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2013 TESSA evaluation report

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TESSA Evaluation Report

Sally Pritchard, The Open University, UK

Between February and August this year, an independent evaluation of TESSA took place, led by Professor Ken Harley, emeritus of KwaZulu Natal University, and supported by Professor Fred Barasa. The evaluation, which explored the use and impact of TESSA primary level teacher education materials in 9 countries, was commissioned as a learning experience for the TESSA community and to inform future TESSA activity and sustainability. It incorporated in-depth case studies at three partner institutions: University of Education, Winneba, Ghana, Egerton University, Kenya and University of Fort Hare, South Africa.

There is much to celebrate in the findings of the evaluation, the distinctive, collaborative nature of our community comes through as the driving force behind TESSA’s success.

The key findings of the evaluation were that :

Take up of TESSA is considerable : TESSA has been and is being used in a variety of settings and contexts, in different models and for different purposes
TESSA has had a significant impact on the identity and practices of teacher educators and a profound impact on those of teacher-learners
TESSA has succeeded in fusing theory and practice and shifting perceptions from the teacher as knowledge-holder to the teacher as facilitator of learning

The evaluators identified a number of key strengths that have led to these outcomes – above all that the resources, whilst grounded in pedagogy, are practical and make “child-centred, activity-based and reflective practice real and achievable”. The evaluators in particular noted the sincerity and passion they encountered in the first hand ac- counts of TESSA users.

In addition to the intended and hoped for changes in TESSA’s application of pedagogy, there have also been some wider effects, such as faculties working more closely with schools, exchanges of best practice both in-country and across countries, the formation of a vibrant network of OER practitioners, and the use of TESSA materials to train other actors in education such as school inspectors.

The evaluation acknowledges that there are challenges which impede full take-up of TESSA in some countries, and they pointed to a number of recommendations for future growth. The full evaluation and also a more easily downloadable Executive Summary can be seen here: http://www.tessafrica.net/evaluation.