Project “Assessment for Development” Pilot Testing

The National Assessment and Examinations Center conducted a pilot testing from the 26th to 27th of November to assess 7th graders’ knowledge and skills in Mathematics and Georgian Language and Literature.

More than 1000 students from different schools in Georgia took part in the pilot testing. The testing was done online. Students were given an opportunity to complete test assignments electronically, from home.

The test results will be used by the Center to improve an online platform and testing format of the project “Assessment for Development”. Diagnostic evaluation will also help schools plan the upcoming academic year accordingly.

For the purposes of the project as well as due to the pandemic, only seventh-graders were involved in the pilot testing at this stage – the next try out will be planned after the results are analyzed.

In the framework of the same project, in the beginning of 2020, approbation of individual assignments was conducted in about 60 public schools. The National Assessment and Examinations Center started working on the project “Assessment for Development” in 2019.

It aims to assess the achievement level of fourth and sixth grade students with the help of an electronic platform at the end of the school year in Georgian language and literature (literacy) and mathematics (quantitative literacy).

The results will help students and parents monitor the progress made during the learning process and get information about the strengths and weaknesses of the students. This project will enable schools to observe the teaching and learning trends both at individual class level and at the school level in general.

The final results will not affect the student’s annual assessment.

Publication in the Georgian Language

Trends in International Mathematics and Science Study (TIMSS) 2019

The National Assessment and Examinations Center offers the results of Georgia within the framework of an international survey on Trends in International Mathematics and Science Study (TIMSS) 2019.

Conducted every four years since 1995, TIMSS has been a valuable tool for monitoring international trends in mathematics and science achievement at the fourth and eighth grades. Georgia was first involved in 2007 and since then has participated in TIMSS 2011, 2015 and 2019. Georgia was represented by both 4th and 8th grades. The study was administered by the National Assessment and Examinations Center.

Trends in International Mathematics and Science Study (TIMSS) enables participating countries assess their education system, existing teaching practices, and identify obstacles to teaching mathematics and science. The study evaluates the achievement dynamics of the same educational level student compared to previous cycles, and also shows whether student achievement has changed over the years at different stages of learning process in the country (primary and lower secondary).

64 countries participated in TIMSS 2019. 58 countries and 6 regions participated in fourth grade assessment, and 39 countries and 7 regions participated in eighth grade assessment.

From 2019, TIMSS switched to electronic assessment (e-TIMSS). Before stepping towards e-Assessment Georgia conducted a transitional Bridge research. The research fieldwork was conducted from April 24 to May 29, 2019. 226 schools from Tbilisi and different regions of the country participated in the TIMSS 2019 cycle throughout Georgia. A total of 154 fourth (6,002 students) and 145 eighth graders (5,698 students) participated.

Specially designed questionnaires were also completed by school principals, teachers and parents / guardians of fourth graders.

The report can be found here.

The presentation in Georgian can be seen here.

In addition, for the first time, interested parties will have an opportunity to visit the TIMSS website and receive information about the main data of the 2019 survey in Georgian.

Trends in International Mathematics and Science Study (TIMSS) 2019 Results, Georgia

On 8th of December the National Assessment and Examinations Center published the results of Georgia within the framework of an international survey on Trends in International Mathematics and Science Study (TIMSS) 2019.

Today, an international presentation of the TIMSS 2019 report was held by the International Association for the Evaluation of Educational Achievement (IEA) at the UNESCO headquarters in Paris. The event, which was attended by education professionals and accredited journalists from all over the world, covered the main findings and challenges of the research. Sophio Gorgodze, the Director of the National Assessment and Examinations Center also participated in the following discussion.

Conducted every four years since 1995, TIMSS has been a valuable tool for monitoring international trends in mathematics and science achievement at the fourth and eighth grades. Georgia was first involved in 2007 and since then has participated in TIMSS 2011, 2015 and 2019. Georgia was represented by both 4th and 8th grades. The study was administered by the National Assessment and Examinations Center.

Trends in International Mathematics and Science Study (TIMSS) enables participating countries assess their education system, existing teaching practices, and identify obstacles to teaching mathematics and science. The study evaluates the achievement dynamics of the same educational level student compared to previous cycles, and also shows whether student achievement has changed over the years at different stages of learning process in the country (primary and lower secondary).

