CONTENTS

PREFACE .................................................................................................................. 3

1. INTRODUCTION................................................................................................. 5

1.1. Elements of a system for evaluating student performance based on learning

outcomes ................................................................................................................ 5

1.2. The Evaluation of Student Performance in the Context of a Learning

Outcomes Approach ............................................................................................... 5

1.3. School-based assessment ............................................................................ 9

1.4. External Assessment .................................................................................. 12

1.5. The assessment of students with special educational needs ...................... 12

1.6. Resource implications for implementing the evaluation system .................. 13

2. SCHOOL-BASED FORMATIVE ASSESSMENT .............................................. 15

2.1. Assessment for Learning ............................................................................ 15

2.2. Success Criteria .......................................................................................... 17

2.3. Self-Assessment ......................................................................................... 18

2.4. Peer Assessment ........................................................................................ 19

2.5. Strategic Questioning .................................................................................. 20

2.6. Diagnostic Assessment ............................................................................... 21

2.7. Student Portfolios ........................................................................................ 21

2.8. Providing Useful Feedback ......................................................................... 23

3. SCHOOL-BASED SUMMATIVE ASSESSMENT .............................................. 24

3.1. Summative Assessment of Coursework ...................................................... 26

3.2. Objective summative assessment ............................................................... 28

3.3. Marking and Grading ................................................................................... 29

3.4. Assessment of children of pre-primary and students of Year 1 and 2 ......... 31

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4. KEY LEVEL ASSESSMENT ............................................................................. 32

4.1. Using Standards of Attainment.................................................................... 33

4.2. Key Level Reporting .................................................................................... 35

4.3. External Assessment .................................................................................. 36

5. QUALITY ASSURANCE ................................................................................... 38

5.1. 5.1 Quality Assurance and Moderation ....................................................... 38

5.2. Appeals ....................................................................................................... 39

APPENDIX A: EXAMPLES OF TYPES OF ASSESSMENT .................................... 40

APPENDIX B: EXAMPLES OF RUBRICS AND RATING DESCRIPTORS .............. 42

APPENDIX C: SUMMARY OF RESEARCH ON GRADING ................................... 45

Appendix 1 – Members of the Subject Working Groups ........................................... 48

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PREFACE
This document, Guidelines for the Evaluation1 of Student Performance throughout
General2 Education, is one of two guidance documents developed by the Working
Group3 within the EU funded project: “Development of a Qualifications Framework
for General Education”. They are included in Project Activity 1.3 and 1.4 – “Develop
and pilot learning outcomes, standards of attainment and specific descriptors for 5
subjects and grades within general education.”

The two guidebooks developed are:

1. Guidelines for a Modernised Approach to Learning and Teaching using an

Outcomes-Based Approach
2. Guidelines for the Evaluation of Student Performance throughout General
Education

This guidebook has been developed to inform educators and education decision
makers of assessment methods and procedures used in the evaluation of Student
Performance throughout General Education.

The guidelines concern the “methods and processes used to establish the extent to
which a student/learner has in fact attained particular knowledge, skills and
competence.”4

The guidelines include procedures that can be used by teachers, school managers
and decision makers:

► to maximize student achievement in relation to the learning outcomes;

► to measure student’s progress towards the learning outcomes;
► to provide evidence for reporting students’ achievement in relation to the
learning outcomes, including levels of achievement and awards.

1While the terms “Evaluation” and “Assessment” may have different interpretations in English language, the
Bosnian language term “ocjenjivanje” appears to be used to translate both terms in BiH.
2 The Consultant’s TORS use the terms ‘general education’ and ‘broad education’ synonymously. This has been
interpreted as relating to elementary, lower secondary and high schools but excluding specialist schools (e.g.
vocational, music or special-needs institutions.)
3 Annex 1
4 Definition of “Assessment” taken from the project glossary

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The Guidelines take into account Element 8 (Handbook For Development Of Methodologies
For Quality Assurance Of The Qualifications Of General Education Within The Baseline
Qualifications Framework In Bosnia And Herzegovina) and the include verification of
assessment.

Page 4
1. INTRODUCTION

1.1. Elements of a system for evaluating student performance based

on learning outcomes

The diagram below indicates the different elements that make up an evaluation
system for general education. It does not include provision for technical/vocational
education or for special-needs schools which may need additional forms of
assessment.

School-based assessment External assessment

Formative Assessment

Summative Assessment Matura

Marking and Grading

Recording & reporting Research & Sampling

1.2. The Evaluation of Student Performance in the Context of a

Learning Outcomes Approach

Learning outcomes are statements of what a learner is expected to know,

understand and be able to perform on the basis of a completed learning
process, defined in terms of knowledge, skills and competencies.

Specific descriptors are provided at specific grade levels to enable student

performance to be assessed at those levels.

Standards of attainment are also available at specific grade levels to provide

reliability and validity to testing.

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Learning outcomes, specific descriptors and standards of attainment are all designed
in such a way as to provide a basis for assessment. Consequently a learning
outcomes approach makes it easier for the teacher and the school to use
assessment methods that evaluate a wide range of skills and competences.

Learning outcomes are designed with a specific structure. They include an Activity (A),
usually an Object (O) and will normally contain one or more conditions (C) and requirements
(R). It is the requirement (R) in each learning outcome which makes it measurable and
assessable. It is the requirement which enables teachers to assess to what extent the
student does indeed have the ability to perform the particular learning outcome. This is one
of the great advantages of a curriculum constructed with learning outcomes: it is very clear
to teachers and examiners exactly what is to be assessed.

Included in the learning outcomes document are specific descriptors for use at the
completion of specific key levels: primary years 3, 6, 9 and secondary year 4. These enable
teachers and students to have realistic targets for their learning and for schools to report
confidently on student progress towards the learning outcomes.

Standards of Attainment have also been developed at specific key levels to enable
ministries of education to provide standardized achievement tests with reliability and
validity.

“For testing purposes it is important to have detailed descriptions of levels of

achievement in order to ensure sufficient reliability in the judgments being made” 5.
(Fleming 2009)

Assessment can assist students to achieve learning outcomes

Assessment can improve students’ learning in two ways:

► by providing accurate feedback to the students and helping them to

correct misunderstandings and set clear targets; and
► by helping teachers to identify misunderstandings and confusion,
enabling them to modify teaching and provide remedial activities.

In order to assist students to achieve learning outcomes, the assessment needs to

be incorporated into instruction and be part of every lesson. This kind of assessment
is called ‘formative’ assessment as it informs the student and teacher about the

5 Fleming P.”The use of descriptors in learning, teaching and assessment”, Council of Europe, 2009

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learning taking place. It is also known as ‘assessment for learning’ as the purpose of
this kind of assessment is to improve learning.

Assessment information helps teachers and students identify progress in their

learning. If the next instructional steps are too hard for the student, frustration will be
the most likely result. If they are too easy, boredom and disengagement are potential
outcomes. Good assessment practice should identify what further teaching and
learning steps are achievable, and enable the teacher and student to move from the
student’s current state of learning towards their learning outcomes.

Feedback based on assessment is one of the most powerful ingredients in teaching

and learning. Feedback in the assessment for learning process:

► guides the student through the next teaching and learning steps
► helps teachers assess and modify their teaching in response to student
needs.

Effective feedback provides clear, descriptive, criterion-based information that

enables the student to determine

► where they are in a learning progression,

► how their level of understanding differs from their learning outcomes, and
► what they need to do to move towards these.

One of the most important purposes of formative assessment is the role it plays in
student motivation. Knowledge and understanding of what is to be achieved is not
enough. Students must want to make the effort and be willing to keep on engaging,
even when they find the learning difficult. Assessment-capable students feel greater
ownership of their learning. This engages and motivates students.

Evaluating relevant learning outcomes

The evaluation of student performance should relate to a broad range of

knowledge and skills, so that students get due credit for their achievements
and key competences are appropriately addressed.

