|Ph.D Student||Decalo Moshe|
|Subject||The Influence of Implementing Assessment Standards on|
Evaluation of Learning Achievements in "Switching
and Digital systems"
|Department||Department of Education in Science and Technology||Supervisor||Mr. Michael Moore (Deceased)|
|Full Thesis text - in Hebrew|
The issue of Standards has become an important focus of current educational debate, with educational authorities around the world placing a growing emphasis on the incorporation of defined standards, characterized by clear benchmarks for their achievement, accompanied by acceptance of responsibility for the achievement of these standards and full accountability. There were four stages to this research: establishing a clear picture of the current assessment format accepted for the curriculum subject "Switching and Digital Systems"; development and consolidation of Standards for assessment of the subject; practical application of these Standards by implementing teachers and collection of quantitative and qualitative data regarding the process of Standard implementation and results achieved. Department Heads (20) and school teachers (63) admitted that assessment of learning achievement was not central to their pedagogic agenda; that alternatives to the current evaluation methods are desirable, but are not implemented; and that they 'follow the lead' of departmental guidelines. In the course of the development and consolidation of assessment Standards 9 focus groups of teachers were organized, with 29 teachers taking part at 4 different locations. The teachers participating in the focus groups agreed upon a standard format for assessment which included: A written examination paper; assessment of individual submitted assignments; continuous assessment of participation; assessment of a project, or of participation at a workshop; and evaluation of laboratory reports. The Standards for learning achievements were set at 69.40% to attain "distinction" and 94.94% to achieve an overall "pass" grade. The research coordinator observed the teachers' progress throughout the academic year, through meetings and interviews, looking at the adherence to the agreed up standards, the consistency of their application and the ways in which the standards were implemented within the framework of subject tuition. The implementing teachers submitted 387 pupils in 15 schools around the country to 'Bagrut' examinations. Their end of year grades and their 'Bagrut' examination grades were compared. It transpired that the teachers who had participated in the focus groups had set a threshold for the 'pass' standard at a higher level than the agreed rate of 94.94% pupils passing. While 92% of students achieved the 'pass' grade across the country, 90.4% of students of standards implementing teachers achieved the 'pass' grade.