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THE WORLD BANKTHE WORLD BANK
Key Policy Areas for Student Assessment Status
1. Classroom AssessmentIn Sudan, the “Guidelines for the Two Levels (Basic and Secondary Education)” document provides guidelines for classroom assessment. Some system-wide resources, such as textbooks and workbooks, are available to teachers for carrying out classroom assessment activities. However, in-service teacher training opportunities to ensure that teachers develop skills and expertise in classroom assessment are limited. Classroom assessment practices are generally considered to be weak, as they provide little useful feedback to students. Limited systematic mechanisms are in place to monitor the quality of classroom assessment practices.
2. ExaminationsIn Sudan, the Secondary Certificate Examination is administered to grade 11 students, with the main purposes of student certification for school cycle completion, student selection to higher-education institutions, and student preparation for the labor market. The examination covers seven academic and seven technical subjects. Regular funding for the examination is allocated by the government and through student fees. The General Directorate of Examinations and Assessment, which is responsible for the examination, is adequately staffed with permanent and full-time staff, and has all of the required facilities to carry out the examination. However, teachers have limited opportunities to learn about the examination, and they are involved in very few examination related tasks. There are also very limited options for students who do not perform well on the examination.
3. National Large Scale Assessment (NLSA)The Survey of the State of Education in States (also known as provinces) in Sudan has been conducted twice, in 2009 to a non-representative sample of students in three states and in 2012 to a representative sample of students in four states, with the main purposes of monitoring education quality at the system level, and supporting schools, teachers, policy design, evaluation, and decision making. A formal policy document authorizes the assessment. Funding is provided by external sources such as grants. While no issues have been identified with the performance of the human resources that are responsible for the assessment, mainly temporary and part-time staff work on the NLSA. There are some mechanisms, such as a protocol for training proctors or administrators, in place to ensure the quality of the examination. However, there are no reviews of the alignment between the assessment instrument and what it is supposed to measure.
4. International Large Scale Assessment (ILSA)Sudan has not participated in an ILSA, and it does not have plans to do so in the near future.
Sudan
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Introduction
Sudan has focused on increasing student learningoutcomes by improving the quality of education in thecountry. An effective student assessment system is animportant component to improving education qualityand learning outcomes as it provides the necessaryinformation to meet stakeholders’ decision makingneeds. In order to gain a better understanding of thestrengths and weaknesses of its existing assessmentsystem, Sudan decided to benchmark this system usingstandardized tools developed under The World Bank’sSystems Approach for Better Education Results (SABER)program. SABER is an evidence based program to helpcountries systematically examine and strengthen theperformance of different aspects of their educationsystems.
What is SABER Student Assessment?
SABER Student Assessment is a component of theSABER program that focuses specifically onbenchmarking student assessment policies and systems.The goal of SABER Student Assessment is to promotestronger assessment systems that contribute toimproved education quality and learning for all.
National governments and international agencies areincreasingly recognizing the key role that assessment ofstudent 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 andlearning; and
(iv) holding stakeholders accountable for results.
SABER Student Assessment methodology
The SABER Student Assessment framework is built onthe available evidence base for what an effectiveassessment system looks like. The framework providesguidance on how countries can build more effectivestudent assessment systems. The framework isstructured around two main dimensions of assessmentsystems: the types/purposes of assessment activitiesand the quality of those activities.
Assessment types and purposes
Assessment systems tend to be comprised of threemain types of assessment activities, each of whichserves a different purpose and addresses differentinformation needs. These three main types are:classroom assessment, examinations, and large scale,system level assessments.
Classroom assessment provides real time informationto support ongoing teaching and learning in individualclassrooms. Classroom assessments use a variety offormats, including observation, questioning, and paperand pencil tests, to evaluate student learning, generallyon a daily basis.
Examinations provide a basis for selecting or certifyingstudents as they move from one level of the educationsystem to the next (or into the workforce). All eligiblestudents are tested on an annual basis (or more often ifthe system allows for repeat testing). Examinationscover the main subject areas in the curriculum andusually involve essays and multiple choice questions.
Large scale, system level assessments provide feedbackon the overall performance of the education system atparticular grades or age levels. These assessmentstypically cover a few subjects on a regular basis (such asevery 3 to 5 years), are often sample based, and usemultiple choice and short answer formats. They may benational or international in scope.
Appendix 1 summarizes the key features of these maintypes of assessment activities.
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Quality drivers of an assessment system
The key considerations when evaluating a studentassessment system are the individual and combinedquality of assessment activities in terms of theadequacy of the information generated to supportdecision making. There are three main drivers ofinformation quality in an assessment system: enablingcontext, system alignment, and assessment quality.
Enabling context refers to the broader context in whichthe assessment activity takes place and the extent towhich that context is conducive to, or supportive of, theassessment. It covers such issues as the legislative orpolicy framework for assessment activities; institutionaland organizational structures for designing, carryingout, or using results from the assessment; theavailability of sufficient and stable sources of funding;and the presence of trained assessment staff.
System alignment refers to the extent to which theassessment is aligned with the rest of the educationsystem. This includes the degree of congruencebetween assessment activities and system learninggoals, standards, curriculum, and pre and in serviceteacher training.
Assessment quality refers to the psychometric quality ofthe instruments, processes, and procedures for theassessment activity. It covers such issues as design andimplementation of assessment activities, analysis andinterpretation of student responses to those activities,and the appropriateness of how assessment results arereported and used.
Crossing the quality drivers with the differentassessment types/purposes provides the frameworkand broad indicator areas shown in Table 1. Thisframework is a starting point for identifying indicatorsthat can be used to review assessment systems andplan for their improvement.
The indicators are identified based on a combination ofcriteria, including:
professional standards for assessment;
empirical research on the characteristics of effectiveassessment systems, including analysis of thecharacteristics that differentiate between theassessment systems of low versus high performingnations; andtheory — that is, general consensus amongexperts that it contributes to effectiveassessment.
Table 1: Framework for building an effectiveassessment system
Levels of development
The World Bank has developed a set ofstandardized questionnaires and rubrics for collectingand evaluating data on the three assessment typesand related quality drivers.
The questionnaires are used to collect data on thecharacteristics of the assessment system in a particularcountry. The information from the questionnaires isthen applied to the rubrics in order to judge thedevelopment level of the country’s assessment systemin different areas.
The basic structure of the rubrics for evaluatingdata collected using the standardized questionnairesis summarized in Appendix 2. The goal of the rubrics isto provide a country with some sense of thedevelopment level of its assessment activities comparedto best or recommended practice in each area. Foreach indicator, the rubric displays four developmentlevels—Latent, Emerging, Established, and Advanced.These levels are artificially constructed categorieschosen to represent key stages on the underlyingcontinuum for each indicator. Each level is
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accompanied by a description of what performance onthe indicator looks like at that level.
Latent is the lowest level of performance; itrepresents absence of, or deviation from, thedesired attribute.Emerging is the next level; it represents partialpresence of the attribute.Established represents the acceptable minimumstandard.Advanced represents the ideal or current bestpractice.
A summary of the development levels for eachassessment type is presented in Appendix 3.
In reality, assessment systems are likely to be atdifferent levels of development in different areas. Forexample, a system may be Established in the area ofexaminations, but Emerging in the area of largescale, system level assessment, and vice versa. Whileintuition suggests that it is probably better to befurther along in as many areas as possible, theevidence is unclear as to whether it is necessary tobe functioning at Advanced levels in all areas.Therefore, one might view the Established level as adesirable minimum outcome to achieve in all areas, butonly aspire beyond that in those areas that mostcontribute to the national vision or priorities foreducation. In line with these considerations, the ratingsgenerated by the rubrics are not meant to be additiveacross assessment types (that is, they are not meant tobe added to create an overall rating for an assessmentsystem; they are only meant to produce an overallrating for each assessment type). The methodology forassigning development levels is summarized inAppendix 4.
Education in Sudan
Sudan is a lower middle income country in Sub SaharanAfrica. GDP per capita (current US$, 2012) is $1,580and average annual growth was 4% in 2011 due to lossof oil production, on which the economy had beenreliant, and massive devaluation of the Sudanesepound. The 21 year conflict between north and south
Sudan, which ended in 2005, has also had significanteconomic effects on the country.
During the conflict between north and south Sudan,resources for the education sector were extremelylimited. After signing the Comprehensive PeaceAgreement (CPA) in 2005 (and prior to the formation ofSouth Sudan in 2011), the Government of NationalUnity made great efforts to increase access toeducation, particularly in areas previously affected byconflict. The five year (2007 11) Education SectorStrategic Plan (ESSP) prioritized the country’scommitment to the Education for All goals and outlinedactivities to meet the MDG education targets. There hasbeen a considerable increase in public educationspending since 2005. In real terms, total educationspending almost doubled, from SDG 1.3 billion to SDG2.4 billion between 2005 and 2009, equivalent to 16percent average annual real growth. The positiveimpact of the CPA has been demonstrated throughsignificant increases in basic school enrollment inSudan, especially in communities previously affected byconflict. Basic school enrollments for Sudan increasedby almost 1 million between 2004/05 and 2008/09,corresponding to average annual growth of 5.7 percent,compared to the pre CPA period spanning from2000/01 to 2004/05, when annual enrollmentsincreased 4.2 percent on average. However, regionaldisparities in access to education persist, especially inrural areas, where girls are most disadvantaged.
After the secession of South Sudan in 2011, theGovernment of National Unity prepared a new interimBasic Education Strategy (iBES) which explicitly linksurgent service delivery to improve access to and thequality of education alongside the development of theeducation system as a whole, in order to strengthen thefoundation for the long term sustainability of thesector. The expansion of the iBES into a five yearEducation Sector Strategic Plan (ESSP 2012 2016) willcontinue as the environment becomes more stable.Detailed information was collected on Sudan’s studentassessment system using the SABER StudentAssessment questionnaires and rubrics in 2011. It isimportant to remember that these tools primarily focuson benchmarking a country’s policies and arrangementsfor assessment activities at the system or macro level.
