Assignment Sample On Is The Term â€TEST ASSESSMENT’ Set Up Nowadays Suitable For The Mauritian Primary Schools

Question:- 

Are the term test assessments as set up nowadays suitable for Mauritian primary schools?

Answer:-

CHAPTER Is

INTRODUCTION

1.0 Introduction

Primary education for a child appears to be the most necessary issue that is to be propagated within these strategic circumstances. Primary education system, as mentioned by Toloi et al. (2011), is therefore needed to be quite potentially developed that encourages in the strategical mental development of the students. The assessment test is very important and effective for the purpose of measuring the knowledge and practice of children of primary school. Test assessment should be done for knowing the skill and aptitude of every student of classroom. A test or examination can be done for the effectiveness of a student. Summative assessment and formative assessment are two important types of assessments for every student within the classroom. There are different types of tests; those are written tests, multiple choice tests, matching type, essay type and completion type or different mathematical questions. These tests are utilized by the teachers within the primary schools. Test assessment is very important for the effectiveness of student in primary level. This research intends to identify the importance or effectiveness of test or examination upon the enhancement of the performance of the student of primary school.

1.1 Background of the Study

Test assessment is very effective process of knowing the knowledge and experience of a student of primary school. Assessment process of a child’s learning is considered as one of the important feature of primary education. Many teachers have constructed tests. Teachers administer the report of the test result towards the parents of the teachers. Teachers are also engaged within the informal assessment of the students of classroom. Teachers utilize their findings of informal assessment of the students. The findings of test assessment can be very helpful for the development of future activities of learning within the group of students of the classroom. Assessment test can be very effective and necessary for the teachers and students of a classroom.

As argued by (), assessment test or examination is the integral part of learning as well as teaching activities within a classroom context. Assessment is related with different aspects of curriculum. Assessment encompasses the affective as well as cognitive domain. There are several types of assessment models those should be utilized by the teachers within different circumstances of classroom context. Assessment can be able to play an important and effective or critical role in the perspective of identifying the learning difficulties of students within primary school. However, every teacher should implement assessment procedures within the level of school and classroom. Every school implements this assessment for understanding the results of assessment. The findings of assessment and test can be very helpful for the perspective of development of the students. However, it has been seen in previous field that many students do not have find any further interest within the techniques of test and examinations in the context of classroom. Therefore, every teacher and school should recognize the technical abilities and effectiveness of different instruments of classroom assessment. Students often try to neglect the traditional technique of written test in classroom. The traditional aspect of test often has been remained less interested aspect for the pupil or the students of classroom context. The background of this particular research describes that children of primary level of education often loss interest within the classroom test. 

1.2. Rationale

Test as well as examination is very essential in order to understand the level of knowledge of the students within the primary level of education in the context of classroom. Assessment can be considered as the important as well as central aspect of teaching and learning. A teacher can construct through different types of assessment.  The teacher can also be able to construct a comprehensive picture of the short-term and long-term needs of the child and plans future work accordingly. Assessment is also used to identify children with specific learning difficulties so that the nature of the support and assistance they need can be ascertained and appropriate strategies and programs put in place to enable them to cope with the particular difficulties they are encountering.

The curriculum of primary school always shows that examination or test should reflect the attainment of children of every objective. Assessment of every subject seeks to know the concept, knowledge and skills of the child within every context of classroom of primary education. Test or examination can be considered as one important as well as effective instrument of assessment. This test can be able to gather effective skills and concepts of the student in terms of the abilities as well as activities of the student in primary level.     

1.3 Aim of the Research

The aim of this particular study is to identify that whether the term ‘test assessment’ opted for the Mauritian primary schools appears to be quite successful. The research specifically targets the areas of primary education section that leads to evaluating the pressure inflicted upon the common students is whether justifying or not.

1.4. Research Objectives

In doing a research study the researcher is needed to target some serious approaches to be fulfilled. It also determines to be quite essential that helps in structuring the necessary approaches submissively. For this particular research study, chief objectives of the researcher are:

• To assess the importance of measuring essentiality of test assessment in the primary schools of Mauritius
• To identify the techniques adopted by primary schools in measuring the performance of the primary students
• To analyse the contribution of performance measurement for the students studying in the primary schools
• To recommend the ways for improving student’s performance

1.5.  Research Questions

In this research study the researcher is going to frame some of the questions that are going to be answered in the section of the research study. In the following section the researcher presents some of the researcher questions.

• What is the importance of gauging performance in primary schools?
• What are the test assessment techniques implemented by primary schools for the measurement of student’s performance?
• What is the effect of test assessment measurement on students?
• What are the ways for enhancing performance of students?

1.6. Problem Statements

It has been seen in previous researches that children have lost the interest in dealing with the assessment test. Children often face issues while keeping interest towards the assessment or test. The problem is related to the type of examination and assessment test for the students of primary education. This research identifies the effectiveness of test assessment through different types and methods of learning and assessing the learning of the student. The problem refers to the aspect where children have lost their interest in the field of test or examination. Children often have lost their interest in many type of test or examination. This research intends to identify the effective process of test or examination for the improvement of the children within the context of classroom.

1.7. Purpose of the Study

The study purposes to research on such a serious factor like availing the test assessment among the nursery students. This study helps in determining the organizing issues that may help in identifying the specific areas to be developed and managed. The study is essentially significant from this point of view.

