The learning outcomes and continuous assessment educational reforms : is there a gap between the intended purpose and the teachers' perceptions?

Abstract

Reforms are good intentions to achieve better outcomes, hence, they bring with them a degree of change. Given that education has to respond to societal demands, reforms are an important part of an education system which tries to modernise and adjourn itself with these demands. In this century, emphasis is on skills, competences and attitudes, apart from knowledge, which is why the Maltese education system moved towards a learning outcomes-based approach and continuous assessment. Since reforms are the way forward in the teachers’ modus operandi and teachers are an asset for the success of the reforms, it was imperative, and also a first, to study the teachers’ perceptions on these matters. This study was guided by the following research questions: What are the teachers’ perceptions of the two newly introduced educational reforms, the Learning Outcomes Framework and Continuous Assessment? and, In what ways, if any, do the teachers’ perceptions differ from those of the persons involved in the reform project? This research used a qualitative phenomenological approach and focused on the depth, not breadth, of the data. Data about the differences in perceptions about both reforms was collected through open-ended online questionnaires and one-to-one semi-structured interviews. This study was conducted after the first year of implementation of the reforms and aimed to analyse whether Year 3 and Year 6 teachers understood the rationale behind the reforms and whether they needed further support. Moreover, this study also sought to analyse the perceptions of those involved in the writing of the learning outcomes which included Education Officers, Heads of Department Assessment for Learning involved in monitoring the implementation, and a member who led the reform project. The perceptions from both ends of the spectrum were compared in order to examine whether there was a gap between the teachers’ perceptions and the intended purpose of the reforms as put forward by those involved in the reform project. Results from this study reveal that there was resistance towards these reforms from teachers. Furthermore, after the first year of implementation, findings show that there were teachers who had not yet grasped what these reforms entail and needed further guidance and support. Results from this study also indicate that those involved in the writing of the reforms and in monitoring the implementation realised that amendments were needed to improve the reforms and that teachers needed further training. Therefore, it is evident that there seems to be a gap between the teachers’ perceptions and the intended purpose since the views from both ends were not parallel. This study recognises that although educational reforms are important to keep the system abreast with the continuous societal changes, it is vital to involve all stakeholders from the planning stage in order to have more effective and successful reforms.