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Additional data would need to be collected todetermine actual, on the ground practices in Sudan,particularly by teachers and students in schools. Thefollowing sections discuss the findings by eachassessment type, accompanied by suggested policyoptions. The suggested policy options were determinedin collaboration with key local stakeholders based onSudan’s immediate interests and needs. Detailed,completed rubrics for each assessment type in Sudanare provided in Appendix 5.
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Classroom Assessment
Level of Development
In Sudan, a formal, system level document, theGuidelines for the Two Levels, authorized by theNational Center for Curricula and Educational Researchin 2007, provides guidelines for classroom assessment.
In addition, there are some system wide resourcesavailable to teachers for engaging in classroomassessment activities. For example, there are textbooksor workbooks that provide support for classroomassessment, scoring criteria or rubrics for evaluatingstudents' work, and a document that outlines the levelsof performance that students are expected to reach indifferent subject areas at different grade or age levels.
Also, there are some system level mechanisms in placeto ensure that teachers develop skills and expertise inclassroom assessment. In service teacher trainingopportunities are available; however, few teachers areable to access them. In addition, school inspection orteacher supervision includes a component focused onclassroom assessment.
However, classroom assessment practices are known tobe weak, particularly because they provide little usefulfeedback to students, one of the main purposes ofclassroom assessment. In addition, classroomassessment activities are very commonly about recallinginformation and rely on multiple choice/selection typequestions. It is also common for teachers to not useexplicit or a priori criteria for scoring or gradingstudents' work. At the same time, it is rare for gradeinflation to be a problem or to observe errors in thescoring or grading of students' work.
In addition, limited systematic mechanisms are in placeto monitor the quality of classroom assessmentpractices. Although classroom assessment is a requiredcomponent of a teacher's performance evaluation, andschool inspection or teacher supervision, there are nonational reviews of the quality of education that focuson classroom assessment, government funding is notprovided to conduct research on the quality of
classroom assessment activities or on how to improveclassroom assessment, and an external moderationsystem that reviews the difficulty of classroomassessment activities and the appropriateness ofscoring criteria is not in place.
Although classroom assessment information is requiredto be disseminated to all key stakeholders, includingschool district or Ministry of Education officials, parents,and students, there are limited required uses ofclassroom assessment to support student learning.While classroom assessment is used for diagnosingstudent learning issues, providing feedback to studentson their learning, and providing input to an externalexamination program, it is not used for planning nextsteps in instruction or grading students for internalclassroom uses, two of the main purposes of classroomassessment.
Suggested policy options:
1. Introduce varied and systematic mechanisms tomonitor the quality of classroom assessment practices.For example, allocate government funding forconducting system wide reviews on the quality ofclassroom assessment practices in Sudan and foridentifying steps on how to improve them.
2. Establish policies which require teachers to useclassroom assessment activities for a variety of activitieswhich promote and inform student learning. Forexample, mandate that classroom assessment activitiesbe used to plan next steps in instruction.
3. Expand opportunities for teachers to develop skillsand expertise in conducting classroom assessmentactivities. For example, review the content andavailability of current in service training opportunitieson classroom assessment. Based on the review, furtherdevelop the content of the in service teacher training,and expand the reach of these opportunities to makethem accessible to all teachers in Sudan. Additionally,develop pre service teacher training opportunities onclassroom assessment and introduce on the job trainingto ensure that new teachers have the necessaryknowledge and skills to conduct classroom assessmentactivities.
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Examinations
Level of Development
The Secondary Certificate Examinations program hasbeen administered since 1956 to grade 11 students,with the main purposes of student certification forschool cycle completion, student selection to highereducation institutions, and student preparation for thelabor market. The examination covers seven academicand seven technical subjects and was authorized by TheExamination Council and the Technical Committees forthe Administration of Exams through the ExaminationRegulations and the Student's Guide to SecondaryExamination documents in 2010.
Regular funding for the examinations is allocated by thegovernment and from student fees. The governmentfinances most of the examination costs althoughcontributions are made by students with financialmeans. Funding covers all core examination activities,including examination design and administration, dataanalysis and reporting, and long or medium termplanning of program milestones. However, funding doesnot cover staff training or research and developmentactivities.
The General Directorate of Examinations andAssessment, which is an office or branch within theMinistry of Education, has had primarily responsibilityfor running the examinations since 1950. The GeneralDirectorate of Examinations and Assessment isaccountable to an external board or agency, theExaminations Council, which includes representativesfrom universities, education districts, and thecommittees of education and services in the NationalCouncil (The Parliament). In addition, the GeneralDirectorate of Examinations and Assessment has all ofthe required facilities to carry out the examination andis adequately staffed with permanent and full time staffto carry out the examination effectively, with minimalissues.
Sudan offers a wide range of opportunities that preparefor work on the Secondary Certificate Examinations. Forexample, there are university graduate programs and
university courses on educational measurement andevaluation at Khartoum University, Zaeem Al AzhariUniversity, Oumdurman Islamic University, Al JazeeraUniversity, and Kassala University (there are alsouniversity courses at federal and state level traininginstitutes).
Although there are some workshops available on anirregular basis, there are no up to date courses orworkshops on examinations available to teachers. Atthe same time, teachers are involved in very fewexamination related tasks, which include selecting orcreating examination questions, administering theexamination, and supervising examination procedures.
In addition, there is only one systematic mechanism,internal review or observers, in place to ensure thequality of the examination.
There are also very limited options for students who donot perform well on the examinations. While they mayretake the examinations or repeat the grade, there areno options for students to attend remedial orpreparatory courses in order to prepare to retake theexaminations, or to opt for less selective schools,universities, or tracks.
Suggested policy options:
1. Identify funding sources to support research anddevelopment activities related to the SecondaryCertificate Examination.
2. Introduce opportunities for teachers to learn moreabout the Secondary Certificate Examination. Forexample, develop and implement regular, up to dateworkshops on the topic. In addition, provide teacherswith opportunities to be involved in a variety ofexamination related tasks, such as creating examinationscoring guides.
3. Support a variety of options for students who do notperform well on the examination. For example, ensurefunding and opportunities for students to attendremedial or preparatory courses in order to prepare toretake the examination.
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4. Introduce varied and systematic mechanisms tomonitor the consequences of the examination. Forexample, convene regular focus groups of keystakeholders to understand the consequences of theSecondary Certificate Examinations.
5. Review existing courses on educational measurementand evaluation that prepare for work on the SecondaryCertificate Examinations and address any gaps in theircontent in order to ensure the capacity of existing andincoming staff of the General Directorate ofExaminations and Assessment.
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National Large Scale Assessment (NLSA)
Level of Development
The Survey of the State of Education in States(provinces) in Sudan was conducted twice, with themain purposes of monitoring education quality at thesystem level, supporting schools and teachers, andinforming policy design, evaluation, or decision making.These Service Delivery Surveys sought to assessresource availability and utilization in schools, as well aslearning levels. It was administered to a nonrepresentative sample of students in grades 4 and 5 inthree states in the 2009 10 school year and to arepresentative sample of students in grades 4 and 5 infour states (including three conflict affected states) inthe 2010 11 school year. The Directorate of EducationalPlanning in the Ministry of Education authorized theNLSA with the document, An Evaluation Study for BasicEducation in the States of Northern Darfur, the Red Sea,South Kordofan and the Blue Nile, in 2010.
Irregular funding is allocated to the assessment fromgrants, supported by the World Bank Sudan multi donortrust fund and the Education Program DevelopmentFund. However, funding covers all core assessmentactivities, including assessment design andadministration, data analysis and reporting, long ormedium term planning of program milestones, and stafftraining. Funding for the assessment does not coverresearch and development activities.
There was a group of people temporarily assigned tocarry out the assessment exercise under the DirectorGenerals for Planning and Teacher Training, which isaccountable to a clearly recognized body. While noissues were identified with the performance of thehuman resources responsible for the large scaleassessment, mainly temporary or part time staffworked on the NLSA.
Sudan does offer some opportunities to prepareindividuals for work on the assessment. For example,university graduate programs and courses oneducational measurement and evaluation are available
at all universities with faculties of education, whichinclude Khartoum University, Zaeem Al AzhariUniversity, Oumdurman University, Al JazeeraUniversity, and Kassala University. In addition, nonuniversity training courses or workshops on educationalmeasurement and evaluation, as well as funding forattending international programs, courses, orworkshops on educational measurement and evaluationare available. However, many of the availableopportunities are limited and not of high quality.
Although there are no mechanisms in place to ensurethat the assessment accurately measures what it issupposed to measure, there are some mechanisms inplace to ensure the quality of the assessment. Forexample, all proctors or administrators are trainedaccording to a protocol, a pilot is conducted before themain data collection takes place, and scorers are trainedto ensure high inter rater reliability.
There are no mechanisms in place to monitor theconsequences of the assessment.
Suggested policy options:
1. Ensure stable government funding for national largescale assessment activities, which covers all coreassessment activities, as well as research anddevelopment.
2. With the Ministry of Education providing guidance,develop a plan for effective dissemination of NLAresults. For example, include plans for reporting resultson subgroups and making results available throughmedia to all stakeholder groups.
3. Formulate a plan within the Ministry of Education toensure that appropriate mechanisms are in place forusing NLA results and for monitoring its consequencesin the country. The plan should allow for theengagement of various stakeholders. Include, forexample, plans to convene regular focus groups ofstakeholders to discuss possible actions on NLA results.
4. Provide funding for research on the impact of theNLA on education in Sudan and collaborate with highereducation institutions to conduct such research studies.
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5. Ensure the effectiveness of the human resourcesresponsible for carrying out NLSA activities by allocatingfunding for carrying out training of NLSA staff onassessment design and data analysis on a regular basis.