1.8. Structure of the Study

In this research study the researcher is going to follow a conventional dissertation structure having six chapters in it naming, Introduction, Literature Review, Research Methodology, Data Analysis and Data Interpretation and finally Conclusion and Recommendation. Figure 1 delineates the actual structure of the research study that the current researcher is going to use here in this study.

First chapter of this dissertation includes the introductory chapter. This chapter describes the background and the rationale of the research. It also discusses the aims and objective of this research. It also describes the research questions of the research study. On the other hand, second chapter discusses literature review of this particular research study. This chapter discusses the key themes of assessment types, like formative and summative assessment etc. It describes different types of assessment for the students of primary level. Third chapter deals with the methodology of the research. Particular aspects of research philosophy, research design and method are described in this chapter. This chapter discusses the time limit or the sample size and sampling technique of this research process. Fourth chapter solely deals with the analysis of collected data of this particular research. This chapter deals with the collected primary data of the research. Fifth as well as last chapter deals with the conclusion and recommendation of the particular research.

Figure 1: Dissertation Structure

(Source: Structured by the Researcher)

1.9. Summary

In this particular chapter the researcher has tried to frame the background of the research study. The researcher has mentioned the research objectives and aim that are going to be achieved throughout the study. At the same time, the researcher has also discussed about the problem areas relating to this topic that the researcher is going to take care of. Finally the research questions framed by the researcher will also be answered in the research study that helps in determining the practical issues for this study.

CHAPTER II

LITERATURE REVIEW

2.1. Introduction

This chapter is going to highlight on the different theoretical factors that the researcher seems to have collected from the different peer reviewed journals, books, websites, web journals and newspaper articles having in relation with the topic of the research study. It helps the researcher in framing the research study essentially and determining necessary issues intrinsically. It helps the researcher to define the possible areas to be dealt with and ascertaining the intrinsic issues.

2.2. Purpose of assessments in primary school

The general purpose of the classroom assessment is to collects the information, perform changes and make decision on the basis of that information. As per Allal (2013), information is collected on the basis of daily assessments, monthly assessments or yearly assessments. Generally the purpose of assessment is different in different sectors but in this particular study, the purpose of assessment is to identify the students’ progress, improve their education system and provide feedback to the students and teachers.

2.3. Conceptual Framework

In order to do this research study the researcher presents a conceptual framework having been related to the theories and concepts of the topic. Therefore, the researcher is going to draw a specific conceptual framework that will be tried to be achieved in delineating the different issues and arguments in this section of the study.

Figure 2: Conceptual Framework

Figure 2: conceptual framework

(Source: Structured by the Researcher)

The processes of teaching and learning are mutual to each other and mostly affect one another. The responsibilities of the teachers in the school are to develop the biological and technological knowledge of the students and to improve the learning skills for their future. Hence the system of the teaching process of the school required to design in such a ways, so that the progress of the student’s learning can be recorded. To identify the student’s progress, several assessments are required to conduct in the class.

Test assessment

Three types of test assessments can be conducted which will be useful to track the improvement of the student’s learning in the class. These are Formative assessment, Interim assessment and Summative assessment. The assessment is a method which contains measurement, evaluating, readiness, developing skills mad the learning progress of the student.

2.4. Formative Assessment

The formative assessments are something that does not determine the grade of the test, it only provide the direction of the instructions regards further improvement. As commented by Ashcroft et al. (2014), the formative assessment will help both teachers and students to gather the feedback of the test assessments. These feedbacks are mainly based on the qualitative style. The qualitative style provides the results of the performance of the students that are acquired from the test assessment. The feedbacks will help the teachers to understand the performance of the students and provide them more knowledge that are required to include in their teaching. As stated by Andersson et al. (2013), test assessment will help the teachers to gather the quality of knowledge and skills that are acquired by the students in the classroom. The changes required in the lesson can be determined by the teacher using this assessment in case of helping the students to complete the unit successfully.  This type of assessment is mainly used in case of gathering regular performance of the students in the class (Winke, 2011). It will help the teachers knowing which of the students disburse attention in the class and which are not. It is mainly linked with the learning experience of the student. According to the point-of-view of Bennett (2011), the benefit of the formative assessment is that it helps to improve the knowledge and skills of the students and motivate them to acquire more talent. There are several ways to implement the formative assessment in primary classes. Carless (2012), explained that the concepts regarding to formative assessments which includes regular feedback, instructions modifications and information of progress of the students are not changes in any of the levels, only the methods of the assessment is changed.

Interim assessment

This type of assessments is arranged on the weekly or on monthly basis. It helps the student to evaluate their learning progress and determine are they are on the same track or not. This exam also conduct o the end of the course. This assessment can be conduct as the district level or the school level assessment (Al‐Qahtani & Higgins, 2013). It also helps the teacher to identify the gaps in the learning and understanding of the students. The performance of the student is noted on the states and district level but the syllabus are mainly from the syllabus of the class. As commented by Evans (2013), the syllabus of the schools is also can be change if it does not match to perform the district level competition. Interim assessment also helps the teacher to identify the concepts that the students are facing difficulties to understand.

