Democratic Republic of the Congo Student Assessment

The Democratic Republic of the Congo (DRC) 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 to improving education quality and learning outcomes as it provides the necessary information to meet stakeholders’ decision-making needs. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, DRC decided to benchmark this system 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 key policy areas for this students assessment are as follows: (i) Classroom Assessment; (ii) Examinations; (iii) National Large-Scale Assessment (NLSA); and (iv) International Large-Scale Assessment (ILSA).

Bibliographic Details

Main Author:	World Bank Group
Format:	Technical Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2014-01
Subjects:	SKILLS, UNIVERSITY TRAINING, ASSESSMENT OF STUDENT PERFORMANCE, FORMAL CERTIFICATION, STUDENT SELECTION, DATA PROCESSING, EFFECTIVE EDUCATION, TEACHERS, FEEDBACK, ITEM BANKS, ERRORS, STUDENT LEARNING OUTCOMES, STUDENT ASSESSMENT SYSTEMS, SCHOOLING, TECHNICAL QUALITY, TEST DESIGN, GROUPS, OUT OF SCHOOL CHILDREN, EXAMINATION RESULTS, SUBJECT AREAS, PAPERS, CHOICE QUESTION, TRAINING PROGRAMS, TEST ADMINISTRATORS, EXAM, EXAMINATION, TEXTBOOKS, EDUCATION SECTOR, KNOWLEDGE, LOCAL UNIVERSITIES, PROFESSIONAL STANDARDS, STUDENT RESPONSES, QUALITY OF EDUCATION, TRAINING, EDUCATION POLICIES, TEACHER TRAINING, EXAMINATION PROCESS, EFFECTIVE TEACHING, PRIVATE SCHOOLS, CIVIL SOCIETY, EDUCATION PROJECTS, CANDIDATES, SECONDARY SCHOOL, CHOICE QUESTIONS, EDUCATION BUDGET, COMPETENCIES, MALPRACTICE, OFFICIAL CURRICULUM, STUDENT ACHIEVEMENT, VOCATIONAL EDUCATION, LEARNING, RATER, EDUCATION SYSTEM, RESEARCH, TEACHER SALARIES, SELECTION, LEARNING RESOURCES, PRIMARY SCHOOL, MULTIPLE-CHOICE, PEDAGOGICAL APPROACHES, TEACHING, EDUCATION SYSTEMS, READING, EQUITY, SUBJECTS, MARKS, EFFECTIVE TEACHING STRATEGIES, RELIABILITY, STUDENT ASSESSMENT, VOCATIONAL TRAINING, SCHOOLS, SCORES, STUDENT, PARTICIPATION, CERTIFICATION EXAMINATION, LEARNING OUTCOMES, STUDENT PERFORMANCE, QUALITY STANDARDS, MINISTRY OF EDUCATION, ACCESS TO SCHOOLING, EXAMINATIONS, ACHIEVEMENT, CLASS ACTIVITIES, YOUTH, STUDENT TEACHERS, DECISION MAKING, INSTITUTIONAL CAPACITY, GRADE LEVELS, NATIONAL EXAMINATIONS, QUALITY CONTROL, STAFF SALARIES, CURRICULUM, TEACHER, EXAMINATION PAPERS, EXAMINATIONS COUNCIL, SYLLABI, WRITING, CHILDREN, CURRICULUM DEVELOPMENT, QUALITY EDUCATION, EDUCATION, CLASSROOM TEACHERS, UNIVERSITY TEACHERS, EVALUATION, HUMAN RESOURCES, INSTRUCTION, PUBLIC SCHOOLS, UNIVERSITY, STUDENTS, COMMUNICATION, LEADERSHIP, TECHNICAL EDUCATION, QUALITY ASSURANCE, FEES, CERTIFICATION, CLASSROOM, CLASSROOMS, EXAMINATION DESIGN, SCHOOL, SECONDARY EDUCATION, TERTIARY EDUCATION, STUDENT LEARNING, ASSESSMENT SYSTEM, ORAL EXAM, EXAMINATION CENTERS, EDUCATION STUDENTS, ASSESSMENT, UNIVERSITIES, STUDENT GROUPS,
Online Access:	http://documents.worldbank.org/curated/en/2016/05/26374670/saber-student-assessment-country-report-democratic-republic-congo-2014 https://hdl.handle.net/10986/24470
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