Box 1: National Learning Assessment
In July 2013, the Global Partnership forEducation financed Basic Education RecoveryProject (BERP) became effective in Sudan,which will support the establishment of aNational Learning Assessment (NLA). The NLAwill assess students at the end of grade 3,which is the conclusion of the basic educationcycle in Sudan. Students will be assessed inreading, speaking, and listening, through amodified version of the Early Grade ReadingAssessment (EGRA). In addition, they will beassessed in concepts in early numeracy. At thistime, it is proposed that at one to two roundsof the NLA will take place before the end of2016, assessing a sample of students in all 15states. In addition to carrying out the tworounds of the NLA, there will be a strong focuson capacity building within the Ministry ofEducation to ensure future sustainability of theNLA. A Task Team has been established withinthe General Directorate of Examinations todesign and implement the NLA. In addition,the National Governing Committee (NGC)composed of members of the Ministry ofGeneral Education (MoGE) (drawn fromEducation Planning, National Center forCurriculum and Education Research (NCCER)representatives from State Ministries ofEducation and Sudan Teachers Union) wasestablished to provide technical support to thedevelopment and implementation of the NLA.
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International Large Scale Assessment(ILSA)
Level of Development
Sudan has never participated in an international largescale assessment and has not taken concrete steps toparticipate in one in the next five years. In addition, nopolicy document pertaining to ILSA is available in Sudan.
Suggested policy options:
1. Build momentum around the importance of aninternationally comparable, system level assessment ofstudent achievement levels.
2. Ensure stable government funding for internationallarge scale assessment activities.
3. Ensure appropriate organizational structures andqualified staff to carry out international large scaleassessment activities.
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Appendix 1: Assessment Types and Their Key DifferencesClassroom Large-scale assessment
Surveys Examinations
National International Exit Entrance
Purpose To provide immediatefeedback 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 informationcollected from students?
Yes, as part of the teaching process
Frequently Yes Seldom Seldom
Scoring Usually informal and simple
Varies from simple to more statistically sophisticatedtechniques
Usually involves statistically sophisticatedtechniques
Varies from simple to more statistically sophisticatedtechniques
Varies from simple to more statistically sophisticatedtechniques
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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 SYSTEMLEVEL) LARGE SCALEASSESSMENT
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 LARGESCALE ASSESSMENT
There is no history of participation in an ILSA or 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 AssigningDevelopment Levels
1. The country team or consultant collects informationabout the assessment system in the country.
2. Based on the collected information, a level ofdevelopment and score is assigned to each dimension inthe rubrics:
Latent = 1 score pointEmerging = 2 score pointsEstablished = 3 score pointsAdvanced = 4 score points
3. The score for each quality driver is computed byaggregating the scores for each of its constituentdimensions. For example:
The quality driver, ‘Enabling Context,’ in the case ofILSA, has 3 dimensions on which a hypothetical countryreceives the following scores: Dimension A = 2 points;Dimension B = 2 points; Dimension C = 3 points. Thehypothetical country’s overall score for this qualitydriver would be: (2+2+3)/3 = 2.33
4. A preliminary level of development is assigned toeach quality driver.
5. The preliminary development level is validated usingexpert judgment in cooperation with the country teamand The World Bank Task Team Leader.
For scores that allow a margin of discretion (i.e., tochoose between two levels of development), a finaldecision has to be made based on expert judgment. Forexample, the aforementioned hypothetical country hasan ‘Enabling Context’ score of 2.33, corresponding to apreliminary level of development of ‘Emerging orEstablished.’ Based on qualitative information notcaptured in the rubric, along with expert judgment, thecountry team chooses ‘Emerging’ as the mostappropriate level.
6. Scores for certain key dimensions under ‘EnablingContext’ (in the case of EXAM, NLSA, and ILSA) andunder ‘System Alignment’ (in the case of CLASS) were
set as ceiling scores, i.e., the overall mean score for theparticular assessment type cannot be greater than thescore for these key dimensions. These key variablesinclude formal policy, regular funding, having apermanent assessment unit, and the quality ofassessment practices.
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Appendix5:SABERStudentAssessm
entRubricsforSudan
Thisappe
ndixprovides
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entA
ssessm
entrub
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each
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tactivity
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athickbo
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eselectionmay
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ntextcanbe
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evelop
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ENABLINGCONTEXT
ANDSYSTEM
ALIGNMENT
Overallpo
licyan
dresource
fram
eworkwith
inwhich
classroom
assessmenta
ctivity
takesp
lace
inacoun
tryor
system
,and
thedegree
towhich
classroom
assessmenta
ctivity
iscoherent
with
othercom
ponentso
fthe
educationsystem
.LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
ANDSYSTEM
ALIGNMENT1:
Settingclearguidelinesforclassroomassessment
Thereisno
system
leveld
ocum
entthat
provides
guidelines
for
classroo
massessmen
t.
There
isan
inform
alsystem
level
documen
tthat
provides
guidelines
for
classroo
massessmen
t.
Thereisaform
alsystem
leveld
ocum
ent
that
provides
guidelines
forclassroo
massessmen
t.1
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
availability
ofthe
documen
tis
restricted.
Thedo
cumen
tisw
idelyavailable.
2
ENABLINGCONTEXT
ANDSYSTEM
ALIGNMENT2:
Aligning
classroomassessmentw
ithsystem
learning
goals
Thereareno
system
wideresourcesfor
teache
rsforclassroom
assessmen
t.Therearescarce
system
wideresources
forteachersfor
classroo
massessmen
t.Therearesomesystem
wideresources
forteachersfor
classroo
massessmen
t.3There
are
avarie
tyof
system
wide
resources
available
for
teache
rsfor
classroo
massessmen
t.
There
isno
official
curriculum
orstandardsd
ocum
ent.
There
isan
official
curriculum
orstandardsdo
cumen
t,bu
titis
notclear
whatstud
ents
areexpe
cted
tolearnor
towhatlevelof
performance.
There
isan
official
curriculum
orstandardsdo
cumen
tthat
specifies
what
stud
ents
areexpe
cted
tolearn,
butthe
levelof
performance
requ
ired
isno
tclear.
There
isan
official
curriculum
orstandardsdo
cumen
tthat
specifies
what
stud
ents
areexpe
cted
tolearn
and
towhatlevelof
performance.4
ENABLINGCONTEXT
ANDSYSTEM
ALIGNMENT3:
Havingeffectivehuman
resourcestocarryoutclassroom
assessmentactivities
Thereareno
system
levelmechanism
sto
ensure
that
teache
rsde
velop
skills
andexpe
rtise
inclassroo
massessmen
t.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
There
are
some
system
level
mechanism
sto
ensure
that
teache
rsde
velopskillsandexpe
rtise
inclassroo
massessmen
t.5
There
are
avarie
tyof
system
level
mechanism
sto
ensure
that
teache
rsde
velopskillsandexpe
rtise
inclassroo
massessmen
t.
*
*
*
*
*
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ASSESSMENTQUALITY
Qua
lityof
classroo
massessmentd
esign,ad
ministratio
n,an
alysis,
anduse.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
thequality
ofclassroomassessment
Classroo
massessmen
tpractices
suffe
rfrom
widespreadweaknessesor
thereis
noinform
ation
available
onclassroo
massessmen
tpractices.
Classroo
massessmen
tpractices
are
know
nto
beweak.
6Classroo
massessmen
tpractices
are
know
nto
beof
mod
eratequ
ality
.Classroo
massessmen
tpractices
are
know
nto
begene
rally
ofhigh
quality
.
Thereareno
mechanism
sto
mon
itorthe
quality
ofclassroo
massessmen
tpractices.
Therearead
hocmechanism
stomon
itor
the
quality
ofclassroo
massessmen
tpractices.
Therearelim
itedsystem
aticmechanism
sto
mon
itor
the
quality
ofclassroo
massessmen
tpractices.7
There
are
varie
dand
system
atic
mechanism
sin
place
tomon
itor
the
quality
ofclassroo
massessmen
tpractices.
ASSESSMENTQUALITY2:
Ensuring
effectiveusesofclassroomassessment
Classroo
massessmen
tinformationisno
trequ
ired
tobe
dissem
inated
tokey
stakeh
olde
rs.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Classroo
massessmen
tinform
ation
isrequ
iredto
bedissem
inated
tosomekey
stakeh
olde
rs.
Classroo
massessmen
tinform
ation
isrequ
iredto
bedissem
inated
toallkey
stakeh
olde
rs.8
Thereareno
requ
ireduses
ofclassroo
massessmen
ttosupp
ortstude
ntlearning.
There
are
limite
drequ
ired
uses
ofclassroo
massessmen
tto
supp
ort
stud
entlearning.
9
There
are
adeq
uate
requ
ired
uses
ofclassroo
massessmen
tto
supp
ort
stud
entlearning,e
xcluding
itsuseas
aninpu
tfor
externalexam
inationresults.
There
are
adeq
uate
requ
ired
uses
ofclassroo
massessmen
tto
supp
ort
stud
entlearning,including
itsuseas
aninpu
tfor
externalexam
inationresults.
*
*
*
*
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SULTS
19
ClassroomAssessment
1.Th
eGu
idelines
fortheTw
oLevelsdo
cumen
t,authorize
dby
theNationalC
enterforCu
rriculaandEducationalR
esearchin
2007
,provide
sguidelines
for
classroo
massessmen
t.
2.Th
eGu
idelines
forthe
TwoLevelsdo
cumen
tisw
idelyavailableto
thepu
blicthroughpu
bliclibrarie
s.
3.Therearesomesystem
wideresourcesavailableto
teache
rsfore
ngaginginclassroo
massessmen
tactivities.For
exam
ple,therearescoringcrite
riaor
rubrics
fors
tude
nts'workandado
cumen
tthato
utlines
thelevelsof
performance
that
stud
ents
areexpe
cted
toreachin
diffe
rent
subjecta
reas
atdiffe
rent
gradeor
agelevels.