Summative assessment

Summative assessments are taken at the end of the year. It is used in case of evaluating the learning progress of the students at the end of the instructional period mainly at the end of the school year. Summative assessments also focused, according to Falchikov (2013), on the outcomes of the full syllabus which provides a clear summary of the students participants in the learning of the school year. It is used as a technical evaluation in the instructional design. Objectives of all the teachers are included in this assessment and provide the results of each of the subjects. It provides as Furtak (2012), the results regarding to the learning, performance, professional growth, knowledge and skills that the students acquire in their full school year. Also provides them the feedback regarding to all the activities so that they can improve their activities in their next school year. It mostly helps the students to involve in district level competition and to improve their knowledge and skill according to the requirement (Sparavigna, 2012).

Summative assessment, as stated by Genlott & Gronlund (2013), can be divided into several methods such as survey, questionnaires and observations. Teachers can use the survey process to determine the performance, discipline and encouragement of the student at the end of the year. Questionnaires are mainly divided into two processes which includes oral test and written test (Solomonson, 2012). Oral test helps the teacher to recognize the communication and on the spot memory of the students. Written test results as the grade marks of the students in different subjects based on the theory test organized at the end of the year (Simek & Wahlberg, 2010). Observations include how the students involved in their oral and written test and the survey process to perform successfully.

Student’s Performance is judged

As commented by Gikandi et al. (2013), the performance of the students is measured from the results of the several types of test assessments. The levels of understanding and performance of the students are measured using several principles.

Fig 3: principles of measuring student’s performance

Source: outline by the researcher

Take home assignments

As stated by Graham et al. (2011), this assignment helps to lifting up the performance of the students in home which may reduce in the class because of some circumstances. Students are required to complete their home assignments on the basis of daily-to-daily work. It will encourage the students to do their study in the home. Also the students can identify the important parts of the sections thought in the class. Besides, Harris & Brown (2013) stated that the students cannot able to cheat in their home exam which they may do in their in-class exam.

Multiple choice exams

Hopkins, (2014), said that the multiple choice exam is very useful in case of knowing the grasping level factual knowledge of the students. This method can easily evaluate the performance of the students in learning. As argued by Hwang & Chang, (2011), always the teachers cannot present the exact feedback to the students and not able to used their skills effectively.

Groups Projects

The communication system of the students can be improved using this method. Also the students can able to learn the teamwork with other team members which will become very useful in their future. Whereas, Looi et al. (2014), stated that may able to handle the pressure and can share the work with one another.

Presentations

As per Lee et al. (2012), presentations become very useful in case of presenting the behavior and quality of the students facing the whole class which help the students to improve their performance. On the contrary, Nielsen et al. (2013) proposed that if the students forced to give presentation in front of all, it may decrease confidence level of the students because of the comments from the others.

2.5. Class Participations and Contribution

In terms of Russell & Curtis (2013), this method can help the students to acquire the knowledge from other students of the class. Students can develop their interactive skill by performing in the class. Also the skills of the students can be developed by their participation in the class regarding to drawing and gaming. According to the argument of Shute & Kim (2014), students may also demolish while performing in future if they noticed that their performance is not interested to others.

Ranking of students on the basis of test

According to Tess (2013), better ranking in the test will motivate the students to provide more attention in the next exam. Also it increases the interest level of the students in case of studying. The students acquire higher grade in exam will need to praise by the parents and teachers and also should cheer by the classmates. Hence the level of performance of the students can be raised as said by Wiliam, (2011). Also the test helps the teacher to analyze the understanding level of the students in importing knowledge that are given in the class. Ackerman (2012) opted that ranks can be used to divide the students in order of the marks i.e. on the basis of their marks in the exam.

Whereas, Bornstein (2011) commented that the pressure of the exam may create more stress to the brain of the students and lead them to depression or other health problems.

Improvement in personal and educational growth

Test assessments endow with several competitions in front of the students and teachers of the school. Cheng & DeLuca (2011) gives that the test assessments of the class will enhance the educational growth of the students. The results of the assessments provides the students the feedback regarding to their completion of the one year course and provide them the information that they are qualified for the next class. It is the duty of the school authorities to give certificates to the students regarding to their ranking in the summative assessment. This will not only improve the educational growth of the students but also improve their personal growth (Sillanpää, 2013). The certificates produces from the assessments will provide better placement in the career level of the students in their future.

Impacts of class assessment to the teachers

The class assessment will not only effect to the students but also provide effect on the teachers. The effective performance of the students also motivates the teachers to provide their best involvement in teaching process of the class. As opted by Climie & Rostad (2011), teachers will also get motivation in case of answering the interested students on the daily basis of assessments. Also from the ranking received by the students as the results of the assessments will helps the teachers to identify the best students and low level students on the basis of learning. This identification, according to Eklund & Waluszewski (2015) seem to be more useful for the teachers to understand which of the students can accepts all the learning provided in the class and which of the students required more attention. Also if the scores of the students will be good, then the teachers also get appreciated by the head of the school. It will motivate the teachers to provide more attention in the class. The argument given by Glenn & Klonsky (2011), states that poor performance of the students in the assessments will provide more pressure to the teachers from the higher authorities.

Assessments have other importance too for the teachers. From the results of the assessments teacher can get more ideas about what is required to be taught in the class given by Hartwig (2011). Moreover, the feedback regarding to their teaching can be collected from the assessment which help them to improve their teaching process. Also the teachers can used the assessment results in case of collecting the feedback and compared them to the performance of the other schools.

