The 2018 Disability Workshop centered around the theme of “Assessments,” aiming to define and examine the significance of assessments for learners at different academic levels in Botswana.
In Botswana’s education system, students undergo standardized testing at standard 7 and form 3, which determines their progression to the next level. However, this system, primarily relying on pen-and-paper assessments, has led to significant challenges, with a decline in results across all education levels. For instance, in 2017, only 17 percent of candidates managed to achieve grade A in the Primary School Leaving Examination (PSLE), while the rest received lower grades or were ungraded.
This decline in performance has resulted in overcrowded classrooms in junior secondary schools, with teachers struggling to cater to the needs of all students. Moreover, the pass rates in senior secondary schools remain alarmingly low, raising concerns about the effectiveness of assessment strategies and education policies.
The workshop aimed to address these challenges by exploring various assessment tools and methods, including formative, summative, and observational assessments. It also discussed the importance of differentiation in catering to students with diverse learning needs and proposed alternatives to the traditional pen-and-paper assessments for students with learning difficulties.
Key objectives included:
- Exploring the concept of assessment
- Highlighting different assessment types
- Examining the relationship between assessment and differentiation
- Investigating alternatives to pen-and-paper assessments
- Discussing the need for curriculum modifications
- Sharing strategies for assessing large student populations inclusively
- Considering policy changes to address failing students
- Recognizing the role of the Botswana Examination Council in improving results
- Promoting inclusive education in government schools.
