Development and implementation of students selection system to study at the 7th grades of Intellectual schools

Since 2013 the system of student selection process to study at the 7th grades of Nazarbayev Intellectual schools has been successfully functioning. The system is focused on students admission, who are capable to master natural and mathematical sciences, and achieve good results during the whole period of studying at Intellectual school.

Test items for student selection test by subjects "Mathematics", "Kazakh language (the first and the second), "Russian language (the first and the second) and "English" are being developed  together with Cito - Institute of pedagogical measurements (the Netherlands). Test items on Mathematics aim to assess functional literacy, include the description of various situations, suppose working with schedules, charts, drawings. Test items on languages aim to assess reading literacy and language competences through work with texts, but not through examination of rules.

Test items for an assessment of students’ abilities to study natural and mathematical sciences are designed to identify the ability of students to operate with numbers based on logical thinking, tasks for evaluating spatial reasoning, and visual memory, which is important in the study of natural and mathematical sciences.

Selection test is carried out for two days: on the first day – subject test by "Mathematics", "Kazakh language", "Russian language" and "English language", the second day - ability test to study natural and mathematical sciences.

7 454 applicants in 2013, 11 828 applicants in 2014, 13 540 applicants in 2015, 16 052 applicants in 2016, 17 338 applicants in 2017 took part in students selection test to study at the 7th grades of Intellectual schools.

The rules of implementation the selection of students to award an educational grant of the First President of the Republic of Kazakhstan – the Yelbasy "Orken" which covers the tuition of gifted children in specialized educational organizations "Nazarbayev Intellectual schools" (download)

Implementation of Integrated Educational programme in Intellectual Schools started in 2012. Thereby Centre for Pedagogical Measurement was given the task to develop a reliable monitoring system that allows to determine the effectiveness of the teaching, to get reliable information about student achievements and skills in dynamics for further improvement the Subject programmes, as well as for the correction of an individual learning path of each student.

In order to complete this task CPM started cooperating with a strategic partner of Autonomous Organization of Education "Nazarbayev Intellectual Schools", the Institute of Educational Measurement Cito, the Netherlands, with the aim to develop and implement monitoring system of student achievements in Mathematics and languages.

Assessment tools for monitoring system are developed by CPM staff in accordance with the expected learning outcomes by means of involving teachers from the Intellectual Schools. All professionals who are involved into the development of assessment tools have been trained in constructing and screening the items.

Reports on  the monitoring results across classes, domains, topics and skills are provided to all stakeholders to improve the processes of teaching/learning and assessment.

The monitoring system in Mathematics and languages which is developed by CPM in cooperation with Cito contains standardized tests that can be used to determine student abilities accurately.

Students whose capacity is below a certain standard should receive additional educational support, while students whose abilities are above standards must develop their skills by studying more in-depth material.

The diagnostic information provided by the monitoring system  is framed by five domains in Mathematics (“Numbers”, “Algebra”, “Geometry”, “Statistics and Probability”, and “Mathematical Modeling and Analysis”) and the four language skills of language subjects (speaking, writing, listening, and reading). Domains and skills are quite bulky so if the points scored by a student are below a certain standard in one of those domains or skills, teachers need to determine a particular topic they have to provide assistance to students.

Criteria-based assessment model is aimed at achieving the quality of assessment procedures, their compliance with international standards and the learning needs of each student. It reflects a holistic approach in the development of the educational policy in the field of pedagogical measurements and combines all the elements (rules, types, mechanisms, procedures, instruments, reports, etc.) to assess the knowledge and level of skills development in accordance with specific learning objectives of the AEO “Nazarbayev Intellectual schools” Educational Program – NIS Program.

Aim of criteria-based assessment is to obtain objective information about learners’ learning results according to assessment criteria and to provide this information to all participants of the learning process for its further improvement.

Objectives of the criteria-based assessment:

• The functioning of an objective and transparent assessment system that contributes to the improving the quality of educational services.
• Creating uniform qualitative mechanisms, procedures and assessment tools, corresponding to international approaches and standards.
• Enhancing teachers’ competence in assessment.
• Creating conditions for instilling self-study skills and increasing learners’ responsibility for their education.
• Creating a bank of sample tasks that allow personalizing and automating the assessment process of students’ achievements of expected outcomes, including higher order thinking skills.
• Providing objective, continuous and reliable information: to learners about the their learning quality; to teachers about learners progress; to parents about the degree of learning outcomes achievement; to educational authorities about the quality of the educational services provided.
• Using the electronic register to optimise collection processes and to report information
• Monitoring the achievement of the curriculum by individual learner, school, district, region and country.
• Conducting research and analysis of results to improve standards and curricula and make effective managerial decisions.

