Constructing a framework for the use of tests within a developing nation's school system

Abstract

Interpretive participatory action research methods were used to assist the education community in Botswana, a developing nation, to identify a framework for the use of tests in the nation’s schools. User preferences for understanding important learner-related qualities through the use of tests were emphasized. Participant informants were educators and school counselors (n = 1,221), learners (n = 355), parents/guardians (n = 162), and education program personnel from civic and multilateral agencies (n = 47). The learners and school personnel were drawn from a nationally representative sample of 328 schools (49% primary and 51% secondary levels; 92% public and 8% private schools). Data on the components and content of a prospective framework were gathered using concept mapping and preference methods. The data were analyzed to construct a locally grounded test use framework appropriate to the Botswana school system. Findings suggest a test use framework spanning the following preferred assessment domains: learning readiness, aptitude, personal development, community norms, socialization, and guidance and counseling. Learners and their parents/guardians prefer that learners access test information first from their classroom teachers followed by guidance and counseling personnel. The use of a consensus-driven multilayered participatory action research consultative processes to develop a framework for test use with the education community has potential for replication in educational and other settings in other developing countries