64 countries participated in TIMSS 2019. 58 countries and 6 regions participated in fourth grade assessment, and 39 countries and 7 regions participated in eighth grade assessment.

From 2019, TIMSS switched to electronic assessment (e-TIMSS). Before stepping towards e-Assessment Georgia conducted a transitional Bridge research. The research fieldwork was conducted from April 24 to May 29, 2019. 226 schools from Tbilisi and different regions of the country participated in the TIMSS 2019 cycle throughout Georgia. A total of 154 fourth (6,002 students) and 145 eighth graders (5,698 students) participated.

Specially designed questionnaires were also completed by school principals, teachers and parents / guardians of fourth graders.

The international average score is 500.

The results of Georgia in 2019:

Mathematics (4th grade) – 482 points;

Mathematics (8th grade) – 461;

Natural Sciences (4th grade) – 454;

Natural Sciences (8th grade) – 447.

The results of the research revealed that in the 2019, Georgian fourth-graders significantly improved their achievements in mathematics. Georgia was also named among the five countries that have increased the most compared to 2015.

“These results of the study show the progress as well as the current challenges. Advancement is really obvious. It is clear that the results of the fourth graders have improved in mathematics, and in one direction (direction-numbers) for the first time since 2007 exceeded the international average. Achievements in eighth grade mathematics and science at both levels remain a challenge, with only minor improvements that are not statistically significant; However, if we look at the data in rural and urban contexts, it appears that rural fourth-graders have significantly improved their results in natural science. Also, according to the available data, the differences in the achievement between rural and urban schools are decreasing and almost eliminated. ”

Sophia Gorgodze,  the Director of the National Assessment and Examinations Center.

The initial report and presentation of Georgia can be found here.

In addition, for the first time, interested parties will have an opportunity to visit the TIMSS website and receive information about the main data of the 2019 survey in Georgian.

Teachers and School Leaders as Valued Professionals (TALIS) 2018 Report, Georgia

The OECD Teaching and Learning International Survey (TALIS) is the largest international survey asking teachers and school leaders about their working conditions and learning environments. It provides a barometer of the profession every five years.

Georgia has been involved in TALIS since 2013. In 2018 Georgia’s participation was made possible through the financial support of Second Compact of Millennium Challenge Corporation (MCC) with Georgia, administered by Millennium Challenge Account – Georgia (MCA-Georgia).

Across all survey components, approximatively 260 000 teachers responded to the survey, representing more than 8 million teachers in 48 participating countries and economies. In Georgia, 3 101 lower secondary teachers and 177 principals completed the TALIS questionnaires.

Based on the voice of teachers and school leaders, TALIS 2018 report offers a series of policy recommendations to help strengthen the professionalisation of teaching careers. The report aims to provide an in-depth analysis of teachers’ and school leaders’ perceptions of the value of their profession, their work-related well-being and stress, and their satisfaction with their working conditions. It also offers a description of teachers’ and school leaders’ contractual arrangements, opportunities to engage in professional tasks such as collaborative teamwork, autonomous decision making, and leadership practices.

Nine main themes were selected for inclusion in the TALIS 2018 survey: teachers’ instructional practices; school leadership; teachers’ professional practices; teacher education and initial preparation; teacher feedback and development; school climate; job satisfaction; teacher human resource issues and stakeholder relations; and teacher self-efficacy. Two cross-cutting themes were added to this list: innovation; and equity and diversity.

A detailed report of TALIS 2018 country-by-country can be found here.

Programme for International Student Assessment (PISA) 2018 Report, Georgia

The Programme for International Student Assessment (PISA) is a triennial survey of 15-year-old students that assesses their level of key knowledge and skills essential for full participation in society. The assessment focuses on proficiency in reading, mathematics, science and an innovative domain (in 2018, the innovative domain was global competence), and on students’ wellbeing.

Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries.

Georgia has been involved in PISA since 2009. In 2018 (as in 2015), Georgia’s participation was made possible through the financial support of Second Compact of Millennium Challenge Corporation (MCC) with Georgia, administered by Millennium Challenge Account – Georgia (MCA-Georgia).