Effects of test assessments on the school’s reputation

As stated by Kettinger & Marchand (2011), one of the reason for which the parents will select the school for their children’s learning is the reputation of the school. The school’s reputation is mostly depends on the grade marks acquired by the students at the previous years of the school. As much the learning processes are good in the schools, the results of the students in the assessments will be better which influence the parents and other publics to bring their children in this school (Rompho & Boon‐itt, 2012).

Feedback of assessments

Written feedback

 Written feedbacks are essential to provide to the students after most of the assessments. Written feedbacks are given in the form of short, general and grade with specific comments. May (2011), stated that most of the students who got written feedbacks regarding to their performance will provide more efforts to improve their performance. As commented by McCrimmon & Climie, (2011), some of the teachers feel trouble to give encouraging comments in the student’s paper which will demolish the efforts of the students. The comments of the teachers are very effective for the students to improve their performance but Ochs (2012) seems that there are several teachers whose comments provide bad impacts on student’s mind.

Verbal feedback

The feedback regarding to the performance of the students should be provide by the teachers in the form of OK and FINE. Teachers should used the commonly used feedbacks in the class which the students can easily understand as per Pingault et al. (2012) and should not try to provide hard feedback.

Non-verbal Feedback

A large number of non-verbal feedbacks are there in the primary schools. The behavior of the students gets affected from the scowls of the teachers. One of the common types of non-verbal feedbacks is gesture which includes body movements and facials. The enjoyments expression of the teacher’s face provides the light feeling to the students. As per Posner (2012), teachers should able to understand the student’s mind from the expression of their face and should change their teaching style and speed according to the situation.

2.6. Summary

The concepts of grading and feedback are provided in this chapter. Grading helps the students and teachers to understand the skills and knowledge that the students gathered in their whole school year as well as in the daily activities of the class. The feedback regarding to verbal, written and non-verbal feedbacks are very much effective to the regular performance of the students in the schools. The comments provided by the teachers to the students should be clear and used in the regular basis so that students can understand it easily.

CHAPTER III

RESEARCH METHODOLOGY

3.0 Introduction

Research methodology is the chapter that presents the tool and procedure applied by the researcher in conducting the research study. It can be stated that research methodology explains and evaluates the plans for conducting a research study. Understanding of the procedure, decision making technique is the most essential approaches covered in this section of study. The research methodology also determines the necessary strategies that the researcher has adapted.  This leads to a succinct analysis and potential process of research. The researcher here in this section jots down the necessary areas of discussion and presents how it has helped in the development of the study as a whole.

3.1 Method Outline:

In order to perform this study properly, the researcher has applied the different techniques. Application of post positivism philosophy is a quite intrinsic approach that has enabled the study to be developed. It has helped in collecting the information and necessary issues essentially. The researcher has used the deductive approach for delineating the necessary areas of study. It has also paved the way for essentially applying the theories in the research areas. Application of descriptive research design is also the significant factor that helps the researcher to discuss about the different areas of the study. Collecting the primary data is a proficient factor that helps in determining based on which area the researcher is going to project its approaches. Qualitative and quantitative data collection procedure manages in ascertaining the progress as a whole.

3.3 Research Onion

Research onion is the step by step presentation of the different sections that helps in attaining figurative approach for this particular research study. Identification of the different stages of the research approaches is also quite intrinsic in this approach. It also helps the researcher in strategising the time span needed for each single work needed to be conducted by the researcher. A research study needs to undergone all of these stages to properly develop the study. (Bergh & Ketchen, 2009) mentions the researcher onion is having six sequential stages, naming Research Philosophy, Research Strategies, Research Choice, Time Frame, Research Techniques and Research Procedures.

Figure : Research Onion

(Source: Saunders et al. 2009, pp. 52)

The researcher is going to follow this particular diagram for this research study essentially that determines in the cohesive development of the study.

3.4 Research Philosophy

Research philosophy appears to provide a framework that enables the research work to be developed practically. It also provides the ways for better analysing and evaluating the ideas and thoughts more coherently. It can be stated that research philosophy leads in attaining better cohesion in the successful accomplishment of a research study.  Bernard (2011) seems to be of this view that research philosophy is of three different kinds: positivism, interpretivism and realism. In order to present the necessary facts, factors and other necessary information application of positivism is the most essential approach. It also ensures in attaining best quality for a research study. In the modern studies application of post positivism approach is another significant factor that leads to delineate better application of the theories in the practical field. Besides, the interpretivism deals with the complexities and difficulties of the social issues related to this particular research topic. Involvement of the researcher in the interpretivism approach leads in maintaining better attribute of the research study. Finally, realism is the combinatorial approach of positivism and interpretivism that pierce to attain the detailed report of the research study (Bryman & Bell,2011).

3.4.1 Reason of Applying Particular Philosophy: Post-positivism

For this research study the researcher has used the post-positivism approach that has enabled the researcher to analyse how the application of the theories seems to be quite intrinsic in letting the test assessment for the primary students successful in Mauritius. It helps the present researcher to cross check all the theoretical approaches in context of the research development. But application of interpretivism may not let the researcher paving way for gaining practical experiences. At the same time, use of realism may not prove to be essentially intrinsic for jotting down all of the issues and information. Therefore, adaptation of post positivism is literally convenient.

