After students have taken the assessment from NCAP, their results will be reported in two primary ways: they are the scale scores and the achievement levels score. On this page, you can learn more about scores, as well as how achievement levels were determined and how they are used by educators and parents.
The scale score is the student’s overall numerical score. These scores fall on a continuous scale (from approximately 2000 to 3000) that increases across grade levels. Scale scores can be used to illustrate students’ current level of achievement and their growth over time. When combined together across a student population, scale scores can also describe school- and district, regional and national level changes in performance, as well as reveal gaps in achievement among different groups of students.
The developers of NCAP have exhaustively used psychometrics and reliable national database to determine National educational benchmark or standard at every level from Primary one to Senior Secondary form three. The national educational benchmarking program measures the highest level of academic proficiency at the elementary, junior high and secondary education levels. The national benchmark is a conglomerate of standards determined at circuit levels, district levels, regional levels across the country. The vigorous and rigidity of the benchmarking process meets domestic and international parameters. The process is reliable, valid, secure and safeguarded by future global educational changes. The actual process has been scrutinized, criticized, and put through fire by the finest educational brains and institutions across the country. The benchmark also compares with international standards, making ghana’s education a global and competitive enterprise in the global economy.
National benchmark Development (NBD): The Process:
NCAP contracted about twenty experienced educationists and educational experts to study current curriculum and other education policy directives that affect teaching and learning and students examination outcomes. The team was tasked to examine the curriculum carefully. They also visited over 200 schools in 40 districts to conduct the study. The districts and schools they visited were chosen such that they represented every demographic difference in the country. Schools were selected from rural, deprived, poor, city, town, municipalities, capitals and metropolis. The goal was to serve every catchment area of Ghana,
* 100 schools, 10 from every region. Dynamics of schools differ in economic status, rural location, teacher availability,
* Consultations with ministry of education and GES
* Consultations with universities of education
* Consultation with National teachers’ unions
* Consultations with experienced teachers
* A collection of test questions from classroom teachers of all 100 schools visited.
Embedded in the NCAP project is monitoring. During the monitoring process, NCAP would work with all national education stakeholders; ministry of education, Ghana education service, universities, teaching bodies and parents to follow through with proposed changes and recommendation that came up during the assessment stage. It is understandable that potential problems may exist in recommended changes, the most ideal way to prevent such problems would be to institute quality monitoring procedures. The monitoring process entails
* Measuring the ongoing project activities (‘where we are’);
* Monitoring the project variables (cost, effort, scope, etc.) against the project management plan and the project performance baseline (where we should be);
* Identifying corrective actions to address issues and risks properly (How can we get on track again);
* Influencing the factors that could circumvent integrated change control so only approved changes are implemented.
productivityIn education, the term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. While assessments are often equated with traditional tests—especially the standardized tests developed by testing companies and administered to large populations of students—educators use a diverse array of assessment tools and methods to measure everything from a four-year-old’s readiness for kindergarten to a twelfth-grade student’s comprehension of advanced physics. Just as academic lessons have different functions, assessments are typically designed to measure specific elements of learning—e.g., the level of knowledge a student already has about the concept or skill the teacher is planning to teach or the ability to comprehend and analyze different types of texts and readings. Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support, educational programming, or social services. In addition, assessments are developed by a wide array of groups and individuals, including teachers, district administrators, universities, private companies, state departments of education, and groups that include a combination of these individuals and institutions.