Angola : Student Assessment

In 2009, Angola joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. Systems Approach for Better Education Results (SABER)-student assessment is a component of the SABER program that focuses specifically on benchmarking student assessment policies and systems. The goal of SABER-student assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all. The importance of assessment is linked to its role in: providing information on levels of student learning and achievement in the system; monitoring trends in education quality over time; supporting educators and students with real-time information to improve teaching and learning; and holding stakeholders accountable for results. The SABER-student assessment framework is built on the available evidence base for what an effective assessment system looks like. The framework provides guidance on how countries can build more effective student assessment systems. The framework is structured around two main dimensions of assessment systems: the types/purposes of assessment activities and the quality of those activities. Assessment systems tend to be comprised of three main types of assessment activities, each of which serves a different purpose and addresses different information needs. These three main types are: classroom assessment, examinations, and large-scale, system level assessments. This report focuses specifically on policies in the area of student assessment.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2009-01
Subjects:	ACCESS TO QUALITY EDUCATION, ASSESSMENT ACTIVITY, ASSESSMENT ASSESSMENT, ASSESSMENT FRAMEWORK, ASSESSMENT SYSTEM, BASIC EDUCATION, CAPACITY BUILDING, CERTIFICATION, CHOICE QUESTIONS, CLASSROOM, CLASSROOM INSTRUCTION, CLASSROOM TEACHERS, CLASSROOMS, COURSES FOR TEACHERS, CURRICULAR OBJECTIVES, CURRICULUM, DATA PROCESSING, DECISION MAKING, EDUCATION AID, EDUCATION FOR ALL, EDUCATION LAW, EDUCATION POLICIES, EDUCATION PROJECTS, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL OPPORTUNITIES, EDUCATIONAL QUALITY, EDUCATORS, EFFECTIVE EDUCATION, ELIGIBLE STUDENTS, ENROLLMENT, EXAM, EXAM SCORES, EXAMINATION OFFICE, EXAMINATION PROCESS, EXAMINATION RESULTS, EXAMINATION SCORES, EXAMINATION SYSTEM, EXAMINATIONS, EXTERNAL EXAMINATION, FREE PRIMARY EDUCATION, GIRLS, HUMAN RESOURCES, INSTITUTIONAL CAPACITY, INSTRUCTION, LEADERSHIP, LEARNING STANDARDS, MARKS, MATHEMATICS, MINISTRY OF EDUCATION, MULTIPLE CHOICE, MULTIPLE-CHOICE, NATIONAL CURRICULUM, NATIONAL STANDARDS, NUMBER OF SCHOOLS, OFFICIAL CURRICULUM, OPPORTUNITIES FOR TEACHERS, PARTICIPATION OF TEACHERS, PEDAGOGICAL PRACTICES, PEDAGOGICAL RESOURCES, PRIMARY LEVEL, PROFESSIONAL STANDARDS, PUBLIC EXPENDITURE, PUBLIC EXPENDITURE ON EDUCATION, QUALITY ASSESSMENT, QUALITY OF EDUCATION, QUALITY STANDARDS, RECRUITMENT OF TEACHERS, RESEARCH DEVELOPMENT, SCHOOL DIRECTORS, SCHOOL ENROLLMENT, SCHOOL LEVEL, SCHOOL NETWORK, SCHOOLS, SECONDARY LEVEL, SECONDARY SCHOOL, SERVICE TRAINING, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENT SYSTEMS, STUDENT LEARNING, STUDENT RESPONSES, SUBJECT AREAS, SUBJECTS, TEACHER, TEACHER PREPARATION, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHING, TECHNICAL QUALITY, TERTIARY EDUCATION, TERTIARY EDUCATION QUALIFICATIONS, TEST DESIGN, TRAINED TEACHERS, TRAINING PROGRAMS, TRAINING TO TEACHERS, UNIVERSITY ENTRANCE, UNIVERSITY ENTRANCE EXAMS, VULNERABLE CHILDREN, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2009/01/18100410/angola-student-assessment https://hdl.handle.net/10986/17698
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