The school curriculum offers a wide and varied range of subjects and learning
opportunities. These include opportunities for students to develop academic

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knowledge, practical competences and social skills based on the European
Commission’s “key competences”.6

► • Communication in the mother tongue

► • Communication in a foreign language
► • Mathematical literacy and basic competences in science and technology
► • Digital competence
► • Learning-to-learn
► • Interpersonal and civic competences
► • Entrepreneurship
► • Cultural expression.

The Agency for Preschool, Primary and Secondary Education of Bosnia and
Herzegovina defined the following key competences7 for education systems in BiH
within its “Mapping Key Competences” study:

1. Language-communication literacy in mother tongue

2. Language-communication literacy in foreign languages
3. Mathematical literacy and science competences
4. IT/information literacy
5. Social and civic competences
6. Self-initiative and entrepreneurship
7. Cultural awareness and cultural expression
8. Physical and health competence
9. Learning-how-to-learn
10. Creative-productive competences

However, when teachers and education decision-makers wish to collect evidence of

student performance and achievement they find it easier to evaluate some aspects
of the curriculum than others. This is why international assessment studies such as
the PISA, TIMSS, and PIRLS surveys view basic skills and competences in a

6RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND COUNCIL on Key Competences for Lifelong
Learning from 18 December 2006 (2006/962/EC)
7Official Gazette of BIH No. 87/15- Decision on Approval of Guidelines for Implementation of Common Core
Curriculum for Cross-Curricular and Cross-Subject Area

Page 8
narrower sense than the key competences listed above. PISA focuses on reading
and mathematical literacy, as well as literacy in science and technology, TIMSS
focuses on mathematics and science, PIRLS focuses on reading.

The danger in focusing assessments on a narrow range of knowledge and skills is

that important competences such as entrepreneurial skills may be neglected and
students are pressured to focus on areas of the curriculum which do not match their
abilities and interests. This can have negative effects on student well-being.

Consequently, while final examinations, such as a “Matura”, may need to have a

narrower subject focus for practical and logistic reasons, it is important that a range
of assessment methods is used throughout general education so that student
performance in all key competences is measured and evaluated.

1.3. School-based assessment

School-based assessment is conducted through continuous assessment and

final assessment.

Continuous Assessment Final Assessment

Formative Assessment Annual Assessment

Summative Assessment Key stage assessment and

reporting at the end of primary
Recording & reporting grades 3, 6, 9, and secondary
grade 4

Schools undertake continuous assessment of student progress towards the learning

outcomes throughout the school year. Continuous assessment is performed through
formative and summative assessment. Students’ progress towards the learning
outcomes is assessed, measured and reported annually. At specific
Recording key levels (at
& reporting
the end of Years 3, 6, 9 and 12) school assessment may be supplemented by
standardized testing in certain subjects designated by the relevant education
authority. At key levels, progress can be measured using standards of attainment.
These are available for the end of primary years 6, 9 and secondary year 4.

Page 9
Duties and responsibilities for school-based assessment

School Director

The School Director is responsible, in cooperation with class council chairs, for
developing an annual assessment plan and providing conditions for quality
management of all types of assessment that takes place in school.

The head teacher is obliged to regularly discuss with students on the progress and
difficulties students have and regularly report to parents on the students’
achievement.

The head teacher is obliged, at the end of each semester, to report in writing to the
parent/custodian on the student’s performance in each subject or curriculum area.

Teachers

Teachers who assess students under the new curriculum will respect the procedures
of assessment detailed in these guidelines.

Teachers are obliged to keep continuous records/evidence, to monitor the progress

of each student in their personal register and to keep hard-copy or electronic
portfolio of assessments given to students

They will prepare records of progress for the school and parents/custodians each
school term and records including the necessary evidence for key level
assessments.

Students

Students, starting as of grade & for example, will keep a personal portfolio, with
instruments and reports of various assessments in all fields of the curriculum (a
portfolio which reflects the success, performance and efforts of students in certain
learning periods during a school year).

Parents/custodians

The parent/custodian has an obligation to monitor the student’s attendance in

classroom, his/her work and progress, help teachers with difficulties faced in the
teaching/learning process and also has the right to be informed orally or in writing for
attendance, work, commitment, success and behaviour of the child.

School Documentation

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Based on these guidelines, schools will develop an internal verification plan8 for all
staff involved in the assessment process. The plan should include:

► procedures to ensure assessment relates to the learning outcomes

► the appropriate use of relevant assessment methods and techniques
► the method in which assessment decisions are recorded, including a record of
the assessment method and techniques used, and the subject being
assessed
► how the school will confirm consistency of results of the assessment of
students’ achievements (marks)

School documentation that is used for recording assessment results are:

► Student portfolio9
► Grade book (or electronic grade book)
► Main book

School documentation for reporting assessment results are:

► Primary schools in BiH:

▪ Student’s report card (records on success and other remarks during or
at the end of an academic year)
▪ Annual certificate (at the end of completed education, in Herceg-Bosna
Canton for example also at the end of grades 6-9)
► Secondary schools in BiH
▪ Student’s report card (In Tuzla Canton for example this is a public
document which proves the status of student during secondary
education
▪ Annual certificate (certifying completion of individual grades)
▪ Diploma (at the end of education)

8See Element 8 of the Draft Handbook for Development of Methodologies for Quality Insurance of General
Education Qualifications within Baseline Qualifications Framework in BiH
9When applicable, these documents can be in electronic form. In that case, it is necessary to provide for secure
data storage and backups

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During the process of development and adoption of school documentation,
guidelines for the placement of mark, mark type description, the writing style and
language are defines as well.

For students with special needs who have Individual Education Plan (IEP) during
their schooling, this information will be clearly recorded in all school documentation.

1.4. External Assessment

External examinations are conducted at the end of Primary Year 9, to assist

with the selection of appropriate options for the student in secondary school.
At the end of Secondary Year 4, students will sit a final Matura examination.
Other forms of external assessment may include sample tests by Pedagogic
Institutes or international assessments such as PISA.

Key level examinations Research & Sampling

Assessment for selection of Local research

options at the end of Primary
Year 9 International assessment (e.g.
PISA)
Matura Examination at the end
of Secondary Year 4

1.5. The assessment of students with special educational needs

Internal assessment of students with special needs (considerable difficulties in

learning), talented students (high intellectual abilities and skills), is done in
accordance with the learning outcomes determined in the curriculum and the
Individual Education Plan (IEP).

Students with intellectual disabilities will take the exams, but with adjustments
according to the particularities of special education needs, while students with
impaired vision\blind take exams in the Braille Alphabet and with the help of an
assistant.

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Students with special needs are subject to external assessment, but with
adjustments according to the particularities of special education needs, and for
students with impaired vision\blind, external assessment is carried out in Braille
Alphabet and with the help of an assistant.

1.6. Resource implications for implementing the evaluation system

No evaluation system will be effective unless:

► teachers are familiar with it and accept it and

► student textbooks are aligned with the learning outcomes and
achievement tests.
Consequently, the evaluation system has resource implications in terms of
teacher training and providing appropriate learning materials to students.

If the procedures outlined in these guidelines are to be effective in improving student

learning outcomes and accurately measuring student performance, then teachers
must be fully familiar with:

► The agreed learning outcomes;

► The standards of attainment;
► Effective formative assessment techniques; and
► The content and nature of key level achievement tests, particularly the
Matura.

Knowledge of both curriculum and pedagogical content is essential for effective

assessment for learning. Teachers require deep knowledge of the content to be
taught and how students learn it. This means having a clear understanding of the
learning outcomes, a sense of the likely understandings and misunderstandings
students will bring to the classroom and how to best facilitate new learning. To
provide effective learning opportunities, teachers need to understand the curriculum,
its goals, and how students can progress towards them.

When preparing test instruments and test items at school level, educators need to be
aware of the standardised tests that students will be required to take at key stages,
in particular the Matura examination. In preparing the Matura examination, educators
need also to take account of international assessments, such as the PISA, TIMSS,
and PIRLS surveys.

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The textbooks used by students must also be aligned with the learning outcomes
and achievement tests.