3.5 Research Approach

The research approach is leads a research study to gather essential and required materials that crept with a study. Application of the proper research format is another practical issue that evolves through maintaining better proximity for a study. Burns et al. 2008) identifies the research approach is of two different kinds: inductive and deductive. In deductive approach the researcher is liable of collecting the data and information from a specific source. Cooper & Schindler (2010) mentions that by using the deductive approach the area of collecting details for the researcher squeezes to a single area. Besides, in inductive approach the researcher is needed to centre its focus onto the specific theories and topic that leads in better analyzing the approaches. However, in this approach the researcher is needed to completely depend on the peer reviewed papers, therefore, the risks of deviation increases. 

3.5.1 Reason of Applying Particular Philosophy: Deductive

For this research approach the researcher has used deductive research approach. This has enabled the researcher collecting the data and information firsthand. By moving to the respondents the researcher becomes able to collect the data for this particular study. Although the researcher was in need of taking help of peer reviewed articles, however, the main research study has been prepared being based on the information and data collected by the researcher. It has also let the researcher attain more coherence in the study (Corbetta, 2009).

3.6 Research Design

In order to conduct a research study maintaining a proper research design is essentially convenient. According to the structure of the research, the researcher develops its own study which essentially helps in attaining better coherence in the study. Collection and section of the valid information and data is also literally cohesive that paves way for the intrinsic development of the study. As strategically pointed out by Harrison & Reilly (2011), the research design is of three different kinds, naming, exploratory, explanatory and descriptive research design. Exploratory research leads to collect the data and information exponentially. Though exploratory research design paves way for emerging of various kinds of ideas and thoughts, however, its area of research is small. Besides, explanatory research design leads in mentioning the several essential and necessary thoughts necessarily, but it is essentially elaborative. Therefore, in most of the cases the researchers try to avoid this approach.. Finally the descriptive research design enables the researcher to look across a large area that the research study covers (Huxham & Vangen, 2008).

3.6.1 Reason of Applying Particular Philosophy: Descriptive

In this research study the researcher uses the descriptive research philosophy which enables the researcher to cover a large area of the study. It also paves way for the other different thoughts that leads the researcher cover a bigger approach. Application of exploratory research design may not let the researcher cover a large part of the study. Beside, using explanatory design could have only let the researcher determine prompt issues. Henceforth, it can necessarily be stated that application of descriptive approach is essentially successful.

3.7 Data Collection Procedure

Data collection procedure is another essential issue that leads to manage the information. (Johnson et al. 2007) identifies that practical understanding of the issues and factors seem to be quite essential. Collection and using of data is quite potential.

3.7.1 Data Sources: Primary

In order to do a research study collection of data from the different sources is intrinsic. To study of any topic collection of data is literally intrinsic. Knox (2008) is of this view that data can be of two different types: primary and secondary. Primary data is the firsthand collection of the data and information by the researcher. The researcher contacts with the related respondents of the topic and collects the data from them. The researcher directly either interacts or interviews with the subjacent or the targeted respondents that helps the researcher bagging the details. Besides, the secondary sources are reviewing the peer reviewed books, journals, web journals or websites. It leads to the researcher to have a coherent ethicality on the research study. This has also essentially managed the researcher to potentially manifestation of the research cohesion. But it is needed to be stated that application of the primary and secondary data is necessarily cohesive that paves way for the successful accomplishment of the research study (Magilvy &Thomas,2009).

For this study the researcher has applied the primary data collection technique that helps the researcher collecting the first hand data and information. It has also helped the researcher in managing the study essentially. However, for the development of the Literature Review section collecting data from the different peer reviewed books, journals and websites appear to be quite intrinsic.

3.7.2 Data Techniques: Quantitative and Qualitative

Morgan (2007) seems to have been eloquent in stating that there are two different kinds of data collection techniques are used in a study: qualitative and quantitative. Both the techniques are helpful in delineating and framing the research study. In quantitative study the researcher spreads out the Multiple Choice Questions (MCQs) to the respondents. Based on their responses, the researcher frames the study and develops the research work. In this case answer to the respondents is limited and the driving power of the respondents is capitulated in the researcher’s hand. Besides, in the qualitative approach the researcher directly interrogates and interacts with the respondents. This approach helps in emergence of more information and data needed to do this research study (Onwuegbuzie & Leech, 2009).

For this present study application of both the techniques is quite intrinsic. The researcher, on one hand conducts the quantitative research by distributing the MCQs among the students, again, on the other hand, direct interrogation with the different senior persons is also conducted as well.

3.8 Population and Sample

Collection of the sample and using them for the development of the study leads in immense manifestation of the research study. Total number of sample used in a research study is stated to be the total population that helps in attaining better cognizance for a study (Saunders et al.2008). 

3.8.1 Sampling Technique

For this research study the researcher uses the probability sampling technique. The researcher prefers using the random sampling approach that helps in successful development of this research. Sampling in this approach is confirmed to be the quite intrinsic approach that determines better prodigality. Application of the proper sampling technique for this research study is therefore quite intrinsic for the essential development of the study. The researcher uses MS Excel in order to analyze the data and information collected from the respondents.

3.8.2 Sample Size

To 100 students studying in different primary schools of Mauritius have been distributed the MCQ questionnaires having been armed with 10 questions each. Collection of information and data in quantitative mode in this approach seems to be the most intrinsic approach that helps in development of the study. Besides, the researcher has interacted with 3 headmasters, 5 deputy headmasters and 2 mentors of different primary schools of Mauritius.

