Republic of Yemen Student Assessment

Yemen 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 learning outcomes because 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, Yemen 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 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 2013-01
Subjects:	SKILLS, UNIVERSITY TRAINING, DATA PROCESSING, EFFECTIVE EDUCATION, BASIC EDUCATION, EXAMINATION QUESTIONS, SCHOOL TEACHERS, TEACHERS, FEEDBACK, ITEM BANKS, ERRORS, STUDENT LEARNING OUTCOMES, STUDENT ASSESSMENT SYSTEMS, GLOBAL KNOWLEDGE, TECHNICAL QUALITY, TEST DESIGN, GROUPS, EXAMINATION SUPERVISORS, BASIC EDUCATION DEVELOPMENT, INTERNATIONAL EDUCATION, EXAMINATION RESULTS, HIGHER EDUCATION, PAPERS, GRADUATE PROGRAMS, TRAINING PROGRAMS, TEST ADMINISTRATORS, EXAMS, EXAM, INDIVIDUAL STUDENTS, EXAMINATION, TEXTBOOKS, EDUCATION SECTOR, KNOWLEDGE, ENROLMENTS, REGISTERED CANDIDATE, PROFESSIONAL STANDARDS, STUDENT RESPONSES, QUALITY OF EDUCATION, TRAINING, EDUCATION POLICIES, TEACHER TRAINING, EXAMINATION PROCESS, GRADUATE, EDUCATIONAL OPPORTUNITIES, EDUCATION PROJECTS, CANDIDATES, SECONDARY SCHOOL, EXTERNAL MODERATION, MODERATION, HIGHER EDUCATION INSTITUTIONS, PROVINCIAL EDUCATION, CHOICE QUESTIONS, LEARNING OPPORTUNITIES, STUDENT ACHIEVEMENT, OFFICIAL CURRICULUM, LEARNING, EDUCATION SYSTEM, RESEARCH, SELECTION, SCIENCE STUDY, PRIMARY SCHOOL, MULTIPLE-CHOICE, TEACHING, ENROLMENT RATES, SCIENTIFIC ORGANIZATION, EDUCATION SYSTEMS, LEAKAGE, STUDENT ASSESSMENT, NATIONAL ASSESSMENT, CANDIDATE, EXAMINATION PAPER, SCIENCE, EXAMINATION OFFICE, STUDENT, SCORES, SCHOOLS, VALIDITY, SECURE STORAGE, KNOWLEDGE BASE, PARTICIPATION, CERTIFICATION EXAMINATION, CURRICULA, LEARNING OUTCOMES, SCHOOL-BASED ASSESSMENT, STUDENT PERFORMANCE, QUALITY STANDARDS, TEACHER MANUALS, MINISTRY OF EDUCATION, FACULTIES, EXAMINATIONS, RESEARCHERS, CLASSROOM LEVEL, LITERATURE, YOUTH, DECISION MAKING, UNIVERSITY STAFF, INSTITUTIONAL CAPACITY, MEASUREMENT, GRADE LEVELS, LEARNING STANDARDS, MANUALS, CURRICULUM, TEACHER, EXAMINATION PAPERS, CHILDREN, EDUCATION, EDUCATION LEADERS, EVALUATION, HUMAN RESOURCES, RURAL AREAS, EXAMINATION SCORES, EDUCATIONAL ASSESSMENT, INSTRUCTION, IMPERSONATION, GLOBAL KNOWLEDGE BASE, UNIVERSITY, STUDENTS, GRADE INFLATION, LEADERSHIP, FEES, CLASSROOM, CERTIFICATION, CLASSROOMS, EXAMINATION DESIGN, SCHOOL, STUDENT LEARNING, ASSESSMENT SYSTEM, ACADEMIC YEAR, ASSESSMENT, UNIVERSITIES,
Online Access:	http://documents.worldbank.org/curated/en/2016/05/26374664/yemen-republic-student-assessment https://hdl.handle.net/10986/24480
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