“If the content of standardized tests is not satisfactorily addressed in widely used
textbooks, isn't it likely that in a particular educational setting, topics will be covered
on the test that aren't addressed instructionally in that setting?. More often than not,
the assumed match between what's tested and what's taught is not warranted.” 10

Fortunately the increasing use of digital textbooks and online learning resources
means that updating and revising student resources will be less difficult and
expensive than reprinting textbooks.

10Popham, J."Why Standardized Tests Don't Measure Educational Quality". Association for Supervision
and Curriculum Development. USA, March 1999

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2. SCHOOL-BASED FORMATIVE ASSESSMENT

Formative assessment is part of teaching and learning. It will be performed

throughout the school year based on the learning outcomes. Learning
outcomes and appropriate assessment methods will be included in each
lesson plan. Outcomes of formative assessment shall be recorded in the
personal register of the teacher with comments on the level of achievement of
learning outcomes.

The primary goal of assessment in the school is to improve the learning and
achievements of students by:

► Monitoring the learning of the student;

► Exchanging information about the learning;
► Evaluating the learning and the things learnt;
► Giving instructions for future learning;
► Keeping records and documenting the student’s development and
achievements.

Learning outcomes and appropriate formative assessment methods will be included

in each lesson plan. The learning outcomes will be communicated to students before
each lesson/learning experience. The learning outcomes may be simplified in the
form of success criteria. Formative assessment will be carried out by engaging
students in classroom work, homework, quizzes, debates, presentations, essays,
tests, portfolios, projects, practical projects and other instruments determined by the
teacher and the student.

2.1. Assessment for Learning

If the information about a student’s learning is used as feedback for students and
teachers to improve future teaching and learning such assessment becomes
formative assessment or assessment for learning. An example might be:

► the teacher asks questions while the student is learning,

► as a result the teacher discovers that the student has a misconception,
► the teacher is able to help the student to correct misconception.

In a learning outcomes approach, both teachers and students should know:

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 ► What learning outcomes does the student have to achieve?
► How is he/she progressing towards these outcomes
► What will be the next steps in teaching and learning?
► What is the evidence that the learning outcomes are achieved?

Assessment for learning is built into teachers’ planning as a part of everyday

classroom practice. Learning goals, teaching strategies and assessment criteria
should be carefully matched. Students should know in advance what they will learn,
as well as how and why they are to be assessed. The assessment for learning
process will help them to become more aware of not only what they are learning, but
how they are learning it. This empowers students11 to take control of their own
learning, by developing their skills of self-regulation. Independent learners like this
have the ability to seek out and gain new skills, new knowledge and new
understanding, according to their own needs and learning goals.

Assessment for learning techniques include:

► The use of success criteria : Informing the student of learning outcomes for
their lessons
► Self-assessment: students assess their own learning process, helping them
to set success criteria and evaluate by themselves how much they meet the
set criteria.
► Peer-assessment: A method of assessing students by other students in
order to provide quicker feedback, enhance learning and spur critical thinking
and communication skills.
► Strategic Questioning: Teachers use verbal questioning to identify and
correct misunderstandings and gaps in knowledge, in order to inform future
teaching and learning activities.
► Diagnostic Assessment: uses strategies, techniques and tools to identify
specific abilities in order to provide appropriate remedial support. It is
particularly important in assessing basic skills in early grades.
► Student Portfolios: are an organized and systematized collection of
students` work, over an extended period, which represent the student’s effort,
progress and achievements in one or more subject areas, sometimes using
ICT to create digital portfolios.

11 Applicable to higher grades of primary school

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The teacher will use the techniques listed above to make changes in teaching to
make it more effective. These techniques also provide the teacher with a more in-
depth understanding of the students` progress in:

► Acquiring new knowledge;

► Developing process skills –critical thinking and problem solving;
► Building attitudes;
► Developing new skills of written and oral communication ; and
► Developing team-work skills.

Because the techniques actively involve students they also:

► Provide effective feedback for students

► Increase the motivation and self-respect of students, which are crucial for
learning

2.2. Success Criteria

The learning outcome of a lesson or series of lessons tells students what
they should know, understand and be able to do, and the success
criteria help teachers and students to decide whether their students have
in fact achieved the learning outcome.

The term 'success criteria' is synonymous with 'assessment criteria' but focuses
positively on students' ability to succeed.

Sometimes the success criteria might be just a series of bullet points. For lengthy
assessment tasks, however, teachers often use rubrics which will provide students
with the success criteria and also with rating descriptions of a number of different
levels of performance in relation to those criteria.

By referring to the success criteria,

► Students are able to assess their progress, whereas in the process of a

completion of a task or activity, they assess their final achievements;
► Peers are able to ensure feedback information for their colleagues on the
most difficult points, while they are in the process of completion of their task or
activity;

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 ► The teacher is able to give feedback that the students use to improve their
work

Success criteria need to:

► be written in language that students are likely to understand

► be limited in number so students are not overwhelmed by the scope of the
task
► focus on the learning and not on aspects of behaviour (e.g. paying attention,
contributing, meeting deadlines etc.)
► be supported, where necessary, by exemplars or work samples which make
their meaning clear.
► created, ideally with input from students, so that they have greater
understanding and ownership.

“The aim is for children to ask ‘What are we going to learn?’ rather than ‘What are
we going to do?’” (Clarke 200112)

2.3. Self-Assessment
Self-assessment is an assessment method in which students assess their own
learning process, agree success criteria and learning goals with the teacher,
and evaluate how much they meet the set criteria. Students are provided with
success criteria and evaluation rubrics to help them self-assess effectively

Through self-assessment students analyse the advantages and disadvantages of

what they have done. Products for self-assessment are: written work, practical
creations (e.g. posters, models, or projects), homework assignments, videos,
portfolios.

Self-assessment can improve student performance in a number of ways:

► Students become aware of how they learn and that helps them improve their
learning;
► They become more efficient, more independent, and more confident students;

12 Clarke S. Unlocking formative assessment, Hodder & Stoughton Educational, 2001

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 ► It promotes a positive attitude towards learning and develops life-long learning
skills;
► Students better understand the learning goals through evaluating their
progress.
► They can recognize their own mistakes before they are assessed by the
teacher.
► Students become more reflective and self-critical in the learning process, it
helps enhance the learning quality and enables greater depth;
► A part of the responsibility for the process of learning is transferred from the
teacher to the student; and
► The foundations of “life-long learning” are established.

Teachers will help students to build their assessment capabilities, so they can take
increasing control of their own learning and, through this process, become more
effective and independent learners. Students make progress when they develop the
ability to monitor their own work. To do this well, they need to understand:

► what high quality work looks like (examining examples and models of quality
work helps develop this)
► what criteria define quality work; and
► how to compare and evaluate their own work against such criteria.

Assessment-capable students can also provide better information to teachers. Better

student feedback gives teachers a clearer picture of students’ learning needs.

2.4. Peer Assessment

A method of assessing students by other students in order to enhance the
understanding of goals that should be met, to enhance learning and spur
critical thinking and communication skills. In large classes it means that
students can receive instant feedback on their performance, which is difficult
for the teacher to provide. Students may be provided with evaluation rubrics to
help them provide appropriate feedback.

Students should be encouraged to take risks and make errors, and understand that
wrong answers can assist learning just as effectively as right answers. Encouraging
a culture of listening critically to one another, responding positively and
constructively, and appreciating the different strengths, experiences and skill sets
among peers will help create such an environment. If this can be accomplished,
students can learn to conduct effective peer assessments of each other.

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Students are well-placed to provide feedback on the quality of the efforts and
responses of their peers, as well as the process of their learning. They use the
success criteria and assessment rubrics provided for self-assessment.

There are many benefits of peer-assessment:

1. It helps students better understand the assessment process and increases their
learning motivation.
2. The students understand the characteristics of high-quality work and it helps them be
self-critical in their work.
3. The students develop key evaluation and reflection skills that are needed for giving
feedback.
4. The feedback helps students with the final processing of the task and the deepening
of their skills before they are assessed by the teacher.
5. Students show greater responsibility and independence in their own learning;
6. It develops collaborative and team-working skills and attitudes;
7. It helps clarify the assessment criteria;
8. It enables practicing of reflection and evaluation skills needed for life-long learning;
9. It can decrease the amount of teacher work connected to assessment;

2.5. Strategic Questioning

Strategic questioning is used by teachers to identify and correct

misunderstandings and gaps in knowledge, in order to inform future teaching
and learning activities.