600 000 students completed the assessment in 2018, representing about 32 million 15-yearolds in the schools of the 79 participating countries and economies. In Georgia, 5 572 students, in 326 schools, completed the assessment, representing 38 489 15-year-old students (83% of the total population of 15-year-olds).

Computer-based tests were used in Georgian schools, with assessments lasting a total of two hours. In reading, a multi‑stage adaptive approach was applied in computer -based tests whereby students were assigned a block of test items based on their performance in preceding blocks.

Students also answered a background questionnaire, which took about 35 minutes to complete. The questionnaire sought information about the students themselves, their attitudes, dispositions and beliefs, their homes, and their school and learning experiences. School principals completed a questionnaire that covered school management and organisation, and the learning environment.

A detailed report of PISA 2018 country-by-country can be found here.

Study in Georgia

Registration of those who want to Continue to Study in Georgia from higher educational institutions of foreign countries will start on August 1, 10:00 and will continue until August 20, 18:00

Citizens of Georgia who have studied / are studying and have received credits / qualifications in a higher education institution recognized in accordance with the law in a foreign country (they were abroad for a period of study, not less than 75 days during the semester) will be able to take the exam.

The basis for taking the exam is a person’s application about taking the exam. The application is filled out in the building of the National Assessment and Examinations Center (Address: Tbilisi, E. Mindeli Street N9), and in the regions – in the Educational resource centers. of the Ministry of Education, Science, Culture And Sport of Georgia

Registration details Link in Georgian.

Study in Georgia

Studying in Georgia is an important thing to consider for international student desiring to pursue a Quality Education in any chosen field of academic study. Georgia is famous having rich and diverse culture. Tourists from all over the world come to visit the country around the year. Georgians are free-spirited people.

Georgia is one of the best countries to study. They have wonderful universities in Georgia that are recognized World-wide. The Standard of Education in Georgia is as high as studying in the United States, Canada, UK or other European countries.

If you are interested visit HOW TO APPLY resource by MINISTRY OF EDUCATION AND SCIENCE OF GEORGIA

MOU between NAEC and SEC

The National Assessment and Examinations Center of Georgia (NAEC) signed the Memorandum of Understanding with the State Examination Center of the Republic of Azerbaijan (SEC)

On 20 May 2020, Sophia Gorgodze –Director of the National Assessment and Examinations Center of Georgia (NAEC), Maleyka Abbaszade – Chairperson of SEC’s Board of Directors, as well as the senior executives of both parties met in a video format.

During the meeting, the parties expressed satisfaction with the signing of the Memorandum of Understanding (MoU), discussed the progress of the first stage of this partnership in the following areas and shared mutual expectations of the next stage, as outlined in the MoU:

  1. SEC’s support on the development of an item bank of the Teachers Certification Exams for the Azerbaijani language and literature teachers working in Georgian secondary schools with Azerbaijani as the language of instruction;
  2. Review of the SEC’s Georgian language test items for school-leaving exams (grade 9 and 11) by the NAEC;

It should be noted that the assessment instrument constructed with the SEC’s support on Teachers Certification Exams for the Azerbaijani language and literature teachers working in Georgian secondary schools with Azerbaijani as the language of instruction will be used for differentiating and rewarding performance as a part of the Azerbaijani language and literature teachers’ certification.

The following projects are expected in the next phase of this mutual cooperation:

Organization of online item development training by the NAEC aimed to improve the Georgian language assessment by Georgian language teachers working in the secondary schools of Azerbaijan.

Provision of online learning and teaching resources as well as practice tests by the SEC for the Azerbaijani language and literature teachers working in Georgian secondary schools with Azerbaijani as the language of instruction;
Exchange of used exam papers available in English and Russian on different subject areas;

Sharing best practices between SEC and NAEC through regular video-conferences. Parties also discussed the characteristics of exams held during the pandemic and shared country specific challenges in test administration and contextualized solutions.

Source:

(Publication in Georgian)
(Publication in Azerbaijan and English Languages)

Project : Assessment for Development

The Government of Georgia in June 2019 has signed Loan Agreement for financing the implementation of Innovation, Inclusion and Quality Project (I2Q Project) with the World Bank[1]. The Project development objectives are to (i) expand access to preschool education; and (ii) improve the quality of education and the learning environments.

