SABER SA-Samoa Country Report Final 2014
Transcript of SABER SA-Samoa Country Report Final 2014
SAMOA ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2014
Key Policy Areas for Student Assessment Status
1. Classroom Assessment Samoa’s ‘Making Assessment Work: Classroom Assessment Manual’ provides guidelines for classroom assessment activities and their uses. There are also official documents that specify what students are expected to learn in different subject areas and years, and teachers are provided with a variety of training opportunities to ensure they develop competencies in classroom assessment. Overall, classroom assessment practices in Samoa are perceived as being of moderate quality. Consistent feedback on student learning and performance is provided to the students and their parents through school report cards which must be disseminated at least twice per year.
2. Examinations The Samoa Secondary Leaving Certificate examination is administered annually to Year 13 students in English and optional subjects. While government resources constitute the most significant source of funding for the examination, students are required to pay a small examination fee. There are some formal mechanisms in place to ensure the quality of the examination, including the ‘Examination, Assessment, and Certification: Rules and Procedures’ document, which provides standardized instructions for examination administration and data processing.
3. National Large-Scale Assessment (NLSA) The Samoa Primary Education Literacy Level (SPELL) assessment was first introduced in 1993 and has been implemented every year since then to all students in Years 4 and 6 in Samoan, English, and Numeracy. Although there is no policy document pertaining to SPELL, the National Exam Calendar specifies the timing of future assessment rounds, as well as the subject areas and year levels to be assessed. National results and information are disseminated through an annual SPELL report and a Statistical Digest. Results are used to track the impact of reforms on student achievement levels and to inform curriculum improvement, teacher training programs, and resource allocation.
4. International Large-Scale Assessment (ILSA) In 2012, Samoa took part in the Pacific Islands Literacy and Numeracy Assessment (PILNA) for the first time. Fourteen countries in the Pacific region participated. Minimal quality problems were identified with the carrying out of PILNA in Samoa. The country complied with all technical standards required for the exercise, and therefore it is expected that the country’s results will be presented in the main section of the PILNA international report.
Samoa
STUDENT ASSESSMENT SABER Country Report
2014
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Introduction Samoa 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, Samoa 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.
What is SABER-Student Assessment? 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. National governments and international agencies are increasingly recognizing the key role that assessment of student learning plays in an effective education system. The importance of assessment is linked to its role in: (i) providing information on levels of student
learning and achievement in the system; (ii) monitoring trends in education quality over
time; (iii) supporting educators and students with real-
time information to improve teaching and learning; and
(iv) holding stakeholders accountable for results.
SABER-Student Assessment methodology 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 types and purposes 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. Classroom assessment provides real-time information to support ongoing teaching and learning in individual classrooms. Classroom assessments use a variety of formats, including observation, questioning, and paper-and-pencil tests, to evaluate student learning, generally on a daily basis. Examinations provide a basis for selecting or certifying students as they move from one level of the education system to the next (or into the workforce). All eligible students are tested on an annual basis (or more often if the system allows for repeat testing). Examinations cover the main subject areas in the curriculum and usually involve essays and multiple-choice questions. Large-scale, system-level assessments provide feedback on the overall performance of the education system at particular grades or age levels. These assessments typically cover a few subjects on a regular basis (such as every 3 to 5 years), are often sample based, and use multiple-choice and short-answer formats. They may be national or international in scope. Appendix 1 summarizes the key features of these main types of assessment activities.
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Quality drivers of an assessment system The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context, system alignment, and assessment quality. Enabling context refers to the broader context in which the assessment activity takes place and the extent to which that context is conducive to, or supportive of, the assessment. It covers issues such as the legislative or policy framework for assessment activities; institutional and organizational structures for designing, carrying out, or using results from the assessment; the availability of sufficient and stable sources of funding; and the presence of trained assessment staff. System alignment refers to the extent to which the assessment is aligned with the rest of the education system. This includes the degree of congruence between assessment activities and system learning goals, standards, curriculum, and pre- and in-service teacher training. Assessment quality refers to the psychometric quality of the instruments, processes, and procedures for the assessment activity. It covers issues such as design and implementation of assessment activities, analysis and interpretation of student responses to those activities, and the appropriateness of how assessment results are reported and used. Crossing the quality drivers with the different assessment types/purposes provides the framework and broad indicator areas shown in Table 1. This framework is a starting point for identifying indicators that can be used to review assessment systems and plan for their improvement.
Table 1: Framework for building an effective assessment system, with indicator areas
The indicators are identified based on a combination of criteria, including: professional standards for assessment; empirical research on the characteristics of effective
assessment systems, including analysis of the characteristics that differentiate between the assessment systems of low- versus high-performing nations; and
theory — that is, general consensus among experts that it contributes to effective assessment.
Levels of development The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating data on the three assessment types and related quality drivers. The questionnaires are used to collect data on the characteristics of the assessment system in a particular country. The information from the questionnaires is then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the development level of its assessment activities compared to best or
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recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established, and Advanced. These levels are artificially constructed categories chosen to represent key stages on the underlying continuum for each indicator. Each level is accompanied by a description of what performance on the indicator looks like at that level. Latent is the lowest level of performance; it
represents absence of, or deviation from, the desired attribute.
Emerging is the next level; it represents partial presence of the attribute.
Established represents the acceptable minimum standard.
Advanced represents the ideal or current best practice.
A summary of the development levels for each assessment type is presented in Appendix 3. In reality, assessment systems are likely to be at different levels of development in different areas. For example, a system may be Established in the area of examinations, but Emerging in the area of large-scale, system-level assessment, and vice versa. While intuition suggests that it is probably better to be further along in as many areas as possible, the evidence is unclear as to whether it is necessary to be functioning at Advanced levels in all areas. Therefore, one might view the Established level as a desirable minimum outcome to achieve in all areas, but only aspire beyond that in those areas that most contribute to the national vision or priorities for education. In line with these considerations, the ratings generated by the rubrics are not meant to be additive across assessment types (that is, they are not meant to be added to create an overall rating for an assessment system; they are only meant to produce an overall rating for each assessment type). The methodology for assigning development levels is summarized in Appendix 4.
Education in Samoa
Samoa is a lower middle-income Pacific island country located in East Asia. GDP per capita is $3,620, with annual growth of approximately 3 percent in 2012. Between 1990 and 2008, Samoa’s economy demonstrated strong growth and macro-economic stability, as compared to other similarly situated small-island economies in both the Pacific and Caribbean regions. In 2009, the economy of Samoa contracted by over 5 percent, in large part due to a devastating tsunami and the global economic crisis.
Despite these shocks, Samoa is still on track to meet several key Millennium Development Goals, including achieving universal primary education. This is a reflection of the island’s strong policy performance and service delivery capacity.
Primary education in Samoa covers an eight-year cycle and is compulsory for children between the years of five and fourteen. As in many other Pacific island countries, there are three methods of provision of primary and secondary education in Samoa: the Government, in partnership with village-based school committees; mission schools; and private schools. In 2012, the net primary school enrolment ratio was 93 percent and the adult literacy rate was 99 percent.
However, the quality of education remains a concern; approximately 50 percent of Year 6 children were assessed and identified as “at risk” for poor outcomes in English literacy and numeracy. In order to address education challenges, the Ministry of Education, Sports, and Culture (MESC) developed the Strategic Policies and Plan for 2006-2015, which identified 18 key policy areas, including the expansion of Early Childhood Development services, the revision and development of curriculum for primary and secondary education, and the support of teacher education and training.
Detailed information was collected on Samoa’s student assessment system using the SABER-Student Assessment questionnaires and rubrics. It is important to remember that these tools primarily focus on benchmarking a country’s policies and arrangements for assessment activities at the system or macro level. Additional data would need to be collected to determine actual, on-the-
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ground practices in Samoa, particularly by teachers and students in schools. The following sections discuss the findings by each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key local stakeholders based on Samoa’s immediate interests and needs. Detailed, completed rubrics for each assessment type in Samoa are provided in Appendix 5.
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Classroom Assessment Level of development
The Making Assessment Work: Classroom Assessment Manual was authorized by the MESC in 2011. This document provides the framework for classroom assessment and its use in Samoa. The document is divided into three sections: (i) A Guide to Assessment Literacy; (ii) Best Practices for Classroom Assessment; and (iii) Classroom Assessment Techniques. While the MESC establishes the framework for classroom assessment in Samoa, individual schools have the authority and responsibility to design and implement classroom assessment activities. For both primary and secondary education, official documents that specify what students are expected to learn in different subjects in different years, and to what level of performance, are available to teachers. In addition, at the secondary level, the Teacher Development Series documents provide teachers with guidelines, practical resources, practice assessment materials, professional development support, and rubrics and scoring guidelines for each subject. In order to ensure that teachers develop competencies in classroom assessment, Samoa offers courses on classroom assessment as part of pre- and in-service teacher training. In particular, pre-service teacher training includes two courses that address classroom assessment topics: (i) Assessment Techniques and Training Strategies and (ii) Primary Teacher and Classroom Assessment. In addition, online training resources are available to teachers through the MESC’s website under the “Teaching Resources” link. However, many teachers cannot access the online training resources as they have limited connectivity to the internet. Teachers are also encouraged to participate in national, regional, and international workshops on classroom assessment topics, although participation is dependent upon the availability of funding. Overall, classroom assessment practices in Samoa are perceived as being of moderate quality. Parents tend to be well informed about their children’s grades and
classroom assessment activities provide useful feedback to students. However, most classroom assessments only include multiple-choice or selection type questions and are mainly about recalling information. While classroom assessment practices are usually aligned with the curriculum framework, teachers do not use explicit criteria for scoring students’ work. In Samoa, classroom assessment is required to be used in diagnosing student learning issues, providing feedback to students on their learning, informing parents about their child's learning, planning the next steps in instruction, grading students for internal classroom uses, providing input for student selection or certification, and informing teachers on specific areas where support is required. The Samoa National School Assessment Policy Framework and the National Curriculum Policy Framework both state that schools are required to report on individual student performance to parents, students, school committees (which are tasked with developing the three-year School Improvement Plans that establish the strategic vision for the school), and other educational institutions. Student performance and progress in various subject areas must be reported to students and parents in informal meetings or in school report cards (which must be disseminated at least twice per year). Schools are not required to report on individual student performance to school district or MESC officials. Suggested policy options 1. Ensure the systematic availability of a variety of resources to help teachers engage in classroom assessment activities at both the primary and secondary levels. For example, develop item banks and online classroom assessment resources specific to supporting classroom assessment activities and ensure that these resources are accessible to all teachers. Additionally, create easy-to-use and readily-available criteria that teachers can use to score students’ work at the primary level. Introduce training resources that expose teachers to methodologies (such as essays, open-ended questions, and observation of practical activities) for assessing students’ knowledge and higher-order thinking skills.
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2. Introduce additional, formal, country-level mechanisms to monitor and support the improved quality of classroom assessment practices. For example, commission a national review of education in Samoa that includes a component on the quality of classroom assessment and recommendations for how to improve it. 3. Require schools to report classroom assessment information to key stakeholders, including MESC officials. Introduce a schedule at the ministry level to which schools must adhere in communicating assessment results to key stakeholders.
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Examinations Level of development
The Samoa Secondary Leaving Certificate examination has been carried out since 1989. Until 2012, it was called the Pacific Senior Secondary Certificate. The Samoa Secondary Leaving Certificate examination is administered annually to Year 13 students in English and optional subjects, including Samoan, History, Biology, Chemistry, Physics, Mathematics, Accounting, Economics, Agricultural Science, Computer Studies, Geography, Food and Textiles, Design Technology, Physical Education and Health, Arts, and Music. The Samoa National School Assessment Policy Framework document, authorized in 2010 by the MESC, authorizes the Samoa Secondary Leaving Certificate. The MESC, which consists of a permanent body of stakeholders, provides leadership for the examination. Regular funding for the examination is allocated at the discretion of the government. Government resources constitute the most significant source of funding for the examination. In addition, students are required to pay a small fee for taking the examination. Funding covers examination design, administration, and data analysis. The annual budget of the Curriculum, Materials, and Assessment Division (CMAD) of MESC covers staff salaries, research and development, and data reporting. The country offers some opportunities to learn about the Samoa Secondary Leaving Certificate examination. For example, courses on assessment in pre-service teacher training discuss the examinations used in Samoa, including the Samoa Secondary Leaving Certificate examination. In addition, the MESC hosts annual workshops for Year 12 and Year 13 teachers, which include topics relevant for the examination. Comprehensive materials to prepare for the Samoa Secondary Leaving Certificate examination, such as examples of the types of questions that are on the examination and information on how to prepare for the examination, are available and accessible to all students. The framework document explaining what is measured
on the examination is also available. After the examination is administered, an examiner report is prepared and distributed to schools. There are some formal mechanisms in place to ensure the quality of the examination. For example, all proctors and administrators are trained according to a protocol. In addition, the Examination, Assessment, and Certification: Rules and Procedures document provides standardized instructions for the administration and data processing of the examination. Double data scoring and double processing of data also takes place. Students who do not perform well on the examination may opt for less selective schools or repeat the year. If students decide to repeat the school year, they can take the examination again at the end of that school year. Part IV of the Examination, Assessment, and Certification: Rule and Procedures document highlights compassionate consideration for students who have suffered from a temporary illness, non permanent disability, or an extraneous event close to or during external assessment that they believe significantly impaired their performance on the assessment.
Suggested policy options
1. Allocate additional funding to CMAD to allow it to put in place an adequate number of staff to carry out the examination. 2. Introduce a variety of formal, system-level mechanisms to ensure the quality of the examination. For example, conduct a pilot before the main data collection takes place. Additionally, introduce external review or observers, and an external certification or audit.
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National Large-Scale Assessment (NLSA) Level of development
The Samoa Primary Education Literacy Level (SPELL) assessment was first introduced in 1993 and has been implemented every year to all students in Years 4 and 6. The assessment is administered to monitor education quality at the country level; support schools and teachers; hold government or political authorities accountable; and inform policy design, evaluation, and decision making. The assessment covers Samoan, English, and Numeracy. Although there is no stand-alone policy document pertaining to SPELL, the assessment is referenced in the National School Assessment Policy Framework. The National Exam Calendar also specifies the timing of future assessment rounds, as well as subject areas and years to be assessed. Regular funding for SPELL is allocated through the MESC's examination budget. CMAD, which is part of MESC, has been in charge of SPELL since 1993. CMAD is nationally recognized as the authority on student assessment. There are courses in pre-service teacher training on assessment which cover assessments administered in the country. In addition, the MESC hosts workshops on SPELL for Years 4 and Year 6 teachers and principals. These opportunities are available to CMAD employees and assessment specialists, School Review Officers, university students, and school principals and teachers. Accommodations or alternative assessments are provided for students with disabilities. For example, SPELL is administered at special schools to students with vision and hearing impairments. In addition, specific plans are made to ensure that SPELL is administered to students in hard-to-reach parts of Samoa. The assessment is also offered in the language of instruction for almost all student groups. There are some formal mechanisms in place to ensure the quality of SPELL. These mechanisms include a
standardized manual for SPELL administrators, double data scoring, double processing of data, and internal reviewers. SPELL results are disseminated through an annual SPELL report and a Statistical Digest (which is available online). Both the report and the Statistical Digest are also sent to schools and are available at the MESC office. In addition, results are presented during teacher and principal workshops. Results from SPELL are used to track the impact of reforms on student achievement levels. In addition, results are used to inform curriculum improvement, teacher training programs, resource allocation, and other assessment activities in the system. There are some formal mechanisms in place to monitor SPELL, such as expert review groups and a Literacy Task Force. In addition, there is funding for independent research on SPELL. At the same time, the teacher and principal workshops provide an opportunity to monitor SPELL on an annual basis and gauge efficacy in terms of impact, acceptability, and credibility.