Strategic questioning encourages students to:

► listen actively
► speak
► take turns
► be actively involved with learning.

Through strategic questioning, the teacher emphasises that everyone is expected to

think and be ready to answer any question. In this way students are more likely to be
involved with the lesson. Strategic questioning also encourages the asking of
relevant questions by students and makes it acceptable to give a wrong answer, so
that students are more willing to participate.

Strategic questioning includes the use of:

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 1. Closed questions – to assess students’ knowledge or their understanding
about the materials directly or to present subjects for discussion;
e.g. When was the first Bosnian school opened?
2. Open questions – that require the students to use, connect or enforce idea,
give reasons, summarize or assess and often include wide answers, which
enable them to present their deepest understanding;
e.g. In what ways was the discovery of wireless communication important?
3. Stimulating answers – to encourage or direct students’ attention towards
specific aspects of the learning;
e.g. Can you create a diagram or a table that communicates this information
more effectively?

2.6. Diagnostic Assessment

Diagnostic Assessment uses strategies, techniques and tools to identify
specific abilities in order to provide appropriate remedial support. It is
particularly important in assessing basic skills in early years. (Years 1 – 3).

The results of the assessment can be used to identify the strengths and weakness of
individual students and the class as a whole and help the teacher plan appropriate
interventions. It is particularly important in early years to ensure that students’ basic
reading and mathematical ability is assessed so that additional support can be given
if needed. Students who do not learn these basic skills in early years rarely succeed
later in school.

Electronic recording, photographic and video evidence can enable both teachers and
students to listen to, observe and diagnose students’ performance. It is useful in
assessing oral language work as well as performances in music and drama

2.7. Student Portfolios

A method of assessing students using an organized and systematized

collection of students` work, over an extended period, which represent the
student’s effort, progress and achievements in one or more subject areas.
These may be in the form of digital portfolios on computers and include
photographs and video evidence.

A student portfolio may contain:

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 ► Products which demonstrate spontaneous and planned performances for
different goals (written works, project works, video recordings, pictures).
► Criteria for assessment of created works (e.g. checklists and rubrics)
► Proof of students` reflection on learning, including self-assessment. .

Using student portfolios will

► demonstrate a level of acquired knowledge, skills and attitudes of students for

the subject area;
► provide an opportunity for monitoring students in a broader context and
assessment of other aspects such as creativity;
► promote the active involvement of students in creating their portfolios;
► promote self-evaluation, reflection and critical thinking;
► provide evidence of improvement, effort, and achievements of students.
► provide evidence for students and teachers to discuss;
► enable students and teachers to evaluate progress and achievements against
learning outcomes;
► provide evidence for grading and reporting to parents; and
► provide evidence of a student’s ability to future teachers and employers.

In assessing the portfolio, emphasis is put on evaluating the progress that the
students achieve, the process and practical skills over a given period of time. There
are two types of portfolios:

A development portfolio documents the level/degree of learning and provides

evidence of students` progress. It usually refers to formative assessment, but can
also be used for assessment at the end of the term or the school year.

A representative portfolio demonstrates the best achievement in learning and covers

the best works. It is by nature used for summative assessment. The purpose is to
make final evaluation and is usually accompanied by an oral presentation of the
contents covered by the portfolio.

Written work can be produced on a computer and kept in digital portfolio. Other
products may be photographed or scanned and included in a digital portfolio.

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2.8. Providing Useful Feedback

Regular feedback on their performance will be provided to students through

informal advice, class discussion, personal meetings, and written comments.

Feedback should be provided in a positive and supportive manner. It is important to

give positive feedback as well as point out errors. Research shows that positive self-
esteem and good motivation are key to student success. It is important that teachers
consider the feelings of students when giving feedback so that there is a positive
outcome.

Marking and giving written feedback

Research (Black & William, 1998) showed that when teachers provided feedback in
the form of comments, there were improvements by the students, but that giving
grades did not lead to improvement.

► Assessment by grade, showed no improvement in the success

► Assessment by a comment and a grade, showed no improvement
► Assessment by a comment only, showed improvement up to 30%

When marking written work, teachers will pay attention to the content of the students’
writing – their ideas, not just the form of their writing e.g. grammar and punctuation.
They will be precise with comments.

Feedback should be positive but also clarify mistakes (in order for them to be
corrected) so that the students will correct them.

Page 23
3. SCHOOL-BASED SUMMATIVE ASSESSMENT

Summative assessment is part of the teaching and learning. It will be

conducted throughout the school year based on the learning outcomes per
class and denoted with a mark. Outcomes will be reported to the students,
classroom head teacher and parent/primary custodian. Information deriving
from this type of assessment will be used to organize teaching with the
purpose of supporting students according to their needs, potentials and
interests.

Summative assessment will be performed within six months (or if possible within
three months) The assessment will be carried out based on the learning outcomes
set to be achieved during the respective period and through various instruments
drafted with relevant criteria. Outcomes of summative assessment for each student
will be recorded in the personal register of the teacher, with comments and marks for
the level of learning outcomes achievement.

Summative assessment activities

There are many different types of activities that can be used to assess students’
proficiency on a given learning objective, and the same activity can be used to
assess different objectives. To ensure more accurate assessment of student
proficiencies, teachers can use different kinds of activities so that students have
multiple ways to practice and demonstrate their knowledge and skills.

As discussed earlier, learning outcomes are designed to provide a basis for

assessment. They have a specific structure, including an Activity (A), usually an
Object (O) and will normally contain one or more conditions (C) and requirements
(R). This structure is indicated in the following examples which are taken from the
“Guidelines for the Development of Learning Outcomes” described in the preface.

► Students will be able to calculate (A) the cost of the seminar (O) with a
calculator (C) accurately (R)
► Students will be able to perform (A) a folk dance (O) that is traditional (C) with
the correct steps (R)
► Students will be able to measure (A) tyre pressure (O) with a digital gauge (C)
to the nearest bar unit (R)
► Students will be able to swim (A) using the breaststroke (C) for 100 metres
without stopping (R)

Page 24
Let us consider the following two Learning Outcomes:

1. Recite the multiples of two accurately

2. Summarise evidence from history sources to analyse arguments for and
against the idea that the Roman Empire contributed positively to the
development of South‐Eastern Europe

We can note that in the first learning outcome the Requirement is “accurately” and in
the second the Requirement is “to analyse arguments for and against the idea that
the Roman Empire contributed positively to the development of South‐Eastern
Europe”. It is these Requirements that will give us the basis for assessment.

► For the first learning outcome, the assessment might take the form of a
teacher simply asking a student to recite the two times table in class.
► For the second learning outcome, the assessment might take the form of an
essay question in a written examination.

Calculating marks/grades in summative assessment

Marks/grades at the end of the school year will be based on two types of summative
assessment:

Type 1: Summative assessment of coursework will be carried out through various

instruments (records of engagement in classroom, homework, quizzes, debates,
verbal presentations, essays, tests, portfolios, projects and practical work).

Type 2: Objective summative assessment will be carried out through an objective

assessment instrument designed for each subject at the end of a semester.

At the end of the year marks and grades for each subject is based on Type 1
assessment (70%) and Type 2 assessment (30%) and then is recorded in the
student’s portfolio, the personal register of the teacher, and copies kept in a class or
year register, in line with legislation.

Children of pre-primary year and students of primary years 1 and 2 will be

assessed only through summative assessment of coursework.

Page 25
3.1. Summative Assessment of Coursework

Summative assessment of coursework shall be carried out through various

methods and instruments (records of engagement in classroom, homework,
quizzes, debates, verbal presentations, essays, tests, portfolios, projects and
practical work).

Written tests tend to focus on knowledge-related learning objectives and,

consequently, do not usually measure the full range of learning objectives, including
higher order skills and competences. These higher-order skills and competences are
what students need to succeed in the 21st Century. Consequently other assessment
methods will be used to measure student’s progress and achievement.

