Zambia Student Assessment

In 2009, Zambia 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, Zambia participated in a formal exercise to benchmark this 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:	Report biblioteca
Language:	English en_US
Published:	Washington, DC 2009
Subjects:	ANNUAL EXAMINATIONS, ASSESSMENT ACTIVITY, ASSESSMENT ASSESSMENT, ASSESSMENT EXERCISE, ASSESSMENT FRAMEWORK, ASSESSMENT PROCEDURES, ASSESSMENT SYSTEM, CANDIDATES, CERTIFICATION, CHOICE QUESTIONS, CIVIL SOCIETY, CLASSROOM, CLASSROOM INSTRUCTION, CLASSROOMS, COMPETENCIES, CONTINUOUS ASSESSMENT, CURRICULA, CURRICULAR FRAMEWORK, CURRICULUM, DATA PROCESSING, DECISION MAKING, DONOR SUPPORT, EDUCATION AID, EDUCATION LEADERS, EDUCATION POLICIES, EDUCATION POLICY, EDUCATION PROJECTS, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL OPPORTUNITIES, EDUCATIONAL QUALITY, EDUCATORS, EFFECTIVE EDUCATION, ELIGIBLE STUDENTS, EMPLOYMENT, ENROLLMENT, ENROLLMENT RATE, EXAM, EXAMINATION OFFICE, EXAMINATION PAPER, EXAMINATION PAPERS, EXAMINATION PROCESS, EXAMINATION QUESTIONS, EXAMINATION RESULTS, EXAMINATION SETTING, EXAMINATIONS, EXAMINATIONS COUNCIL, EXTERNAL EXAMINATION, FREE BASIC EDUCATION, GIRLS, GRADE LEVELS, GROSS ENROLLMENT, GROSS ENROLLMENT RATE, HIGHER GRADES, HIGHER LEVELS OF EDUCATION, HUMAN DEVELOPMENT, HUMAN RESOURCES, IMPERSONATION, INDIVIDUAL STUDENTS, INSTITUTIONAL CAPACITY, INSTRUCTION, LANGUAGE OF INSTRUCTION, LEADERSHIP, LEAKAGE, LEARNING MATERIALS, LEARNING OUTCOMES, LEARNING STANDARDS, LEVEL OF EDUCATION, LEVELS OF EDUCATION, LITERACY, LOWER SECONDARY, LOWER SECONDARY LEVEL, MARKER, MARKER MALPRACTICE, MINISTRY OF EDUCATION, MULTIPLE CHOICE, MULTIPLE-CHOICE, NATIONAL ASSESSMENT, NUMERACY, OFFICIAL CURRICULUM, OPPORTUNITIES FOR TEACHERS, OPTICAL MARK READER, OUT-OF-SCHOOL YOUTHS, PILOT SCHOOLS, PRIMARY LEVEL, PROFESSIONAL STANDARDS, PUBLIC EXPENDITURE, PUBLIC EXPENDITURE ON EDUCATION, PUBLIC INSTITUTIONS, QUALITY OF EDUCATION, QUALITY STANDARDS, REGISTERED CANDIDATE, RESEARCH DEVELOPMENT, RURAL AREAS, SCHOOL COSTS, SCHOOL CURRICULUM, SCHOOL ENROLLMENT, SCHOOL-BASED ASSESSMENT, SCHOOLS, SCORES, SECONDARY LEVEL, SECURE STORAGE, SPECIFICATION, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENT SYSTEMS, STUDENT GROUPS, STUDENT LEARNING, STUDENT PERFORMANCE, STUDENT RESPONSES, STUDENTS WITH DISABILITIES, SUBJECT AREAS, SUBJECT ENTRIES, SUBJECTS, TEACHER, TEACHER GUIDES, TEACHER TRAINING, TEACHER TRAINING PROGRAMS, TEACHER UNIONS, TEACHERS, TEACHING, TECHNICAL QUALITY, TEST ADMINISTRATORS, TRAINING PROGRAMS, TUITION, UNIVERSITIES, UNIVERSITY TRAINING, VALIDITY, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/367941468169473242/SABER-student-assessment-country-report-Zambia-2009 https://hdl.handle.net/10986/28133
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