However,thereareno
item
banksor
poolswith
exam
ples
ofselection/m
ultip
lechoice
orsupp
ly/ope
nen
dedqu
estio
ns,on
lineassessmen
tresources,compu
terbasedtestingwith
instantrep
ortson
stud
ents'perform
ance,o
rado
cumen
tthato
utlines
whatstude
ntsareexpe
cted
tolearnin
diffe
rent
subjecta
reas
atdiffe
rent
gradeor
agelevels.
Althou
ghtherearetextbo
oksor
workboo
ksavailableto
teache
rsto
supp
ortc
lassroom
assessmen
tactivities,the
textbo
okto
stud
entratioisas
lowas
1:5insomestates
inSudan.
4.Cu
rriculum
documen
tsandteache
rs'guide
sspe
cifywhatstude
ntsa
reexpe
cted
tolearnandto
what levelof
performance.
5.Therearesomesystem
levelm
echanism
sin
placeto
ensure
that
teache
rsde
velopskillsandexpe
rtise
inclassroo
massessmen
t.Forexam
ple,
inservice
teache
rtraining
oppo
rtun
ities
areavailable,
althou
ghfew
teache
rsareable
toaccess
them
.Inadditio
n,scho
olinspectio
nor
teache
rsupe
rvision
includ
esa
compo
nent
focusedon
classroo
massessmen
t.Other
system
levelm
echanism
s—
such
asteache
rtraining
programsinclud
ingarequ
iredcourse
onclassroo
massessmen
t,preservicetraining,onlineresourceso
nclassroo
massessmen
t,andop
portun
ities
toparticipateinconferen
cesa
ndworksho
ps—
areno
tinplace.
6.Classroo
massessmen
tpractices
areknow
nto
beweak,
particularly
becausethey
providelittle
useful
feed
back
tostud
ents,o
neof
themainpu
rposes
ofclassroo
massessmen
t.In
additio
n,classroo
massessmen
tactiv
ities
arevery
common
lyabou
trecalling
inform
ationandrelyon
multip
lechoice/selectio
ntype
questio
ns,and
itiscommon
forteacherstono
tuse
explicitor
aprioricrite
riaforscorin
gor
gradingstud
ents'w
ork.
However,itisrareforg
rade
inflatio
nto
bea
prob
lem
orto
observeerrorsin
thescoringor
gradingof
stud
ents'w
ork.Itisalso
notc
ommon
forp
aren
tsto
bepo
orlyinform
edabou
tstude
nts'grades
orfor
theun
even
applicationof
standardsforgradingstud
ents'w
orkto
beaserio
usprob
lem.Itisrare
forclassroo
massessmen
tactivities
tobe
mainlyused
asan
administrativ
eor
controltoo
lrathe
rthanas
ape
dagogicalresou
rce,
andforc
lassroom
assessmen
tactivities
tono
tbealigne
dwith
ape
dagogicalo
rcurricular
fram
ework.
7.Therearelim
itedsystem
aticmechanism
sin
placeto
mon
itorthequ
ality
ofclassroo
massessmen
tpractices.A
lthou
ghclassroo
massessmen
tisarequ
ired
compo
nent
ofateache
r'spe
rformance
evaluatio
n,andscho
olinspectio
nor
teache
rsup
ervisio
n,thereareno
natio
nalreviewso
fthe
quality
ofed
ucationwhich
focuso
nclassroo
massessmen
t,governmen
tfun
ding
isno
tprovide
dto
cond
uct researchon
thequ
ality
ofclassroo
massessmen
tactivities
oron
howto
improve
classroo
massessmen
t,andan
external
mod
erationsystem
which
review
sthedifficulty
ofclassroo
massessmen
tactiv
ities
andtheapprop
riatene
ssof
scoring
crite
riaisno
tinplace.
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SULTS
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8.Classroo
massessmen
tinformationisrequ
iredto
bedissem
inated
toallkey
stakeh
olde
rs,including
scho
oldistricto
rMinistry
ofEducationofficials,
parents,
andstud
ents.
9.Th
erearelim
itedrequ
ireduses
ofclassroo
massessmen
tto
supp
ortstud
entlearning.W
hile
classroo
massessmen
tisused
fordiagno
singstud
entlearning
issue
s,providingfeed
back
tostud
ents
ontheirlearning,a
ndprovidinginpu
tto
anexternal
exam
inationprogram,itisno
tused
forplanning
next
step
sin
instructionor
gradingstud
entsforinternalclassroom
uses,w
hich
aretw
oof
themainpu
rposes
ofclassroo
massessmen
t.
SUDA
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NTAS
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TTER
EDUCA
TIONRE
SULTS
21
SUDAN
Exam
inations
SUDA
NSA
BERSTUDE
NTAS
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TTER
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TIONRE
SULTS
22
ENABLINGCONTEXT
Overallfram
eworkof
policies,lead
ership,organ
izatio
nalstructures,fiscaland
human
resourcesinwhich
assessmenta
ctivity
takesp
lace
inacoun
tryor
system
andtheextent
towhich
that
fram
eworkiscond
uciveto,orsup
portiveof,the
assessmenta
ctivity.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
1:Settingclearpolicies
Nostandardize
dexam
inationhastaken
place.
Thestandardize
dexam
inationhasbe
enop
eratingon
anirregular
basis.
Theexam
inationisastableprogram
that
hasb
eenop
eratingregularly
.1This
optio
ndo
esno
tapply
tothis
dimen
sion
There
isno
policy
documen
tthat
authorize
sthe
exam
ination.
There
isan
inform
alor
draft
policy
documen
tthat
authorize
sthe
exam
ination.
Thereis
aform
alpo
licydo
cumen
tthat
authorize
sthe
exam
ination.
2This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thepo
licydo
cumen
tisno
tavailableto
thepu
blic.3
Thepo
licydo
cumen
tisavailableto
the
public.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
policy
documen
taddresses
some
keyaspe
ctso
fthe
exam
ination.
4Thepo
licydo
cumen
taddressesallkey
aspe
ctso
fthe
exam
ination.
ENABLINGCONTEXT
2:Havingstrong
leadership
Allstakeh
olde
rgrou
psstrongly
oppo
setheexam
inationor
areindiffe
rent
toit.
Most
stakeh
olde
rgrou
psop
pose
the
exam
ination.
Moststakeh
olde
rsgrou
pssupp
ortthe
exam
ination.
5All
stakeh
olde
rgrou
pssupp
ort
the
exam
ination.
Thereareno
attemptsto
improvethe
exam
inationby
stakeh
olde
rgroup
s.This
optio
ndo
esno
tapply
tothis
dimen
sion.
There
are
inde
pend
ent
attempts
toim
provetheexam
inationby
stakeh
olde
rgrou
ps.
There
are
coordinated
attempts
toim
provetheexam
inationby
stakeh
olde
rgrou
ps.6
Effortsto
improvetheexam
inationare
not
welcomed
bythe
leadership
incharge
oftheexam
ination
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Effortsto
improvetheexam
inationare
gene
rally
welcomed
bytheleadership
incharge
oftheexam
ination.
7
This
optio
ndo
esno
tapply
tothis
dimen
sion.
(CONTINUE
D)
*
*
* *
*
**
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TTER
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TIONRE
SULTS
23
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
3:Havingregularfunding
There
isno
fund
ing
allocated
forthe
exam
ination.
Thereis
irregular
fund
ingallocatedfor
theexam
ination.
Thereisregularfun
ding
allocatedforthe
exam
ination.
8This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ingcovers
somecore
exam
ination
activities:de
sign,
administratio
n,data
processin
gor
repo
rting.
Fund
ing
covers
allcore
exam
ination
activities:de
sign,
administratio
n,data
processin
gandrepo
rting.
9
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
does
notcoverresearch
and
developm
ent.1
0This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
research
and
developm
ent.
ENABLINGCONTEXT
4:Havingstrong
organizationalstructures
Theexam
inationofficedo
esno
texist
orisne
wlyestablish
ed.
The
exam
ination
office
isne
wly
establish
ed.
The
exam
ination
office
isa
stable
organizatio
n.11
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
exam
ination
office
isno
taccoun
table
toan
external
board
oragen
cy.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Theexam
inationofficeisaccoun
tableto
anexternalbo
ardor
agen
cy.1
2This
optio
ndo
esno
tapply
tothis
dimen
sion.
Exam
inationresults
areno
trecognize
dby
anycertificatio
nor
selectionsystem
.Exam
ination
results
are
recognize
dby
certificatio
nor
selectionsystem
inthe
coun
try.
Exam
ination
results
are
recognize
dby
onecertificatio
nor
selectionsystem
inanothe
rcou
ntry.
Exam
ination
results
are
recognize
dby
two
ormore
certificatio
nor
selection
system
inanothe
rcou
ntry.13
The
exam
ination
office
does
nothave
therequ
ired
facilitiesto
carryou
tthe
exam
ination.
Theexam
inationofficehassomeof
the
requ
ired
facilities
tocarry
out
the
exam
ination.
The
exam
ination
office
hasallof
the
requ
ired
facilities
tocarry
out
the
exam
ination.
14
Theexam
inationofficehasstateof
the
artfacilitie
stocarryou
tthe
exam
ination.
(CONTINUE
D)
* *
*
**
*
*
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BERSTUDE
NTAS
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TTER
EDUCA
TIONRE
SULTS
24
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
5:Havingeffectivehuman
resources
There
isno
staff
tocarry
out
the
exam
ination.
Theexam
ination
officeis
inadeq
uately
staffed
toeffectively
carry
out
the
exam
ination,issue
sare
pervasive.
The
exam
ination
office
isadeq
uately
staffed
tocarry
outthe
exam
ination
effectively,with
minim
alissue
s.15
The
exam
ination
office
isadeq
uately
staffed
tocarry
out
the
assessmen
teffectively,with
noissue
s.