In order to accurately report student performance specific evidence is needed. Below

are a number of ways in which evidence for reporting student performance can be
gathered:

► Oral questioning,
► Written tests,
► Computer-based tests,
► Pre and Post Tests,
► Standardized tests,
► Essays,
► Writing samples,
► Logs and journals,
► Behavioural observations,
► Rubrics,
► Role play,
► Individual interviews,
► Focus Group Interviews, and
► Student Portfolios (including Electronic Portfolios).

To assess students studying an outcomes-based curriculum it is necessary to deploy

assessment techniques which enable students to demonstrate their abilities and not
just their knowledge. For example, in assessing student abilities related to learning a
language, teachers will assess their ability to speak and listen. To assess student

Page 26
abilities related to History, teachers will assess the ability to express opinions
through presentations and essays so that they can have the freedom to give their
own ideas. When assessing students’ ability to perform a practical task (for example
in physical education or science) physical education teachers will assess through
observation.

Rubrics and rating descriptors

In measuring performance relating to learning outcomes, teachers will use rubrics

containing “rating descriptors”, as in the table below, to create a range of student
performance from complete ability to total inability. This provides an accurate and fair
way of assessing students’ abilities.

Learning Assessment Rating Descriptors

Outcome Technique

5 4 3 2 1

Able to Classroom Can Can multiples multiples multiple

identify the performance quickly multiply recited recited s
first 12 multiply any with with one recited
multiples of 2 any number complete or two with
accurately number between accuracy mistakes more
between 1 1and 10 than 5
and 12 by by 2 mistake
2 s

2. Summarise Open-ended Excellent Excellent Adequat Adequate Use of

evidence written essay use of use of e use of use of 1 1sourc
from various more than more at least 2 source e with
sources to 3 sources than 3 source with poor
analyse to produce sources with adequate analysi
arguments a high- with adequate analysis s
for and quality adequate analysis
against the analysis analysis
idea that the
Ottoman
Empire
contributed
positively to
the
development
of South
Eastern
Europe

Page 27
Using this model the teacher makes a judgement on a student’s level of attainment
based on available evidence. The teacher should have evidence that the student has
demonstrated capacity, ability or knowledge related to the appropriate standard.

Appendix A presents examples of the kinds of activities that can be used to assess
different types of learning objectives, and the ways that we can analyse or measure
performance to produce useful feedback for teaching and learning. The
categorization of learning objectives is taken from the revised Bloom’s Taxonomy.

Records of student achievement

Teachers keep records on monitoring the progress of each student in their personal
register, whereas students provide evidence of their continuous work and progress
through keeping a portfolio of their work. The portfolio can be in hard copy (paper-
based) or soft-copy (computer-based).

3.2. Objective summative assessment

Summative assessment 2 (Objective testing) shall be carried out through an

objective assessment instrument designed for each subject.

Objective assessment instruments will include written tests, computer-based tests,

and practical tests. They should measure as broad a range of learning outcomes as
is possible and be relevant to the subject to be tested. Observations by teachers
can be made more objective by the use of specific rubrics and rating descriptors as
described in the last section and demonstrated in Appendix C.

Assessment should be valid, fair and suited to the purpose. It should measure progress, not
just achievement. Any assessment can only provide a snapshot of achievement on a
particular day. Performance will vary from day to day depending on:

► the nature of the assessment task

► the conditions in which the assessment is undertaken
► the purpose of the assessment
► the student’s preparation
► the student’s engagement and motivation.

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If the teacher feels that a student has not completed an assessment to the student’s
ability (for example because of illness), the student may be given another opportunity
to be assessed.

At the end of each school term, teachers will prepare a record of progress for the
school and parents/custodians

Records of continuous assessment and annual assessment will be kept by schools

at least for a key level (3/4 years).

3.3. Marking and Grading

Summative assessment is denoted with a numerical mark (1, 2. 3, 4, 5).

Students in Primary Year 1 and 2 are not assessed with a numerical mark, but
are assessed with constructive comments in terms of possible future
progress/improvement, which are linked to learning outcomes.

Marking student assignments

Marks will range from 1 to 5 as follows:

1. determines an insufficient performance in completing a given assignment. The

student failed to achieve the required minimum level in achieving learning
outcomes and does not achieve the allowed lower limit of the subject/subject
area [up to 39%].
2. determines a sufficient performance in completing a given assignment. The
student achieved the acceptable minimum in relation to the learning outcomes
and with support manages to fulfil the criteria for passing the subject/subject area
[40-59%].
3. determines a good performance in completing a given assignment. The student
achieved an acceptable level in achieving learning outcomes and is able to
demonstrate some originality and skills of analysis, synthesis and assessment
[60-79%].
4. determines a very good performance in completing a given assignment. The
student achieved a satisfactory level in achieving learning outcomes and
demonstrates originality and skills of analysis, synthesis and assessment [80-
89%].
5. determines an excellent performance in completing a given assignment. The
student achieved a full level in achieving learning outcomes, demonstrates

Page 29
 originality and readiness, as well as consistently demonstrates skills of analysis,
synthesis and assessment of high quality [90-100%].

Annual assessment (mark) of a subject

Annual assessment of a subject shall be carried out at the classroom level as

an assessment of the completion of school year derived from the arithmetic
average of two school terms.

For students in Primary Year 1 and 2, the annual assessment will be done by
a description.

The final mark of each subject shall be based on arithmetic average of marks during
two school terms:

Mark (1) where average marks are 1.00 - 1.49

Mark (2) where average marks are 1.50- 2.49

Mark (3) where average marks are 2.50 - 3.49

Mark (4) where average marks are 3.50 - 4.49

Mark (5) where average marks are 4.50 - 5.00

The annual mark of a subject shall be approved by the class council and recorded in
a grade book. This mark shall be also reported and recorded in the student report
card, i.e. certificate.

Annual Grading

Ministries will decide whether schools should give combined, overall grades to
students. Where overall annual assessment grades are given they will be
based on evidence of student progress achieved toward all learning
objectives.

For students from Primary Year 1 and 2, the annual assessment will be in
form of description.

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Grading by individual teachers in specific subjects can be useful in identifying
student’s strengths and weaknesses; enabling student’s to make choices on where
they need to focus their attention in the next year.

“Teachers should question traditional grading and reporting and seek more accurate
practices…implement research-based grading and reporting practices that promote
accurate, useful accounts of student learning … examine their own grading and
reporting policies and make sure they support students, parents, and other
stakeholders” (Guskey, 201513)

Research has not been able to demonstrate its impact on improving students’
performance. Appendix C contains a summary of international research into
grading.

Where overall grades are given, an average of marks in all subjects and curriculum
areas can be calculated.

3.4. Assessment of children of pre-primary and students of Year 1

and 2

Assessment of children in pre-primary and Year 1and 2 is aimed at measuring

the development of children in achieving agreed knowledge skills and
competences. The results of diagnostic assessment should be included in
reporting and used to plan future support where needed.

Assessment of children in pre-primary and year 1 and 2 is carried out by diagnostic

assessment, observation and documentation in a portfolio of children’s work. It is
recorded in the teacher’s register, and done by means of description, showing the
level of achievement of learning outcomes.

Assessment is reported with constructive comments that motivate and orient

children's progress. These comments include details of diagnostic tests with
recommendations and plans for additional support where needed.

13 Guskey, T. R. (2015). “On Your Mark: Challenging the Conventions of Grading and Reporting.”
Bloomington, IN: Solution Tree.

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Assessment of children in pre-primary grade is based on Early Learning
Development Standards for children age 0-6.

Summative Assessment of children in pre-primary and year 1 and 2 is carried out by

the classroom teacher at the end of the school year and reported as a description.
Grades and marks are not used.

4. KEY LEVEL ASSESSMENT

Key level assessment is carried out at the school level for specific subjects
upon completion of specific curriculum stages (at the end of Primary Years 6,
9 and Secondary Year 4). It is a combination of school-based and external
assessment using agreed standards of attainment. For students of Primary
Year 1 and 2, the annual assessment can be descriptive.

