) have supported this evaluation system as they maintain that a formal evaluation should occur at the end of the year. Year-end is also a time to celebrate the school’s accomplishments and to look into the weaknesses so as to improve them in the future.The purpose of evaluating students’ performance in the examination is to see how much they have learned and if their learning is suitable according to the set criteria of Sindh Education Department.The question papers for the local annual examination (class 6 to 8) are prepared and provided by the office of Executive District Officer Education (EDOE). These question papers are designed by a team of senior teachers appointed by EDOE. The examination center is at the school. The invigilators and examiners are the same subject teachers and summary* evaluation system is followed in the examinations. After the completion of the examination the evaluation reports in the shape of result sheets are prepared by the school administration and sent to the EDOE office.In Sindh Education Department there is also an inspection system to monitor and evaluate the performance of students. The inspection teams are prepared either by EDOE or District Officer Education (Secondary and Higher - Secondary) under his or her leadership. After collecting data of student’s performance it is evaluated by the inspection team on that same day and than a report is sent to EDOE and a copy of that report is also given to the head teacher of the school. In preparing the final evaluation report neither head teacher nor teachers are consulted by the inspection committee members.My experience as a head teacher of middle school shows that unfortunately, none of the aforementioned is being carried out. When I checked the last five years result sheets of annual examination the passing ratio was 100%. I asked the ex-head teacher if it is humanly possible for all students who appeared in the examinations to pass and be promoted to the next class. He replied that it is the policy of the Sindh Education Department that at the time of filling annual confidential report (ACR) of the head teachers the District Officer Education Elementary or Secondary along with all other things also looks into the results of the school and if the passing ratio of students is 100%, then the certain head teacher gets “A” grade in the ACR. “Thus we are compelled by policy to pass even those students who are not capable of passing the class in connection to get A grade in our ACRs,” he said. Later on DOE (Sec- H. Sec) of my district also confirmed this information.Arlen and Gullickson (2003) maintain that when a teacher’s reputation, career advancement, increments is linked with the students’ evaluation they become biased and think only of their benefits instead of the students. There is also immense pressure by parents on school authorities to pass their children in the examination. As a head teacher I tried my best to convince parents but they would ask me to pass them in middle examination because this way they would not have to spend more money on their higher education and they could at least qualify for jobs in the army.It is my personal experience as an inspection committee member that most of the times in evaluation reports the inspection committee members do not write those things which they see in the class rooms. This happens because of the friendly relationship a subject teacher and the inspection committee member. The evaluation reports are sent to the EDOE, but no follow up is done in order to help the school in weak areas or acknowledge the strengths.The aforementioned findings have negative implications on the lives of students which affect them and their parents particularly and the society generally. This is due to lack of follow up programmes after both evaluation practices (local annual examination and annual inspection), lack of involvement of key stakeholders (students, teachers and head teacher) in evaluation process. They are not involved in the process of designing question papers for the local annual examination and at the time of preparing inspection committees by District Education Office and linkage of teachers’ and head teachers’ own benefits. It should be keep in mind that in the board examinations of class four to eight, there is a strong and unfortunate presence of using unfair means as cheating etc. Commenting on this one of my colleagues said to me “even for cheating intellect is required.” Furthermore, I also know many students who even pass the board examinations and continue to face immense problems because they have not been taught well. Thus they are unable to find respectable place in society and prove a burden on it (Demming as cited in Bezzina, 2004).It is strongly recommended that if Sindh Education Department wishes to improve its performance it has to take revolutionary steps. For example: students’ evaluation should be based on criteria whereby students know in which areas, how, and from whom they will be evaluated. This will contribute towards their learning and development. Teachers and other evaluators should have the necessary knowledge and training to evaluate effectively. Teachers’ suggestions should be taken when designing the questions papers. Formative evaluation system should be integrated along with the summary* to improve the monitoring and evaluation system and to provide students an on going feedback (Arlen and Gullickson, 2003).The education department should appoint inspectors on the basis of merit rather than on sources or bribe. As according to my knowledge and experience it is common nowadays. The benefits and perks of teachers and head teachers should be separated from students’ results but if they are linked than district education authorities should set a transparent system of ensuring the honest reporting of students’ evaluation.There should be a follow up on the basis of evaluation reports of local annual examinations and inspections. As special training programme should be designed for those teachers whose evaluation reports are weak and extra increments and promotion should be provided to those teachers whose evaluation reports are very good.

The writer is a teacher in Sindh Education Department and currently pursuing a M.Ed degree at a private university in Karachi.

*Summary is a printing mistake actually the word is, Summative (Author)