Discusiones en torno a la evaluación: enfrentamientos estamentales.

Setting targets and learning criteria is considered one of the most important strategies of assessment for learning (Black & Wiliam, 2009; Davies & Hill, 2009) Setting targets and criteria is customary in some Maldivian schools while in other schools, teachers and Leading Teachers exercised range of routine practices. In the three studied schools, there were some requirements already set by the school management regarding setting targets and sharing learning criteria. These regulations and formalities meant it was a necessity for each teacher to involve both the students and the parents in the processes. Beyond the school regulations, it was clear that the teachers also could pursue any additional initiatives themselves. Thus teachers involved their students in setting learning criteria, and regularly shared assessment information with their students. As a result they found out they were better positioned to comprehend their learners‘ needs.

In the case of Asma and Shazla (Finifenmaa School), the school management annually organized sharing of learning targets and many other issues of learning. For example, with the use of power-point presentations, the Leading Teachers and teachers provided information on matters such as on assessment processes to the parents. According to Shazla, ―At the beginning of the year, all the parents are invited to a meeting and with the use of a

power point presentation, we share such information.‖

In the same school, the targets and standards were well organized and set for all the students with rubrics for each developmental area of both Mathematics and the two languages – English and Dhivehi. Asma always showed these rubrics with the set targets and standards during the student- parent-teacher conferences and talked to the parents and students using them. Asma and Shazla shared the detailed information.

I also set targets and inform the parents how much the child has to attain to get to a certain level of achievement. Normally, it is referred to the numeracy and literacy sheet. If a child does not perform a listed criterion, I write a dot, and then for the next student- parent-teacher meeting, if the child could meet a certain criteria I write a tick near the dot. Therefore, there will be a dot and a tick in the same column with dates written for each dot and tick, so that parents will find out when and what the child has tried achieving. [Asma]

For example, if the child can read three letter words, there will a tick in that place. Before the end of the year, targets are set for the children to achieve. There will be many targets for them such as this. [Shazla]

More details from Shazla indicated that whenever there were unaccomplished targets and standards, the teachers usually kept on informing the parents. In fact, she personally ensured that the teachers continued the practice by internal supervision. In the case of Nahula and Rafa, they regularly met with the parents of their ‗slow-learners‘ or ‗underachievers‘, for example, whenever there was a need for the students to achieve certain targets and/or learning criteria.

To assess the students with a diagnostic test at the beginning of the term is a common practice in their school. For instance, Rafa explained the purpose of conducting a diagnostic test.

By diagnosing the students, we come across children who cannot read and write. Therefore, for them children we have set targets, such as by the end of second term to make them read and write. There are different targets for different children. [Rafa]

According to Nahula and Rafa, they normally found one or two students from each class that they called ‗illiterates‘, and the teachers prepared individual targets for these special students. Usually, these individual cases were filed with essential information, which the Leading Teachers monitored closely, and if there was a need, the parents of these learners were met on a regular basis. According to Rafa and Nahula, a sample of a set target or a

standard could be to make these underachievers read and write simple phrases and sentences, thus there would be different targets for each student. In some cases they had to teach the alphabet, number and word recognition, and counting to eight year olds of their grade 3. However, according to the curriculum standards they were supposed to have these standards acquired by the learners before entering this particular grade level.

Although many matters related to formative assessment happened in Rafa‘s school, she strongly felt it was unnecessary to record every step of each student‘s learning because primary teachers spent a lot of time with students teaching five curriculum subjects6. She believed that teachers should have

adequate information about students to set their individual targets. Rafa‘s description of her teachers‘ knowledge on students was similar to findings by Hill (2003). In Hill‘s study she investigated primary teachers‘ assessment knowledge and practices and found head-noting by teachers as a familiar process where the teachers relied mainly on their memories of what students could do.

In contrast to Rafa‘s head-noting process, Heena, believed in teachers keeping records and information on students. She stated that this could benefit the students in many ways including the setting of targets for the

6

Maldivian teachers teach English Language , Mathematics, ES (Environmental Studies), Practical Art and Physical Education

individual learners. Heena shared her views on this matter.

Recording information about the students means that the teachers will have better understanding and knowledge about their students and I believe that is a very good thing. Then, if the teacher has a better understanding, it is also important is to share the information with the parents to bring out better results from the students. [Heena] Heena also believed targets had to be set for every individual student‘s own self-improvement as students‘ ability levels differed. She also noted that students could not be compared to each other and each student had to be guided to go on a separate plan according to his or her own potential ability level or the standard. It was evident from the collected data that the practice of setting targets and learning criteria happened with minor degrees of variation in the three schools.