Thecoun
trydo
esno
toffe
ropp
ortunitie
sthat
prep
are
for
work
onthe
exam
ination.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
coun
tryoffers
someop
portun
ities
that
prep
are
for
work
onthe
exam
ination.
The
coun
try
offers
awide
range
ofop
portun
ities
that
prep
areforworkon
theexam
ination.
16
*
*
SUDA
NSA
BERSTUDE
NTAS
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SULTS
25
SYSTEM
ALIGNMENT
Degree
towhich
theassessmentisc
oherentw
ithothercom
ponentso
fthe
educationsystem
.LATENT
EMERGING
ESTABLISHED
ADVANCED
SYSTEM
ALIGNMENT1:
Aligning
exam
inationswith
learning
goalsand
opportunitiestolearn
Itis
notclearwhatthe
exam
ination
measures.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereis
aclearun
derstand
ingof
what
theexam
inationmeasures.17
This
optio
ndo
esno
tapply
tothis
dimen
sion.
What
the
exam
ination
measures
isqu
estio
nedby
somestakeh
olde
rgroup
s.This
optio
ndo
esno
tapply
tothis
dimen
sion.
Whatismeasuredby
theexam
inationis
largelyaccepted
bystakeh
olde
rgroup
s.18
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Materialtoprep
arefortheexam
ination
isminim
aland
itis
only
accessible
tovery
fewstud
ents.
Thereissomematerialtoprep
areforthe
exam
inationthat
isaccessible
tosome
stud
ents.
There
iscompreh
ensiv
ematerial
toprep
are
for
the
exam
ination
that
isaccessibleto
moststude
nts.
There
iscompreh
ensiv
ematerial
toprep
are
for
the
exam
ination
that
isaccessibleto
allstude
nts.
19
SYSTEM
ALIGNMENT2:
Providingteacherswith
opportunitiestolearnabouttheexam
ination
Thereareno
coursesor
worksho
pson
exam
inations
availableto
teache
rs.
There
are
noup
todate
courses
orworksho
pson
exam
inations
availableto
teache
rs.2
0
Thereareup
todate
voluntarycourses
orworksho
pson
exam
inations
available
toteache
rs.
Thereareup
todate
compu
lsory
courses
orworksho
pson
exam
inations
for
teache
rs.
Teache
rsare
exclud
edfrom
all
exam
inationrelatedtasks.
Teache
rsare
involved
invery
few
exam
inationrelatedtasks.
21Teache
rsare
involved
insome
exam
inationrelatedtasks.
Teache
rsare
involved
inmost
exam
inationrelatedtasks.
* *
*
* *
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26
ASSESSMENTQUALITY
Degree
towhich
theassessmentm
eetsqu
ality
stan
dards,isfair,
andisused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
quality
There
isno
technicalrepo
rtor
othe
rdo
cumen
tatio
n.There
issome
documen
tatio
non
the
exam
ination,
butit
isno
tin
aform
alrepo
rtform
at.
There
isa
compreh
ensiv
etechnical
repo
rtbu
twith
restrictedcirculation.
22Thereis
acompreh
ensiv
e,high
quality
technicalrep
ortavailableto
thegene
ral
public.
There
are
nomechanism
sin
place
toen
sure
thequ
ality
oftheexam
ination.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearelim
itedsystem
aticmechanism
sin
place
toen
sure
the
quality
ofthe
exam
ination.
23
There
are
varie
dand
system
atic
mechanism
sin
place
toen
sure
the
quality
oftheexam
ination.
ASSESSMENTQUALITY2:
Ensuring
fairness
Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessish
igh.
Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessism
oderate.
Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessislow
.24
Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessism
arginal.
Theexam
ination
results
lack
cred
ibility
fora
llstakeh
olde
rgroup
s.Theexam
inationresults
arecred
ible
for
somestakeh
olde
rgroup
s.Theexam
inationresults
arecred
ible
for
allstakeho
lder
grou
ps.25
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Themajority
ofthestud
ents
(over50%)
may
nottaketheexam
inationbe
causeof
language,gend
er,or
othe
req
uivalent
barriers.
Asig
nificant
prop
ortio
nof
stud
ents
(10%
50%)m
ayno
ttaketheexam
ination
becauseof
language,gend
er,or
othe
req
uivalent
barriers.
Asm
allp
ropo
rtionof
stud
ents(le
ssthan
10%)may
not
take
the
exam
ination
becauseof
language,gend
er,or
othe
req
uivalent
barriers.
Allstud
ents
cantake
theexam
ination;
thereareno
language,gend
eror
othe
req
uivalent
barriers.26
(CONTINUE
D)
* * * *
*
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NSA
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EDUCA
TIONRE
SULTS
27
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY3:
Usingexam
inationinform
ationinafairway
Exam
ination
results
are
notused
ina
prop
erway
byallstakeho
lder
grou
ps.
Exam
ination
results
are
used
bysome
stakeh
olde
rgroup
sinaprop
erway.
Exam
ination
results
are
used
bymost
stakeh
olde
rgroup
sinaprop
erway.
Exam
ination
results
are
used
byall
stakeh
olde
rgroup
sinaprop
erway.2
7
Stud
entn
ames
andresults
arepu
blic.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Stud
ents’resultsareconfidentia
l.28
This
optio
ndo
esno
tapply
tothis
dimen
sion.
ASSESSMENTQUALITY4:
Ensuring
positiveconsequencesoftheexam
ination
Thereareno
optio
nsforstud
ents
who
dono
tperform
wello
ntheexam
ination,
orstud
ents
mustleave
the
education
system
.
There
are
very
limite
dop
tions
for
stud
entswho
dono
tperform
wellonthe
exam
ination.
29
Therearesomeop
tions
forstude
ntsw
hodo
notp
erform
wellontheexam
ination.
Thereisavarie
tyof
optio
nsforstud
ents
who
dono
tpe
rform
well
onthe
exam
ination.
There
are
nomechanism
sin
place
tomon
itor
the
conseq
uences
ofthe
exam
ination.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearesomemechanism
sin
placeto
mon
itor
the
conseq
uences
ofthe
exam
ination.
30
Thereisavarie
tyof
mechanism
sin
place
tomon
itor
the
conseq
uences
ofthe
exam
ination.
*
*
*
*
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NSA
BERSTUDE
NTAS
SESSMEN
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TIONRE
SULTS
28
Exam
inations
1.Th
eSecond
aryCe
rtificate
Exam
inations
program
hasbe
enadministered
since
1956
tograde11
stud
ents,w
iththemainpu
rposes
ofstud
entc
ertificationfor
scho
olcyclecompletion,
stud
entselectionto
higher
educationinstitu
tions,andstud
entprep
arationforthelabo
rmarket.Th
eexam
inationcovers
seven
academ
icandseventechnicalsub
jectsfrom
thefollowing:
Acad
emic
subjects:
Islamic
Education,
Christia
nEducation,
Arabic
Language,En
glish
Language
,Fren
chLanguage,Ge
ograph
y,History,
Physics,
Chem
istry,
Biology,
Family
Sciences,En
gine
eringSciences,Co
mpu
terSciences,Ag
riculturalandLivestockProd
uctio
n,Co
mmercial
Sciences,
Islamic
Stud
ies,
Military
Sciences,A
dvancedArabiclanguage,Spe
cialize
dMathe
matics,Ba
sicMathe
maticsa
ndArts.
TechnicalSub
jects:Archite
cturalDraw
ing,Co
stsa
ndTaxes,Econ
omyandTrade,MechanicalD
rawing,Ho
rticulture,A
rtsa
ndDe
sign,
Finance,Food
Processin
g,TechnicalDe
sign,
Clothing
Textiles,
Historyof
Art,
Nutrition,
Decoratio
n,Institu
tionaland
HotelManagem
ent,
FinancialAccoun
ting,
Indu
stria
lAssets,
Agriculture,D
rawingandCo
lorin
g,andAn
imalandAg
riculturalProdu
ction.
2.Th
eExam
ination
Coun
ciland
theTechnicalCo
mmitteesfortheAd
ministratio
nof
Exam
sauthorize
dtheSecond
aryCe
rtificate
Exam
inations
bythe
Exam
inationRe
gulatio
nsandtheStud
ent's
Guideto
Second
aryExam
inationdo
cumen
tsin20
10.
3.Th
eExam
inationRe
gulatio
nsandtheStud
ent's
Guideto
Second
aryExam
inations
documen
tsareno
tavailableto
thepu
blic,alth
ough
they
areavailablein
all
scho
ols.
4.TheExam
inationRe
gulatio
nsandtheStud
ent's
Guideto
Second
aryExam
inations
documen
tsaddresssomekeyaspe
ctsof
theexam
inations,w
hich
includ
ean
outline
ofgovernance,d
istrib
utionof
power,respo
nsibilitie
sam
ongkeyen
tities,proced
ures
toinvestigateandaddresssecuritybreaches,che
ating,
orothe
rform
sofinapp
ropriate
behaviors,proced
ures
forspe
cialor
disadvantagedstud
ents,spe
cifications
forw
hocansit
forthe
exam
ination,andan
explanationof
the
form
atof
theexam
inationqu
estio
ns.H
owever,the
policydo
cumen
tsdo
notde
scrib
ethepu
rposes
oftheexam
inationor
authorize
duses
ofresults,state
fund
ingsources,iden
tifyrulesa
bout
prep
aration,or
explainalignm
ento
fthe
exam
inations
with
curriculaandstandards.
5.Moststakeho
lder
grou
pssupp
ortthe
exam
inations.Policym
akers,ed
ucators,med
ia,and
universitiesstron
glysupp
ortthe
exam
inations,w
hileteache
runion
s,stud
ents,paren
ts,think
tankso
rNGO
s,andem
ployersa
rene
utralabo
utit.
6.Stakeh
olde
rgroup
smakecoordinatedattemptstoim
provetheSecond
aryCe
rtificate
Exam
inations.