Project – Assessment for the Development is under I2Q project component 2, Subcomponent 2.4 – Development of a National Assessment Framework. It aims to implement census-based e-assessment (fully online mode) for the public schools of Georgia. The goal of assessment is to measure students’ achievements towards the national curriculum and track their progress. About 150 000 students of 4th, 6th and 10th grades will be assessed in literacy and numeracy every year. Students, their teachers, parents, corresponding schools and educational authorities will receive the automated e-reports on the assessment results, in order to support data-driven decision-making processes on individual, classroom, school and national level.

The initial phase of the project has already started in 2019 and draft framework for the assessment has been elaborated, as well as e-tests in literacy and numeracy for 4th and 6th grades. Two pilot phases have been planned for 2020 in order to try-out the content of the tests, to trial the platform and develop business processes for the e-assessment.

NAEC already has hired the staff, exclusively for the Assessment for Development project: project manager, project assistant, TAO administrators, system administrator, developer, literacy and numeracy experts.

The first pilot took place in February 2020. 6 000 students from 59 schools participated in the pilot in order to try-out the items and online delivery platform.

The items were created and assembled in the tests:

  1. 5 tests for the numeracy in 6th grade. Each test comprised 20 items. The items were developed based on the national curriculum of the 6th grade math;
  2. 4 tests were developed for the 4th grade numeracy, with 25 items each. The items were developed based on the national curriculum of the 4th grade math.
  3. 10 texts, with 14 items in each, were developed to test literacy skills in the 4th grade.
  4. 10 texts were developed to assess 6th grade literacy skills, each text included 8-9 items to assess reading and writing skills for the 6th grade, as defined by the national curriculum of Georgian language and literature.

Students’ responses were analyzed and the items were edited based on the psychometric analysis. The set of the tests were assembled for the second phase of the pilot.

Project team analyzed existing test authoring and delivery platforms and selected OAT (Open Assessment Technologies) TAOTesting open Source eassesement software (TAO). TAO platform enables to create technology-enhanced items (TEIs) and ensures complete content interoperability. It offers: item authoring, test creation, scheduling and delivering tests online on a nation-wide scale, managing test-takers and user access, collecting and saving students responses, automatically grading candidates closed-question responses and exporting the data for further use.

There are several arguments why TAO Testing eassessment platform was chosen:

  1. Community edition it is free Open source and can be installed and used without any charges;
  2. It is the only computer-based assessment software built as an open source and with open standards (IMS Global learning Consortium QTI and LMI Open Standarts).
  3. It gives opportunity to customize and develop the soft in line with the project needs and assessment objectives;
  4. TAO is built using Question and Test Interoperability (QTI) standards. QTI represents assessment content and results in such a format that can be easily exchanged between authoring and delivery systems, repositories or learning management systems. It enables to migrate the data from TAO to any other platform as needed by the project;
  5. TAO platform is already in use by the ministries of education in different countries.
OAT TAO

Community edition of TAO platform is installed on the local Education Management Information System (EMIS) servers. EMIS and NAEC provide the hosting and delivery services for the platform.

NAEC became the member of international FLIP+ E-assessment Community in 2019 to discuss and share challenges and success stories of e-assessment project. As a community member, NAEC can share the experiences in e-assessment content development, as well as in TAO open source development by composing extensions for the platform (e.g. portable computer interaction for the development of different interactive technology-enhanced items, reporting features for the platform, offline version for test delivery and etc.). NAEC can work on certain extensions for the platform in cooperation with other countries, thus sharing the budget for the development, or exchange already developed extensions free of charge.

Version 1.0 of e-reporting and e-scoring modules have been developed and integrated with TAOtesting platform. E-reporting module generates the reports for student, teacher and school based on the data collected from the student responses. E-scoring module enables the human scorer to score the student responses collected from TAO testing platform. Both modules are ready for the trial in the 2nd pilot of the project.

The second pilot is planned in autumn 2020, involving 300 public schools of Georgia. It aims to try-out the tests (instead of trying-out the items in the first pilot), to test human scoring and e-reporting system and its compliance with Tao platform.

[1] (Link)