Measuring the impact
Evaluation is a critical element of our programs, and we have in place a testing regime for students, teachers and mentors to identify improvements in learning outcomes and the development of teachers’ knowledge and skills. We also rigorously monitor and evaluate all aspects of other other programs, and report transparently on the outcomes.
By improving the quality of primary teaching, increasing community engagement and influencing systemic capability, our programs have contributed to increased student attendance, higher retention rates, and improved student learning outcomes.
We publish an annual scorecard showing outcomes on a range of measures, across all our programs. Click to download the 2016-17 scorecard for the last completed Cambodian schools academic year. Below are selected results from our Quality Teaching Program.
Quality Teaching Program outcomes
Testing student learning outcomes
SeeBeyondBorders conducts independent testing of the mathematics knowledge of all students in program schools. Tests are based on relevant levels of the Cambodian mathematics curriculum and are set by SeeBeyondBorders staff. With the help of university students who are trained by SeeBeyondBorders’ staff, the half-yearly tests are given to students on a predetermined day. Testing is invigilated by the university students who collect and mark the papers and tabulate results which are subsequently used to provide feedback to teachers. Students who are absent are given a score of zero.
Our objective is for 75% of grade 1 and 2 students and 60% of grade 3 students to pass end-of-year mathematics tests by the end of the Core program, then prior to commencement of our program, we tested students to establish a baseline.The chart below shows the success achieved in improving student test results.
In July 2017, SeeBeyondBorders conducted tests and assessments on 4,750 students across our core programs, and 87% of grade 1, 79% of grade 2 and 69% of grade 3 students passed these tests. Across all 7,141 children in our current programs the student pass rates are 85% of grade 1, 82% of grade 2, and 73% for grade 3.
SeeBeyondBorders has developed a scale to measure competency across six key teaching skills where an achievement at level 2 denotes competent across all six skill areas, and level 4 is exemplary in a Cambodian context. Each skill level consists of a number of required capabilities that together denote a particular level. Only on mastering all competencies in a given skill is a teacher awarded that skill level. There is no averaging.
The competency of teachers participating in our programs is assessed every six months through structured classroom observations. Our objective is to have 100% of teachers reach Level 2 (competent) by the end of the Core program (3 years). The chart below shows the results for teachers in our program.
The results from assessments conducted in July 2017 show 99% of teachers in our Core programs achieved at least Level 2 (competent across all skills), and 5% achieved Level 4, and exemplary skill level.
The skills of mentors are measured in much the same way as for teachers, with six monthly structured observations to assess competency against a scale comprising four skills, to be achieved at four levels. Our objective is to have 80% of mentors involved in the Core program demonstrate all requisite mentoring skills at Level 2, showing basic competency to collaborate, coach and advise.
Results from assessments conducted in July 2017 show 98% of mentors achieved at least Level 2 (competent), and 7% have achieved Level 4 (exemplary).
The average rate of absenteeism for Cambodian primary school children is 16%. The combined effect of our programs has resulted in a reduction in the rate of absenteeism across all our program schools to 9% in 2014-15, 8% in 2015-6 and 7% by 2016-17.
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Get in touch if you have any queries about our evaluation processes, or about the outcomes from our programs.