7.Leadershipincharge
oftheSecond
aryCe
rtificate
Exam
inations
gene
rally
welcomes
effortstoim
provetheexam
inations.
8.Th
ereisregularfun
ding
forthe
exam
inations
allocatedby
thegovernmen
tand
from
stud
entfees.Th
egovernmen
tfinances70
percen
tofe
xaminationcosts,
whilestud
entswith
financialmeans
coverthe
remaining
30pe
rcen
t.Exceptions
aremadeforstude
ntsw
hocann
otafford
exam
inationfees.
9.Fund
ingcovers
allc
oreexam
inationactiv
ities,including
exam
inationde
signandadministratio
n,data
analysisandrepo
rting,
andlong
ormed
ium
term
planning
ofprogram
mileston
es.H
owever,fun
ding
does
notcover
stafftraining.
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
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TIONRE
SULTS
29
10.Fun
ding
forthe
Second
aryCe
rtificate
Exam
inations
does
notcover
research
andde
velopm
enta
ctivities.
11.The
Gene
ralD
irectorateof
Exam
inations
andAssessmen
t,which
isan
officeor
branch
with
intheMinistry
ofEducation,
hashadprim
arily
respon
sibility
for
runn
ingtheexam
inations
since
1950
.
12.The
Gene
ralD
irectorateof
Exam
inations
andAssessmen
tisa
ccou
ntableto
anexternalbo
ardor
agen
cy,the
Exam
inations
Coun
cil.TheExam
inations
Coun
cil
includ
esrepresen
tativ
esfrom
universities,ed
ucationdistricts,and
thecommitteeso
fedu
catio
nandservices
intheNationalCou
ncil(The
Parliam
ent).
13.R
esultsof
theexam
inations
areofficially
recognize
dby
certificatio
nandselectionsystem
sin
Sudan,
andin
othe
rcou
ntrie
s,includ
ingtheKingdo
mof
Saud
iArabia,Egypt,the
UAE
,and
India.
14.The
Gene
ralD
irectorateof
Exam
inations
andAssessmen
thas
allo
fthe
requ
iredfacilitiesto
carryou
tthe
exam
ination,
includ
ingcompu
tersfora
lltechnical
staff,asecure
building,secure
storagefacilities,accessto
adeq
uate
compu
terservers,the
ability
tobackup
data,and
adeq
uate
commun
icationtools.
15.T
heGe
neralD
irectorateof
Exam
inations
andAssessmen
tisadeq
uatelystaffedwith
perm
anen
tand
fulltim
estafftocarryou
tthe
exam
inationeffectively
with
minim
aliss
ues.Therehave
been
delays
inscoring(due
tothefact
that
theexam
inationisscored
mostly
byhand
)and
inrepo
rtingresults
(given
need
sfor
theirreview).In
additio
n,therearesomeissue
sin
thescoringof
essayqu
estio
ns,asthey
may
beassessed
diffe
rentlyde
pend
ingon
thescorer.H
owever,n
one
ofthefollowingissue
srelated
tothepe
rformance
ofhu
man
resourcesrespo
nsibleforthe
exam
inations
have
been
iden
tified:
freq
uent
errorsindata
processin
gandin
exam
inationqu
estio
ns,o
miss
ionof
curricular
topics,w
eaknessesin
testde
sign,
delays
inadministeringtheexam
inationdu
eto
issue
swith
thede
signof
exam
inationqu
estio
ns,p
oortrainingof
testadministrators,u
nclear
instructionandguidelines
inadministeringtheexam
inations,o
rerrorsin
scoringleadingto
delays
inresults
beingrepo
rted
.
16.S
udan
offers
awiderangeof
oppo
rtun
ities
that
prep
areforworkon
theSecond
aryCe
rtificate
Exam
inations.F
orexam
ple,
thereareun
iversitygraduate
programsandun
iversitycourseson
educationalmeasuremen
tandevaluatio
nat
Khartoum
University
,Zaeem
AlAzhari
University
,Oum
durm
anIslamic
University
,AlJazeera
University
,and
Kasia
laUniversity
(the
rearealso
universitycoursesat
fede
rala
ndstateleveltraininginstitu
tes).N
onun
iversitytraining
coursesor
worksho
pson
educationalm
easuremen
tandevaluatio
nandfund
ingforattend
inginternationalp
rogram
s,courses,or
worksho
pson
educational
measuremen
tand
evaluatio
naremadeavailable.Ho
wever,the
reareno
internshipsintheexam
inationoffice.
17.The
reisaclearu
nderstanding
that
theexam
inations
measure
thenatio
nalschoo
lcurriculum
guidelines
orstandards.
18.Stakeho
lder
grou
pslargelyaccept
whatism
easuredby
theSecond
aryCe
rtificate
Exam
inations.
19.C
ompreh
ensiv
ematerialtoprep
arefortheexam
inations
isavailableandaccessible
toallstude
nts.Forexam
ple,
inform
ationon
how
toprep
areforthe
exam
inations,examples
ofthetype
sofq
uestions
that
areon
theexam
inations,and
thefram
eworkdo
cumen
texplainingwhatism
easuredon
theexam
inations,
areavailable.Ho
wever,the
repo
rton
thestrengthsa
ndweaknessesinstud
entp
erform
ance
isno
tavailable.
SUDA
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NTAS
SESSMEN
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SAP
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TIONRE
SULTS
30
20.U
pto
date
courseso
rworksho
pson
exam
inations
areno
tavailableto
teache
rs.H
owever,the
rearesomeworksho
psavailableon
anirregular
basis
.
21.Teache
rsareinvolved
invery
few
exam
inationrelatedtasks.
Forexam
ple,
althou
ghthey
areinvolved
inselectingor
creatin
gexam
inationqu
estio
ns,
administeringtheexam
ination,
andsupe
rvising
exam
inationproced
ures,teachersareno
tinvolvedin
selectingor
creatin
gexam
inationscoringguides,scorin
gtheexam
inations,actingas
ajudge,or
resolvinginconsisten
cies
betw
eenexam
inationscores
andscho
olgrades.
22.The
reisacompreh
ensiv
etechnicalrep
ortb
utwith
restrictedcirculation.
23.T
here
ison
lyon
esystem
atic
mechanism
,internalreview
orob
servers,in
placeto
ensure
thequ
ality
oftheexam
ination.
External
review
orob
servers,
externalcertificatio
nor
audits,piloto
rfieldtesting,or
transla
tionverificationareno
tinplace.
24.Inapp
ropriate
behavior
surrou
ndingtheexam
inationprocessislow.W
hileim
person
ation(w
henan
individu
alothe
rthantheregistered
cand
idatetakesthe
exam
inationandcopyingfrom
othe
rcandidates)do
esoccur,leakageof
theconten
tofa
nexam
inationpape
rorp
arto
fapape
rprio
rtotheexam
ination,
using
unauthorize
dmaterialssuch
asprep
ared
answ
ersandno
tes,collusio
nam
ongcand
idates
viamob
ileph
ones
orpassingof
pape
r,intim
idationof
exam
ination
supe
rviso
rs,m
arkers,o
rofficials,
issuing
forged
certificatesor
alterin
gresults
inform
ation,
andprovision
ofexternal
assistanceviathesupe
rviso
ror
mob
ileph
onedo
noto
ccur
durin
gtheexam
inationprocess.In
orde
rtoad
dressinstances
whe
nthereisim
person
ation,
stud
ents'pho
tographs
areaffixed
toplacecards
durin
gtheexam
inationprocess.
25.R
esultsof
theSecond
aryCe
rtificate
Exam
inations
arecred
iblefora
llstakeh
olde
rgroup
s.
26.A
llstud
entscantake
theSecond
aryCe
rtificate
Exam
inations;the
reareno
language,gen
der,or
othe
requ
ivalen
tbarrie
rs.
27.A
llstakeh
olde
rgroup
suse
exam
inationresults
inaprop
erway.
28.Stude
ntresults
areconfiden
tial;on
lystud
entsandpe
rson
swith
alegitim
ate,professio
nalinterestinthetesttakercan
know
theresults.
29.T
here
arevery
limite
dop
tions
forstud
ents
who
dono
tpe
rform
wello
ntheexam
inations.W
hile
they
may
retake
theexam
inations
orrepe
atthegrade,
thereareno
optio
nsfor stude
ntsto
attend
remed
ialo
rpreparatory
coursesin
orde
rtoprep
areto
retake
theexam
inations,o
rtoop
tfor
less
selectivescho
ols,
universities,or
tracks.
30.T
here
ison
lyon
emechanism
,expertreview
grou
ps,inplaceto
mon
itortheconseq
uences
oftheexam
inations.Inadditio
nto
therebe
ingno
fund
ingfor
inde
pend
entresearch
ontheexam
ination,
andno
perm
anen
toversig
htcommittee,the
rearealso
noregularly
updatedstud
iesor
regularfocusgrou
psor
surveyso
fkey
stakeh
olde
rs.
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
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UNTR
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SULTS
31
SUDAN
National(orSystem
Level)LargeScaleAssessment(NLSA)
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
BERCO
UNTR
YRE
PORT
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SAP
PROAC
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SULTS
32
ENABLINGCONTEXT
Overallfram
eworkof
policies,lead
ership,organ
izatio
nalstructures,fiscaland
human
resourcesinwhich
NLSAactivity
takesp
lace
inacoun
tryor
system
andthe
extent
towhich
that
fram
eworkiscond
uciveto,orsup
portiveof,the
NLSAactiv
ity.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
1:SettingclearpoliciesforNLSA
NoNLSAexercise
hastaken
place.
The
NLSA
has
been
operating
onan
irregular
basis.1
TheNLSA
isastable
program
that
has
been
operatingregularly
.This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereis
nopo
licydo
cumentpe
rtaining
toNLSA.
There
isan
inform
alor
draft
policy
documen
tthata
utho
rizes
theNLSA.