Assessment per level is conducted at the end of primary years 3, 6, 9 and secondary
year 4 by a team of school teachers, assigned by the school director and approved
by a body established by the school for this purpose. Results will be calculated
individually for each student and averaged for the school in general.

The assessment will be a combination of school-based and external assessment.

Key subjects are agreed by the relevant education authority and an instrument for
assessing key subjects is standardized and approved by the relevant education
authority. It is administered and controlled/assessed by the school and monitored by
the relevant ministry.

Assessment per stages in subjects not assessed by standardized test shall be

conducted by professional staff and councils of classes based on the evidence and
reports from annual school-based assessment.

Teachers for grades of the following curriculum stage shall plan supplementary'
teaching programmes for students who failed to achieve sufficient level of learning
outcomes for a subject. For students who demonstrate high performance, teachers
shall prepare additional programmes.

Assessment per stage shall be conducted based on specific descriptors in the

published key level learning outcomes for each subject. Marks per level for the
respective subject upon the completion of a key level are based on evidence from
the schools’ continuous assessment in the last year (70%) and the standards of
attainment test (30%).

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Outcomes of assessment per level shall be recorded in a special school report for
each student and in the student’s portfolio. Based on these outcomes, written reports
on each student shall be prepared for the parent/guardian and the teaching
department for the purpose of supporting the student during the following key stage.

Outcomes of assessment per stage shall be reported to the relevant education

authority, together with other reports on students’ achievements. Outcomes of
assessment per stage shall be used by the school and the relevant education
authority for improving the work practices in organizing, planning mentoring,
monitoring and supervising the work performed in schools.

4.1. Using Standards of Attainment

Standards of Attainment are used the basis of the externally designed

standardized test. Standards of Attainment can be defined as: “A set of
statements that define, and are used to measure, the level of educational
achievement after completing a certain level of education.”

The key difference between learning outcomes and levels of attainment is that

… learning outcomes state what knowledge, skills and competences the average
student is expected to achieve, after a period of learning,

…whereas

….standards of attainment are used to identify the actual level of attainment of

individual students, after a period of learning,.

They are intended to

► define expected results in certain subjects at respective education levels for

entire Bosnia and Herzegovina;
► provide assessment of the level of student attainment;
► contribute to more objective evaluation of results of work in our teaching
practice;
► enable comparison with standards of other countries in Europe and the world.

The standards focus on basic knowledge and skills. They do not attempt to describe
all details and all diversity of the subject contents, but only what is agreed to be most
important.

Page 33
The published standards include standardized test items which enable a more
objective and reliable evaluation of a student’s progress toward the learning
outcomes.

The standards are structured in a way that they first provide a general description of
three attainment levels, and then a list of areas and goals which are subject to
evaluation in each area. (These could be equated to the learning outcomes.) For
each of the three defined attainment levels, and for each area, there is a detailed
description of knowledge, skills and competencies which are expected from a
student achieving a certain level.

Sample test items are included in the standards document. One sample question is
provided for each level and each area, illustrating what students achieving a certain
level know.

Low Level

Low level represents the lowest level of student attainment. This is the level which is
basically sufficient to continue education, albeit with certain difficulties. This level
should be achieved by all students, or by at least 90% of students.

Medium Level

Medium level represents level of attainment which allows students to successfully

continue education without difficulties. This level should be achieved by 50-85% of
students.

High Level

High level can be achieved only by a small number of students, around 15%.
Students which achieve this level can continue education very successfully.

Using the standards of attainment, specific test items and a standardized test
instrument is developed, or agreed14, each year by a commission established by the
relevant education authority. As the assessment has a certifying character it is
carried out in accordance with legal instructions15.

14 A ministry may wish to use a standardised test developed at a wider regional level.
15 The assessment items and instruments should be compatible with the Matura examination.

Page 34
The number of correct answers given by each student in the standardized test is
recorded. To calculate an overall mark in a subject the following guide is used:

Mark 1 determines an insufficient performance. The student achieved 0-39% of

correct answers.

Mark 2 determines the sufficient performance in completing a given assignment. The

student achieved 40-59% of correct answers.

Mark 3 determines a good performance. The student achieved 60-79% of correct

answers.

Mark 4 determines a very good performance. The student achieved 80-89% of

correct answers.

Mark 5 determines an excellent performance. The student achieved 90-100% of

correct answers

4.2. Key Level Reporting

Because the Standards are dependent on the use of written testing, they mostly
focus on knowledge-related learning objectives and, consequently, do not measure
all higher-order skills and competences16 included in the learning objectives.
Consequently, the annual assessments conducted by the school at key stages
should also be included in the key stage reports for parents, teaching departments
and ministries of education.

At the end of the key level, marks and grades for each subject is based on the
schools’ continuous assessment in the last year (60%) and the standards of
attainment test (40%) and then is recorded in the student’s portfolio and the personal
register of the teacher.

16 Please see Appendix A for details of assessment methods for measuring higher order skills.

Page 35
4.3. External Assessment

External examinations in specific key subjects will be organized at the

end of Primary Year 9 and Secondary Year 4. Other forms of external
assessment may include sample tests by Institutes of Education or
international assessments such as PISA.

The accurate evaluation of student performance is essential in providing valid

qualifications and selecting the appropriate course of study for students.

External assessment focuses on measuring the level of students’ mastery of learning

outcomes in specific key subjects.

Primary Year 9 Examination

External assessment is conducted at the end of Year 9, to assist with the selection of
appropriate options for the student in secondary school. The assessment has a
guiding character for students in secondary education, provides evidence of ability to
schools providing specialist courses and can provide evidence to guide the
education authority in improving the quality of teaching and learning.

Matura Examination

The Matura is an external assessment of students at the end of secondary year 4.

The Matura Exam has a certifying character and it is carried out in accordance with
legal instructions.

At time of writing a Matura for BiH has not been agreed.

Testing, Research & Sampling

Other forms of external assessment, usually conducted using samples of students,

have a research character. The outcomes of such assessment are used by schools
and local education authorities for research in various aspects of education to
identify development needs and for use in improving the quality of education.

The purpose of such research is to improve education in general. It is important that

anonymity and confidentially are followed in such assessments and the performance
of individual students should not be reported.

Page 36
Page 37
5. QUALITY ASSURANCE

5.1. 5.1 Quality Assurance and Moderation

Assessment of general education qualifications on the Baseline QF-BiH

will be subject to internal and external verification.

Internal Verification

Schools will have a system of internal quality checks in place to ensure consistency
in assessment decisions and interpretation of agreed standards.

Internal verifiers are appointed by schools from within the teaching staff and they are
responsible for the verification of the assessment process. A key role for internal
verifiers is to ensure accuracy and consistency of assessment decisions among
assessors in the school. Schools are responsible for training their internal verifiers.
All staff members involved in the assessment process should be fully aware of their
responsibilities and of procedures for internal and external verification.

Schools should develop an internal verification plan for all staff involved in the
assessment process. The plan should include:

► procedures to ensure assessment relates to the learning outcomes, the

special needs of students, and matches the Baseline QF-BiH level
► the appropriate use of relevant assessment methods e.g. written and oral
questioning, observation, simulation, assignments, projects, examination and
assessment of prior learning
► the method in which assessment decisions are recorded, including a record of
the assessment method used and the evidence assessed
► how the general education institution will confirm consistency of results
► how the sample of assessors’ work and assessment decisions will be made
available to the institution responsible for the Baseline QF-BiH for external
verification
► the school should have selection criteria for assessors and internal verifiers to
ensure that they are competent in assessment and have the relevant
experience and expertise in the subject area

Page 38
External Verification

External verification is a procedure that is carried out by relevant education

authorities, or their appointed representative, and carried out by specialists
experienced in delivery and assessment of the subject area. External verifiers are
appointed by education authority, or their appointed representative, who will develop
appropriate training and professional development for external verifiers to ensure
that agreed standards are met and there is consistency in approach in their
interpretation.