Suggested policy options 1. Introduce a formal policy document that provides authorization for SPELL and make it publicly available online. 2. Ensure a variety of opportunities to key stakeholders to learn more about SPELL. For example, establish internships or short-term employment opportunities in assessment units, such as CMAD, as a way to develop local expertise for carrying out SPELL.
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International Large-Scale Assessment (ILSA) Level of development
In 2012, Samoa took part in the Pacific Islands Literacy and Numeracy Assessment (PILNA) for the first time. In total, 14 countries in the Pacific region participated. There is no national policy document that addresses Samoa’s participation in ILSAs. However, in 2006, the South Pacific Board for Educational Assessment (SPBEA, now known as the Education Quality and Assessment Programme, or EQAP), a regional body to which Samoa belongs, received a mandate from the Pacific Forum Education Ministers Meeting (FEdMM) to develop PILNA. Funding for PILNA was allocated by the Australian Aid Programme and EQAP, and covered most core activities, including implementation of the assessment, and processing and analysis of the collected data. In addition, funding covered national reporting and dissemination of assessment results as well as attendance at international meetings. A National Coordinator was appointed to implement PILNA. In addition, a School Coordinator was identified to manage administration at the school level for the selected schools. Test Supervisors (teachers) administered the assessment at the classroom level in the selected schools. For each assessment area, literacy and numeracy, a panel was responsible for marking the papers. Although the 2012 PILNA was the first time that the PILNA team in Samoa was in charge of an ILSA, there were minimal problems in carrying out the assessment. While there were some delays in data processing and scoring, these were largely due to Cyclone Evan, which struck in December 2012. The MESC held presentations on the PILNA for ILSA team members and assessment specialists. Key personnel also participated in workshops organized by EQAP for all PILNA-participating countries. In addition, EQAP provided in-country training on scoring the test items to the selected panel of markers. The PILNA was sufficiently aligned with Samoa’s learning goals. Classroom lessons, textbooks, and learning
resources cover content similar to, and slightly more advanced than, the content covered by PILNA. As a result, students had extensive previous exposure to the type of content and skills measured by PILNA. Samoa complied with all technical standards for PILNA. Therefore, it is expected that the country’s results will be presented in the main section of the international report. Suggested policy options 1. Ensure appropriate institutional support for PILNA by introducing a formal, country-level policy document that addresses Samoa’s participation in ILSAs. 2. Increase the capacity of individuals involved in carrying out key PILNA activities as well as of assessment specialists, university teachers and students, and other educators. For example, organize workshops or meetings on using PILNA databases and analyzing assessment results.
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Appendix 1: Assessment Types and Their Key Differences
Classroom Large-scale assessment Surveys
Examinations
National International Exit Entrance Purpose
To provide immediate feedback to inform classroom instruction
To provide feedback on overall health of the system at particular grade/age level(s), and to monitor trends in learning
To provide feedback on the comparative performance of the education system at particular grade/age level(s)
To certify students as they move from one level of the education system to the next (or into the workforce)
To select students for further educational opportunities
Frequency Daily For individual subjects offered on a regular basis (such as every 3-5 years)
For individual subjects offered on a regular basis (such as every 3-5 years)
Annually and more often where the system allows for repeats
Annually and more often where the system allows for repeats
Who is tested?
All students Sample or census of students at a particular grade or age level(s)
A sample of students at a particular grade or age level(s)
All eligible students
All eligible students
Format Varies from observation to questioning to paper-and-pencil tests to student performances
Usually multiple choice and short answer
Usually multiple choice and short answer
Usually essay and multiple choice
Usually essay and multiple choice
Coverage of curriculum
All subject areas Generally confined to a few subjects
Generally confined to one or two subjects
Covers main subject areas
Covers main subject areas
Additional information collected from students?
Yes, as part of the teaching process
Frequently Yes Seldom Seldom
Scoring Usually informal and simple
Varies from simple to more statistically sophisticated techniques
Usually involves statistically sophisticated techniques
Varies from simple to more statistically sophisticated techniques
Varies from simple to more statistically sophisticated techniques
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Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System
Dimension
Development Level
LATENT (Absence of, or deviation from,
attribute)
EMERGING (On way to meeting minimum standard)
ESTABLISHED (Acceptable
minimum standard)
ADVANCED (Best practice) Justification
EC—ENABLING CONTEXT
EC1—Policies
EC2—Leadership, public engagement
EC3—Funding
EC4—Institutional arrangements
EC5—Human resources
SA—SYSTEM ALIGNMENT
SA1—Learning/quality goals
SA2—Curriculum
SA3—Pre-, in-service teacher training
AQ—ASSESSMENT QUALITY
AQ1—Ensuring quality (design, administration, analysis)
AQ2—Ensuring effective uses
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Appendix 3: Summary of the Development Levels for Each Assessment Type
Assessment Type LATENT EMERGING ESTABLISHED
ADVANCED
Absence of, or deviation from, the attribute
On way to meeting minimum standard
Acceptable minimum standard
Best practice
CLASSROOM ASSESSMENT
There is no system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is weak system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is sufficient system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is strong system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
EXAMINATIONS
There is no standardized examination in place for key decisions.
There is a partially stable standardized examination in place, and a need to develop institutional capacity to run the examination. The examination typically is of poor quality and is perceived as unfair or corrupt.
There is a stable standardized examination in place. There is institutional capacity and some limited mechanisms to monitor it. The examination is of acceptable quality and is perceived as fair for most students and free from corruption.
There is a stable standardized examination in place and institutional capacity and strong mechanisms to monitor it. The examination is of high quality and is perceived as fair and free from corruption.
NATIONAL (OR SYSTEM-LEVEL) LARGE-SCALE ASSESSMENT
There is no NLSA in place.
There is an unstable NLSA in place and a need to develop institutional capacity to run the NLSA. Assessment quality and impact are weak.
There is a stable NLSA in place. There is institutional capacity and some limited mechanisms to monitor it. The NLSA is of moderate quality and its information is disseminated, but not always used in effective ways.
There is a stable NLSA in place and institutional capacity and strong mechanisms to monitor it. The NLSA is of high quality and its information is effectively used to improve education.
INTERNATIONAL LARGE-SCALE ASSESSMENT
There is neither a history of participation in an ILSA nor plans to participate in one.
Participation in an ILSA has been initiated, but there still is need to develop institutional capacity to carry out the ILSA.
There is more or less stable participation in an ILSA. There is institutional capacity to carry out the ILSA. The information from the ILSA is disseminated, but not always used in effective ways.
There is stable participation in an ILSA and institutional capacity to run the ILSA. The information from the ILSA is effectively used to improve education.
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Appendix 4: Methodology for Assigning Development Levels 1. The country team or consultant collects information about the assessment system in the country. 2. Based on the collected information, a level of development and score is assigned to each dimension in the rubrics:
Latent = 1 score point Emerging = 2 score points Established = 3 score points Advanced = 4 score points
3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, ‘Enabling Context,’ in the case of ILSA, has 3 dimensions on which a hypothetical country receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s overall score for this quality driver would be: (2+2+3)/3 = 2.33 4. A preliminary level of development is assigned to each quality driver. 5. The preliminary development level is validated using expert judgment in cooperation with the country team and The World Bank Task Team Leader. For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriate level.
6. Scores for certain key dimensions under ‘Enabling Context’ (in the case of EXAM, NLSA, and ILSA) and under ‘System Alignment’ (in the case of CLASS) were set as ceiling scores, i.e., the overall mean score for the particular assessment type cannot be greater than the score for these key dimensions. These key variables include formal policy, regular funding, having a permanent assessment unit, and the quality of assessment practices.
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LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
O
vera
ll po
licy
and
reso
urce
fram
ewor
k w
ithin
whi
ch cl
assr
oom
ass
essm
ent a
ctiv
ity ta
kes p
lace
in a
coun
try
or sy
stem
, and
the
degr
ee to
whi
ch cl
assr
oom
as
sess
men
t act
ivity
is co
here
nt w
ith o
ther
com
pone
nts o
f the
edu
catio
n sy
stem
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
1:
Sett
ing
clea
r gu
idel
ines
for
clas
sroo
m a
sses
smen
t Th
ere
is no
coun
try-
leve
l doc
umen
t tha
t pr
ovid
es g
uide
lines
for c
lass
room
as
sess
men
t.
Ther
e is
an in
form
al o
r dra
ft co
untr
y-le
vel d
ocum
ent t
hat p
rovi
des g
uide
lines
fo
r cla
ssro
om a
sses
smen
t.
Ther
e is
a fo
rmal
coun
try-
leve
l doc
umen
t th
at p
rovi
des g
uide
lines
for c
lass
room
as
sess
men
t, bu
t the
doc
umen
t is n
ot
avai
labl
e on
line
to a
nybo
dy in
tere
sted
.
Ther
e is
a fo
rmal
coun
try-
leve
l doc
umen
t th
at p
rovi
des g
uide
lines
for c
lass
room
as
sess
men
t, pu
blicl
y av
aila
ble
onlin
e to
an
ybod
y in
tere
sted
.1
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
2:
Alig
ning
clas
sroo
m a
sses
smen
t with
cou
ntry
lear
ning
goa
ls
Ther
e ar
e no
coun
try-
wid
e re
sour
ces f
or
teac
hers
for c
lass
room
ass
essm
ent.
Th
ere
are
very
few
coun
try-
wid
e re
sour
ces f
or te
ache
rs fo
r cla
ssro
om
asse
ssm
ent.
Ther
e ar
e so
me
coun
try-
wid
e re
sour
ces
for t
each
ers f
or cl
assr
oom
ass
essm
ent.2
Ther
e ar
e a
varie
ty o
f cou
ntry
-wid
e re
sour
ces f
or te
ache
rs fo
r cla
ssro
om
asse
ssm
ent.
Ther
e is
no o
fficia
l cur
ricul
um o
r st
anda
rds d
ocum
ent.
Th
ere
is an
offi
cial c
urric
ulum
or
stan
dard
s doc
umen
t, bu
t it i
s not
clea
r w
hat s
tude
nts a
re e
xpec
ted
to le
arn.
Ther
e is
an o
fficia
l cur
ricul
um o
r st
anda
rds d
ocum
ent t
hat s
pecif
ies w
hat
stud
ents
are
exp
ecte
d to
lear
n, b
ut th
e de
sired
leve
l of p
erfo
rman
ce is
not
clea
r.
Ther
e is
an o
fficia
l cur
ricul
um o
r st
anda
rds d
ocum
ent t
hat s
pecif
ies w
hat
stud
ents
are
exp
ecte
d to
lear
n an
d th
e de
sired
leve
l of p
erfo
rman
ce.3
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
3:
Hav
ing
effe
ctiv
e hu
man
res
ourc
es to
carr
y ou
t cla
ssro
om a
sses
smen
t act
iviti
es
Ther
e ar
e no
form
al co
untr
y-le
vel
mec
hani
sms t
o en
sure
that
teac
hers
de
velo
p co
mpe
tenc
ies i
n cla
ssro
om
asse
ssm
ent.
Ther
e ar
e ve
ry m
inim
al fo
rmal
coun
try-
leve
l mec
hani
sms t
o en
sure
that
te
ache
rs d
evel
op co
mpe
tenc
ies i
n cla
ssro
om a
sses
smen
t.
Ther
e ar
e so
me
form
al co
untr
y-le
vel
mec
hani
sms t
o en
sure
that
teac
hers
de
velo
p co
mpe
tenc
ies i
n cla
ssro
om
asse
ssm
ent.
Ther
e ar
e a
varie
ty o
f for
mal
cou
ntry
-le
vel m
echa
nism
s to
ensu
re th
at
teac
hers
dev
elop
com
pete
ncie
s in
class
room
ass
essm
ent.4
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
18
AS
SESS
MEN
T Q
UAL
ITY
Qua
lity
of cl
assr
oom
ass
essm
ent d
esig
n, a
dmin
istra
tion,
ana
lysis
and
use
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
clas
sroo
m a
sses
smen
t Cl
assr
oom
ass
essm
ent p
ract
ices
are
ver
y w
eak,
or t
here
is n
o in
form
atio
n av
aila
ble
on cl
assr
oom
ass
essm
ent
prac
tices
.
Clas
sroo
m a
sses
smen
t pra
ctic
es a
re
know
n to
be
wea
k.
Clas
sroo
m a
sses
smen
t pra
ctic
es a
re
know
n to
be
of m
oder
ate
qual
ity. 5
Clas
sroo
m a
sses
smen
t pra
ctic
es a
re
know
n to
be
of h
igh
qual
ity.
Ther
e ar
e no
form
al co
untr
y-le
vel
mec
hani
sms t
o m
onito
r the
qua
lity
of
class
room
ass
essm
ent p
ract
ices .
Ther
e ar
e m
inim
al fo
rmal
coun
try-
leve
l m
echa
nism
s to
mon
itor t
he q
ualit
y of
cla
ssro
om a
sses
smen
t pra
ctice
s.6
Ther
e ar
e so
me
form
al co
untr
y-le
vel
mec
hani
sms t
o m
onito
r the
qua
lity
of
class
room
ass
essm
ent p
ract
ices.
Ther
e ar
e va
ried
form
al co
untr
y-le
vel
mec
hani
sms t
o m
onito
r the
qua
lity
of
class
room
ass
essm
ent p
ract
ices.
ASSE
SSM
ENT
QUA
LITY
2:
Ensu
ring
effe
ctiv
e us
es o
f cla
ssro
om a
sses
smen
t Th
ere
are
no re
quire
d us
es o
f cla
ssro
om
asse
ssm
ent.
Ther
e ar
e m
inim
al re
quire
d us
es o
f cla
ssro
om a
sses
smen
t. Th
ere
are
varie
d re
quire
d us
es o
f cla
ssro
om a
sses
smen
t. Th
ere
are
varie
d re
quire
d us
es o
f cla
ssro
om a
sses
smen
t, in
cludi
ng it
s use
as
an
inpu
t for
sele
ctio
n or
cert
ifica
tion.
7
Scho
ols a
re n
ot re
quire
d to
repo
rt
info
rmat
ion
on in
divi
dual
stud
ent
perfo
rman
ce.
At le
ast s
ome
scho
ols a
re re
quire
d to
re
port
info
rmat
ion
on in
divi
dual
stud
ent
perfo
rman
ce.
All s
choo
ls ar
e re
quire
d to
repo
rt
info
rmat
ion
on in
divi
dual
stud
ent
perfo
rman
ce to
par
ents
.8
All s
choo
ls ar
e re
quire
d to
repo
rt
info
rmat
ion
on in
divi
dual
stud
ent
perfo
rman
ce to
par
ents
and
oth
er k
ey
stak
ehol
ders
. In
form
atio
n on
stud
ent p
erfo
rman
ce is
no
t req
uire
d to
be
repo
rted
. M
inim
al in
form
atio
n on
stud
ent
perfo
rman
ce is
requ
ired
to b
e re
port
ed.