Therefore, total sample size for this research study is 110.

3.9 Ethical Issues

For doing this research there are some ethical issues that the researcher has been in need of essentially taken care of. Following these research ethics has let the researcher attain more coherence and trust for conducting this particular study.

• Maintaining the Anonymity of the Respondent: The researcher affirms that in no way the personal details of the respondents shared with the researcher during interaction will not be slipped out. The researcher also ensures that once the research is over no harassment should inflict on them.
• Determining Voluntary Participation of the Respondents: It is assured that the respondents’ participation in this research work is completely voluntary. In no way the researcher or associate has influence or tried to influence the answers of the respondents that could create problems.
• Managing Data and Information: In doing this research the data and information used by the researcher is used only for the research purpose nothing else. The researcher in no way has the intention to commercialize the data. It also helps the researcher in identifying the basic source used for this research approach (Toloie-Eshlaghy et al. 2011).

3.10 Research Limitations

While doing the study the researcher seems to have faced some of the intrinsic constraints that lead to create problems for the intrinsic development of this study.

• Shortage of Time Duration: For doing this research, if the researcher could have had more time, more finely the work would have been done. More to be added, It has also leads the researcher managing the time worthy tasks to be completed within a short span. That has cast a negative impact on the development of the study.
• Budget Shortage: Being an academic research project, budget to the researcher is limited. In no way the researcher is able to spend a lot for this task. It has let the researcher not to use SPSS software for the data analysis as it is literally expensive. In several more cases budget becomes the most stringent constraint.
• Reliability of the Respondents: It is not always sure that all the respondents have answered properly. As most of the respondents are child their stability of answering the questions has not grown up to a positive mark. So the researcher can not rely on the respondents blindly (Truscott et al. 2010).

3.11 Time Horizons

To do all the jobs specifically and within time, the researcher maintains a proper time schedule. For each and every work the researcher maintains a particular time frame. The following table projects how the researcher has taken time for every work.

Table 1: Gantt chart (Timeframe)

3.12 Summary

Throughout this chapter the researcher has mentioned the research tools and techniques that the researcher seems to have used for successfully developing this research study. This particular chapter seems to be the notary of the every single approach taken up and followed by the researcher for the essential development of the study. It describes the data collection process of the research.

CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.0 Introduction

In this particular section of this study the researcher is going to analyze the collected data and information from the respondents. The aim of the researcher is to concentrate its aim within the convenient delineation of the strategies. In order to present this particular chapter the researcher is going to present the diagrams and figures essentially that also help in presenting the collected data essentially. The aim of the current researcher by analyzing the data essentially leads this research study to be developed. This chapter again analyzes the necessary data

4.1 Data Analysis: Quantitative

Data collected from the different students by distributing the MCQ questionnaire is going to be analyzed in this section of the study.  Pictorial presentation of the data collected so far is quite intrinsic in this order that helps in development of the study essentially.

Data Presentation and Statistical Treatment of Data (2000 or more)

Quantitative Analysis: Students

1) Are you satisfied with the learning approach of teachers?

Table 2: Students satisfied with the learning approach of teachers

Graph 1: Satisfaction of students in the learning process of teachers

Findings:

From the collected data provided in the above table, it is noticed that about forty five students out of hundred students of the Mauritian primary schools have moderately satisfied with the learning approaches of the teachers in the school. Twenty three students out of hundred students have highly satisfied in this approach. Among the hundred students, about eighteen students have moderately dissatisfied with the teaching approach and nine out of hundred students were Highly Dissatisfied. Five students out of hundred provides no opinion about learning approaches of the teachers of the Mauritian primary schools.

Analysis:

The researcher has analyzed the collected data provided in the above table and find that most of the students are satisfied with the learning approach of the teachers of the school. The students liked the process of the teaching in the school. Some of the students are highly satisfied with the teaching system of the school and provide no complain about the teaching process. Also some of the students which are about 18% provide little disappointment regarding to the learning approach of the teachers whereas some have highly disappointed with the learning approach of the teachers. Hence it can be said that the learning approach of the teachers is moderate and no need to change much.

2) Do you like giving test?

Table 3: Student’s feedback for giving test

Graph 2: Student’s feedback for giving test

Findings:

Fifty five students out of hundred are agreed with the test system of the Mauritian primary schools and also like to gives test. On the other hand, there are about thirty three out of hundred students who are totally disagreed to gives test in the school. Whereas about twelve students comments that they do not have any problems with the test system of the schools and they feel neutral in giving test in the school exam.

Analysis:

From the data given in the above table, researcher noticed that most of the students from the total sample have no problem in giving test. These students also like the test system very much and always ready to give test in the schools. They said that test helps them to identify their knowledge and skills with the help of the results of the test. However, about 33% of the students do not like to give test and said that test will decrease their confidence level and it should be stopped. Whereas, about 12% of the students of the schools are remain neutral about giving test in the schools. When there will present the test system and when no test system will be there, do not have any problem with it.

3) Are you satisfied with the marks scored in test?

Table 4: Satisfaction of students from marks scored

Graph 3: Satisfaction of students from marks scored

Findings:

Out of hundred students, about thirty students are satisfied with their marks which they scored in the test. Fifteen students out of hundred are fully satisfied with their acquired score from the test. About twenty six students out of the hundred students are dissatisfied with their marks scored in the exam. About twenty students out of hundred students are highly dissatisfied with their marks that they got in the exams of the schools. Nine students out of the hundred provide no answer regarding to satisfy and not satisfied of their marks in the school test.

