Lebanon Student Assessment : SABER Country Report 2013

In 2013, Lebanon 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 COMPUTERS, ACHIEVEMENT DATA, ADVANCED DEGREE, ASSESSMENT ACTIVITY, ASSESSMENT DESIGN, ASSESSMENT EXERCISE, ASSESSMENT FRAMEWORK, ASSESSMENT METHODOLOGY, ASSESSMENT SYSTEM, CANDIDATES, CERTIFICATION, CHOICE QUESTIONS, CIVIL SOCIETY, CIVIL SOCIETY ORGANIZATIONS, CLASSROOM, CLASSROOM INSTRUCTION, CLASSROOMS, CURRICULAR FRAMEWORK, CURRICULUM, CURRICULUM DEVELOPMENT, CURRICULUM REFORM, DATA PROCESSING, DECISION MAKING, EARLY CHILDHOOD, EARLY CHILDHOOD EDUCATION, EDUCATION LEVEL, EDUCATION OFFICIALS, EDUCATION POLICIES, EDUCATION PROJECTS, EDUCATION QUALITY, EDUCATION SECTOR, EDUCATION SECTOR DEVELOPMENT, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL MEASUREMENT, EDUCATIONAL OPPORTUNITIES, EDUCATIONAL RESEARCH, EDUCATORS, EFFECTIVE EDUCATION, ELEMENTARY EDUCATION, ELIGIBLE STUDENTS, EXAM, EXAMINATION DESIGN, EXAMINATION OFFICE, EXAMINATION PROCESS, EXAMINATION QUESTIONS, EXAMINATION RESULTS, EXAMINATION SYSTEM, EXAMINATIONS, EXAMS, EXTERNAL CERTIFICATION, EXTERNAL MODERATION, FACULTY OF EDUCATION, FOREIGN UNIVERSITIES, GENERAL EDUCATION, GRADE INFLATION, GRADE LEVELS, GRADING, GRADING OF STUDENTS, GRADUATE PROGRAMS, HIGHER EDUCATION, HIGHER EDUCATION INSTITUTIONS, HUMAN RESOURCES, IMPERSONATION, IN SERVICE COURSES, IN SERVICE TEACHER TRAINING, IN SERVICE TRAINING, INSTITUTIONAL CAPACITY, INSTRUCTION, KINDERGARTEN, LANGUAGE OF INSTRUCTION, LEADERSHIP, LEARNING ACHIEVEMENT, LEARNING ACHIEVEMENT ASSESSMENT, LEARNING GOALS, LEARNING OUTCOMES, LEARNING STANDARDS, MEASURING LEARNING ACHIEVEMENT, MINISTRY OF EDUCATION, MODERATION, MONITORING BODY, MULTIPLE CHOICE, NATIONAL CURRICULA, NATIONAL CURRICULUM, NATIONAL QUALIFICATIONS FRAMEWORK, NATIONAL SCHOOL, NATIONAL SCHOOL CURRICULUM, NET ENROLLMENT, OFFICIAL CURRICULUM, OPPORTUNITIES FOR TEACHERS, PRIMARY LEVEL, PRIMARY NET ENROLLMENT RATE, PRINTING, PRODUCTION OF TEXTBOOKS, PROFESSIONAL DEVELOPMENT, PROFESSIONAL STANDARDS, PUBLIC SCHOOL, QUALIFIED TEACHERS, QUALITY ASSURANCE, QUALITY OF EDUCATION, QUALITY STANDARDS, QUESTIONING, REGISTERED CANDIDATE, REPETITION, REPETITION RATES, RESEARCH DEVELOPMENT, RESOURCE CENTERS, SCHOOL CURRICULUM, SCHOOL DIRECTORS, SCHOOL LEVEL, SCHOOL PRINCIPALS, SCHOOL TEACHERS, SCHOOLS, SCIENTIFIC ORGANIZATION, SCORES, SECONDARY EDUCATION, SECONDARY LEVEL, SECONDARY SCHOOL, SECONDARY SCHOOL TEACHERS, SECURE STORAGE, SERVICE TRAINING, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENT SYSTEMS, STUDENT CERTIFICATION, STUDENT GROUPS, STUDENT LEARNING, STUDENT LEARNING OUTCOMES, STUDENT RESPONSES, SUBJECT AREAS, TEACHER, TEACHER GUIDES, TEACHER PROFESSIONAL DEVELOPMENT, TEACHER SUPERVISION, TEACHER TRAINERS, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHER UNIONS, TEACHERS, TEACHING, TEACHING PROCESS, TECHNICAL QUALITY, TEXTBOOKS, TRAINING COURSES, TRAINING OPPORTUNITIES, TRAINING PROGRAMS, UNIVERSITIES, UNIVERSITY TRAINING, WORKBOOKS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2013/01/20137625/saber-student-assessment-country-report-lebanon-2013 http://hdl.handle.net/10986/20157
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