Som
e in
form
atio
n on
stud
ent
perfo
rman
ce is
requ
ired
to b
e re
port
ed
in sc
hool
repo
rt ca
rds.
A va
riety
of i
nfor
mat
ion
abou
t stu
dent
pe
rform
ance
is re
quire
d to
be
repo
rted
in
scho
ol re
port
card
s.9
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
19
Clas
sroo
m A
sses
smen
t: Developmen
t-level rating j
ustifications
1. In
Sam
oa, t
he M
inist
ry o
f Edu
catio
n, S
port
, and
Cul
ture
(MES
C) e
stab
lishe
s the
fram
ewor
k fo
r cla
ssro
om a
sses
smen
t, w
hich
is a
ligne
d w
ith th
e Sa
moa
Nat
iona
l As
sess
men
t Pol
icy F
ram
ewor
k an
d th
e Na
tiona
l Cur
ricul
um P
olicy
Fra
mew
ork.
The
Mak
ing
Asse
ssm
ent W
ork:
Cla
ssro
om A
sses
smen
t Man
ual d
ocum
ent,
auth
orize
d in
Mar
ch 2
011
by th
e M
ESC,
pro
vide
s the
fram
ewor
k an
d a
com
preh
ensiv
e ov
ervi
ew o
f cla
ssro
om a
sses
smen
t use
in S
amoa
. The
doc
umen
t, w
hich
co
ntai
ns th
ree
sect
ions
, Gui
de to
Ass
essm
ent L
itera
cy; B
est P
ract
ices f
or C
lass
room
Ass
essm
ent;
and
Clas
sroo
m A
sses
smen
t Tec
hniq
ues,
is pu
blicl
y av
aila
ble
and
diss
emin
ated
to a
ll sc
hool
s. W
hile
the
MES
C es
tabl
ishes
the
fram
ewor
k fo
r cla
ssro
om a
sses
smen
t in
the
coun
try,
scho
ols h
ave
the
auth
ority
and
resp
onsib
ility
to
desig
n an
d im
plem
ent c
lass
room
ass
essm
ent.
2.
Doc
umen
ts th
at o
utlin
e st
uden
t lea
rnin
g an
d pe
rform
ance
exp
ecta
tions
by
year
and
subj
ect a
re a
vaila
ble
to te
ache
rs in
Sam
oa. F
or e
xam
ple,
the
Sam
oa
Prim
ary
Scho
ol C
urric
ulum
doc
umen
ts a
rticu
late
the
stra
nds,
achi
evem
ent o
bjec
tives
, lea
rnin
g ou
tcom
es, a
nd k
ey id
eas f
or e
ach
year
in e
ach
subj
ect a
rea
for
Year
s 1 th
roug
h 8.
Sim
ilarly
, the
Sam
oa S
econ
dary
Sch
ool C
urric
ulum
doc
umen
ts a
re a
vaila
ble
for e
ach
subj
ect a
rea
and
are
com
plem
ente
d by
the
Teac
her
Deve
lopm
ent S
erie
s doc
umen
ts w
hich
pro
vide
teac
hers
with
gui
delin
es, p
ract
ical r
esou
rces
, pra
ctice
ass
essm
ent m
ater
ials,
and
pro
fess
iona
l dev
elop
men
t su
ppor
t. In
add
ition
, at t
he se
cond
ary
leve
l, th
e Te
ache
r Dev
elop
men
t Ser
ies i
nclu
des r
ubric
s and
scor
ing
guid
elin
es fo
r eac
h su
bjec
t. Te
xtbo
oks o
r wor
kboo
ks
are
also
ava
ilabl
e to
teac
hers
to p
rovi
de su
ppor
t for
clas
sroo
m a
sses
smen
t at t
he se
cond
ary
leve
l, an
d co
mpu
ter-
base
d te
stin
g is
avai
labl
e at
the
seco
ndar
y le
vel
in co
mpu
ter s
tudi
es co
urse
s. Ho
wev
er, i
tem
ban
ks a
nd o
nlin
e as
sess
men
t res
ourc
es sp
ecifi
c to
supp
ortin
g cla
ssro
om a
sses
smen
t act
iviti
es a
re n
ot a
vaila
ble
to
teac
hers
.
3. A
n of
ficia
l cur
ricul
um o
r sta
ndar
ds d
ocum
ent s
pecif
ies w
hat s
tude
nts a
re e
xpec
ted
to le
arn
and
the
desir
ed le
vel o
f per
form
ance
for e
ach
subj
ect a
rea
at th
e pr
imar
y an
d se
cond
ary
leve
ls.
4. A
var
iety
of f
orm
al le
vel m
echa
nism
s are
in p
lace
to e
nsur
e th
at te
ache
rs d
evel
op co
mpe
tenc
ies i
n cla
ssro
om a
sses
smen
t. Fo
r exa
mpl
e, p
re- a
nd in
-ser
vice
te
ache
r tra
inin
g ad
dres
s com
pete
ncie
s in
class
room
ass
essm
ent.
Ther
e ar
e tw
o sp
ecifi
c cou
rses
that
add
ress
clas
sroo
m a
sses
smen
t in
pre-
serv
ice tr
aini
ng:
(i)
Asse
ssm
ent T
echn
ique
s and
Tra
inin
g St
rate
gies
and
(ii)
Prim
ary
Teac
her a
nd C
lass
room
Ass
essm
ent (
only
ava
ilabl
e at
the
prim
ary
leve
l). In
add
ition
, whi
le th
ere
are
som
e on
line
reso
urce
s for
teac
hers
on
the
MES
C "T
each
ing
Reso
urce
s Lin
k Lis
t” w
ebpa
ge, t
he in
form
atio
n pr
ovid
ed is
not
spec
ific t
o cla
ssro
om a
sses
smen
t. Fu
rthe
r, m
any
teac
hers
cann
ot a
cces
s the
onl
ine
trai
ning
reso
urce
s as t
hey
have
lim
ited
conn
ectiv
ity to
the
inte
rnet
. How
ever
, dep
endi
ng o
n av
aila
ble
reso
urce
s, th
e M
ESC
affo
rds t
each
ers t
he o
ppor
tuni
ty to
par
ticip
ate
in n
atio
nal,
regi
onal
, and
inte
rnat
iona
l wor
ksho
ps o
n to
pics
inclu
ding
clas
sroo
m a
sses
smen
t. Al
so, t
each
ers h
ave
oppo
rtun
ities
to p
artic
ipat
e in
item
dev
elop
men
t or s
corin
g of
test
que
stio
ns fo
r lar
ge-s
cale
ass
essm
ents
or e
xam
s, an
d sc
hool
insp
ectio
n or
te
ache
r sup
ervi
sion
inclu
des a
com
pone
nt fo
cuse
d on
clas
sroo
m a
sses
smen
t.
5. C
lass
room
ass
essm
ent p
ract
ices a
re k
now
n to
be
of m
oder
ate
qual
ity. F
or e
xam
ple,
the
use
of m
ultip
le-c
hoice
/sel
ectio
n ty
pe q
uest
ions
is v
ery
com
mon
. It i
s al
so co
mm
on fo
r cla
ssro
om a
sses
smen
t act
iviti
es to
be
mai
nly
abou
t rec
allin
g in
form
atio
n an
d fo
r tea
cher
s to
not u
se e
xplic
it or
a p
riori
crite
ria fo
r sco
ring
or
grad
ing
stud
ents
' wor
k. H
owev
er, i
t is r
are
that
par
ents
are
poo
rly in
form
ed a
bout
stud
ents
' gra
des a
nd th
at cl
assr
oom
ass
essm
ent a
ctiv
ities
pro
vide
litt
le u
sefu
l fe
edba
ck to
stud
ents
. It i
s also
rare
for c
lass
room
ass
essm
ent a
ctiv
ities
to b
e m
ainl
y us
ed a
s adm
inist
rativ
e or
cont
rol t
ools
rath
er th
an a
s a p
edag
ogica
l res
ourc
e an
d to
not
be
alig
ned
with
a p
edag
ogica
l or c
urric
ular
fram
ewor
k.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
20
6. C
lass
room
ass
essm
ent i
s a re
quire
d co
mpo
nent
of a
teac
her's
per
form
ance
eva
luat
ion
and
scho
ol in
spec
tion
or te
ache
r sup
ervi
sion.
At t
he sc
hool
leve
l, th
e he
ad te
ache
r is r
espo
nsib
le fo
r eva
luat
ing
othe
r tea
cher
s, in
cludi
ng o
n th
eir u
se o
f cla
ssro
om a
sses
smen
t. In
add
ition
, the
Sch
ool R
evie
w O
ffice
r spo
t-che
cks
class
room
ass
essm
ent i
n ea
ch sc
hool
at t
he d
istric
t lev
el. A
lso, t
he M
onito
ring
and
Eval
uatio
n Un
it w
ithin
the
MES
C is
a ce
ntra
l lev
el a
utho
rity
who
se p
rimar
y fo
cus i
s to
revi
ew cl
assr
oom
ass
essm
ent f
or e
ach
teac
her a
t the
prim
ary
and
seco
ndar
y le
vel.
Gove
rnm
ent f
undi
ng a
lloca
ted
tow
ards
edu
catio
n re
sear
ch a
t the
disc
retio
n of
the
MES
C is
avai
labl
e fo
r res
earc
h on
the
qual
ity o
f cla
ssro
om a
sses
smen
t ac
tiviti
es a
nd h
ow to
impr
ove
class
room
ass
essm
ent.
How
ever
, oth
er m
echa
nism
s, su
ch a
s an
exte
rnal
mod
erat
ion
syst
em th
at re
view
s the
diff
iculty
of
class
room
ass
essm
ent a
ctiv
ities
and
app
ropr
iate
ness
of s
corin
g cr
iteria
or n
atio
nal r
evie
ws o
f the
qua
lity
of e
duca
tion
whi
ch in
clude
a fo
cus o
n cla
ssro
om
asse
ssm
ent a
re n
ot a
vaila
ble
in S
amoa
. 7.
In S
amoa
, cla
ssro
om a
sses
smen
t is r
equi
red
to b
e us
ed in
dia
gnos
ing
stud
ent l
earn
ing
issue
s, pr
ovid
ing
feed
back
to st
uden
ts o
n th
eir l
earn
ing,
info
rmin
g pa
rent
s abo
ut th
eir c
hild
's le
arni
ng, p
lann
ing
next
step
s in
inst
ruct
ion,
gra
ding
stud
ents
for i
nter
nal c
lass
room
use
s, pr
ovid
ing
inpu
t for
sele
ctio
n or
cert
ifica
tion,
an
d in
form
ing
teac
hers
on
spec
ific a
reas
of s
uppo
rt re
quire
d.
8. T
he S
amoa
Nat
iona
l Sch
ool A
sses
smen
t Pol
icy F
ram
ewor
k an
d th
e Na
tiona
l Cur
ricul
um P
olicy
Fra
mew
ork
both
stat
e th
at sc
hool
s are
requ
ired
to re
port
on
indi
vidu
al st
uden
t per
form
ance
to p
aren
ts, s
tude
nts,
scho
ol co
mm
ittee
s (w
hich
are
task
ed w
ith d
evel
opin
g th
e th
ree-
year
Sch
ool I
mpr
ovem
ent P
lans
that
es
tabl
ish th
e st
rate
gic v
ision
for t
he sc
hool
), an
d ot
her e
duca
tiona
l ins
titut
ions
, suc
h as
the
seco
ndar
y an
d te
rtia
ry sc
hool
s tha
t stu
dent
s att
end.
How
ever
, sc
hool
s are
not
requ
ired
to re
port
on
indi
vidu
al st
uden
t per
form
ance
to sc
hool
dist
rict o
r MES
C of
ficia
ls.
9. In
add
ition
to st
uden
t per
form
ance
or g
rade
s in
Mat
hem
atics
, Lan
guag
e, a
nd o
ther
are
as, s
tude
nt p
erfo
rman
ce o
r gra
des r
elat
ive
to o
ther
stud
ents
and
st
uden
t pro
gres
s in
perfo
rman
ce a
re re
quire
d to
be
repo
rted
. Thi
s inf
orm
atio
n is
requ
ired
to b
e re
port
ed to
stud
ents
and
par
ents
in in
form
al m
eetin
gs o
r in
scho
ol re
port
card
s (w
hich
mus
t be
diss
emin
ated
at l
east
twice
per
yea
r).
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
21
SAM
OA
Exam
inat
ions
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
22
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
inst
itutio
nal a
rran
gem
ents
, fisc
al a
nd h
uman
reso
urce
s in
whi
ch th
e as
sess
men
t act
ivity
take
s pla
ce in
a co
untr
y, a
nd
the
exte
nt to
whi
ch th
at fr
amew
ork
is di
rect
ly co
nduc
ive
to, o
r sup
port
ive
of, t
he a
sses
smen
t act
ivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s for
the
exam
inat
ion
Ther
e is
no e
xam
inat
ion.
Th
e ex
amin
atio
n ha
s bee
n op
erat
ing
on
an ir
regu
lar b
asis.
Th
e ex
amin
atio
n ha
s bee
n op
erat
ing
regu
larly
. 1
This
optio
n do
es n
ot a
pply
to th
is di
men
sion
Ther
e is
no e
xam
inat
ion,
or t
here
is n
o po
licy
pert
aini
ng to
the
exam
inat
ion.
Ther
e is
an in
form
al o
r dra
ft po
licy
that
au
thor
izes t
he e
xam
inat
ion;
or t
here
is a
fo
rmal
pol
icy th
at is
not
ava
ilabl
e.
Ther
e is
a fo
rmal
pol
icy th
at a
utho
rizes
th
e ex
amin
atio
n, a
vaila
ble
upon
requ
est
or w
ith re
stric
ted
acce
ss.
Ther
e is
a fo
rmal
pol
icy th
at a
utho
rizes
th
e ex
amin
atio
n, p
ublic
ly a
vaila
ble
onlin
e to
any
one
inte
rest
ed.2
Ther
e is
no e
xam
inat
ion,
or t
he
exam
inat
ion
is no
t sta
ndar
dize
d.
The
exam
inat
ion
is at
mos
t par
tially
st
anda
rdize
d at
the
coun
try
leve
l, or
has
m
inim
um p
roce
dure
s in
plac
e to
ens
ure
stan
dard
izatio
n.
The
exam
inat
ion
is at
leas
t par
tially
st
anda
rdize
d at
the
coun
try
leve
l, w
ith a
t le
ast s
ome
proc
edur
es in
pla
ce to
ens
ure
stan
dard
izatio
n.
The
exam
inat
ion
is fu
lly st
anda
rdize
d at
th
e co
untr
y le
vel,
and
a va
riety
of
proc
edur
es a
re in
pla
ce to
ens
ure
stan
dard
izatio
n.3
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g le
ader
ship
for
the
exam
inat
ion
Ther
e is
no e
xam
inat
ion,
or t
he co
untr
y do
es n
ot h
ave
lead
ersh
ip fo
r the
ex
amin
atio
n.
