Institutionalisation of Assessment Capacity in Developing Nations: The Case of Malawi

Autor/in	Chulu, Bob Wajizigha
Titel	Institutionalisation of Assessment Capacity in Developing Nations: The Case of Malawi
Quelle	In: Assessment in Education: Principles, Policy & Practice, 20 (2013) 4, S.407-423 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2013.843505
Schlagwörter	Foreign Countries; Developing Nations; Capacity Building; Educational Assessment; Government (Administrative Body); Educational Change; Educational Policy; National Competency Tests; Teacher Workshops; Educational Quality; Masters Programs; Preservice Teacher Education; Testing Problems; Australia; Brazil; Chile; Malawi; New Zealand; Uganda + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Government; Regierung; Bildungsreform; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Magister course; Magisterstudiengang; Lehramtsstudiengang; Lehrerausbildung; Australien; Brasilien; Neuseeland
Abstract	Building assessment capacity of educators has historically been unregulated practice in post-independence Malawi. However, recent attempts by government to integrate curriculum and assessment reforms and the introduction of continuous assessment in the system have represented a significant policy shift. These and several other initiatives have necessitated the empowerment, in terms of assessment knowledge and skills, of educators at different levels of the system to support implementation of the reforms. This paper discusses the strategies that Malawi has followed so far to institutionalise the development of assessment capacity and highlights the challenges that it has faced in its efforts to improve the capacity of its staff in assessment. Key lessons for other African and developing nations from the Malawian experience have also been noted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10