Criteria-based assessment is realized in educational process in accordance with established principles.

The key priorities of criteria-based assessment are at learner development, raising his interest and learning motivation, the removal of the anxiety and fear of the assessment through an understanding of and involvement in the assessment procedure. This can be achieved if we establish clear and measurable assessment criteria which are understandable to each learner and his parents. According to well-defined assessment criteria, both teacher and learner will understand: Where is the learner now? Where is he going? How does he close the gap? What needs to be done to help him in achieving the expected learning outcomes?

External Summative Assessment  is an assessment defining the level of knowledge and learning skills formation at the end of primary, secondary and high school in accordance with External Summative Assessment Model which are developed externally for schools.

The external summative assessment of primary school students is performed in accordance with Integrated criterion based assessment model and external summative assessment of students` achievements model which are developed in cooperation with Cambridge International Examinations.

Secondary school students sit exam on 5 compulsory subjects (mother tongue (Kazakh/Russian), Integrated second language and literature, English, Mathematics and History of Kazakhstan) and 1 subject for choice (Physics, Chemistry, Biology and Computer Science).

High school students sit exam on 3 compulsory subjects (Mathematics, Kazakhstan in the Modern World and English) and 2 subject for choice out of 4 (Physics, Chemistry, Biology and Computer Science).

As a result of external summative assessment Grade 10 students of Nazarbayev Intellectual Schools receive certificate of secondary school education and Grade 12 students receive attestation of high school education, UNT certificate and CIE certificate with examination results on external summative assessment. 

Organization and preparation for criteria-based assessment implementation in the mainstream schools of Kazakhstan

Nazarbayev Intellectual Schools is a breakthrough project in an ​​educational area in the Republic of Kazakhstan; it is a “starting point” that promotes the modernization of the secondary education system in the Republic of Kazakhstan.

Development strategy 2020 of the Autonomous Educational Organization “Nazarbayev Intellectual Schools” defined a mission of Intellectual schools as: “To enhance the intellectual capacity of Kazakhstan through the development and implementation of an innovative, Mathematics and science-oriented, trilingual model of school system that integrates the best of Kazakhstani traditions, and that meets international standards of best practice.”

One of the strategic objectives of the AEO is a translation of Intellectual Schools` experience into secondary education of Kazakhstan.

The organizational basis for the realization of this task is a Road map of Nazarbayev Intellectual schools` experience translation into the country's education system for 2013-2017, which will contribute to further reform of the national system of the secondary education.

In order to ensure the implementation of modern techniques and technologies into education process at all levels, considering the experience of the Autonomous Organization of Education "Nazarbayev Intellectual Schools" in 2012 the Ministry of Education and Science of the Republic of Kazakhstan identified 30 basic schools, which operate in cooperation with the AOE.

Criteria-based assessment system within the framework of updating the secondary education content

In accordance with the transition schedule to the updated content of secondary education, criteria-based assessment was piloted in Grade 1 of 30 pilot schools in academic year 2015-2016, and was implemented in Grade 1 of the state schools throughout the country from academic year 2016-2017. In academic year 2017-2018 criteria-based assessment system is implemented in Grades 2, 5 and 7 of state schools.

Methodical teacher support with assessment guidelines, quality assessment tools and electronic document management and reporting system is one of the conditions for the successful implementation of the criteria-based assessment system.

For effective and standardized assessment of students’ learning outcomes, assessment criteria and tasks are developed in accordance with the learning objectives and expected learning outcomes. Criteria and tasks allow to determine not only the level of knowledge, but also the ability of students to apply knowledge and thinking skills of a higher level (analysis, synthesis, evaluation). Tasks developed contain description of their completion levels, patterns for informing students and their parents, which help teacher to understand stage of learning at which a student has difficulties and what kind of support is needed for him/her.

Specialists and teachers trained by high level international experts participate in the development of assessment tools.