The
coun
try
has w
eak
lead
ersh
ip fo
r the
ex
amin
atio
n.
The
coun
try
has s
tron
g le
ader
ship
for t
he
exam
inat
ion,
from
an
indi
vidu
al p
erso
n or
from
a st
akeh
olde
r bod
y.
The
coun
try
has s
tron
g le
ader
ship
for
the
exam
inat
ion
from
bot
h an
indi
vidu
al
pers
on a
nd a
per
man
ent s
take
hold
er
body
.4
(C
ONT
INUE
D)
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
23
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g re
gula
r fu
ndin
g fo
r th
e ex
amin
atio
n Th
ere
is no
exa
min
atio
n, o
r the
re is
no
fund
ing
allo
cate
d fo
r the
exa
min
atio
n.
Ther
e is
irreg
ular
fund
ing
for t
he
exam
inat
ion,
or t
he fu
ndin
g is
not
allo
cate
d by
law
or r
egul
atio
n.5
Ther
e is
a re
gula
r fun
ding
for t
he
exam
inat
ion
that
is a
lloca
ted
by la
w o
r re
gula
tion.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Ther
e is
no e
xam
inat
ion,
or t
here
is n
o fu
ndin
g co
min
g fro
m th
e go
vern
men
t, st
uden
t fee
s, or
don
ors.
The
fund
ing
for t
he e
xam
inat
ion
com
es
prim
arily
from
don
ors o
r loa
ns.
The
fund
ing
for t
he e
xam
inat
ion
com
es
prim
arily
from
the
gove
rnm
ent o
r st
uden
t fee
s.6
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Ther
e is
no e
xam
inat
ion,
or t
here
is n
o fu
ndin
g to
cove
r act
iviti
es.
Ther
e is
fund
ing
to co
ver a
t lea
st so
me
of
the
core
act
iviti
es.
Ther
e is
fund
ing
to co
ver a
ll or
mos
t cor
e ac
tiviti
es. 7
Th
ere
is fu
ndin
g to
cove
r all
core
ac
tiviti
es, p
lus r
esea
rch
and
deve
lopm
ent.
ENAB
LIN
G CO
NTE
XT 4
: H
avin
g in
stitu
tiona
l cap
acit
y fo
r th
e ex
amin
atio
n Th
ere
is no
exa
min
atio
n, o
r the
re is
no
exam
inat
ion
unit.
Th
ere
is a
tem
pora
ry u
nit,
or a
uni
t with
m
inim
um e
xper
ienc
e, in
char
ge o
f the
ex
amin
atio
n.
Ther
e is
a pe
rman
ent u
nit w
ith so
me
expe
rienc
e in
char
ge o
f the
ex
amin
atio
n.8
Ther
e is
a pe
rman
ent u
nit w
ith v
ast
expe
rienc
e in
char
ge o
f the
exa
min
atio
n.
Ther
e is
no e
xam
inat
ion,
or i
t is n
ot cl
ear
to w
hich
bod
y th
e ex
amin
atio
n un
it is
acco
unta
ble.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Th
e ex
amin
atio
n un
it is
acc
ount
able
to a
cle
arly
reco
gnize
d bo
dy.9
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Ther
e is
no e
xam
inat
ion,
or t
he
exam
inat
ion
unit
does
not
hav
e fa
ciliti
es
to ca
rry
out t
he e
xam
inat
ion.
The
exam
inat
ion
unit
has o
nly
a fe
w o
f th
e re
quire
d fa
ciliti
es to
carr
y ou
t the
ex
amin
atio
n.
The
exam
inat
ion
unit
has a
ll of
the
requ
ired
facil
ities
to ca
rry
out t
he
exam
inat
ion.
10
The
exam
inat
ion
unit
has u
p-to
-dat
e ve
rsio
ns o
f all
requ
ired
faci
litie
s to
carr
y ou
t the
exa
min
atio
n.
(CO
NTIN
UED)
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
24
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 5
:
Hav
ing
hum
an r
esou
rces
for
the
exam
inat
ion
Ther
e is
no e
xam
inat
ion,
or t
here
is n
o st
aff a
lloca
ted
to th
e ex
amin
atio
n un
it.
The
exam
inat
ion
unit
has a
n in
adeq
uate
nu
mbe
r of s
taff
to ca
rry
out t
he
exam
inat
ion.
11
The
exam
inat
ion
unit
has a
n ad
equa
te
num
ber o
f sta
ff to
carr
y ou
t the
ex
amin
atio
n, w
ith so
me
qual
ity
prob
lem
s.
The
exam
inat
ion
unit
has a
n ad
equa
te
num
ber o
f sta
ff to
carr
y ou
t the
ex
amin
atio
n, w
ith n
o qu
ality
pro
blem
s.
Ther
e is
no e
xam
inat
ion,
or t
he co
untr
y of
fers
no
annu
al o
ppor
tuni
ties t
o le
arn
abou
t the
exa
min
atio
ns.
The
coun
try
offe
rs v
ery
few
ann
ual
oppo
rtun
ities
to le
arn
abou
t the
ex
amin
atio
ns.
The
coun
try
offe
rs so
me
annu
al
oppo
rtun
ities
to le
arn
abou
t ex
amin
atio
ns to
the
exam
inat
ion
staf
f. 12
The
coun
try
offe
rs a
wid
e ra
nge
of
annu
al o
ppor
tuni
ties t
o le
arn
abou
t ex
amin
atio
ns. T
hese
opp
ortu
nitie
s are
av
aila
ble
to a
bro
ad a
udie
nce,
inclu
ding
th
e ex
amin
atio
n st
aff.
The
re is
no
exam
inat
ion,
or t
each
ers
have
no
oppo
rtun
ities
to le
arn
abou
t the
ex
amin
atio
n, a
nd a
re n
ot in
volv
ed in
ex
amin
atio
n-re
late
d ta
sks.
Teac
hers
hav
e at
leas
t som
e op
port
uniti
es to
lear
n ab
out t
he
exam
inat
ion,
or a
re in
volv
ed in
at l
east
so
me
exam
inat
ion-
rela
ted
task
s.
Teac
hers
hav
e at
leas
t som
e op
port
uniti
es to
lear
n ab
out t
he
exam
inat
ion,
and
are
invo
lved
in a
t lea
st
som
e ex
amin
atio
n-re
late
d ta
sks.
Teac
hers
hav
e op
port
uniti
es to
lear
n ab
out d
iffer
ent a
spec
ts o
f the
ex
amin
atio
n, a
nd a
re in
volv
ed in
mos
t ex
amin
atio
n-re
late
d ta
sks. 1
3
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
25
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
asse
ssm
ent i
s coh
eren
t with
oth
er co
mpo
nent
s of t
he e
duca
tion
syst
em.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng th
e ex
amin
atio
n w
ith le
arni
ng g
oals
Th
ere
is no
exa
min
atio
n, o
r the
ex
amin
atio
n is
not a
ligne
d w
ith o
fficia
l le
arni
ng g
oals
or cu
rricu
lum
.
The
exam
inat
ion
is w
eakl
y al
igne
d w
ith
offic
ial l
earn
ing
goal
s or c
urric
ulum
, or
ther
e ar
e no
regu
lar r
evie
ws t
o en
sure
al
ignm
ent.
The
exam
inat
ion
is at
leas
t suf
ficie
ntly
al
igne
d w
ith o
fficia
l lea
rnin
g go
als o
r cu
rricu
lum
, and
regu
lar r
evie
ws o
f the
ex
amin
atio
n ta
ke p
lace
to e
nsur
e al
ignm
ent.14
The
exam
inat
ion
is fu
lly a
ligne
d w
ith
offic
ial l
earn
ing
goal
s or c
urric
ulum
, and
re
gula
r ext
erna
l rev
iew
s tak
e p l
ace
to
ensu
re a
lignm
ent.
Ther
e is
no e
xam
inat
ion,
or t
here
the
mat
eria
l to
prep
are
for t
he e
xam
inat
ions
is
avai
labl
e to
a sm
all n
umbe
r of
stud
ents
at m
ost.
The
mat
eria
l is a
cces
sible
to le
ss th
an
half
of th
e st
uden
ts.
Ther
e is
com
preh
ensiv
e m
ater
ial t
o pr
epar
e fo
r the
exa
min
atio
n th
at is
ac
cess
ible
to m
ost s
tude
nts.
Ther
e is
com
preh
ensiv
e m
ater
ial t
o pr
epar
e fo
r the
exa
min
atio
n th
at is
w
idel
y ac
cess
ible
to a
ll or
alm
ost a
ll st
uden
ts. 1
5 Th
ere
is no
exa
min
atio
n, o
r the
ex
amin
atio
n is
not c
onsis
tent
with
oth
er
asse
ssm
ent a
ctiv
ities
.
The
exam
inat
ion
is m
inim
ally
con
siste
nt
with
oth
er a
sses
smen
t act
iviti
es.
The
exam
inat
ion
is su
ffici
ently
cons
isten
t w
ith o
ther
ass
essm
ent a
ctiv
ities
. Th
e ex
amin
atio
n is
fully
cons
isten
t with
ot
her a
sses
smen
t act
iviti
es. 16
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OA
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ER-S
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NT A
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TRY
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SYST
EMS
APPR
OAC
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26
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
asse
ssm
ent m
eets
tech
nica
l sta
ndar
ds, i
s fai
r, an
d is
used
in a
n ef
fect
ive
way
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
the
exam
inat
ion
Ther
e is
no e
xam
inat
ion,
or t
here
are
no
form
al m
echa
nism
s in
plac
e to
ens
ure
the
qual
ity o
f the
exa
min
atio
n.
Ther
e ar
e m
inim
al fo
rmal
mec
hani
sms i
n pl
ace
to e
nsur
e th
e qu
ality
of t
he
exam
inat
ion.
Ther
e ar
e so
me
form
al m
echa
nism
s in
plac
e to
ens
ure
the
qual
ity o
f the
ex
amin
atio
n. 17
Ther
e ar
e a
varie
ty o
f for
mal
m
echa
nism
s in
plac
e to
ens
ure
the
qual
ity o
f the
exa
min
atio
n.
Ther
e is
no e
xam
inat
ion,
or t
here
is n
o do
cum
enta
tion
abou
t the
tech
nica
l as
pect
s of t
he e
xam
inat
ion.
Ther
e is
som
e do
cum
enta
tion
abou
t the
te
chni
cal a
spec
ts o
f the
exa
min
atio
n.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l re
port
abo
ut th
e ex
amin
atio
n av
aila
ble
upon
requ
est o
r with
rest
ricte
d ac
cess
.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l re
port
abo
ut th
e ex
amin
atio
n pu
blicl
y av
aila
ble
onlin
e. 1
8
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng fa
irne
ss
Ther
e is
no e
xam
inat
ion,
or t
he m
ajor
ity
of th
e st
uden
ts m
ay n
ot ta
ke th
e ex
amin
atio
n be
caus
e of
lang
uage
, ge
nder
, or o
ther
equ
ival
ent b
arrie
rs.
A sig
nific
ant p
ropo
rtio
n of
stud
ents
may
no
t tak
e th
e ex
amin
atio
n be
caus
e of
la
ngua
ge, g
ende
r, or
oth
er e
quiv
alen
t ba
rrie
rs.
A sm
all p
ropo
rtio
n of
stud
ents
may
not
ta
ke th
e ex
amin
atio
n be
caus
e of
la
ngua
ge, g
ende
r, or
oth
er e
quiv
alen
t ba
rrie
rs.
All s
tude
nts c
an ta
ke th
e ex
amin
atio
n;
ther
e ar
e no
lang
uage
, gen
der o
r eq
uiva
lent
bar
riers
. 19
Ther
e is
no e
xam
inat
ion,
or s
tude
nt
resu
lts a
re n
ot co
nfid
entia
l, or
in
appr
opria
te b
ehav
ior s
urro
undi
ng th
e ex
amin
atio
n is
high
.
Stud
ent r
esul
ts a
re n
ot co
nfid
entia
l, an
d th
ere
is so
me
inap
prop
riate
beh
avio
r su
rrou
ndin
g th
e ex
amin
atio
n.
Stud
ent r
esul
ts a
re co
nfid
entia
l, an
d in
appr
opria
te b
ehav
ior s
urro
undi
ng th
e ex
amin
atio
n is
low
.
Stud
ent r
esul
ts a
re co
nfid
entia
l, an
d th
ere
is no
inap
prop
riate
beh
avio
r su
rrou
ndin
g th
e ex
amin
atio
n.20
(CO
NTIN
UED)
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OA
ǀ SAB
ER-S
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NT A
SSES
SMEN
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TRY
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EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
27
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 3:
En
suri
ng a
ppro
pria
te u
ses o
f the
exa
min
atio
n Th
ere
is no
exa
min
atio
n, o
r stu
dent
re
sults
are
not
per
ceiv
ed a
s cre
dibl
e, o
r ar
e no
t rec
ogni
zed
by a
ny b
road
er
cert
ifica
tion
or se
lect
ion
syst
em.
Stud
ent r
esul
ts a
re p
erce
ived
as c
redi
ble
by a
t lea
st so
me
stak
ehol
ders
. St
uden
t res
ults
are
per
ceiv
ed a
s cre
dibl
e by
mos
t sta
keho
lder
s, an
d ar
e na
tiona
lly
reco
gnize
d.
Stud
ent r
esul
ts a
re p
erce
ived
as c
redi
ble
by m
ost s
take
hold
ers,
and
are
inte
rnat
iona
lly re
cogn
ized.
21
Ther
e is
no e
xam
inat
ion,
or t
here
are
no
optio
ns in
the
educ
atio
n sy
stem
for
stud
ents
who
do
not p
erfo
rm w
ell o
n th
e ex
amin
atio
n.
Ther
e ar
e ve
ry fe
w o
ptio
ns in
the
educ
atio
n sy
stem
for s
tude
nts w
ho d
o no
t per
form
wel
l on
the
exam
inat
ion.
Ther
e ar
e so
me
optio
ns in
the
educ
atio
n sy
stem
for s
tude
nts w
ho d
o no
t per
form
w
ell o
n th
e ex
amin
atio
n. 2
2
Ther
e ar
e a
varie
ty o
f opt
ions
in th
e ed
ucat
ion
syst
em fo
r stu
dent
s who
do
not p
erfo
rm w
ell o
n th
e ex
amin
atio
n.
Ther
e is
no e
xam
inat
ion,
or t
here
are
no
mec
hani
sms i
n pl
ace
to m
onito
r the
ex
amin
atio
n.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Th
ere
are
som
e m
echa
nism
s in
plac
e to
m
onito
r the
exa
min
atio
n.23
Th
ere
are
a va
riety
of m
echa
nism
s in
plac
e to
mon
itor t
he e
xam
inat
ion.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
28
Exam
inat
ions
: Developmen
t-level rating j
ustifications
1. T
he S
amoa
Sec
onda
ry Le
avin
g Ce
rtifi
cate
was
firs
t im
plem
ente
d as
the
Pacif
ic Se
nior
Sec
onda
ry C
ertif
icate
in 1
989
and
beca
me
a na
tiona
l exa
min
atio
n an
d kn
own
as th
e Sa
moa
Sec
onda
ry Le
avin
g Ce
rtifi
cate
in 2
013.