5.2. Appeals

A student shall have the right of complaint if:

► Assessment by the teacher was not objective and accurate;

► Student assessment is not carried out with the purpose to prove, what, how
much and how students learn;
► The scope and level of knowledge required, are higher than anticipated in the
curriculum;
► Requirements are not in harmony with the curriculum learning outcomes;
► If it is established that the assessment has irregularities.

When the student is not satisfied with the mark given, the teacher of the respective
subject will enable the student to undergo a final assessment that includes all
learning outcomes for that subject. Outcome of this assessment shall be reported as
a final mark for a subject in that year. The final mark for students, who retake re-
examination, will be recorded in the matrix book and certificate, if they achieve the
pass criteria. The final mark for students, who failed in the exam, shall be given upon
completion of the supplementary teaching/learning and re-examination of the school
year.

Page 39
APPENDIX A: EXAMPLES OF TYPES OF ASSESSMENT

Type of Learning Examples of Types of Assessment How to

Objective Measure

Remember Objective Test items that require Accuracy –

Students will be able to: students to recall or recognize correct vs number
information: of errors
• recall
• Fill-in the Blank Item Analysis (at
• recognize the class level,
• Multiple Choice items with are there items
question stems such as, “what is that had higher
a…”, or “which of the following is error rates? Did
the definition of) some items result
in the same
• Labelling diagrams
errors?)
• Reciting (orally, musically, or in
writing)

Understand • Papers, oral/written exam Rubrics and rating

Students will be able to: questions, problems, class descriptors that
discussions, concept maps, identify critical
• interpret homework assignments that components of the
require (oral or written): work and
• exemplify discriminate
• Summarizing readings, films, between differing
• classify speeches, etc. levels of
• summarize • Comparing and/or contrasting proficiency.
• infer two or more theories, events,
processes, etc.
• compare
• Classifying or categorizing cases,
• explain
elements, events, etc., using
established criteria
• Paraphrasing documents or
speeches
• Finding or identifying examples or
illustrations of a concept,
principle

Apply Activities that require students to use Accuracy scores,

Page 40
Students will be able to: procedures to solve or complete familiar or Check lists,
unfamiliar tasks; may also require students Rubrics and rating
• execute to determine which procedure(s) are most descriptors
appropriate for a given task. Activities
• implement include:
problem sets, performances, lab activities
prototyping, simulations

Analyse Activities that require students to Rubrics and rating

Students will be able to: discriminate or select relevant from descriptors
irrelevant parts, determine how elements
• differentiate function together, or determine bias, values
or underlying intent in presented materials.
• organize These might include:
• attribute case studies, critiques, lab activities,
papers, projects, debates, concept maps,

Evaluate A range of activities that require students to Rubrics and rating

Students will be able to: test, monitor, judge or critique readings, descriptors
performances, or products against
• check established criteria or standards. These
activities might include: journals, diaries,
• critique critiques, problem sets, product reviews,
and case studies.

Create Research projects, musical compositions, Rubrics and rating

Students will be able to: performances, essays, business plans, descriptors
website designs, prototyping, set designs
• generate
• plan
• produce

Page 41
APPENDIX B: EXAMPLES OF RUBRICS AND RATING
DESCRIPTORS

General rating descriptors

The student demonstrates …

… the capacity to create/develop new valid procedures.

5 Rules are applied in novel ways, or new rules are derived from
deep understanding.

… the ability to select appropriate procedures in a given context.

4
Procedures no longer need to be given.

… the ability to apply given rules and procedures in a variety of

3
contexts and to novel problems.

… knowledge of the rules and can practice the rules of a given

2
procedure and/or skill.

… no knowledge of the rules and is not able to practice the rules of

1
a given procedure and/or skill.

Page 42
Rating descriptors for critical thinking
The student demonstrates …

► Thinks open-mindedly about a situation, recognizing and

assessing their assumptions, implications, and practical
5 consequences in coming up with alternative solutions.
► Gathers and assesses relevant information, using abstract ideas
to interpret the given materials effectively.

► Can synthesise, analyse and evaluate the quality of information

and connections in an applied situation, recognising
inconsistencies, gaps in logic and unexplored ideas, including
4
their own and others.
► Can form good, clear arguments that include various
perspectives.

► Can use different critical thinking skills appropriately in a variety

3 of contexts, such as making a reasoned argument or describe
patterns and relationships between concepts.

► Can apply logical thinking (inference and deduction) to simple

logic exercises.
2
► Is able to take simple arguments and deconstruct them
determining cause and effect.

► Unable to express themselves in a logical manner.

1 ► Unable to analyse an argument or make a valid argument;
accepting information at face value.

Page 43
Rating descriptors for teamwork skills

The student demonstrates

► Collaborative leader. Demonstrates the ability to facilitate and

effectively synthesise team member’s contributions
► Demonstrates ability to lead, and to develop relationships &
5 procedures for working with others in novel ways.
► Demonstrates a deep commitment to the team’s goals through
substantive contributions both during and outside of team
meetings.

► Unifying co-operator. Demonstrates ability to articulate a shared

goal & to collaborate with others to maximise the outcomes from
4 shared work.
► Demonstrates substantial individual contributions to team’s goals
outside of meetings/sessions.

► Co-operative follower. Some guidance required. Demonstrates

3 ability to work with others to achieve a given goal.
► Demonstrates satisfactory contributions.

► Dependant follower. Working alone with little or no interaction

with others. Basic understanding of the shared nature of the
2
task.
► Demonstrates basic contributions to team meetings/sessions.

► Unable to contribute constructively to group processes.

1 ► May act as a dis-unifying or disruptive influence and retard
process of reaching a shared goal.

Page 44
APPENDIX C: SUMMARY OF RESEARCH ON GRADING
Since 1933 there have been numerous studies on grading and its effects with
sometimes differing results. However researchers do appear to agree on the
following points (Guskey 2015):

1. Grading and reporting are not essential to instruction.

Teachers don't need grades or reporting forms to teach well. Further, students don't
need them to learn (Frisbie and Waltman 1992).

Teachers do need to check regularly on how students are doing, what they've
learned, and what problems or difficulties they've experienced. But grading and
reporting are different from checking; they involve judging the adequacy of students'
performance at a specific time. Typically, teachers use checking to diagnose and
prescribe and use grading to evaluate and describe (Bloom et al. 1981).

When teachers do both checking and grading, they become advocates as well as
judges—roles that aren't necessarily compatible (Bishop 1992).

Finding a meaningful compromise between these dual roles makes many teachers
uncomfortable, especially those with a child-centred orientation (Barnes 1985).

2. No one method of grading and reporting serves all purposes well.

Grading enables teachers to communicate the achievements of students to parents

and others, provide incentives to learn, and provide information that students can
use for self-evaluation. In addition, schools use grades to identify or group students
for particular educational paths or programs and to evaluate a program's
effectiveness (Feldmesser 1971, Frisbie and Waltman 1992).

Unfortunately, many schools attempt to address all of these purposes with a single
method and end up achieving none very well (Austin and McCann 1992).

Letter grades, for example, briefly describe learning progress and give some idea of
its adequacy (Payne 1974).

Their use, however, requires abstracting a great deal of information into a single
symbol (Stiggins 1994). In addition, the cut-off between grade categories is always
arbitrary and difficult to justify. If scores for a grade of B range from 80 to 89,
students at both ends of that range receive the same grade, even though their
scores differ by nine points. But the student with a score of 79—a one-point
difference—receives a grade of C.

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The more detailed methods also have their drawbacks. Narratives and checklists of
learning outcomes offer specific information for documenting progress, but good
narratives take time to prepare, and—not surprisingly—as teachers complete more
narratives, their comments become increasingly standardized. From the parents'
standpoint, checklists of learning outcomes often appear too complicated to
understand. In addition, checklists seldom communicate the appropriateness of
students' progress in relation to expectations for their level (Afflerbach and Sammons
1991).

Because one method won't adequately serve all purposes, schools must identify
their primary purpose for grading and select or develop the most appropriate
approach (Cangelosi 1990). This process often involves the difficult task of seeking
consensus among several constituencies.

3. Regardless of the method used, grading and reporting remain inherently

subjective.