In 2016-2017 the following were prepared to support the assessment process:   

1. Handbook on criteria-based assessment for primary school teachers (in Kazakh and Russian languages)  

2. Handbook on criteria-based assessment for secondary and high school teachers (in Kazakh and Russian languages)

3. Handbook on criteria-based assessment for regional and school coordinators (in Kazakh and Russian languages)  

4. Formative assessment task collections across the subjects for Grades 1, 2, 5 and 7 (in Kazakh and Russian languages)  

5. Summative assessment guidelines across the subjects for Grades 1, 2, 5 and 7 (in Kazakh and Russian languages)  

6. Summative assessment specisications across the subjects for Grades 1, 2, 5 and 7 (in Kazakh and Russian languages)  

7. Information booklets on criteria-based assessment for students and parents (in Kazakh and Russian languages)  

8. Series of video on criteria-based assessment

To ensure equal and timely secondary schools teachers access to instructive and methodological materials, the "Criteria-based Assessment System" section was created on the electronic portal prepared within the framework of updating of secondary education content "Teaching and learning materials" (smk.edu.kz). This section contains more than 300 instructional and methodological materials on criteria-based assessment, including video and presentation resources, electronic register forms with instructions for using them. 

Methodological assistance and consultancy support of teachers is carried out on the section "Criteria-based Assessment System" and on the discussion site of the portal. Also a forum for regional and school coordinators on criteria-based assessment is created for effective interaction and timely information. 

Diagnostic testing

The updated content of education is tested in pilot schools of the country, including rural and urban schools, gymnasiums, lyceums, secondary and small schools. To evaluate the effectiveness of subject programs, criteria-based assessment system and teaching methods, a diagnostic testing is conducted for students of 30 pilot and 16 control schools.

Diagnostic testing of students was conducted three times: in Grade 1 "at the input " - at the beginning of 2015-2016 academic year and "at the output" - by the end of 2015-2016 academic year; in Grade 2 "at the output" - by the end of 2016-2017 academic year. Diagnostic testing will continue in Grades 3 and 4 in 2017-2018.

Results in 2015-2017 showed that the updated content of education and teaching methods provided a serious advantage for students in pilot schools. So, "at the input" in Grade 2 they showed more significant progress of the average score (+30.2 points) than the students of the control schools (+14.7 points). This predominance is noted across all three diagnostic tests and in all subjects.

More detailed information and results of diagnostic testing are presented in the reports (download).

CPM carries out an independent assessment of teachers within modernized levelled in-service training programme for the pedagogic staff of the Republic of Kazakhstan, principals within in-service training courses for the head staff of educational institutions of the Republic of Kazakhstan, of pedagogic staff within training courses on updating the education content of the Republic of Kazakhstan implemented by Center of Excellence and National center for professional development “Orleu” branches in accordance with the principles of validity, reliability, sufficiency and authenticity.

Teacher, trainer and expert assessment is realized on the basis of common assessment criteria:

• knowledge and understanding of key ideas of new approaches to teaching and learning;

• application of these ideas in their own teaching practice;

• reflection on implementation of new approaches in own practice and further development of professional activity.

Also – in accordance with the professional standards which define skills, knowledge and understanding and build upon professional values.

Teacher assessment is based on three components: portfolio, presentation, qualifying examination. CPM organizes and conducts summative assessment procedures of teacher portfolio and presentation, and provides organization and conduction of qualifying examinations for teachers in 17 cities of Kazakhstan. Test items are developed in teacher’s working language. Quality and validity of the test are provided through the stages of expertise, testing and analysis of test items. Portfolio and presentation assessment results and examination materials go through processing and moderation procedures.

Assessment of principals, trainers and experts is carried out through portfolio. CPM organizes and conducts formative and summative assessment of the portfolio. The assessment results go through the stages of moderation.

Final assessment results are reviewed and approved by the meeting of the Assessment Board on certification, after which final lists of teachers recommended for certification are published on the CPM webportal.

Assessment of teachers within training courses on updating the content of education is implemented based on the viva presentation on the lesson planning process. Final assessment results are filled in the assessment form, after which final lists of teachers recommended for certification are published on the CPM webportal.

As a result of 2012-2017 assessment 67 011 teachers, 514 trainers and 95 experts were certified within courses of modernized levelled in-service training programme. 240 trainers and 34 experts were re-certified since 2014. In the period of 2014-2017 3 157 principals certified within in-service training courses for the head staff of educational institutions of the Republic of Kazakhstan. In the period of 2016-2017 107 874 teachers certified within training courses on updating the education content of the Republic of Kazakhstan.