It is
adm
inist
ered
eve
ry y
ear t
o Ye
ar 1
3 st
uden
ts in
Eng
lish
and
othe
r opt
iona
l sub
ject
s, w
hich
in
clude
Sam
oan,
Hist
ory,
Bio
logy
, Che
mist
ry, P
hysic
s, M
athe
mat
ics, A
ccou
ntin
g, E
cono
mics
, Agr
icultu
ral S
cienc
e, C
ompu
ter S
tudi
es, G
eogr
aphy
, Foo
d &
Tex
tiles
, De
sign
Tech
nolo
gy, P
hysic
al E
duca
tion
& H
ealth
, Art
s, an
d M
usic.
2.
The
Sam
oa N
atio
nal S
choo
l Ass
essm
ent P
olicy
Fra
mew
ork
docu
men
t, au
thor
ized
in 2
010
by th
e M
ESC,
aut
horiz
es th
e Sa
moa
Sec
onda
ry Le
avin
g Ce
rtifi
cate
. Th
is do
cum
ent i
s ava
ilabl
e on
line
and
copi
es a
re d
issem
inat
ed to
scho
ols.
3.
The
exa
min
atio
n is
fully
stan
dard
ized.
Ass
essm
ent d
esig
n, a
dmin
istra
tion,
scor
ing,
and
repo
rtin
g ar
e th
e sa
me
for a
ll st
uden
ts ta
king
the
exam
inat
ion.
In
addi
tion,
ther
e ar
e a
varie
ty o
f pro
cedu
res i
n pl
ace
to e
nsur
e th
e st
anda
rdiza
tion.
For
exa
mpl
e, e
xam
inat
ion
pape
rs o
r tas
ks a
re th
e sa
me
or a
re e
quiv
alen
t for
al
l stu
dent
s and
the
sam
e sc
orin
g cr
iteria
are
use
d to
corr
ect t
he e
xam
inat
ion
pape
rs a
nd ta
sks.
4.
The
MES
C, w
hich
cons
ists o
f a p
erm
anen
t bod
y of
stak
ehol
ders
, pro
vide
s lea
ders
hip
for t
he e
xam
inat
ion.
The
MES
C ha
s pus
hed
for t
he d
evel
opm
ent o
f the
ex
amin
atio
n an
d ha
s inf
luen
ce a
nd p
ower
in d
eter
min
ing
the
exam
inat
ion
agen
da in
the
coun
try.
5.
The
re is
regu
lar f
undi
ng fo
r the
exa
min
atio
n al
loca
ted
at th
e di
scre
tion
of th
e go
vern
men
t or d
onor
s.
6. G
over
nmen
t res
ourc
es co
nstit
ute
the
mos
t sig
nific
ant s
ourc
e of
fund
ing
for t
he e
xam
inat
ions
. In
addi
tion,
ther
e is
a sm
all s
tude
nt fe
e fo
r the
exa
min
atio
n.
7. F
undi
ng a
lloca
ted
for t
he e
xam
inat
ion
cove
rs e
xam
inat
ion
desig
n an
d ad
min
istra
tion
and
data
ana
lysis
. The
CM
AD a
nnua
l bud
get c
over
s sta
ff sa
larie
s, re
sear
ch a
nd d
evel
opm
ent,
and
data
repo
rtin
g.
8. T
he C
urric
ulum
, Mat
eria
ls, a
nd A
sses
smen
t Div
ision
(CM
AD) w
ithin
the
MES
C ha
s had
full
cont
rol o
f the
Sam
oa S
choo
l Lea
ving
Cer
tifica
te si
nce
2013
and
pa
rtia
l con
trol
sinc
e 20
10.
9. T
he e
xam
inat
ion
unit
is ac
coun
tabl
e to
a N
atio
nal A
sses
smen
t Cou
ncil
that
bel
ongs
to th
e sa
me
broa
der i
nstit
utio
n as
the
exam
inat
ion
unit.
10
. The
exa
min
atio
n un
it ha
s up-
to-d
ate
com
pute
rs fo
r all
tech
nica
l sta
ff, to
p-le
vel s
ecur
ity fo
r its
bui
ldin
g, to
p-le
vel s
tora
ge fa
ciliti
es, a
nd u
p-to
-dat
e co
mpu
ter
serv
ers a
nd co
mm
unica
tion
tool
s.
11. A
ccor
ding
to a
rece
nt st
udy,
the
"Inst
itutio
nal C
apac
ity A
naly
sis o
f Sam
oa A
sses
smen
t and
Exa
min
atio
ns U
nit,"
cond
ucte
d by
the
Aust
ralia
n Co
uncil
for
Educ
atio
nal R
esea
rch
(ACE
R), t
he A
sses
smen
t and
Exa
min
atio
ns U
nit (
AEU)
requ
ires h
ighe
r sta
ff nu
mbe
rs to
stre
ngth
en th
e re
sear
ch a
nd tr
aini
ng fu
nctio
n of
th
eir u
nit.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
29
12. T
he co
untr
y of
fers
som
e an
nual
opp
ortu
nitie
s to
lear
n ab
out e
xam
inat
ions
. For
exa
mpl
e, th
ere
are
spec
ific c
ours
es in
pre
-ser
vice
teac
her t
rain
ing
whi
ch
cove
r all
area
s of a
sses
smen
t, in
cludi
ng le
arni
ng sp
ecifi
cally
abo
ut th
e ex
amin
atio
ns u
sed
in S
amoa
. In
addi
tion,
the
MES
C ho
sts a
nnua
l wor
ksho
ps fo
r Yea
r 12
and
Year
13
teac
hers
whi
ch in
clude
som
e fo
cus o
n ex
amin
atio
ns. I
n ad
ditio
n to
the
exam
inat
ion
unit,
uni
vers
ity te
ache
rs a
nd st
uden
ts, t
each
ers o
r edu
cato
rs,
and
asse
ssm
ent s
pecia
lists
ben
efit
from
opp
ortu
nitie
s to
lear
n ab
out e
xam
inat
ions
. 13
. Tea
cher
s hav
e op
port
uniti
es to
lear
n ab
out t
he co
nten
t and
skill
s mea
sure
d by
the
exam
inat
ion
as w
ell a
s oth
er a
spec
ts. F
or e
xam
ple,
at t
he b
egin
ning
of
each
aca
dem
ic ca
lend
ar y
ear,
the
MES
C ho
sts a
wor
ksho
p fo
r all
Year
12
and
Year
13
teac
hers
to re
view
the
prev
ious
yea
r's e
xam
s, di
scus
s exa
m p
repa
ratio
n,
and
impr
ove
peda
gogi
cal p
ract
ices.
In a
dditi
on, t
each
ers a
re in
volv
ed in
mos
t exa
min
atio
n-re
late
d ta
sks,
inclu
ding
sele
ctin
g or
crea
ting
exam
inat
ion
ques
tions
an
d sc
orin
g gu
ides
, adm
inist
erin
g an
d sc
orin
g th
e ex
amin
atio
n, su
perv
ising
exa
min
atio
n pr
oced
ures
, and
reso
lvin
g in
cons
isten
cies
bet
wee
n ex
amin
atio
n sc
ores
an
d sc
hool
gra
des.
14
. The
exa
min
atio
n is
stro
ngly
alig
ned
with
the
cont
ent a
nd sk
ill a
reas
of t
he le
arni
ng g
oals
or cu
rricu
lum
. In
addi
tion,
the
exam
inat
ion
is al
igne
d w
ith
peda
gogi
cal a
ppro
ache
s or a
ctiv
ities
com
patib
le w
ith th
e le
arni
ng g
oals
or cu
rricu
lum
. For
exa
mpl
e, in
ord
er to
ens
ure
alig
nmen
t with
the
offic
ial l
earn
ing
goal
s or
curr
iculu
m, t
he C
hief
Exa
min
er is
inst
ruct
ed to
use
the
curr
iculu
m a
s the
key
refe
renc
e to
ol fo
r set
ting
the
exam
. In
addi
tion,
ther
e ar
e re
gula
r int
erna
l re
view
s to
asse
ss th
at th
e ex
amin
atio
n is
alig
ned
with
wha
t it i
s int
ende
d to
mea
sure
. 15
. Com
preh
ensiv
e m
ater
ials
to p
repa
re fo
r the
exa
min
atio
n, su
ch a
s exa
mpl
es o
f the
type
s of q
uest
ions
that
are
on
the
exam
inat
ion
and
info
rmat
ion
on h
ow to
pr
epar
e fo
r the
exa
min
atio
n, a
re a
vaila
ble
and
acce
ssib
le to
all
stud
ents
. In
addi
tion,
the
fram
ewor
k do
cum
ent e
xpla
inin
g w
hat i
s mea
sure
d on
the
exam
inat
ion
is av
aila
ble.
An
exam
iner
repo
rt is
also
pre
pare
d af
ter e
ach
exam
and
subm
itted
to sc
hool
s. 16
. It i
s not
pos
sible
to te
ll w
heth
er th
e Sc
hool
Leav
ing
Cert
ifica
te is
cons
isten
t with
the
natio
nal a
nd in
tern
atio
nal l
arge
-sca
le a
sses
smen
ts th
at th
e co
untr
y ha
s ca
rrie
d ou
t bec
ause
the
exam
inat
ion
is ad
min
ister
ed a
t the
seco
ndar
y le
vel,
whi
le th
e la
rge-
scal
e as
sess
men
ts a
re a
dmin
ister
ed a
t the
prim
ary
leve
l. At
the
sam
e tim
e, si
nce
class
room
ass
essm
ent p
ract
ices a
re v
arie
d ac
ross
scho
ols i
n Sa
moa
, it i
s unc
lear
whe
ther
the
exam
inat
ion
is co
nsist
ent w
ith su
ch p
ract
ices
. 17
. The
re a
re so
me
form
al m
echa
nism
s in
plac
e to
ens
ure
the
qual
ity o
f the
exa
min
atio
n. F
or e
xam
ple,
all
proc
tors
or a
dmin
istra
tors
are
trai
ned
acco
rdin
g to
a
prot
ocol
. In
addi
tion,
the
"Exa
min
atio
n, A
sses
smen
t, an
d Ce
rtifi
catio
n: R
ules
and
Pro
cedu
res"
doc
umen
t pro
vide
s sta
ndar
dize
d in
stru
ctio
ns fo
r adm
inist
ratio
n an
d da
ta p
roce
ssin
g of
the
exam
inat
ion.
The
re is
also
dou
ble
data
scor
ing,
and
dou
ble
proc
essin
g of
dat
a. In
add
ition
, sco
rers
are
trai
ned
to e
nsur
e hi
gh
relia
bilit
y an
d th
e M
ESC
AEU
staf
f act
as i
nter
nal o
bser
vers
for t
he e
xam
inat
ions
. 18
. The
re is
a co
mpr
ehen
sive
tech
nica
l rep
ort,
the
Exam
iner
’s Re
port
, for
eac
h su
bjec
t, w
hich
is se
nt to
scho
ols a
nd m
ade
avai
labl
e at
the
MES
C of
fices
. Ac
cord
ing
to p
olicy
, the
repo
rt is
supp
osed
to b
e m
ade
avai
labl
e on
line.
19
. Reg
ardl
ess o
f bac
kgro
und,
loca
tion,
and
abi
lity
to p
ay, a
ll st
uden
ts m
ay ta
ke e
xam
inat
ion.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
30
20. O
nly
the
stud
ent a
nd p
erso
ns w
ith a
legi
timat
e, p
rofe
ssio
nal i
nter
est i
n th
e te
st ta
ker c
an k
now
the
resu
lts. T
here
is n
o in
appr
opria
te b
ehav
ior s
urro
undi
ng
the
exam
inat
ion.
For
exa
mpl
e, co
pyin
g fro
m o
ther
cand
idat
es a
nd in
timid
atio
n of
exa
min
atio
n su
perv
isors
, mar
kers
, or o
fficia
ls do
not
occ
ur d
urin
g th
e ex
amin
atio
n pr
oces
s.
21. R
esul
ts a
re p
erce
ived
as c
redi
ble
by m
ost s
take
hold
er g
roup
s.
22. S
tude
nts w
ho d
o no
t per
form
wel
l on
the
exam
inat
ion
may
opt
for l
ess s
elec
tive
scho
ols,
univ
ersit
ies,
or tr
acks
or r
epea
t the
scho
ol y
ear.
Stud
ent m
ay re
take
th
e ex
amin
atio
n on
ce th
ey h
ave
repe
ated
the
scho
ol y
ear.
How
ever
, stu
dent
s do
not h
ave
the
optio
n to
att
end
rem
edia
l edu
catio
n or
take
pre
para
tory
cour
ses.
23
. The
Nat
iona
l Ass
essm
ent C
ounc
il is
in p
lace
to m
onito
r the
exa
min
atio
n in
term
s of i
mpa
ct, a
ccep
tanc
e, a
nd cr
edib
ility
. In
addi
tion,
conf
eren
ces a
re in
pla
ce
to d
iscus
s the
exa
min
atio
ns. H
owev
er, t
here
is n
o pe
rman
ent o
vers
ight
com
mitt
ee o
r fun
ding
for i
ndep
ende
nt re
sear
ch o
n th
e ex
amin
atio
n. T
here
are
no
stud
ies t
hat a
re u
pdat
ed re
gula
rly, o
r reg
ular
focu
s gro
ups o
r sur
veys
of k
ey st
akeh
olde
rs.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
31
SAM
OA
Natio
nal (
or S
yste
m-L
evel
) Lar
ge-S
cale
Ass
essm
ent (
NLSA
)
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
32
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
inst
itutio
nal a
rran
gem
ents
, fisc
al a
nd h
uman
reso
urce
s in
whi
ch th
e as
sess
men
t tak
es p
lace
in a
coun
try,
and
the
exte
nt to
whi
ch th
at fr
amew
ork
is di
rect
ly co
nduc
ive
to, o
r sup
port
ive
of, t
he a
sses
smen
t act
ivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s for
the
NLSA
No
NLS
A ha
s tak
en p
lace
in th
e co
untr
y.
The
NLSA
has
bee
n op
erat
ing
on a
n irr
egul
ar b
asis.
Th
e NL
SA h
as b
een
oper
atin
g re
gula
rly. 1
Th
is op
tion
does
not
app
ly to
this
dim
ensio
n.
Ther
e w
as n
o NL
SA, o
r the
re w
as n
o po
licy
docu
men
t per
tain
ing
to N
LSA.
Ther
e w
as a
n in
form
al o
r dra
ft po
licy
docu
men
t tha
t aut
horiz
ed th
e NL
SA.
Ther
e w
as a
form
al p
olicy
doc
umen
t tha
t au
thor
ized
the
NLSA
, ava
ilabl
e up
on
requ
est o
r with
rest
ricte
d ac
cess
. 2
Ther
e w
as a
form
al p
olicy
doc
umen
t tha
t au
thor
ized
the
NLSA
that
is p
ublic
ly
avai
labl
e on
line
to a
nyon
e in
tere
sted
.
Ther
e w
as n
o NL
SA, o
r the
re w
as n
o as
sess
men
t sch
edul
e fo
r fut
ure
NLSA
s.
Ther
e w
as a
com
mon
, inf
orm
al
unde
rsta
ndin
g th
at th
ere
wou
ld b
e an
NL
SA in
the
futu
re.
