The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia

Gorgodze, Sophia; Chakhaia, Lela

doi:10.1080/0969594x.2021.1900775

Cited by 8 publications

(10 citation statements)

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“…One of the components of the project dealt with establishing a transparent and standardized examination model to reduce the level of corruption that was a massive problem in Georgia (Temple, 2006). In 2002, the National Examination and Assessment Center (NAEC) was established, though any significant policy change had not occurred (Bakker, 2014;Chankseliani et al, 2020;Gorgodze and Chakhaia, 2021).…”

Section: Georgia's Education Policy Shifts: Naec In Focusmentioning

confidence: 99%

“…Before NAEC, the univer-sity admission model was corrupt, in which university administration and some professors were involved (Bakker, 2014;Rostiashvili, 2011); some authors highlight the importance of UNEs and relate it to meritocracy and the fight against corruption (Gabedava, 2013). In other papers, the authors point out that UNEs foster the private tutoring system, reduce the role of the national curriculum and its goals, and increase the inequality between entrants from urban and rural areas (Bregvadze, 2012;Chankseliani, 2013;Gorgodze and Chakhaia, 2021;Kobakhidze, 2018).…”

Section: Georgia's Education Policy Shifts: Naec In Focusmentioning

confidence: 99%

“…The process was full of corruption (Chankseliani, 2013; Gorgodze and Chakhaia, 2021) that harmed the government's image. From this point of view, it is believed that the reasons for NAEC's policy success were the appropriate political context, fast implementation, and anti-corruption outcomes (Gorgodze and Chakhaia, 2021). Indeed, the centralized admissions model has been viewed favorably by the local population and the entire political spectrum (Bethell and Zabulionis, 2012;Chakhaia and Bregvadze, 2018).…”

Section: Georgia's Education Policy Shifts: Naec In Focusmentioning

confidence: 99%

“…This organization has become the prominent institution that plans and conducts school leaving and university entrance examinations and national-wide assessments. Thirdly, NAEC is seen as the best education policy change since the Rose Revolution and can be labelled as a case of policy transfer (Bakker, 2014;Gabedava, 2013;Gorgodze and Chakhaia, 2021).…”

Section: Introductionmentioning

confidence: 99%

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"What Makes Education Policy Transfer Successful? The Case of the National Assessment and Examination Center of Georgia "

Tabatadze

Dundua

2023

TRAS

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In education policymaking, policy transfer can be seen as one of the practical tools. The cons and pros of the process are clearly manifested in post-socialist countries where the education system started to change fundamentally after regaining independence in line with increased interest from donor organizations. The article deals with the process of education policy transfer based on the case of the National Assessment and Examination Center of Georgia. The proposed orthodox framework of policy transfer and data analysis allows us to draw main conclusions to answer the research question: what makes education policy transfer successful? Besides hindering factors, such as challenging socio-cultural environment and vertical administration of the education system, there are some facilitating factors: continuous political support, a motivated team that knows how to build organizational culture, communicate effectively with all stakeholders, feels the local context, and tries to establish foreign policy transfer networks. These key determinants can make education policy transfer successful. The methodological approach and conclusions of the article can be used by scholars from post-socialist education research and beyond who are interested in determining the causes and results of education policy transfer.

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Section: Georgia's Education Policy Shifts: Naec In Focusmentioning

confidence: 99%

Section: Georgia's Education Policy Shifts: Naec In Focusmentioning

confidence: 99%

Section: Georgia's Education Policy Shifts: Naec In Focusmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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"What Makes Education Policy Transfer Successful? The Case of the National Assessment and Examination Center of Georgia "

Tabatadze

Dundua

2023

TRAS

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“…After high school graduation, an applicant can indicate an unlimited number of higher education program choices. As a result, by receiving a minimum passing score on the united nation exams, any applicant is guaranteed a spot at a university (Gorgodze & Chakhaia, 2021). Unfortunately, research suggests mismatches between the most popular university majors and the needs of the labor market.…”

mentioning

confidence: 99%

Identity trajectories and narratives during the transition out of undergraduate education among Georgian emerging adults.

Skhirtladze¹,

Javakhishvili²,

Syed³

et al. 2022

Developmental Psychology

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The transition out of university education and into the workforce represents a turning point in terms of the evolution of one's goals, roles, responsibilities, relationships, and lifestyle. For this reason, this transition might create important challenges and opportunities for identity formation. The present mixed-method longitudinal study examined identity formation processes in a sample of Georgian final-year undergraduate students over an 11-month period at four different points before and after graduation. At time 1, 369 participants (20% male, mean age = 21.83) completed self-report questionnaires. Life narratives were collected from a subsample of 40 individuals who participated at the last (i.e., fourth) time point. Latent class growth analysis (LCGA) was used to identify developmental typologies of identity formation based on dimensions of commitment and exploration, collected at all four time points. Four trajectory classes-Moratorium, Foreclosure, Troubled Diffusion, and Undifferentiated-were identified. Qualitative results suggest that childhood and family relationships, independence/autonomy/adulthood, education/occupation, and romantic relationships represented salient identity related themes among the study participants. Narratives of trajectory representatives provided insights and the phenomenological accounts of emerging adults' experiences during the transition and highlight specific characteristics of each trajectory class.

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A review of the benefits and drawbacks of high-stakes final examinations in higher education

French,

Dickerson,

Mulder

2023

High Educ

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High-stakes examinations enjoy widespread use as summative assessments in higher education. We review the arguments for and against their use, across seven common themes: memory recall and knowledge retention; student motivation and learning; authenticity and real-world relevance; validity and reliability; academic misconduct and contract cheating; stress, anxiety and wellbeing; and fairness and equity. For each theme, we evaluate empirical evidence for the perceived pedagogical benefits and pedagogical drawbacks of high-stakes examinations. We find that relatively few of the perceived academic benefits of high-stakes examinations have a strong evidence base. Support for their use is largely rooted in opinion and pragmatism, rather than being justified by scientific evidence or pedagogical merit. By contrast, there is substantial evidence for pedagogical drawbacks of high-stakes summative examinations. We conclude that the current heavy reliance on high-stakes final examinations in many university subjects is poorly justified by the balance of empirical evidence.

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The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia

Cited by 8 publications

References 10 publications

"What Makes Education Policy Transfer Successful? The Case of the National Assessment and Examination Center of Georgia "

"What Makes Education Policy Transfer Successful? The Case of the National Assessment and Examination Center of Georgia "

Identity trajectories and narratives during the transition out of undergraduate education among Georgian emerging adults.

A review of the benefits and drawbacks of high-stakes final examinations in higher education

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