In fact, the more detailed the reporting method and the more analytic the process,
the more likely subjectivity will influence results (Ornstein 1994). That's why, for
example, holistic scoring procedures tend to have greater reliability than analytic
procedures.

Subjectivity in this process, however, isn't always bad. Because teachers know their
students, understand various dimensions of students' work, and have clear notions
of the progress made, their subjective perceptions may yield very accurate
descriptions of what students have learned (Brookhart 1993, O'Donnell and Woolfolk
1991).

When subjectivity translates into bias, however, negative consequences can result.
Teachers' perceptions of students' behaviour can significantly influence their
judgments of scholastic performance (Hills 1991).

Students with behaviour problems often have no chance to receive a high grade
because their infractions overshadow their performance. These effects are
especially pronounced in judgments of boys (Bennett et al. 1993).

Even the neatness of students' handwriting can significantly affect a teacher's

judgment (Sweedler-Brown 1992).

Training programs can help teachers identify and reduce these negative effects and
lead to greater consistency in judgments (Afflerbach and Sammons 1991).

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Unfortunately, few teachers receive adequate training in grading or reporting as part
of their pre-service experiences (Boothroyd and McMorris 1992).

Also, few schools provide adequate guidance to ensure consistency in teachers'

grading or reporting practices (Austin and McCann 1992).

4. Grades have some value as rewards, but no value as punishments.

Although educators would undoubtedly prefer that motivation to learn be entirely

intrinsic, the existence of grades and other reporting methods are important factors
in determining how much effort students put forth (Chastain 1990, Ebel 1979).

Most students view high grades as positive recognition of their success, and some
work hard to avoid the consequences of low grades (Feldmesser 1971).

At the same time, no studies support the use of low grades as punishments. Instead
of prompting greater effort, low grades usually cause students to withdraw from
learning. To protect their self-image, many students regard the low grade as
irrelevant and meaningless. Other students may blame themselves for the low mark,
but feel helpless to improve (Selby and Murphy 1992).

If learning outcomes are not the sole arbiter of grading, some teachers can use low
grades as a punishment. Such practices have no educational value and, in the long
run, adversely affect students, teachers, and the relationship they share.

5. Grading and reporting should always be done in reference to learning

outcomes and success criteria.

When grading and reporting relate to success criteria, teachers have a clearer
picture of what students have learned. Students and teachers alike generally prefer
this approach because it seems fairer and all students have the opportunity to get
good grades not just the most intelligent. (Kovas 1993).

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 Appendix 1 – Members of the Subject Working Groups
C1 – Members of Subject Working Groups

Nominated by First and last name City

1 Ministry of Education and Culture of Republika Srpska Doc.dr. Biljana Lubarda Banja Luka

B 2 Republika Srpska Pedagogy Institute Drago Lugić Banja Luka

i 3 Ministry of Education and Culture of Republika Srpska Ljiljana Malić Laktaši

o 4 Ministry of Education, Science, Culture and Sports of Tuzla Canton Eldina Osmić Tuzla

l 5 Ministry of Education, Youth, Science, Culture and Sports of Bosnia-Podrinje Canton Emir Dučić Goražde

o 6 Ministry of Education, Science, Culture and Sports of Posavina Canton Zlatko Nedić Orašje

g 7 Ministry of Education, Science, Culture and Sports of Zenica-Doboj Canton Senada Halilović-Avdagić Zenica

y 8 Ministry of Education, Science, Culture and Sports of West Herzegovina Canton Stojanka Knezović Grude

9 Ministry of Education, Science and Youth of Sarajevo Canton Muvedeta Jusufbegović Sarajevo

10 Agency for Preschool, Primary and Secondary Education Mato Živković Mostar

11 Republika Srpska Pedagogy Institute Miodrag Samardžić Trebinje

G 12 Ministry of Education and Culture of Republika Srpska Dr. Ljiljana Ostojić-Đokić Ugljevik

e 13 Ministry of Education and Culture of Republika Srpska Dragan Uljarević I. Sarajevo

o 14 Ministry of Education, Science, Culture and Sports of Una-Sana Canton Bihać, V. Kladuša
Ejub Alagić/Smajo

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 Sulejmanagić

g 15 Ministry of Education, Science, Culture and Sports of Herzegovina-Neretva Canton Sanela Talović Konjic

r 16 Ministry of Education, Science, Culture and Sports of Posavina Canton Janja Radić Odžak

a 17 Ministry of Education, Science, Culture and Sports of Zenica-Doboj Canton Mirza Čehajić Zenica

p 18 Ministry of Education, Science, Culture and Sports of Central Bosnia Canton Dragan Ćosić Busovača

h 19 Ministry of Education, Science and Youth of Sarajevo Canton Dr. Muriz Spahić Sarajevo

y 20 Agency for Preschool, Primary and Secondary Education Mato Živković Mostar

21 Republika Srpska Pedagogy Institute Milislav Knežević Banja Luka

22 Ministry of Education and Culture of Republika Srpska Sanja Miljuš Banja Luka

M 23 Ministry of Education, Science, Culture and Sports of Una-Sana Canton Enesa Silić Cazin

a 24 Ministry of Education, Science, Culture and Sports of Tuzla Canton Hariz Agić Tuzla

t 25 Ministry of Education, Science, Culture and Sports of Herzegovina-Neretva Canton Romela Šunjić Mostar

h 26 Ministry of Education, Science and Youth of Sarajevo Canton Prof.dr. Dženan Gušić Sarajevo

27 Ministry of Education, Science, Culture and Sports of Canton 10 Snježana Teklić Livno

28 Department of Education of Brčko District Government Snježana Lukić Brčko

29 Ministry of Education and Culture of Republika Srpska Irena Bojičić Banja Luka

30 Agency for Preschool, Primary and Secondary Education Žaneta Džumhur Sarajevo

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 31 Ministry of Education and Culture of Republika Srpska Duško Peulja Banja Luka

L 32 Ministry of Education and Culture of Republika Srpska Zorica Ilić Gradiška

a 33 Department of Education of Brčko District Government Sanela Bešić Mujanović Brčko

n 34 Department of Education of Brčko District Government Maja Vulić Brčko

g 35 Department of Education of Brčko District Government Mara Simikić Brčko

u 36 Ministry of Education, Science, Culture and Sports of Tuzla Canton Azra Mujkanović Tuzla

a 37 Ministry of Education, Science, Culture and Sports of Zenica-Doboj Canton Ramajana Kukavica Zenica

Lucija Mikulić/Olivera
Ministry of Education, Science, Culture and Sports of West Herzegovina Canton
g 38 Brljević Široki Brijeg, Grude

u 39 Ministry of Education, Science, Culture and Sports of Central Bosnia Canton Greta Kuna Travnik

e 40 Ministry of Education, Science, Culture and Sports of Central Bosnia Canton Nermin Šušić Travnik

s 41 Ministry of Education, Science and Youth of Sarajevo Canton Esma Sarajlić Sarajevo

42 Agency for Preschool, Primary and Secondary Education Jasminka Nalo Mostar

F 43 Republika Srpska Pedagogy Institute Tatjana Bogdanović Banja Luka

o 44 Ministry of Education and Culture of Republika Srpska Rada Bjelić Banja Luka

r 45 Ministry of Education, Science, Culture and Sports of Una-Sana Canton Nihada Kahrić Bihać

Nihada Delibegović-
Ministry of Education, Science, Culture and Sports of Tuzla Canton
e 46 Džanić Tuzla

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i 47 Ministry of Education, Youth, Science, Culture and Sports of Bosnia-Podrinje Canton Emina Hadžić Goražde

g 48 Ministry of Education, Science, Culture and Sports of Herzegovina-Neretva Canton Goran Turajlić Mostar

n 49 Ministry of Education, Science, Culture and Sports of Tuzla Canton Hanadi Nalić Zavidovići

50 Ministry of Education, Science and Youth of Sarajevo Canton Vera Bičakčić Sarajevo

L 51 Ministry of Education, Science, Culture and Sports of Canton 10 Marija Karačić Tomislavgrad

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