Ther
e w
as a
n of
ficia
l ass
essm
ent
sche
dule
for f
utur
e NL
SAs,
albe
it la
ckin
g in
det
ails.
Ther
e w
as a
pub
licly
ava
ilabl
e of
ficia
l as
sess
men
t sch
edul
e fo
r fut
ure
NLSA
s, sp
ecify
ing
whe
n (y
ear)
, who
(gra
de le
vel)
and
wha
t (su
bjec
t are
as) w
ould
be
asse
ssed
.3 EN
ABLI
NG
CON
TEXT
2:
Hav
ing
lead
ersh
ip fo
r th
e NL
SA
Ther
e w
as n
o NL
SA, o
r the
coun
try
did
not h
ave
lead
ersh
ip fo
r the
NLS
A.
The
coun
try
had
wea
k le
ader
ship
for t
he
NLSA
. Th
e co
untr
y ha
d le
ader
ship
for t
he N
LSA
from
an
indi
vidu
al p
erso
n or
from
a
stak
ehol
der b
ody.
The
coun
try
had
lead
ersh
ip fo
r the
NLS
A fro
m b
oth
an in
divi
dual
per
son
and
a pe
rman
ent s
take
hold
er b
ody.
4
(CO
NTIN
UED)
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
33
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g re
gula
r fu
ndin
g fo
r th
e NL
SA
Ther
e w
as n
o NL
SA, o
r the
re w
as n
o fu
ndin
g fo
r the
NLS
A.
Ther
e w
as fu
ndin
g fo
r the
NLS
A.5
Ther
e w
as re
gula
r fun
ding
for t
he N
LSA
that
was
allo
cate
d by
law
or r
egul
atio
n.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Ther
e w
as n
o NL
SA, o
r the
re w
as n
o fu
ndin
g fo
r the
NLS
A fro
m in
tern
al o
r ex
tern
al so
urce
s.
The
fund
ing
for t
he N
LSA
cam
e on
ly o
r pr
imar
ily fr
om lo
ans o
r ext
erna
l don
ors.
Th
e fu
ndin
g fo
r the
NLS
A ca
me
prim
arily
or
onl
y fro
m th
e co
untr
y's i
nter
nal
fund
ing
sour
ces.
6
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Ther
e w
as n
o NL
SA, o
r the
re w
as n
o fu
ndin
g.
Ther
e w
as fu
ndin
g to
cove
r at l
east
som
e m
inim
um co
re a
ctiv
ities
of t
he N
LSA.
7 Th
ere
was
fund
ing
to co
ver a
ll or
mos
t co
re a
ctiv
ities
of t
he N
LSA.
Th
ere
was
fund
ing
to co
ver a
ll co
re
activ
ities
, plu
s res
earc
h an
d de
velo
pmen
t.
ENAB
LIN
G CO
NTE
XT 4
: H
avin
g in
stitu
tiona
l cap
acit
y fo
r th
e NL
SA
Ther
e w
as n
o NL
SA, o
r the
re w
as n
o NL
SA te
am.
Ther
e w
as a
tem
pora
ry o
r ad
hoc t
eam
in
char
ge o
f the
NLS
A, o
r oth
er e
quiv
alen
t. Th
ere
was
a p
erm
anen
t tea
m, a
t lea
st
natio
nally
reco
gnize
d, w
ith a
t lea
st so
me
expe
rienc
e in
NLS
A.8
Ther
e w
as a
per
man
ent t
eam
, in
tern
atio
nally
reco
gnize
d, w
ith v
ast
expe
rienc
e in
NLS
A.
Ther
e w
as n
o NL
SA, o
r it w
as u
ncle
ar to
w
hich
bod
y th
e NL
SA u
nit w
as
acco
unta
ble.
9
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Th
e NL
SA u
nit w
as a
ccou
ntab
le to
a
clear
ly re
cogn
ized
body
. Th
is op
tion
does
not
app
ly to
this
dim
ensio
n.
Ther
e w
as n
o NL
SA, o
r the
NLS
A un
it di
d no
t hav
e fa
ciliti
es to
carr
y ou
t the
as
sess
men
t.
The
NLSA
uni
t had
onl
y a
few
of t
he
requ
ired
facil
ities
to ca
rry
out t
he
asse
ssm
ent.
The
NLSA
uni
t had
all
of th
e re
quire
d fa
ciliti
es to
carr
y ou
t the
ass
essm
ent.
The
NLSA
uni
t had
up-
to-d
ate
vers
ions
of
all r
equi
red
facil
ities
to ca
rry
out t
he
asse
ssm
ent.10
(CO
NTIN
UED)
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
34
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 5
:
Hav
ing
hum
an r
esou
rces
for
the
NLSA
Th
ere
was
no
NLSA
, or t
here
was
no
NLSA
staf
f. Th
e NL
SA te
am h
ad a
n in
adeq
uate
nu
mbe
r of s
taff
to ca
rry
out t
he N
LSA.
11
The
NLSA
team
had
an
adeq
uate
num
ber
of st
aff t
o ca
rry
out t
he N
LSA,
with
som
e qu
ality
pro
blem
s.
The
NLSA
team
had
an
adeq
uate
num
ber
of st
aff t
o ca
rry
out t
he N
LSA,
with
out
qual
ity p
robl
ems.
Ther
e w
as n
o NL
SA, o
r the
coun
try
did
not o
ffer a
nnua
l opp
ortu
nitie
s to
lear
n ab
out N
LSA.
The
coun
try
offe
red
very
few
ann
ual
oppo
rtun
ities
to le
arn
abou
t NLS
A. 1
2 Th
e co
untr
y of
fere
d so
me
annu
al
oppo
rtun
ities
to le
arn
abou
t NLS
A, a
lbei
t on
ly to
the
NLSA
team
mem
bers
.
The
coun
try
offe
red
a w
ide
rang
e of
an
nual
opp
ortu
nitie
s to
lear
n ab
out
NLSA
. The
se o
ppor
tuni
ties w
ere
avai
labl
e to
a b
road
aud
ienc
e, in
cludi
ng th
e NL
SA
team
mem
bers
. T
here
was
no
NLSA
, or t
each
ers d
id n
ot
have
ann
ual o
ppor
tuni
ties t
o le
arn
abou
t th
e NL
SA.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Te
ache
rs h
ad a
nnua
l opp
ortu
nitie
s to
lear
n ab
out t
he co
nten
t and
skill
s m
easu
red
by th
e NL
SA.
Teac
hers
had
ann
ual o
ppor
tuni
ties t
o le
arn
abou
t diff
eren
t asp
ects
of t
he
NLSA
. 13
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
35
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
asse
ssm
ent i
s coh
eren
t with
oth
er co
mpo
nent
s of t
he e
duca
tion
syst
em.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng th
e NL
SA w
ith le
arni
ng g
oals
Th
ere
was
no
NLSA
, or t
he co
untr
y di
d no
t hav
e of
ficia
l lea
rnin
g go
als o
r cu
rricu
lum
, or t
he N
LSA
was
not
alig
ned
with
the
offic
ial l
earn
ing
goal
s or
curr
iculu
m.
The
NLSA
was
min
imal
ly a
ligne
d w
ith
offic
ial l
earn
ing
goal
s or c
urric
ulum
. 14
The
NLSA
was
suffi
cien
tly a
ligne
d w
ith
offic
ial l
earn
ing
goal
s or c
urric
ulum
, and
a
regu
lar i
nter
nal r
evie
w to
ok p
lace
to
ensu
re a
lignm
ent.
The
NLSA
was
fully
alig
ned
with
offi
cial
lear
ning
goa
ls or
curr
iculu
m, a
nd a
re
gula
r ext
erna
l rev
iew
took
pla
ce to
en
sure
alig
nmen
t.
Ther
e w
as n
o NL
SA, o
r stu
dent
s had
no
prev
ious
exp
osur
e to
the
type
of c
onte
nt
and
skill
s mea
sure
d by
the
NLSA
.
Stud
ents
had
lim
ited
prev
ious
exp
osur
e to
the
type
of c
onte
nt a
nd sk
ills
mea
sur e
d by
the
NLSA
.
Stud
ents
had
suffi
cien
t pre
viou
s ex
posu
re to
the
type
of c
onte
nt a
nd sk
ills
mea
sure
d by
the
NLSA
. 15
Stud
ents
had
ext
ensiv
e pr
evio
us
expo
sure
to th
e ty
pe o
f con
tent
and
skill
s m
easu
red
by th
e NL
SA.
Ther
e w
as n
o NL
SA, o
r the
NLS
A w
as n
ot
cons
isten
t with
oth
er a
sses
smen
t ac
tiviti
es.
The
NLSA
was
min
imal
ly co
nsist
ent w
ith
othe
r ass
essm
ent a
ctiv
ities
. Th
e NL
SA w
as su
ffici
ently
cons
isten
t with
ot
her a
sses
smen
t act
iviti
es. 16
Th
e NL
SA w
as fu
lly co
nsist
ent w
ith o
ther
as
sess
men
t act
iviti
es.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
36
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
asse
ssm
ent m
eets
tech
nica
l sta
ndar
ds, i
s fai
r and
is u
sed
in a
n ef
fect
ive
way
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
the
NLSA
T
here
was
no
NLSA
, or t
here
wer
e no
m
echa
nism
s to
inclu
de a
ll st
uden
t gr
oups
in th
e NL
SA.
Ther
e w
ere
info
rmal
or a
d ho
c m
echa
nism
s to
inclu
de a
ll st
uden
t gr
oups
in th
e NL
SA.
Ther
e w
ere
som
e fo
rmal
mec
hani
sms t
o in
clude
all
stud
ent g
roup
s in
the
NLSA
. Th
ere
wer
e a
varie
ty o
f for
mal
m
echa
nism
s to
inclu
de a
ll st
uden
t gro
ups
in th
e NL
SA. 1
7
Ther
e w
as n
o NL
SA, o
r the
re w
ere
no
form
al m
echa
nism
s in
plac
e to
ens
ure
the
qual
ity o
f the
NLS
A.
Ther
e w
ere
very
few
form
al m
echa
nism
s in
pla
ce to
ens
ure
the
qual
ity o
f the
NL
SA.
Ther
e w
ere
som
e fo
rmal
mec
hani
sms i
n pl
ace
to e
nsur
e th
e qu
ality
of t
he N
LSA.
18
Ther
e w
ere
a va
riety
of f
orm
al
mec
hani
sms i
n pl
ace
to e
nsur
e th
e qu
ality
of t
he N
LSA.
Ther
e w
as n
o NL
SA, o
r the
re w
as n
o te
chni
cal d
ocum
enta
tion
abou
t the
NL
SA.
Ther
e w
as so
me
docu
men
tatio
n ab
out
the
tech
nica
l asp
ects
of t
he N
LSA.
Th
ere
was
a co
mpr
ehen
sive
tech
nica
l re
port
for t
he N
LSA,
ava
ilabl
e up
on
requ
est o
r with
rest
ricte
d ac
cess
.
Ther
e w
as a
com
preh
ensiv
e te
chni
cal
repo
rt fo
r the
NLS
A, p
ublic
ly a
vaila
ble
onlin
e. 1
9
(CO
NTIN
UED)
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OA
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ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of t
he N
LSA
Ther
e w
as n
o NL
SA, o
r cou
ntry
resu
lts
and
info
rmat
ion
wer
e no
t diss
emin
ated
. Co
untr
y re
sults
and
info
rmat
ion
wer
e di
ssem
inat
ed u
sing
som
e co
mm
unica
tion
stra
tegy
, exc
ludi
ng d
issem
inat
ion
to
scho
ols.
20
Coun
try
resu
lts a
nd in
form
atio
n w
ere
diss
emin
ated
usin
g a
varie
ty o
f co
mm
unica
tion
stra
tegi
es, i
nclu
ding
di
ssem
inat
ion
to so
me
scho
ols.
Coun
try
resu
lts a
nd in
form
atio
n w
ere
diss
emin
ated
usin
g a
varie
ty o
f co
mm
unica
tion
stra
tegi
es, i
nclu
ding
di
ssem
inat
ion
to m
ost s
choo
ls.
Ther
e w
as n
o NL
SA, o
r NLS
A re
sults
and
in
form
atio
n w
ere
not c
over
ed b
y th
e m
edia
.21
NLSA
resu
lts a
nd in
form
atio
n ha
d ha
rdly
an
y co
vera
ge in
the
med
ia.
NLSA
resu
lts a
nd in
form
atio
n w
ere
cove
red
by so
me
med
ia o
utle
ts.
NLSA
resu
lts a
nd in
form
atio
n w
ere
cove
red
by a
wid
e va
riety
of m
edia
.
Ther
e w
as n
o NL
SA, o
r res
ults
from
the
NLSA
wer
e no
t use
d to
info
rm d
ecisi
on
mak
ing
in th
e co
untr
y.
Resu
lts fr
om th
e NL
SA w
ere
min
imal
ly
used
to in
form
dec
ision
mak
ing
in th
e co
untr
y.
Resu
lts fr
om th
e NL
SA w
ere
used
in
som
e w
ays t
o in
form
dec
ision
mak
ing
in
the
coun
try.
Resu
lts fr
om th
e NL
SA w
ere
used
in a
va
riety
of w
ays t
o in
form
dec
ision
m
akin
g in
the
coun
try.
22
Ther
e w
as n
o NL
SA, o
r the
re w
ere
no
mec
hani
sms i
n pl
ace
to m
onito
r the
NL
SA.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Th
ere
wer
e so
me
form
al m
echa
nism
s in
plac
e to
mon
itor t
he N
LSA.
23
Ther
e w
ere
a va
riety
of f
orm
al
mec
hani
sms i
n pl
ace
to m
onito
r the
NL
SA.
Ther
e w
as n
o NL
SA o
r cle
ar e
vide
nce
or
cons
ensu
s abo
ut th
e po
sitiv
e im
pact
of
the
NLSA
on
educ
atio
n qu
ality
.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Th
ere
is a
gene
ral c
onse
nsus
abo
ut th
e po
sitiv
e im
pact
of t
he N
LSA
on e
duca
tion
qual
ity.
Ther
e is
evid
ence
of t
he p
ositi
ve im
pact
of
the
NLSA
on
educ
atio
n qu
ality
.24
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OA
ǀ SAB
ER-S
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TRY
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Natio
nal (
of S
yste
m-L
evel
) Lar
ge S
cale
Ass
essm
ent (
NLSA
): Developmen
t-level rating j
ustifications
1. T
he S
amoa
Prim
ary
Educ
atio
n Lit
erac
y Le
vel (
SPEL
L) w
as fi
rst i
ntro
duce
d in
199
3 an
d is
impl
emen
ted
ever
y ye
ar to
all
stud
ents
in y
ears
4 a
nd 6
. The
as
sess
men
t is a
dmin
ister
ed to
mon
itor e
duca
tion
qual
ity a
t the
coun
try
leve
l, su
ppor
t sch
ools
and
teac
hers
, hol
d go
vern
men
ts o
r pol
itica
l aut
horit
ies
acco
unta
ble,
and
info
rm p
olicy
des
ign,
eva
luat
ion,
or d
ecisi
on m
akin
g. T
he a
sses
smen
t cov
ers E
nglis
h, S
amoa
n, a
nd N
umer
acy.