Analysis:

From studying the data that are collected from the students of the Mauritian primary schools, researcher stated that most of the students are satisfied with the marks scored in the test assessments in the schools. Some of the school’s students are highly satisfied with their marks. Some of the students feel disappointed with the marks they got in the exams. They think that the marks can be better as their performance in the test exam. About 9 % student remained impartial regarding to their marks in the exam.

4) Do you agree that test brings lot of pressure on students?

Table 5: Pressure of test to the students

Graph 4: Pressure of test to the students

Findings:

Forty nine students out of hundred are agreed that the test brings lots of pressure to the students. Thirty out of hundred are highly agreed with them. About ten students disagreed with the pressure of the exam. Out of hundred about four students said that they do not feel any pressure about giving test in the school exam. No opinion is presented by seven students among the hundred.

Analysis:

From the analysis of the data provided in the above table, research stated that about 49% of students are agreed with the pressure of the exam. They stated that the test assessments of the schools bring lots of pressure to their mind. Some of the students also disagreed with the comments. Also about 7 % of the student said that sometimes there is pressure and some of the time, no pressure of the exam present. Hence, their opinion is neutral to the researcher.

5) Are you satisfied with the behavior of teachers during tests?

Table 6: Feedback regarding teacher’s behavior

Graph 5: Feedback regarding teacher’s behavior

Findings:

Regarding to the feedback calculated by the researcher from the students of the schools, it is noted that about twenty five students out of hundred students are satisfied with the behavior of the teachers during the exam. About twenty students out of hundred are highly satisfied with teacher’s behavior. There are also disappointment regarding to the teacher’s behavior in the school which includes thirty students out of hundred. Twenty out of hundred are highly disappointed and five remains neutral regarding to the teacher’s behavior.

Analysis:

From the analysis of the above given data, researcher stated that the teacher’s behavior is not much impressive to the students in the exam. About 30% of students are dissatisfied with their behavior and about 25% students are satisfied with it. Some of the students think that the teacher’s behavior provides not much reason to them to pay attention to it.

 6) Do you prefer to give test in online medium?

Table 7: Student’s willing to give online test

Graph 6: Student’s willing to give online test

Findings:

According to the collected data given in the above table, researcher commented that about thirty students out of hundred are moderately satisfied with the online test. Highly satisfaction is also seen to forty five out of hundred students and about twelve out of hundred are moderately dissatisfied with the online test. Nine students are highly dissatisfied and four students remain unbiased out of the hundred students of the school.

Analysis:

Researcher finds that regarding to the analysis done on the above given data, large number of students are highly satisfied with the online test system. Very few students are dissatisfied with the online system. As a results, it can be said the online system provide more interest to the students of the Mauritian primary schools.

4.2 Data Analysis: Qualitative

Data and information collected from the different senior authorities are going to be analyzed in this section. The researcher will also be going to set a conclusion that may help in analyzing the issues necessarily.

Qualitative Analysis: Principals

1) What is the effect of test on the student’s performance?

Regular test assessment in the school will increase the knowledge and skill of the students. Because of arranging the test, students will give more attention to their daily study. According to the point of view of the principle of the Mauritian primary schools, to get pass in the test assessments students will work hard and are able to developed themselves to participate in the state and district level competitions. Also the test provides the feedback regarding to the learning progress, building intelligence, tracking the level of understanding of the students, also stated by him. The grades, marks and comments provided by the teachers regarding to the results of the test increase the confidence level of the students. Good comments motivate students to give more efforts in their learning. On the other hand, the bad performance of the students in the test will decrease the confidence level of the students. Regarding to the comment of principle, bad comments given by the teachers will provide bad effects on the student’s mind on which part the teacher should be provide more care.

2) Do students feel pressure due to exams?

The test system also provides pressure on the student’s mind. They feel pressurized to take part in most of the tests of the school. According to the school’s principle, the student’s of the primary school are very small and the exam organized on the regular basis will creates more pressure to their mind. The pressure is created regarding to the teacher’s behavior and the results of the test. Students are pressurized to provide more focus on their learning by the teachers and also by their parents when the exam is nearby, commented by principle. It creates more pressure to the mind of the students regarding to the results of the exam that if the results will be bad then teachers and also their parents will force them for more studying. He also commented that some of the students also remain excited for the exam and feel no pressure regarding to it. Some students think exam will increasing their knowledge level and do not creates any pressure to them. Principle also stated that if the students complete their learning on the regular basis then there will be no pressure on them regarding to the exam.

3) What are the ways has been adopted to increase the knowledge level of students?

As per the comments of the principle, the exam should be adopted in such a ways so that the students will feel free to give exams. The students should feel excited to take parts in the exams said by him. The ways through which the exam system can make more exiting is by presenting it in online medium. The online system is always liked by the juniors as they get more varieties through online. As the students are more likely to the colorful and exiting system hence, the examination system of the school should be present in such a ways that the students get attracted to attempt the test assessments organized in the class. The online medium will also required to be used in the teaching process of the school as per the principle. E-learning process can be helpful in case of providing more knowledge regarding to the syllabus of the class. It will improve the general knowledge of the students and the students also get more attracted to the innovative knowledge and modern technologies. Also the teachers should provide more attention to the interest level of the students and try to involve in such discussion, stated by the principle of the school.

