Mauritania Student Assessment : SABER Country Report 2013

In 2013, Mauritania 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. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Tajikistan participated in a formal exercise to benchmark its student assessment system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. 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
Format:	Working Paper biblioteca
Language:	English en_US
Published:	Washington, DC 2013
Subjects:	ACCESS TO SECONDARY SCHOOLS, ASSESSMENT ACTIVITY, ASSESSMENT ASSESSMENT, ASSESSMENT EXERCISE, ASSESSMENT FRAMEWORK, ASSESSMENT SYSTEM, BASIC EDUCATION, BILINGUAL EDUCATION, CANDIDATES, CERTIFICATION, CHOICE QUESTIONS, CLASSROOM, CLASSROOM INSTRUCTION, CLASSROOMS, COMPETENCIES, COURSES FOR TEACHERS, CURRICULA, CURRICULAR FRAMEWORK, CURRICULUM, CURRICULUM GUIDELINES, DATA PROCESSING, DECISION MAKING, DISADVANTAGED STUDENTS, DISCIPLINES, ECONOMIC GROWTH, EDUCATION INSTITUTIONS, EDUCATION OFFICES, EDUCATION OFFICIALS, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION PROJECTS, EDUCATION SECTOR, EDUCATION SECTOR DEVELOPMENT, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL OPPORTUNITIES, EDUCATIONAL SYSTEM, EDUCATORS, EFFECTIVE EDUCATION, ELIGIBLE STUDENTS, EMPLOYMENT, EMPLOYMENT OPPORTUNITIES, ENROLLMENT RATE, ENVIRONMENTAL STUDIES, EXAM, EXAMINATION DESIGN, EXAMINATION OFFICE, EXAMINATION PAPER, EXAMINATION PERIOD, EXAMINATION PROCESS, EXAMINATION QUESTIONS, EXAMINATION RESULTS, EXAMINATION SCORES, EXAMINATION SUPERVISORS, EXAMINATIONS, EXAMS, EXTERNAL CERTIFICATION, EXTERNAL EXAMINATION, EXTERNAL MODERATION, FEMALE STUDENTS, FIELD TESTING, GENDER PARITY, GIRLS, GRADE INFLATION, GRADE LEVELS, GRADUATE PROGRAMS, HUMAN RESOURCES, IMPERSONATION, INSTITUTIONAL CAPACITY, INSTRUCTION, IRM, ITEM BANKS, LANGUAGE OF INSTRUCTION, LEADERSHIP, LEAKAGE, LEARNING, LEARNING ACHIEVEMENT, LEARNING OUTCOMES, LEARNING STANDARDS, LITERATURE, LOWER SECONDARY, LOWER SECONDARY EDUCATION, MATHEMATICS, MINISTRY OF EDUCATION, MONITORING LEARNING ACHIEVEMENT, MULTIPLE CHOICE, MULTIPLE-CHOICE, NATIONAL CURRICULUM, NATIONAL EDUCATION, NATURAL SCIENCES, NET ENROLLMENT, NET ENROLLMENT RATE, OFFICIAL CURRICULUM, ONLINE COURSES, PEDAGOGICAL INSTITUTE, PEDAGOGICAL RESOURCES, PRIMARY LEVEL, PROFESSIONAL STANDARDS, PROFESSIONAL TRAINING, PROVINCIAL EDUCATION, QUALITY OF EDUCATION, QUALITY STANDARDS, RADIO, RATER, REGISTERED CANDIDATE, REGISTRATION FEES, RELIABILITY, RESEARCH DEVELOPMENT, SCHOOL DISTRICT, SCHOOL FACILITIES, SCHOOL FEEDING, SCHOOL FEEDING PROGRAMS, SCHOOL LEAVING EXAMINATION, SCHOOLING, SCORES, SECONDARY EDUCATION, SECONDARY LEVEL, SECONDARY SCHOOL, SECONDARY SCHOOL ENROLLMENT, SECONDARY SCHOOLS, SECURE STORAGE, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENT SYSTEMS, STUDENT FEES, STUDENT GROUPS, STUDENT LEARNING, STUDENT LEARNING OUTCOMES, STUDENT PERFORMANCE, STUDENT RESPONSES, STUDENT SELECTION, SUBJECT AREA, SUBJECT AREAS, TEACHER, TEACHER SUPERVISION, TEACHER TRAINING, TEACHER TRAINING COLLEGES, TEACHER TRAINING PROGRAMS, TEACHER UNIONS, TEACHERS, TEACHING, TECHNICAL QUALITY, TECHNICAL SUBJECTS, TEST ADMINISTRATORS, TEST DESIGN, TEST RESULTS, TEXTBOOK, TEXTBOOK PRODUCTION, TEXTBOOKS, TRAINING CENTERS, TRAINING COURSES, TRAINING OPPORTUNITIES, TRAINING PROGRAMS, UNIVERSITIES, UNIVERSITY TRAINING, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2013/01/20137488/saber-student-assessment-country-report-mauritania-2013 http://hdl.handle.net/10986/20155
Tags:	Add Tag No Tags, Be the first to tag this record!