In its work designing and supporting reform of assessment and examinations, CACSA draws on the extensive experience of its founding directors in curriculum, assessment, high-stakes certification, regulation and community relations.

We start by understanding particularities in their wider context. Rather than recycling technical remedies, we identify how developments can be cultivated in place, making contributions to sustainable improvements. For example, when we develop tests we include items grounded in the context and culture in which students live. We are keenly aware that good tests also advance understanding of learning and a focus on outcomes.

Our recent experience includes developing (and now implementing) a road map for enhancing Uganda’s assessment and examination system to make it sustainably self-improving. A significant challenge is that the system has remained much the same for over thirty years, despite general recognition that it does not meet the country’s needs now and into the future. 

We have also developed tests for measuring learning outcomes in a range of countries and have recently been working on a structured interview approach to assessing core skill levels of young adults.

Our experience in community relations has emphasised the importance and potential of involving the community actively in driving quality improvements. Education systems are, too often, overly inward-looking and self-referential. The active involvement of external stakeholders - parents, employers and the broader community is a key aspect of sustainable change.