2.
Alth
ough
ther
e is
no st
and-
alon
e po
licy
docu
men
t per
tain
ing
to S
PELL
, the
ass
essm
ent i
s ref
eren
ced
in th
e Na
tiona
l Sch
ool A
sses
smen
t Pol
icy F
ram
ewor
k.
3. T
he N
atio
nal E
xam
Cal
enda
r spe
cifie
s the
yea
r of f
utur
e as
sess
men
ts, y
ears
to b
e te
sted
, and
subj
ect a
reas
. The
Nat
iona
l Exa
m C
alen
dar i
s pro
vide
d to
scho
ols
and
is av
aila
ble
onlin
e.
4. T
he M
ESC,
and
par
ticul
arly
the
Chie
f Edu
catio
n O
ffice
r and
the
assis
tant
Chi
ef E
duca
tion
Offi
cers
, rep
rese
nt th
e re
cogn
ized
lead
ers f
or S
PELL
. 5.
The
re is
regu
lar f
undi
ng fo
r SPE
LL a
lloca
ted
base
d on
a la
w o
r reg
ulat
ion
thro
ugh
the
MES
C's e
xam
inat
ion
budg
et.
6. T
he fu
ndin
g fo
r SPE
LL co
mes
prim
arily
from
the
coun
try'
s int
erna
l fun
ding
sour
ces.
7.
Fun
ding
for S
PELL
cove
rs d
ata
anal
ysis.
Whi
le th
e co
st o
f ass
essm
ent d
esig
n is
cons
ider
ed a
n in
itial
inve
stm
ent c
ost,
adm
inist
ratio
n an
d re
port
ing
are
the
resp
onsib
ility
of t
he A
EU w
ithin
the
CMAD
and
are
cove
red
with
in th
eir b
udge
t.
8. C
MAD
, with
in th
e M
ESC,
nat
iona
lly re
cogn
ized
as a
n au
thor
ity in
stud
ent a
sses
smen
t in
Sam
oa, i
s in
char
ge o
f the
SPE
LL. T
he C
MAD
has
bee
n in
char
ge o
f the
SP
ELL s
ince
199
3.
9. T
he N
LSA
unit,
whi
ch is
the
AEU,
was
not
acc
ount
able
to a
clea
rly re
cogn
ized
body
. AE
U is
acco
unta
ble
to th
e M
ESC
Core
Exe
cutiv
e an
d th
e Na
tiona
l As
sess
men
t Cou
ncil.
10
. The
AEU
has
up-
to-d
ate
com
pute
rs fo
r all
tech
nica
l sta
ff, to
p-le
vel s
ecur
ity fo
r the
bui
ldin
g, to
p-le
vel s
tora
ge fa
ciliti
es, u
p-to
-dat
e ge
nera
tion
com
pute
r se
rver
s, an
d up
-to-d
ate
com
mun
icatio
n to
ols.
11
. The
AEU
has
an
inad
equa
te n
umbe
r of s
taff
to ca
rry
out n
atio
nal l
arge
-sca
le a
sses
smen
ts. T
he A
ustr
alia
n Co
uncil
for E
duca
tiona
l Res
earc
h (A
CER)
rece
ntly
co
nduc
ted
an "I
nstit
utio
nal C
apac
ity A
naly
sis o
f Sam
oa's
Asse
ssm
ent a
nd E
xam
inat
ions
Uni
t" a
nd fo
und
that
the
AEU
requ
ires a
hig
her n
umbe
r of s
taff
to
stre
ngth
en th
e re
sear
ch a
nd tr
aini
ng fu
nctio
ns o
f its
uni
t. Ho
wev
er, t
here
wer
e no
qua
lity
prob
lem
s ide
ntifi
ed w
ith th
e pe
rform
ance
of t
he te
am re
spon
sible
for
the
NLSA
.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
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T
SA
BER
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TRY
REPO
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014
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EMS
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H FO
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39
12. T
here
are
cour
ses i
n pr
e-se
rvice
teac
her t
rain
ing
on a
sses
smen
t, w
hich
cove
r ass
essm
ents
adm
inist
ered
in th
e co
untr
y. In
add
ition
, the
MES
C ho
sts
wor
ksho
ps fo
r Yea
r 4 a
nd Y
ear 6
teac
hers
and
prin
cipal
s on
the
SPEL
L. T
hese
opp
ortu
nitie
s are
ava
ilabl
e to
CM
AD e
mpl
oyee
s and
ass
essm
ent s
pecia
lists
, Sch
ool
Revi
ew O
ffice
rs, u
nive
rsity
stud
ents
, and
scho
ol p
rincip
als a
nd te
ache
rs.
13. I
n w
orks
hops
hos
ted
by th
e M
ESC,
Yea
r 4 a
nd Y
ear 6
teac
hers
had
opp
ortu
nitie
s to
lear
n ab
out t
he co
nten
t and
skill
s mea
sure
d by
the
NLSA
, as w
ell a
s oth
er
aspe
cts o
f the
ass
essm
ent.
14
. Sam
oa in
trod
uced
a n
ew p
rimar
y cu
rricu
lum
for t
he 2
013
acad
emic
year
. The
refo
re, S
PELL
doe
s not
alig
n w
ith th
e co
nten
t, sk
ill a
reas
, and
ped
agog
ical
appr
oach
es o
f the
new
offi
cial l
earn
ing
goal
s or c
urric
ulum
. 15
. Tex
tboo
ks o
r oth
er le
arni
ng re
sour
ces,
as w
ell a
s tea
cher
s, co
vere
d co
nten
t and
skill
s sim
ilar t
o th
ose
cove
red
by th
e NL
SA. F
urth
er, s
tude
nts w
ere
expo
sed
to m
ore
basic
cont
ent a
nd sk
ills i
n cla
ss th
an th
ose
cove
red
by th
e NL
SA.
16.
SPEL
L is c
onsis
tent
with
the
inte
rnat
iona
l lar
ge-s
cale
act
iviti
es in
Sam
oa. H
owev
er, i
t is u
ncle
ar w
heth
er S
PELL
is co
nsist
ent w
ith cl
assr
oom
ass
essm
ent s
ince
cla
ssro
om a
sses
smen
t is d
iver
sely
pra
ctice
d ac
ross
scho
ols.
It is
also
unc
lear
whe
ther
SPE
LL is
cons
isten
t with
exa
min
atio
ns si
nce
ther
e ar
e no
ne a
dmin
ister
ed a
t Ye
ar 4
or 6
, the
leve
ls at
whi
ch th
e SP
ELL i
s adm
inist
ered
. 17
. Acc
omm
odat
ions
or a
ltern
ativ
e as
sess
men
ts a
re p
rovi
ded
for s
tude
nts w
ith d
isabi
litie
s. Fo
r exa
mpl
e, S
PELL
has
bee
n ad
min
ister
ed a
t spe
cial s
choo
ls fo
r ch
ildre
n w
ith v
ision
and
hea
ring
impa
irmen
ts. I
n ad
ditio
n, sp
ecia
l pla
ns w
ere
mad
e to
ens
ure
that
SPE
LL w
as a
dmin
ister
ed to
stud
ents
in h
ard-
to-re
ach
area
s an
d of
fere
d in
the
lang
uage
of i
nstr
uctio
n fo
r alm
ost a
ll st
uden
t gro
ups.
18
. The
re a
re so
me
form
al m
echa
nism
s in
plac
e to
ens
ure
the
qual
ity o
f SPE
LL. F
or e
xam
ple,
ther
e is
a st
anda
rdize
d m
anua
l for
larg
e-sc
ale
asse
ssm
ent
adm
inist
rato
rs, d
oubl
e da
ta sc
orin
g, d
oubl
e pr
oces
sing
of d
ata,
and
inte
rnal
revi
ewer
s or o
bser
vers
. 19
. The
re is
a co
mpr
ehen
sive
tech
nica
l rep
ort f
or S
PELL
whi
ch is
sent
to sc
hool
s. In
add
ition
, cop
ies a
re a
vaila
ble
at th
e M
ESC
offic
e.
20. C
ount
ry re
sults
and
info
rmat
ion
are
diss
emin
ated
thro
ugh
an a
nnua
l SPE
LL re
port
and
a S
tatis
tical
Dig
est (
avai
labl
e on
line)
. The
ann
ual S
PELL
repo
rt a
nd th
e St
atist
ical D
iges
t are
also
sent
to sc
hool
s and
ava
ilabl
e fro
m th
e M
ESC
offic
e. In
add
ition
, res
ults
are
pre
sent
ed d
urin
g te
ache
r and
prin
cipal
wor
ksho
ps.
21. S
PELL
resu
lts a
nd in
form
atio
n ar
e no
t usu
ally
cove
red
by th
e m
edia
. How
ever
, the
re a
re in
frequ
ent o
p-ed
s abo
ut th
e re
sults
in n
ewsp
aper
s.
22. R
esul
ts fr
om S
PELL
are
use
d fo
r tra
ckin
g th
e im
pact
of r
efor
ms o
n st
uden
t ach
ieve
men
t lev
els.
In a
dditi
on, r
esul
ts a
re u
sed
to in
form
curr
iculu
m
impr
ovem
ent,
teac
her t
rain
ing
prog
ram
s, re
sour
ce a
lloca
tion,
and
oth
er a
sses
smen
t act
iviti
es in
the
syst
em.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
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EMS
APPR
OAC
H FO
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TTER
EDU
CATI
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LTS
40
23. T
here
wer
e so
me
form
al m
echa
nism
s in
plac
e to
mon
itor t
he S
PELL
, inc
ludi
ng a
n ex
pert
revi
ew g
roup
and
a Li
tera
cy T
ask
Forc
e. T
each
er a
nd p
rincip
al
wor
ksho
ps p
rovi
de a
n op
port
unity
to m
onito
r SPE
LL o
n an
ann
ual b
asis
and
gaug
e ef
ficac
y in
term
s of i
mpa
ct, a
ccep
tabi
lity,
and
cred
ibili
ty. I
n ad
ditio
n, th
ere
is fu
ndin
g fo
r ind
epen
dent
rese
arch
on
the
SPEL
L.
24. T
here
are
som
e da
ta d
emon
stra
ting
that
child
ren
at ri
sk h
ave
impr
oved
out
com
es in
late
r yea
rs, w
hich
like
ly h
as so
me
corr
elat
ion
with
SPE
LL a
nd o
ther
re
late
d in
terv
entio
ns.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
41
SAM
OA
Inte
rnat
iona
l Lar
ge-S
cale
Ass
essm
ent (
ILSA
)
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
42
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
inst
itutio
nal a
rran
gem
ents
, fisc
al a
nd h
uman
reso
urce
s in
whi
ch th
e as
sess
men
t tak
es p
lace
in a
coun
try,
and
the
exte
nt to
whi
ch th
at fr
amew
ork
is di
rect
ly co
nduc
ive
to, o
r sup
port
ive
of, t
he a
sses
smen
t act
ivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s for
the
ILSA
Th
e co
untr
y ha
s not
par
ticip
ated
in a
n IL
SA in
the
last
10
year
s. Th
e co
untr
y ha
s par
ticip
ated
in, b
ut n
ot
com
plet
ed, a
n IL
SA in
the
last
10
year
s.1
Th
e co
untr
y ha
s com
plet
ed o
ne IL
SA in
th
e la
st 1
0 ye
ars.
Th
e co
untr
y ha
s com
plet
ed tw
o or
mor
e IL
SAs i
n th
e la
st 1
0 ye
ars.
The
coun
try
is no
t cur
rent
ly p
artic
ipat
ing
in a
n IL
SA o
r has
not
take
n co
ncre
te
step
s to
part
icipa
te in
an
ILSA
in th
e ne
xt
5 ye
ars.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Th
e co
untr
y is
curr
ently
par
ticip
atin
g in
an
ILSA
or h
as ta
ken
conc
rete
step
s to
part
icipa
te in
at l
east
one
ILSA
in th
e ne
xt 5
yea
rs.2
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Ther
e w
as n
o co
untr
y-le
vel p
olicy
do
cum
ent t
hat a
ddre
ssed
par
ticip
atio
n in
the
ILSA
.3
Ther
e w
as a
n in
form
al o
r dra
ft co
untr
y-le
vel p
olicy
doc
umen
t tha
t add
ress
ed
part
icipa
tion
in th
e IL
SA.
Ther
e w
as a
form
al co
untr
y-le
vel p
olicy
do
cum
ent t
hat a
ddre
ssed
par
ticip
atio
n in
the
ILSA
that
was
ava
ilabl
e up
on
requ
est o
r with
rest
ricte
d ac
cess
.
Ther
e w
as a
form
al co
untr
y-le
vel p
olicy
do
cum
ent t
hat a
ddre
ssed
par
ticip
atio
n in
th
e IL
SA th
at w
as p
ublic
ly a
vaila
ble
onlin
e to
any
one
inte
rest
ed.
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g su
ffici
ent f
undi
ng fo
r th
e IL
SA
Ther
e w
as n
o fu
ndin
g fo
r par
ticip
atio
n in
th
e IL
SA, d
iscre
tiona
ry o
r oth
erw
ise.4
Fund
ing
for t
he IL
SA a
ctiv
ities
was
pr
imar
ily a
lloca
ted
at th
e di
scre
tion
of
the
coun
try'
s gov
ernm
ent.
Fund
ing
for t
he IL
SA a
ctiv
ities
was
pr
imar
ily a
lloca
ted
by la
w o
r reg
ulat
ion.
Th
is op
tion
does
not
app
ly to
this
dim
ensio
n.
Ther
e w
as n
o fu
ndin
g fro
m lo
ans,
exte
rnal
don
ors,
or in
tern
al so
urce
s.
Ther
e w
as fu
ndin
g on
ly o
r prim
arily
fro
m lo
ans o
r ext
erna
l don
ors.
5 Th
ere
was
fund
ing
prim
arily
from
the
coun
try'
s int
erna
l fun
ding
sour
ces.
Th
ere
was
fund
ing
only
from
the
coun
try'
s int
erna
l sou
rces
.
Ther
e w
as n
o fu
ndin
g fo
r cor
e ite
ms o
r re
sear
ch a
nd d
evel
opm
ent.
The
ILSA
fund
ing
cove
red
at le
ast
min
imum
core
item
s of t
he IL
SA.
The
ILSA
fund
ing
cove
red
mos
t cor
e ite
ms.6
The
ILSA
fund
ing
cove
red
mos
t cor
e ite
ms,
plus
rese
arch
and
dev
elop
men
t.
(CO
NTIN
UED)
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
43
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g ef
fect
ive
inst
itutio
nal a
nd h
uman
cap
acity
for
the
ILSA
Th
ere
was
no
ILSA
uni
t or t
eam
. Th
ere
was
at l
east
one
per
son
in ch
arge
of
the
ILSA
. 7
Ther
e w
as a
reco
gnize
d un
it or
team
w
ith a
t lea
st so
me
expe
rienc
e in
in
tern
atio
nal a
sses
smen
ts th
at ca
rrie
d ou
t the
ILSA
in a
n ef
fect
ive
way
.
