Papua New Guinea Student Assesment

This report focuses specifically on policies in the area of student assessment. Papua New Guinea has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component of efforts to improve education quality and learningoutcomes because it provides the necessary information to meet stakeholders’ decision-makingneeds. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Papua New Guinea decided to benchmark thissystem using standardized tools developed 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. The goal of SABER-Student Assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all.

Bibliographic Details

Main Author:	World Bank Group
Format:	Technical Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2014-01
Subjects:	DATA ENTRY, DATA PROCESSING, TEACHERS, FEEDBACK, EXAMINATION CYCLE, CERTIFICATE, ERRORS, TECHNICAL QUALITY, TRAINING NEEDS, EXAMINATION SUPERVISORS, TRAINED TEACHERS, HIGHER EDUCATION, EXAMINATION RESULTS, PAPERS, SUBJECT AREA, TRAINING PROGRAMS, EXAM, INDIVIDUAL STUDENTS, BUSINESS STUDIES, SPOT CHECKS, EXAMINATION, LITERACY, TEXTBOOKS, EDUCATION MINISTERS, EDUCATION SECTOR, LOCAL UNIVERSITIES, VOCATIONAL SCHOOLS, PROFESSIONAL STANDARDS, STUDENT RESPONSES, TECHNICAL ASSISTANCE, QUALITY OF EDUCATION, TRAINING, MARKING PROCEDURES, TEACHER TRAINING, SECONDARY SCHOOLS, UNIVERSITY PROGRAMS, CANDIDATES, SECONDARY SCHOOL, MODERATION, HIGHER EDUCATION INSTITUTIONS, EXAM PAPERS, CHOICE QUESTIONS, EDUCATION BUDGET, OFFICIAL CURRICULUM, STUDENT ACHIEVEMENT, LEARNING, RATER, GRADUATES, EDUCATION SYSTEM, RESEARCH, SCHOOL QUALITY, SELECTION, PRIMARY SCHOOL, MULTIPLE-CHOICE, PEDAGOGICAL APPROACHES, TEACHING, UNIVERSITY STUDENTS, EDUCATION SYSTEMS, EQUITY, LEAKAGE, MARKS, RELIABILITY, STUDENT ASSESSMENT, NATIONAL ASSESSMENT, CANDIDATE, QUALITY LEARNING, SCHOOL EXAMINATION, SCIENCE, SCHOOLS, SCORES, STUDENT, SCHOOL CERTIFICATE, HEAD TEACHERS, INTERNATIONAL UNIVERSITIES, LEARNING OUTCOMES, STUDENT PERFORMANCE, QUALITY STANDARDS, EXAMINATIONS, DEGREE REQUIREMENTS, EDUCATIONAL QUALITY, LITERATURE, DECISION MAKING, STUDENT SCORES, INSTITUTIONAL CAPACITY, MEASUREMENT, QUALITY ASSESSMENT, MARKER, NATIONAL EXAMINATIONS, LEARNING OBJECTIVES, CURRICULUM, TEACHER, EXAMINATION PAPERS, PERFORMANCE STANDARDS, EDUCATIONAL STANDARDS, SYLLABI, CURRICULUM DEVELOPMENT, EVALUATION, HUMAN RESOURCES, PEDAGOGICAL PRACTICES, PHYSICAL EDUCATION, SYLLABUS, INSTRUCTION, EDUCATIONAL ASSESSMENT, LANGUAGE BARRIERS, UNIVERSITY, STUDENTS, SECONDARY LEVEL, GRADE INFLATION, STUDENT WORK, LEARNING PRACTICES, CERTIFICATION, EXAMINATION DESIGN, SCHOOL, SECONDARY EDUCATION, TERTIARY EDUCATION, STUDENT LEARNING, TERTIARY INSTITUTIONS, EXAMINATION OFFICIALS, ASSESSMENT SYSTEM, ACADEMIC YEAR, ASSESSMENT, UNIVERSITIES, HUMAN DEVELOPMENT, STUDENT GROUPS,
Online Access:	http://documents.worldbank.org/curated/en/2016/05/26374599/papua-new-guinea-student-assesment https://hdl.handle.net/10986/24469
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