Reforming Georgian Education: Recommendations for using Classroom Assessment to improve Student Outcomes

Abstract

In post-Soviet Georgia, much of the teaching and learning in grades 7-12 is conducted in a manner very similar to that used generations ago. Teachers stand at the front of the classroom dispensing information as they lead students through a page-by page review of the text. The concept of using classroom assessment techniques to gather individualized data that will inform instructional practices is unknown to the majority of Georgia’s teachers. This article describes efforts to explore the education context in Georgia and to develop project recommendations for effective support of teacher growth and their integration of classroom assessment practices into their teaching. It concludes by recognizing threats to the successful implementation of the recommendations and suggesting the generalizability of the project’s methods and resulting recommendations.