Thereis
aform
alpo
licydo
cumen
tthat
authorize
sthe
NLSA.
2This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thepo
licydo
cumen
tisno
tavailableto
thepu
blic.3
Thepo
licydo
cumen
tisavailableto
the
public.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereisno
plan
forN
LSAactivity
.This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereisagene
ralund
erstanding
that
the
NLSAwilltake
place.
There
isa
written
NLSA
plan
forthe
comingyears.
4
ENABLINGCONTEXT
2:Havingstrong
publicengagementforNLSA
Allstakeh
olde
rgrou
psstrongly
oppo
setheNLSAor
areindiffe
rent
toit.
Some
stakeholde
rgrou
psop
pose
the
NLSA.
Moststakeh
olde
rsgrou
pssupp
ortthe
NLSA.
All
stakeh
olde
rgrou
pssupp
ort
the
NLSA.
5
(CONTINUE
D)
*
*
*
* *
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LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
3:HavingregularfundingforNLSA
There
isno
fund
ing
allocated
tothe
NLSA.
There
isirregular
fund
ingallocated
totheNLSA.
6Thereisregularfund
ingallocatedto
the
NLSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
some
core
NLSA
activities:d
esign,administratio
n,analysis
andrepo
rting.
Fund
ingcovers
allcore
NLSA
activities:
desig
n,administratio
n,analysis
and
repo
rting.
7
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
does
notcoverresearch
and
developm
enta
ctivities.8
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
research
and
developm
enta
ctivities.
ENABLINGCONTEXT
4:Havingstrong
organizationalstructuresforNLSA
Thereis
noNLSAoffice,
adho
cun
itor
team
.TheNLSAofficeisatempo
rary
agen
cyor
grou
pof
peop
le.9
TheNLSAofficeisape
rmanen
tagen
cy,
institu
tionor
unit.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Political
considerations
regularly
hampe
rtechnicalcon
siderations.
Political
considerations
sometim
eshampe
rtechn
icalconsiderations.
Political
considerations
never
hampe
rtechnicalcon
siderations.10
This
optio
ndo
esno
tapply
tothis
dimen
sion.
TheNLSAofficeisno
taccoun
tableto
aclearly
recognize
dbo
dy.
The
NLSA
office
isaccoun
table
toa
clearly
recognize
dbo
dy.11
This
optio
ndo
esno
tapply
tothis
dimen
sion.
(CONTINUE
D)
*
*
* *
*
*
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BERSTUDE
NTAS
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34
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
5:Havingeffectivehuman
resourcesforNLSA
Thereisno
staffa
llocatedforrun
ning
anNLSA.
TheNLSAofficeis
inadeq
uately
staffed
toeffectivelycarryou
tthe
assessmen
t.12
TheNLSAofficeisadeq
uately
staffedto
carry
out
the
NLSA
effectively,
with
minim
alissue
s.
TheNLSAofficeisadeq
uately
staffedto
carryou
ttheNLSA
effectively,
with
noissue
s.
Thecoun
trydo
esno
toffe
ropp
ortunitie
sthat
prep
are
individu
als
forwork
onNLSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
tryofferssomeop
portun
ities
toprep
are
individu
als
for
work
onthe
NLSA.
13
The
coun
try
offers
awide
range
ofop
portun
ities
toprep
areindividu
alsfor
workon
theNLSA.
*
*
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NSA
BERSTUDE
NTAS
SESSMEN
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YRE
PORT
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TIONRE
SULTS
35
SYSTEM
ALIGNMENT
Degree
towhich
theNLSAiscoherent
with
othercom
ponentso
fthe
educationsystem
.LATENT
EMERGING
ESTABLISHED
ADVANCED
SYSTEM
ALIGNMENT1:
Aligning
theNLSA
with
learning
goals
Itis
notcleariftheNLSA
isbasedon
curriculum
orlearning
standards.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
TheNLSAmeasurespe
rformance
against
curriculum
orlearning
standards.14
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Whatthe
NLSA
measuresis
gene
rally
questio
nedby
stakeh
olde
rgroup
s.This
optio
ndo
esno
tapply
tothis
dimen
sion.
WhattheNLSAmeasuresis
questio
ned
bysomestakeh
olde
rgroup
s.What
the
NLSA
measures
islargely
accepted
bystakeh
olde
rgroup
s.15
There
are
nomechanism
sin
place
toen
sure
that
the
NLSA
accurately
measures
what
itis
supp
osed
tomeasure.16
Therearead
hocreview
sof
theNLSAto
ensure
that
itmeasures
what
itis
intend
edto
measure.
Thereareregularinternalreview
sof
the
NLSAto
ensure
that
itmeasureswhatit
isintend
edto
measure.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
SYSTEM
ALIGNMENT2:
Providingteacherswith
opportunitiestolearnabouttheNLSA
Thereareno
coursesor
worksho
pson
theNLSA.
17There
are
occasio
nal
courses
orworksho
pson
theNLSA.
Therearesomecoursesor
worksho
pson
theNLSAofferedon
aregularb
asis.
Therearewidelyavailablehigh
quality
courses
orworksho
pson
the
NLSA
offeredon
aregularb
asis.
**
*
*
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
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YRE
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SULTS
36
ASSESSMENTQUALITY
Degree
towhich
theNLSAmeetstechnicalstand
ards,isfair,an
disused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
thequality
oftheNLSA
No
optio
nsare
offered
toinclud
eall
grou
psof
stud
entsintheNLSA.
18This
optio
ndo
esno
tapply
tothis
dimen
sion.
Atleaston
eop
tionisofferedto
includ
eallgroup
sofstude
ntsintheNLSA.
Diffe
rent
optio
nsareofferedto
includ
eallgroup
sofstude
ntsintheNLSA.
There
are
nomechanism
sin
place
toen
sure
thequ
ality
oftheNLSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearesomemechanism
sin
placeto
ensure
thequ
ality
oftheNLSA.
19There
are
avarie
tyof
mechanism
sin
placeto
ensure
thequ
ality
oftheNLSA.
There
isno
technicalrepo
rtor
othe
rdo
cumen
tatio
nabou
tthe
NLSA.
Thereissomedo
cumen
tatio
nabou
tthe
technicalaspe
ctsof
theNLSA,
butitis
notinaform
alrepo
rtform
at.
There
isa
compreh
ensiv
etechnical
repo
rtbu
twith
restrictedcirculation.
20Thereis
acompreh
ensiv
e,high
quality
technicalrep
ortavailableto
thegene
ral
public.
ASSESSMENTQUALITY2:
Ensuring
effectiveusesoftheNLSA
NLSAresults
areno
tdissem
inated
.NLSAresults
arepo
orlydissem
inated
.NLSA
results
are
dissem
inated
inan
effectiveway.2
1This
optio
ndo
esno
tapply
tothis
dimen
sion.
NLSAinform
ationisno
tused
orisused
inwaysinconsisten
twith
thepu
rposes
orthe
technicalcharacteristicsof
the
assessmen
t.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
NLSA
results
are
used
bysome
stakeh
olde
rgrou
psin
away
that
isconsisten
twith
the
purposes
and
technical
characteristics
ofthe
assessmen
t.
NLSA
inform
ation
isused
byall
stakeh
olde
rgrou
psin
away
that
isconsisten
twith
the
purposes
and
technical
characteristics
ofthe
assessmen
t.22
There
are
nomechanism
sin
place
tomon
itorthe
conseq
uences
oftheNLSA.
23This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearesomemechanism
sin
placeto
mon
itorthe
conseq
uences
oftheNLSA.
There
are
avarie
tyof
mechanism
sin
place
tomon
itorthe
conseq
uences
oftheNLSA.
*
* * *
*
*
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NSA
BERSTUDE
NTAS
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37
National(ofSystem
Level)LargeScaleAssessment(NLSA)
1.Th
eSurvey
oftheStateof
Educationin
States
(provinces)in
Sudanwas
cond
uctedtw
ice,
with
themainpu
rposes
ofmon
itorin
ged
ucationqu
ality
atthe
system
level,supp
ortin
gscho
olsandteache
rsandpo
licyde
sign,
evaluatio
n,or
decisio
nmaking.
Theselargescaleassessmen
tswerepartof
ServiceDe
livery
Surveysthatsou
ghttoassess
resource
availabilityandutilizatio
ninscho
ols,as
wellaslearninglevels.
They
wereadministered
toano
nrepresen
tativ
esampleof
stud
entsingrades
4and5inthreestates
inthe20
0910
scho
olyear
andto
arepresen
tativ
esampleof
stud
entsingrades
4and5infour
states
(includ
ingthree
conflictaffected
states)inthe20
1011
scho
olyear.The
states
includ
edwereNorth
Kerdfan,
Nile
River,Ke
ssla,N
orth
Darfur,Sou
thKe
rdfan,
RedSea,andBlue
Nile,and
thesubjectscoveredwereMathe
matics,En
glish
language,and
Arabiclanguage.
2.Th
eDirectorateof
EducationalP
lann
ingin
theMinistry
ofEducationauthorize
dthedo
cumen
t,An
Evalua
tionStud
yforBa
sicEducationin
theStates
ofNorthernDa
rfur,the
RedSea,Southern
Kordofan
andtheBlue
Nile,in20
10.
3.Thepo
licydo
cumen
t,An
Evalua
tionStud
yforBa
sicEducationin
theStates
ofNorthernDa
rfur,the
RedSea,
Southern
Kordofan
,and
theBlue
Nile,isno
tavailableto
thepu
blic.
4.Th
eProjecttotheDe
signtheNationa
lLearningAssessmentd
ocum
entisa
writtenNLSAplan
forthe
comingyears.
5.Allstakeho
lder
grou
ps,includ
ingpo
licym
akers,
teache
run
ions,ed
ucators,
stud
ents,p
aren
ts,m
edia,think
tanksandNGO
s,un
iversities,
andem
ployers,
supp
ortthe
assessmen
t.
