Fr Charles Mallia
Benchmark intended to raise standards
The review Transition From Primary To Secondary Schools In Malta (July 2007) recommended the abolition of the Junior Lyceum and common entrance examinations and the introduction of a national assessment in mathematics, English and Maltese. Once the results of the last Junior Lyceum and common entrance examinations were published, on July 1, 2010, a meeting was held to plan a national benchmark for June 2011. Officials from the Directorate for Standards and Quality in Education and representatives from Church and independent schools participated in the meeting. This group formed the steering committee.
The Educational Assessment Unit had already done some groundwork and during the previous scholastic year teachers in state schools received training in oral language assessment. However, by the beginning of September 2010, the exercise became more collaborative when a number of Year 6 teachers from state, independent and Church schools were invited to share ideas and expertise in order to further develop the idea of a national benchmark assessment in literacy and mathematics.
The steering committee continued to meet regularly and by the end of October presented the national benchmark to all heads of primary schools in Malta. Technical teams made up of educators from the three sectors and from the Faculty of Education at the University of Malta prepared sample papers for Maltese, English and mathematics. These were made available to the public via the website www.curriculum.gov.mt by mid-December 2010. Meanwhile, teachers in Year 6 in Church and independent schools were given the opportunity to attend training sessions in language oral assessment.
In December, the steering committee met with the Education Leaders Council, made up of the two directors general, the directors and the state college principals, to discuss and take important decisions.
The benchmark exercise was officially launched by the Minister of Education, Dolores Cristina last January 15 and consultation meetings with educators and parents ensued.
The benchmark is an articulated assessment exercise. It includes the testing of various skills including speaking and listening in language examinations and mental/aural skills in mathematics. So it is not a mere statistical exercise: the new components should contribute to qualitatively more appropriate teaching and learning. Together, the different components of the benchmark exercise should contribute to a positive wash-back effect on instruction and assessment throughout the primary school.
The purpose of benchmarking is to collect evidence of the standards in Maltese schools with the prospect of raising these same standards. The benchmark provides schools with information about their own school and of the national standards. This information can assist them in their planning for further school improvement.
Such an exercise provides educators with external and objective feedback from professionals and practitioners. Great effort has gone into assuring validity and relevance. The sample components of the benchmark made available to all schools have already yielded important information and the June benchmark will be an improvement of the sample provided. The benchmark is intended to develop into a challenging and meaningful experience for all learners, including high fliers.
The removal of the Junior Lyceum and common entrance selective examinations has liberated thousands of children and families from end-of-primary stress. The benchmark does not select students for different schools. It aims at making transition as smooth as possible. The exercise should be embedded within the school culture and organisation, carried out as a routine assessment exercise and regarded as a normal step at the end of the first six years of formal education. It should not attract overwhelming attention and distort school life. Instead of relying on school-based annual examinations in Year 6, the benchmark will be a centrally-set and marked examination, no more and no less.
Schools still have the opportunity to meet parents now that the deadline for non-state schools to register their participation in the benchmark exercise has been extended in response to requests voiced during public meetings.
The benchmark cannot be a truly national benchmark unless schools from all sectors participate. The more schools participate, the better calibrated the national benchmark will become with the prospect of raising standards for all.
The author is the Church Schools Representative.
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Joseph Borg
Feb 25th 2011, 02:41
Article gives impression that there was so much participation in decision: definitely little or no consultation with us parents. At meeting @ St Monica we were JUST INFORMED and at our school, whatever we worried parents say, it seems decision will be imposed.
The impression that exam was tried and tested and there are so good experts behind it?!? So why not even syllabuses are available? Why should we give up something that works well for something unknown, and of low standards? Just to suit state schools, and YES statistics?!
If we wanted a government school we would have gone there without problems! We chose a Church school because they are BETTER, now they will decrease the good work and level.
We will be controlled so government schools appear good. No big difference from KMB days where we suffered to save Church schools. We’ll be there again! They will control!
Ways out-
As Fr Mallia suggested during meeting, we should NOT SEND our children for benchmark!
As we will be like government schools, we will do the same: we can CONSIDER NOT PAYING DONATION if benchmark is adopted.
Parents' views and worries SHOULD be SERIOUSLY considered!
Dino Mamo
Feb 25th 2011, 01:15
Fr Mallia's position is clear; was clear during the meeting (informative and not "consultative" as claimed) for parents. Worrying is the total disregard of parents' preoccupations: many schools plod on notwithstanding parents' stands while others give up (for various reasons, not least pressure) although not happy with benchmark.
'Surprisingly' deafening is APCCS' silence who didn't move a finger (where are they?) – shouldn't they be a forum and vehicle for worried parents so ALL would DEMOCRATICALLY be heard and considered? Hope they're not just another cogwheel! The APCCS' aims (Statute, clause 2) include “to develop and cultivate the partnership between parents, administrators, teachers and pupils so that the educational endeavour be strengthened and bears the desired results” (2.2.3) and “to safeguard and enhance the character, identity and autonomy of each of the Church Schools” (2.2.8). What about the “partnership between parents ... so that the educational endeavour be strengthened” and their role “to safeguard and enhance the character, identity and autonomy of each ...” Apart from serious problems with levels, we want to safeguard "educational endevour" and "autonomy". (Very sad) History should illuminate. Fr Mallia and others are unknowingly enhancing 'colonisation' and loss of sovereignty to 'central power'.
Miriam Musumeci Macelli
Feb 24th 2011, 17:29
This article tends to give the impression that this is the opinion of all church schools on the matter at hand, and this despite the fact that Fr. Charles Mallia was present at, at least three meetings wherein heads of Church schools, teachers, parents, a University professor and Lecturers voiced serious concerns, based on sound educational arguments that while what was intended by the reform is that of raising standards in State schools, it might not offer any benefits or worse still end up doing the exact opposite when it is applied to Church Schools. For Fairness sake, I would like to point out that while Fr Charles Mallia was/is the church representative on the Board which introduced the reform, he is NOT the Church Schools Representative , nor voice on the issue of whether church schools should participate in this exercise or not, and thus the opinion voiced in this article should be taken as his personal opinion and not the opinion of all church schools on the matter. Fr Charles is hereby being invited to correct me if I am wrong here.
gemma axiaq
Feb 24th 2011, 14:09
One other point: carrying out a standardized test for a national benchmark and having annual exams as part of a whole programme of formative and summative assessments for teaching and learning are two different things. They are two different tools and carry a different function. So, please explain: how can one replace the other? What is the real agenda here? And why all the rush? Sample papers were sent to the schools in mid-December; they are still being discussed and evaluated; Fr Charles is assuring us that 'the June benchmark will be an improvement of the sample provided'. Does this mean that the actual thing is going to be a surprise on the day of the exam? Do we realise that we are talking about 10 year olds who will be sitting for this exam in 3 months time?
gemma axiaq
Feb 24th 2011, 13:49
If Fr Charles Mallia is really representing ALL Church Schools he should be more sincere in his words and write also about the CONCERNS shown by some Church Schools! Fr Charles stated that 'Instead of relying on school-based annual examinations in Year 6, the benchmark will be a centrally-set and marked examination, no more and no less.' He should know much better. And yes, there is MUCH MORE to it than that!