Ghana Student Assessment : SABER Country Report 2013

In 2013, Ghana 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
Language:	English en_US
Published:	Washington, DC 2013
Subjects:	ABILITY LEVELS, ASSESSMENT ACTIVITY, ASSESSMENT ASSESSMENT, ASSESSMENT EXERCISE, ASSESSMENT FRAMEWORK, ASSESSMENT MECHANISMS, ASSESSMENT SYSTEM, BASIC EDUCATION, CANDIDATES, CAPACITY BUILDING, CERTIFICATE, CERTIFICATION, CHOICE QUESTIONS, CIRCUIT SUPERVISORS, CLASSROOM, CLASSROOM ACTIVITIES, CLASSROOM INSTRUCTION, CLASSROOMS, COLLEGES, COLLEGES OF EDUCATION, COMMITMENT TO EDUCATION, COURSES FOR TEACHERS, CURRICULA, CURRICULAR FRAMEWORK, CURRICULAR OBJECTIVES, CURRICULUM, CURRICULUM GUIDELINES, CURRICULUM RESEARCH, DATA PROCESSING, DECISION MAKING, DISADVANTAGED STUDENT, DISTRICT EDUCATION, EDUCATION ASSESSMENT, EDUCATION LEVELS, EDUCATION OFFICES, EDUCATION OFFICIALS, EDUCATION POLICY, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATORS, EFFECTIVE EDUCATION, ELECTIVE SUBJECTS, ELIGIBLE STUDENTS, ENROLLMENT RATES, EXAM, EXAM SCORE, EXAMINATION OFFICE, EXAMINATION PAPER, EXAMINATION PROCESS, EXAMINATION QUESTIONS, EXAMINATION RESULTS, EXAMINATION SYLLABUS, EXAMINATIONS, EXAMINATIONS COUNCIL, EXAMS, EXTERNAL EXAMINATION, FIELD TESTING, FIELDS OF STUDY, FURTHER EDUCATION, GRADE INFLATION, GRADING SYSTEM, GRADUATE PROGRAMS, GROSS ENROLLMENT, GROSS ENROLLMENT RATES, HEAD TEACHERS, HIGH SCHOOL LEVEL, HIGH SCHOOLS, HIGHER EDUCATION, HIGHER EDUCATION INSTITUTIONS, HIGHER-ORDER THINKING SKILLS, HUMAN RESOURCES, IMPERSONATION, INSTITUTIONAL CAPACITY, INSTRUCTION, ITEM BANKS, JUNIOR HIGH SCHOOL MATHEMATICS, LEADERSHIP, LEAKAGE, LEARNING CONTEXTS, LEARNING MATERIALS, LEARNING OUTCOMES, LEARNING STANDARDS, LECTURERS, MALPRACTICE, MATHEMATICS, MINISTRIES OF EDUCATION, MINISTRY OF EDUCATION, MORAL EDUCATION, MULTIPLE CHOICE, MULTIPLE-CHOICE, NATIONAL CURRICULUM, NATIONAL EDUCATION, NATIONAL SCHOOL, NATIONAL SCHOOL CURRICULUM, NET ENROLLMENT, NUMBER OF STUDENTS, OFFICIAL CURRICULUM, PAPERS, PRESERVICE TRAINING, PRIMARY SCHOOL, PRIMARY SCHOOL ENROLLMENT, PRIVATE UNIVERSITIES, PROFESSIONAL STANDARDS, QUALITY OF EDUCATION, QUALITY STANDARDS, READING, REASONING, REGISTERED CANDIDATE, REPRESENTATIVE SAMPLE, REPRESENTATIVE SAMPLE OF STUDENTS, RESEARCH DEVELOPMENT, RESEARCHERS, SCHOOL CERTIFICATE EXAM, SCHOOL COMPLETION, SCHOOL CURRICULUM, SCHOOL EDUCATION, SCHOOL FEES, SCHOOL HEADS, SCHOOL MANAGEMENT, SCHOOL MANAGEMENT COMMITTEES, SCHOOL PERFORMANCE, SCHOOL YEAR, SCHOOL-BASED ASSESSMENT, SCIENCE STUDY, SCIENCE TEACHERS, SCORES, SCRIPT, SECONDARY SCHOOL, SECONDARY SCHOOL CERTIFICATE, SECONDARY SCHOOL ENROLLMENT, SECONDARY SCHOOL TEACHERS, SECONDARY SCHOOLS, SECURE STORAGE, SENIOR HIGH SCHOOL, SERVICE EDUCATION, SPECIAL SCHOOLS, STUDENT ABILITY, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENT SYSTEMS, STUDENT FEES, STUDENT GROUPS, STUDENT LEARNING, STUDENT LEARNING OUTCOMES, STUDENT PERFORMANCE, STUDENT POPULATIONS, STUDENT RESPONSES, STUDENT SELECTION, SUBJECT AREAS, SUBJECT PANELS, SYLLABI, SYLLABUS, TEACHER, TEACHER EDUCATION, TEACHER RECRUITMENT, TEACHER SUPERVISION, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHER UNIONS, TEACHERS UNIONS, TEACHING, TECHNICAL QUALITY, TERTIARY EDUCATION, TERTIARY ENROLLMENT, TERTIARY INSTITUTIONS, TEST DEVELOPMENT, TEXTBOOKS, TRAINING OPPORTUNITIES, TRAINING PROGRAMS, TRAINING RESOURCES, UNIVERSITIES, VISUAL IMPAIRMENTS,
Online Access:	http://documents.worldbank.org/curated/en/2013/01/20137624/saber-student-assessment-country-report-ghana-2013 https://hdl.handle.net/10986/20158
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