4.3 Summary

Throughout this section of the study the researcher has analysed the data and information collected from the different respondents by presenting them graphs and tables. It also helps in analysing the necessary issues needed to be acclaimed for this study. The researcher has also determined how far the study is essentially cohesive for adjusting the convenient issues. This chapter discusses the effective data that has been collected from the respondents of primary sources. This chapter also discusses them findings of the qualitative analysis of the interview of principles.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.0 Conclusion

After successfully presenting the data and other analysis, the researcher has come to this point to analyse and sum up that the issues raised by the researcher is whether effective or not. It seems to be a quite intrinsic place that helps the researcher to presenting potentially the issues discussed so far. The researcher has analyzed that test or examination is very important for the purpose of learning evaluation of the student. Effective test and assessment helps to evaluate the learning effectiveness of a student within the context of primary education. The researcher has concluded that effective learning helps to evaluate the effectiveness of learning of different students in primary level.

The primary education is involved within different types of curriculum development. It has been seen from the data students of primary level often loss interest in the aspect of traditional test or examination. Students often find it very difficult and pressurized while dealing with the traditional type of test or assessment. However, teacher should provide different types of test using innovative techniques to the students of primary students. I has been seen that the students of America often give online test using own computer. Therefore, it can enhance the level of interest of every student of primary level of education. Different types of educational assessments should be resulted within proper change of environment of learning. It has also been seen that students of primary level often loss interest as they have been engaged within a traditional perspective of learning and education.

5.2 Linking with the Objectives

In this particular area of the study the researcher is going to set a link with the objective of the study and the approaches discussed so far by the research only to determine whether the predetermined objectives are successful. This area of literature has been linked with the literature review of this study.

Linking Objective 1: to assess the importance of measuring essentiality of test assessment in the primary schools of Mauritius

From the given literature, it has been seen that any type of test or examination is very necessary for every student or teacher of the school of primary setting. Test is necessary for every student to know the process of learning and knowledge. The teacher can be able to know the level of knowledge and experience of students while gathering effective reading of different subjects of learning.

Linking Objective 2: To identify the techniques adopted by primary schools in measuring the performance of the primary students

There are several types of techniques for measuring the performance of every student of primary school. School teachers have taken some traditional approaches of education towards the pupil of the school. The teachers have taken some techniques of Summative assessment. However, it has been seen that summative assessment can be described as a very traditional as well as descriptive process of taking examination or test. However, students often get very stressed while giving examination or test of the students. However, students also can not be able to give the examination in summative type of assessment.

Linking Objective 3: To analyze the contribution of performance measurement for the students studying in the primary schools

Performance should be measured for stipulated time of the year. The teacher should give small pressure towards the student. This pressure can be able to help the students to gather more opportunity in learning process. It can be able to help every students of primary school setting for the further development of the process of study. From the concepts of literature review, it can be seen that there should be effective type of innovative methods of examination.

Linking Objective 4: To recommend ways for improving student’s performance

From the literature review, it can be seen that different types of innovative technologies can be very effective for the student of primary setting. The teacher should provide effective types of innovative technology within the classroom setting of primary. The performance of student should become very effective with the help of innovative technologies. The utilization of online medium can be very effective for the assessment of tests of the students of the primary school setting.

5.3 Recommendations for the Particular Topic

The researcher has given some possible recommendation for doing the improvement within the primary context of classroom.

Recommendation 1: Primary setting of classroom should gather effective technology for the improvement of the students of primary setting of school. The utilization of innovative and effective technology can be very important for the primary students. The teacher should use online medium for the students of primary school. Multimedia and broadband communication can be utilized by the primary teachers for improving the classroom environment of the primary setting. The students of primary school can also be able to enjoy the environment of the classroom.

Recommendation 2: Different types of formative assessment are also very necessary for the students of primary school. Formative assessment can be considered as one of the most effective and innovative techniques. It is far better than traditional type of assessment, like written test or essay type examination etc. Students of primary education can also enjoy the types of formative assessment.

Recommendation 3: This primary school can develop an interactive class discussion or on the spot performance, like quiz. The students can also enjoy effective types of project based on the reading chapters. Students can enjoy different types of projects while providing effective knowledge upon the particular subject or topic. Children can enjoy different types of project regarding the subject.

Recommendation 4: The teacher should utilize fun games of mathematics while examining the performance of the students. The teacher should provide gap between two or three exams to minimize the pressure upon the students of primary school setting.

5.4 Future Scope of the Study

This particular study deals with the different sections of the education system for the primary students of Mauritius. The researcher presumes that in the coming days more study and research studies will be conducted on this specific area of research study. In that case this particular study will become one of the significant basements. For this particular study, the researcher’s approach is expected to be followed in the coming days. It also seems to be quite significant issue that helps in determining the future research approaches. The researcher presumes that in the coming days some other researcher will find out more in this approach of the study and will be able to determine to resolve the issues failed by the current research study.

5.5. Summary

This chapter discusses the conclusion as well as recommendation of the research study. The researcher has also carefully linked the objectives of research with the concepts of literature review in this chapter. This chapter also discusses the future scope of the research study. This chapter discusses the particular area of recommendation of this particular area of research topic. This chapter describes effective techniques of test or examination for the teachers and students within the classroom context of primary education.

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