Developing Effective

Student Assessments Systems

Institute for Research in EducationHigher School of Economics

Moscow, Russia, May 14, 2013

Maria Jose RamirezWorld Bank

How do we know if she is learning?

Chile

New Zealand

Serbia

Vietnam

The Gambia

Nigeria

Brazil Angola

Zambia Mozambique

Uganda Ethiopia

Queensland

Middle East East Asia

Poland Germany Armenia

Kyrgyz Republic

Tajikistan

Kazakhstan

Russian Federation

FYR Macedonia

South Asia

Case study or pilot country Regional comparisonIndividual country exercise

Kosovo

World Bank global work for developing effective assessment systems

Assessment types and purposes

•Classroom assessment •For grading students•For making repetition/promotion decisions•For improving teaching and learning

•Examinations•For selection•For certification

•Large-scale assessment•For monitoring student learning•For accountability

Assessment model

Classroom AssessmentClassroom

Assessment ExaminationsExaminations

Large-Scale AssessmentsLarge-Scale

Assessments

Assessment modelWhat is the right balance?

Classroom AssessmentClassroom

Assessment ExaminationsExaminations

Large-Scale AssessmentsLarge-Scale Assessments

What is the right balance given the country context?

Classroom AssessmentClassroom

Assessment ExaminationsExaminations

Large-Scale AssessmentsLarge-Scale

Assessments

C O N T E X T

3 Stories

Large-Scale

Assessments

Large-Scale

Assessments

Chile Uganda

Examinations

Examinations

Classroom AssessmentClassroom

Assessment

Queensland, Australia

Chile• Strong large-scale assessment program • Examinations at grade 12 only• Weak classroom assessment• Context: school choice and national voucher policy

Large-Scale AssessmentsLarge-Scale

Assessments

Chile

National Large-Scale Assessment SIMCE:

-yearly census of schools-school results are public-school accountability

National Large-Scale Assessment SIMCE:

-yearly census of schools-school results are public-school accountability

CONTEXT:Efficiency, national voucher policy, public and private-subsidized schools, school choiceQuality assurance and accountability, school support

Uganda

• Strong tradition in external examinations• Yearly large-scale assessment since 2005• Efforts to strengthen classroom assessment• Context: Limited seats for students at schools,

weak teaching force

ExaminationsExaminations

Uganda’s Assessment system

Uganda National Examination Board

End-of-cycle examinations

National Large Scale Assessment

NAPE

National Large Scale Assessment

NAPE

International Large Scale Assessment

SACMEQ

International Large Scale Assessment

SACMEQ

Classroom AssessmentClassroom

Assessment

Queensland, Australia

• Strong emphasis on classroom assessment• School based, externally moderate certification and

university selection system• Yearly participation in national large-scale assessment• Context: strong teaching force, very decentralized

Classroom AssessmentClassroom

Assessment

SchoolsSchools

Queensland, AustraliaSecondary School Certification

Student grades in secondary

school

Student grades in secondary

school

Student Certification

Student Certification

Queensland Study AuthorityQueensland Study Authority

Internal moderation

panels

Internal moderation

panels

External moderation panelsExternal moderation panels

Classroom AssessmentClassroom

Assessment ExaminationsExaminations

Large-Scale AssessmentsLarge-Scale

Assessments

What is the “Russian model”?

Context

Key Points

• Countries use a combination of assessments models

• There is no one “best model”• Before engaging in an assessment,

clarify what model you are working for – What is desirable– What is feasible given your context

How to put in place a strong assessment system?

Chile

New Zealand

Serbia

Vietnam

The Gambia

Nigeria

Brazil Angola

Zambia Mozambique

Uganda Ethiopia

Queensland

Middle East East Asia

Poland Germany Armenia

Kyrgyz Republic

Tajikistan

Kazakhstan

Russian Federation

FYR Macedonia

South Asia

Case study or pilot country Regional comparisonIndividual country exercise

Kosovo

World Bank global work for developing effective assessment systems

Quality drivers for an effective assessment system

•Enabling context•Leadership, policies, institutional arrangements, human/fiscal resources

•System alignment•Learning goals, curricula, opportunities

•Assessment quality•Design, administration, analysis•Reporting and use

Enabling Context:

Key ingredients for an effective assessment system

Having strong leadership

• Provided by key groups• Based on common

vision• Power and influence to

make things happen

21

Setting clear policies

• Official documents• Built on representative,

transparent processes • Provide guidance for key

decisions• Clearly describe roles

and responsibilities

22

Ensuring appropriate institutional structures

• Stable• High status & credibility• Autonomous & accountable• With physical and technical

infrastructure

23

Having sufficient qualified human resources

• Stable, sufficient, and qualified staff

• Capacity building: Training and on the job experience

24

Securing adequate fiscal resources

• Stable• Sufficient• Covers cost of core

activities plus research and development

25

Key Lessons• Put learning at the center• Clarify the assessment vision/model• Hard journey• Long term process• Gradual implementation• Systemic approach• Build an assessment culture• Ensure sustainability