Page 14 - 5-Windhoek MORNING SESSION e-BOOK (26 April 2023)

School of Education
FACULTY OF EDUCATION &
HUMAN SCIENCES
DOCTOR OF PHILOSOPHY IN
EDUCATIONAL LEADERSHIP,
MANAGEMENT AND POLICY STUDIES
CANDIDATE: ADERE Christine

CANDIDATE’S DISSERTATION
EXAMINING THE ROLE OF STANDARDISED
ASSESSMENT IN PERFORMANCE-BASED
ACCOUNTABILITY OF PRIMARY SCHOOLS IN THE
KHOMAS REGION OF NAMIBIA

The doctoral study was conducted under the supervision of Dr John
Mushaandja (Main Supervisor), Dr Rachel Shanyanana-Amaambo
and Dr David Nkengbeza (Co-Supervisors).

The candidate investigated how standardised assessment can be
entrenched as a mechanism for embedding performance-based
accountability (PBA) in Khomas Primary Schools. PBA is a performance-
based incentive policy grounded on the premise that reforms in school
practices can enhance the achievement of educational goals such as
improved learning outcomes. These reforms, however, are contingent on
the consequential use of assessment data. Subsequently, performance
measurement through standardised assessment has been ensconced
at the hub of PBA policies. This study established that the low-stakes
Standardised Achievement Tests (SATs) have transformed the assessment
and accountability landscape in Khomas Primary Schools. The findings
revealed that PBA in Khomas Primary Schools departs from the high-stakes
approach widely reported by accountability literature. Instead, it assumes
an inquiry-based approach by employing standardised assessment data
to understand learning and achievement, and to identify and prioritise
areas for change. The study unearthed that standardised assessment plays
a fundamental role in curriculum alignment and building collaborative
cultures through heightened professional involvement. A critical finding,
however, suggested that principals and teachers were inadequately
prepared to engage standardised assessment data to make data-driven
decisions.
This study concluded that if the limitations of standardised assessment
are adequately addressed, standardised assessment practices seem
more promising to strengthen PBA endeavours in Khomas Primary
Schools. This study recommended professional development in
assessment and data literacy to build teachers and principals’ capacity
to engage assessment data. A comprehensive Multi-Dimensional
Mixed-Model PBA framework was developed to understand and
promote PBA in Khomas Primary Schools.

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