Ther
e w
as a
n in
tern
atio
nally
-rec
ogni
zed
unit
or te
am w
ith v
ast e
xper
ienc
e in
in
tern
atio
nal a
sses
smen
ts th
at c
arrie
d ou
t the
ILSA
in a
n ef
fect
ive
way
. Th
ere
was
no
ILSA
uni
t, or
the
unit
did
not h
ave
the
requ
ired
facil
ities
to ca
rry
out t
he IL
SA.
The
ILSA
uni
t had
onl
y a
few
of t
he
requ
ired
facil
ities
to ca
rry
out t
he IL
SA.
The
ILSA
uni
t had
all
of th
e re
quire
d fa
ciliti
es to
carr
y ou
t the
ILSA
. Th
e IL
SA u
nit h
ad u
p-to
-dat
e ve
rsio
ns o
f al
l of t
he re
quire
d fa
ciliti
es to
carr
y ou
t th
e IL
SA.8
The
coun
try
offe
red
no o
ppor
tuni
ties t
o le
arn
abou
t ILS
As.
The
coun
try
offe
red
min
imal
op
port
uniti
es to
lear
n ab
out I
LSA.
9 Th
e co
untr
y of
fere
d ad
equa
te
oppo
rtun
ities
to le
arn
abou
t ILS
A.
The
coun
try
offe
red
adeq
uate
op
port
uniti
es to
lear
n ab
out I
LSA
to a
br
oad
audi
ence
, inc
ludi
ng th
e IL
SA te
am
and
educ
ator
s.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
44
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
asse
ssm
ent i
s coh
eren
t with
oth
er co
mpo
nent
s of t
he e
duca
tion
syst
em.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng th
e IL
SA w
ith le
arni
ng g
oals
for
the
coun
try
The
ILSA
was
not
alig
ned
with
the
coun
try'
s offi
cial
lear
ning
goa
ls, o
r the
co
untr
y di
d no
t hav
e of
ficia
l lea
rnin
g go
als.
The
ILSA
was
par
tially
alig
ned
with
the
coun
try'
s offi
cial
lear
ning
goa
ls.
The
ILSA
was
suffi
cien
tly a
ligne
d w
ith
the
coun
try'
s offi
cial
lear
ning
goa
ls.10
Th
e IL
SA w
as fu
lly a
ligne
d w
ith th
e co
untr
y's o
ffici
al le
arni
ng g
oals.
Stu
dent
s wer
e no
t pre
viou
sly e
xpos
ed to
th
e ty
pe o
f con
tent
and
skill
s mea
sure
d by
the
ILSA
.
Stud
ents
had
lim
ited
prev
ious
exp
osur
e to
the
type
of c
onte
nt a
nd sk
ills
mea
sure
d by
the
ILSA
.
Stud
ents
had
suffi
cien
t pre
viou
s ex
posu
re to
the
type
of c
onte
nt a
nd sk
ills
mea
sure
d by
the
ILSA
.
Stu
dent
s had
ext
ensiv
e pr
evio
us
expo
sure
to th
e ty
pe o
f con
tent
and
skill
s m
easu
red
by th
e IL
SA.11
The
ILSA
was
not
cons
isten
t with
the
coun
try'
s oth
er a
sses
smen
t act
iviti
es.
The
ILSA
was
min
imal
ly co
nsist
ent w
ith
the
coun
try'
s oth
er a
sses
smen
t act
iviti
es.
The
ILSA
was
gen
eral
ly co
nsist
ent w
ith
the
coun
try'
s oth
er a
sses
smen
t ac
tiviti
es.12
The
ILSA
was
fully
cons
isten
t with
the
coun
try'
s oth
er a
sses
smen
t act
iviti
es.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
45
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
asse
ssm
ent m
eets
tech
nica
l qua
lity
stan
dard
s, is
fair
and
is us
ed in
an
effe
ctiv
e w
ay.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e te
chni
cal q
ualit
y of
the
ILSA
Th
e co
untr
y di
d no
t mee
t suf
ficie
nt
tech
nica
l sta
ndar
ds to
hav
e its
dat
a pr
esen
ted
in th
e in
tern
atio
nal r
epor
t or
an a
nnex
.
The
coun
try
met
suffi
cien
t tec
hnica
l st
anda
rds t
o ha
ve it
s dat
a pr
esen
ted
bene
ath
the
mai
n di
spla
y of
the
inte
rnat
iona
l rep
ort o
r in
an a
nnex
.
The
coun
try
met
all
tech
nica
l sta
ndar
ds
requ
ired
to h
ave
its d
ata
pres
ente
d in
th
e m
ain
disp
lays
of t
he in
tern
atio
nal
repo
rt. 1
3
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of I
LSA
Coun
try
resu
lts a
nd in
form
atio
n w
ere
not d
issem
inat
ed in
the
coun
try.
14
Coun
try
resu
lts a
nd in
form
atio
n w
ere
diss
emin
ated
usin
g at
leas
t one
co
mm
unica
tion
stra
tegy
.
Coun
try
resu
lts a
nd in
form
atio
n w
ere
diss
emin
ated
usin
g so
me
com
mun
icatio
n st
rate
gies
.
Coun
try
resu
lts a
nd in
form
atio
n w
ere
diss
emin
ated
usin
g a
varie
ty o
f co
mm
unica
tion
stra
tegi
es, i
nclu
ding
di
ssem
inat
ion
to m
ost s
choo
ls.
Coun
try
resu
lts a
nd in
form
atio
n w
ere
not c
over
ed b
y m
edia
in th
e co
untr
y.
Coun
try
resu
lts a
nd in
form
atio
n w
ere
cove
red
by o
ne m
edia
out
let i
n th
e co
untr
y.
Coun
try
resu
lts a
nd in
form
atio
n w
ere
cove
red
by so
me
med
ia o
utle
ts in
the
coun
try.
Coun
try
resu
lts a
nd in
form
atio
n w
ere
cove
red
by a
var
iety
of m
edia
out
lets
in
the
coun
try.
Resu
lts fr
om th
e IL
SA h
ave
not b
een
used
to in
form
dec
ision
mak
ing.
Re
sults
from
the
ILSA
hav
e be
en u
sed
in
a ve
ry li
mite
d w
ay to
info
rm d
ecisi
on
mak
ing
in th
e co
untr
y.
Resu
lts fr
om th
e IL
SA h
ave
been
use
d in
so
me
way
s to
info
rm d
ecisi
on m
akin
g in
th
e co
untr
y.
Resu
lts fr
om th
e IL
SA h
ave
been
use
d in
a
varie
ty o
f way
s to
info
rm d
ecisi
on
mak
ing
in th
e co
untr
y.
Ther
e is
no cl
ear e
vide
nce
or c
onse
nsus
ab
out t
he p
ositi
ve im
pact
of t
he IL
SA o
n ed
ucat
ion
qual
ity.
This
optio
n do
es n
ot a
pply
to th
is di
men
sion.
Th
ere
is a
gene
ral c
onse
nsus
abo
ut th
e po
sitiv
e im
pact
of t
he IL
SA o
n ed
ucat
ion
qual
ity.
Ther
e is
evid
ence
of t
he p
ositi
ve im
pact
of
the
ILSA
on
educ
atio
n qu
ality
.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
46
Inte
rnat
iona
l Lar
ge S
cale
Ass
essm
ent (
ILSA
): Developmen
t-level rating j
ustifications
1. S
amoa
has
par
ticip
ated
in a
n IL
SA in
the
last
10
year
s, bu
t has
not
com
plet
ed th
e en
tire
asse
ssm
ent r
ound
. It h
as n
ot c
ompl
eted
an
ILSA
thro
ugh
to th
e fin
al
phas
e of
repo
rtin
g an
d co
mm
unica
ting
the
asse
ssm
ent r
esul
ts to
stak
ehol
ders
. 2.
Sam
oa p
artic
ipat
ed in
the
Pacif
ic Isl
and
Liter
acy
and
Num
erac
y As
sess
men
t (PI
LNA)
for 2
012,
in w
hich
14
coun
trie
s in
the
Pacif
ic re
gion
par
ticip
ated
. 3.
The
re w
as n
o co
untr
y-le
vel p
olicy
doc
umen
t in
Sam
oa th
at a
ddre
ssed
par
ticip
atio
n in
the
ILSA
; how
ever
, the
Sec
reta
riat o
f the
Pac
ific
Boar
d fo
r Edu
catio
nal
Asse
ssm
ent (
SPBE
A), a
regi
onal
bod
y, re
ceiv
ed a
regi
onal
man
date
from
the
Pacif
ic Fo
rum
Edu
catio
n M
inist
ers M
eetin
g (F
EdM
M) i
n 20
06 to
dev
elop
the
PILN
A.
4. T
here
was
fund
ing
allo
cate
d by
don
ors.
5.
Fun
ding
was
allo
cate
d by
the
Aust
ralia
n Ai
d Pr
ogra
mm
e an
d Se
cret
aria
t of t
he P
acifi
c Boa
rd fo
r Edu
catio
nal A
sses
smen
t (SP
BEA)
. 6.
The
ILSA
fund
ing
cove
red
mos
t cor
e ite
ms,
inclu
ding
impl
emen
tatio
n of
the
asse
ssm
ent e
xerc
ise in
the
coun
try,
and
pro
cess
ing
and
anal
yzin
g of
dat
a co
llect
ed.
In a
dditi
on, f
undi
ng c
over
ed re
port
ing
and
diss
emin
atin
g th
e as
sess
men
t res
ults
in th
e co
untr
y an
d at
tend
ance
at i
nter
natio
nal m
eetin
gs. I
LSA
fund
ing
did
not
cove
r int
erna
tiona
l par
ticip
atio
n fe
es, r
esea
rch
and
deve
lopm
ent,
or st
aff s
alar
ies.
7.
The
re w
as a
nat
iona
l coo
rdin
ator
for t
he P
ILNA
in S
amoa
, a S
choo
l Coo
rdin
ator
who
man
aged
the
adm
inist
ratio
n at
the
scho
ol le
vel f
or se
lect
ed sc
hool
s, an
d Te
st S
uper
viso
rs, t
each
ers
who
adm
inist
ered
the
ass
essm
ent
at t
he c
lass
room
leve
l in
sele
cted
sch
ools.
In
add
ition
, for
eac
h as
sess
men
t ar
ea, l
itera
cy a
nd
num
erac
y, th
ere
was
a p
anel
resp
onsib
le fo
r mar
king
the
asse
ssm
ents
. Alth
ough
this
was
the
first
tim
e th
at th
is te
am w
as in
char
ge o
f an
ILSA
, the
re w
ere
min
imal
qu
ality
pro
blem
s id
entif
ied
with
car
ryin
g ou
t the
PIL
NA in
Sam
oa. F
or e
xam
ple,
it w
as n
oted
that
ther
e w
ere
dela
ys in
dat
a pr
oces
sing
and
scor
ing
whi
ch w
as
larg
ely
due
to C
yclo
ne E
van,
whi
ch st
ruck
in D
ecem
ber 2
012.
8.
The
ILSA
uni
t had
up-
to-d
ate
com
pute
rs fo
r all
tech
nica
l sta
ff, to
p-le
vel s
ecur
ity a
nd s
tora
ge fa
ciliti
es, a
nd u
p-to
-dat
e co
mpu
ter s
erve
rs a
nd c
omm
unica
tion
tool
s.
9. IL
SA te
am m
embe
rs a
nd a
sses
smen
t spe
cialis
ts w
ere
able
to b
enef
it fro
m o
ppor
tuni
ties t
o le
arn
abou
t the
PIL
NA d
urin
g pr
esen
tatio
ns h
eld
at th
e M
ESC.
Key
pe
rson
nel a
lso p
artic
ipat
ed in
wor
ksho
ps o
rgan
ized
by th
e SP
BEA
for
all P
ILNA
par
ticip
atin
g co
untr
ies.
In a
dditi
on, t
he S
PBEA
pro
vide
d in
-cou
ntry
trai
ning
on
scor
ing
to sc
orer
s.
10. T
he P
ILNA
was
alig
ned
with
con
tent
and
ski
lls a
reas
of S
amoa
's of
ficia
l lea
rnin
g go
als
or c
urric
ulum
. In
addi
tion,
the
PIL
NA w
as a
ligne
d w
ith p
edag
ogica
l ap
proa
ches
or a
ctiv
ities
com
patib
le w
ith S
amoa
's of
ficia
l lea
rnin
g go
als o
r cur
ricul
um.
11. I
n Sa
moa
, tex
tboo
k an
d le
arni
ng re
sour
ces,
as w
ell a
s te
ache
rs, c
over
con
tent
and
ski
lls s
imila
r to
thos
e co
vere
d by
the
PILN
A. F
urth
erm
ore,
stu
dent
s ar
e ex
pose
d to
cont
ent a
nd sk
ills m
ore
adva
nced
than
that
cove
red
by th
e PI
LNA.
SAM
OA
ǀ SAB
ER-S
TUDE
NT A
SSES
SMEN
T
SA
BER
COUN
TRY
REPO
RT |2
014
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RESU
LTS
47
12. I
t is u
ncle
ar w
heth
er th
e IL
SA is
fully
con
siste
nt w
ith c
lass
room
ass
essm
ent p
ract
ices s
ince
they
are
con
duct
ed a
t the
sch
ool l
evel
and
can
be
dive
rse
acro
ss
scho
ols.
How
ever
, the
ILSA
was
fully
cons
isten
t with
the
natio
nal l
arge
-sca
le a
sses
smen
t in
Sam
oa.
13. S
amoa
has
com
plie
d w
ith a
ll te
chni
cal s
tand
ards
, and
it is
exp
ecte
d th
at it
s res
ults
will
be
pres
ente
d in
the
mai
n se
ctio
n of
the
PILN
A in
tern
atio
nal r
epor
t.
14. S
ince
PIL
NA re
sults
hav
e no
t yet
bee
n ap
prov
ed b
y th
e FE
dMM
, the
y ha
ve n
ot b
een
diss
emin
ated
in S
amoa
.
SAMOA ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS
48
Acknowledgements This report was prepared by The World Bank SABER-Student Assessment team in collaboration with Clark Matthews (World Bank Consultant). The report benefitted from the data collection efforts and insight of Adrian Alamu (PaBER Assessment Officer, South Pacific Board for Educational Assessment) and Seema Prasad (PaBER Assessment Officer, South Pacific Board for Educational Assessment), as well as input from the Ministry of Education, Culture, and Sport of Samoa.
References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. Washington, DC: World Bank. Ministry of Education, Sports and Culture. 2006. “Ministry of Education, Sports and Culture: Strategic Policies and Plan: July 2006-June 2015.” Apia, Samoa. Data retrieved from http://www.mesc.gov.ws/pdf/STR_PLAN_FIN_060616.pdf on January 2, 2014.
United Nations Educational, Scientific and Cultural Organization - International Bureau of Education. 2011. “World Data on Education: Samoa.” VII Ed., 2010/11. Geneva, Switzerland. Data retrieved from http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Samoa.pdf on January 2, 2014.
World Bank. 2012. Samoa Country Indicator Data. Washington, DC: World Bank. Data retrieved from http://data.worldbank.org/ on January 2, 2014.
- - - . 2012. Samoa-Country Partnership Strategy for the Period FY2012-FY2016. Report No. 67194-WS. Washington, DC: World Bank.
SAMOA ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS49
The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of student assessment.
This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.
www.worldbank.org/education/saber