6.Th
ereisirregular
fund
ingallocatedto
theassessmen
tfrom
grants,sup
ported
bytheWorld
Bank
Sudanmultido
nortrustfund
andtheEducationProgram
Developm
entF
und.
7.Fund
ingcovers
allcoreassessmen
tactivities
includ
ingassessmen
tdesignandadministratio
n,data
analysisandrepo
rting,long
ormed
ium
term
planning
ofprogram
mileston
es,and
stafftraining.
8.Fund
ingforthe
assessmen
tdoe
snot
coverresearchandde
velopm
enta
ctivities.
9.Thereisagrou
pof
peop
letempo
rarilyassig
nedto
carryou
tthe
assessmen
t exercise
unde
rtheGe
neralD
irectorateof
Planning
andGe
neralD
irectorateof
Teache
rTraining.
10.Politicalcon
siderations
neverh
ampe
rtechn
icalconsiderations,and
largescaleassessmen
tresultshave
neverb
eenwith
heldfrom
publicationdu
eto
political
reason
s.
11.The
grou
prespon
sibleforcarryingou
tthe
largescaleassessmen
tisa
ccou
ntableto
aclearly
recognize
dbo
dy.
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
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12.W
hileno
issue
shave
been
iden
tifiedwith
thepe
rformance
ofthehu
man
resourcesthata
rerespon
sibleforthe
largescaleassessmen
t,mainlytempo
rary
orparttim
estaffw
orkon
theNLSA.
13.Sud
anofferssomeop
portun
ities
toprep
areindividu
alsfor w
orkon
theassessmen
t.Fore
xample,
universitygraduate
programsandcourseson
educational
measuremen
tandevaluatio
nareavailableat
allun
iversitieswith
faculties
ofed
ucation,
which
includ
eKh
artoum
University
,Zaeem
AlAzhariUniversity
,Oum
durm
anUniversity
,AlJazeera
University
,and
KassalaUniversity
.Inadditio
n,no
nun
iversitytraining
coursesor
worksho
pson
educational m
easuremen
tandevaluatio
n,as
wella
sfund
ingforattend
inginternationalp
rogram
s,courses,
orworksho
pson
educationalm
easuremen
tandevaluatio
nareavailable.
However,manyof
theavailableop
portun
ities
arelim
itedandno
tof
high
quality
.At
thesametim
e,thereareno
internshipsor
shortterm
employmen
top
portun
ities
availableinthelargescaleassessmen
toffice.
14.The
assessmen
tmeasuresp
erform
ance
againstn
ationally
andinternationally
recognize
dcurriculum
guidelines
orlearning
standards.
15.Stakeho
lder
grou
pslargelyaccept
whatthe
assessmen
tmeasures.
16.T
here
areno
mechanism
sin
placeto
ensure
that
theassessmen
taccuratelymeasureswhatitissupp
osed
tomeasure.F
orexam
ple,
thereareno
regular
(inde
pend
ento
rinternal)or
adho
creview
softhe
alignm
entb
etweentheassessmen
tinstrum
enta
ndwhatitissup
posedto
measure.
17.Cou
rses
orworksho
pson
theassessmen
tare
nota
vailableto
teache
rs.
18.N
oop
tions
areofferedto
includ
eallgroup
sof
stud
entsin
theassessmen
t.Fore
xample,
theassessmen
tisno
toffe
redin
thelanguage
ofinstructionfora
llstud
entgrou
ps,n
oaccommod
ations
oralternativeassessmen
tsareprovided
forstud
ents
with
disabilities,andno
specialp
lans
aremadeto
ensure
that
the
largescaleassessmen
tisa
dministered
tostud
entsinhard
toreachareas.
19.The
rearesomemechanism
sinplaceto
ensure
thequ
ality
oftheassessmen
t.Fore
xample,allproctorso
radm
inistratorsaretraine
daccordingto
aprotocol,
thereisastandardize
dmanualfor
largescaleassessmen
tad
ministrators,a
pilotiscond
uctedbe
fore
themaindata
collectiontakesplace,
allb
ookletsare
numbe
red,
scorersaretraine
dto
ensure
high
interraterreliability,
andthereisexternal
certificatio
nor
audit.Ho
wever,d
iscrepanciesareno
trequ
iredto
berecorded
onastandard
sheet,thereisno
doub
lescoringor
processin
gof
data,and
thereareno
internalor
externalreview
erso
robservers.
20.The
reisacompreh
ensiv
etechnicalrep
orto
ntheassessmen
t,which
ispu
bliclyavailable.
21.A
ssessm
entresultsaredissem
inated
effectively.Althou
ghthereareworksho
psor
presen
tatio
nsfork
eystakeh
olde
rson
theresults,resultsarefeatured
inne
wspapers,
andmed
iabriefin
gsareorganizedto
discussresults,results
areno
tdissem
inated
with
intw
elve
mon
thsafterthelargescaleassessmen
tis
administered
,and
repo
rtswith
results
areno
tmad
eavailableto
allstakeho
lder
grou
ps.T
hemainrepo
rtson
theresults
dono
tcontaininform
ationon
the
overallachievemen
tlevelsa
ndby
subgroup
s,tren
dsover
timeoveralland
forsub
grou
ps,orstand
arderrors.
22.A
llstakeh
olde
rsusetheassessmen
tinformationinaway
that
isconsisten
twith
thepu
rposes
andtechnicalcharacteristicso
fthe
assessmen
t.
SUDA
NSA
BERSTUDE
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SULTS
39
23.T
here
areno
mechanism
sin
placeto
mon
itortheconseq
uences
oftheassessmen
t.Forexam
ple,
thereareno
expe
rtreview
grou
ps,the
med
conferen
ces
that
provideaforum
todiscussresearchandothe
rdataon
theconseq
uences
ofthelargescaleassessmen
t,regularfocus
grou
psor
surveyso
fkey
stakeh
olde
rs,
ape
rmanen
toversight
committee,orfun
ding
forind
epen
dent
research
ontheim
pactof
thelargescaleassessmen
t.
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
BERCO
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SUDAN
InternationalLarge
ScaleAssessment(ILSA)
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
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ENABLINGCONTEXT
Overallfram
eworkof
policies,lead
ership,organ
izatio
nalstructures,fiscaland
human
resourcesinwhich
ILSA
takesp
lace
inacoun
tryor
system
andtheextent
towhich
that
fram
eworkiscond
uciveto,orsup
portiveof,ILSAactiv
ity.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
1:SettingclearpoliciesforILSA
Thecoun
try/system
hasno
tparticipated
inan
ILSA
inthelast10
years.1
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hasparticipated
inat
leasto
neILSA
inthelast10
years.
Thecoun
try/system
hasparticipated
intw
oor
moreILSA
inthelast10
years.
The
coun
try/system
has
not
taken
concrete
step
stoparticipateinan
ILSA
inthene
xt5years.2
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hastakenconcrete
step
stoparticipateinat
leasto
neILSA
inthene
xt5years.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
There
isno
policy
documen
tthat
addressesp
articipationinILSA
.3There
isan
inform
alor
draft
policy
documen
tthata
ddresses
participationin
ILSA
.
Thereis
aform
alpo
licydo
cumen
tthat
addressesp
articipationinILSA
.This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
4Thepo
licydo
cumen
tisno
tavailableto
thepu
blic.
Thepo
licydo
cumen
tisavailableto
the
public.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
HavingregularfundingforILSA
Thereis
nofund
ingforparticipationin
ILSA
.Thereis
fund
ingfrom
loansor
external
dono
rs.
There
isregularfund
ing
allocated
atdiscretio
n.Thereisregularfun
ding
approved
bylaw,
decree
orno
rm.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ingcovers
somecore
activ
ities
oftheILSA
.Fund
ingcovers
allc
oreactivities
ofthe
ILSA
.This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
does
notcoverresearch
and
developm
enta
ctivities.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
research
and
developm
enta
ctivities.
(CONTINUE
D)
* * * *
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
BERCO
UNTR
YRE
PORT
|201
3
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
42
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
3:Havingeffectivehuman
resourcesforILSA
There
isno
team
ornatio
nal/system
coordinator
tocarry
out
the
ILSA
activities.
There
isa
team
ornatio
nal/system
coordinator
tocarry
out
the
ILSA
activities.
There
isa
team
and
natio
nal/system
coordinator
tocarry
out
the
ILSA
activities.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
natio
nal/system
coordinator
orothe
rdesignatedteam
mem
berm
ayno
tbe
fluen
tin
the
language
ofthe
assessmen
t.
Thenatio
nal/system
coordinatorisfluen
tinthelanguage
oftheassessmen
t.This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
TheILSA
officeisinadeq
uatelystaffedor
traine
dto
carry
out
the
assessmen
teffectively.
TheILSA
officeis
adeq
uately
staffedor
traine
dto
carryou
ttheILSA
effectively,
with
minim
alissue
s.
TheILSA
officeisadeq
uatelystaffedand
traine
dto
carryou
ttheILSA
effectively,
with
noissue
s.
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
BERCO
UNTR
YRE
PORT
|201
3
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
43
SYSTEM
ALIGNMENT
Degree
towhich
theILSA
meetstechnicalqua
litystan
dards,isfair,
andisused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
SYSTEM
ALIGNMENT1:
ProvidingopportunitiestolearnaboutILSA
The
ILSA
team
has
not
attend
edinternationalw
orksho
psor
meetin
gs.
The
ILSA
team
attend
edsome
internationalw
orksho
psor
meetin
gs.
TheILSA
team
attend
edallinternatio
nal
worksho
psor
meetin
gs.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
coun
try/system
offers
noop
portun
ities
tolearnabou
tILSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
coun
try/system
offers
some
oppo
rtun
ities
tolearnabou
tILSA.
Thecoun
try/system
offers
awiderange
ofop
portun
ities
tolearnabou
tILSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Opp
ortunitie
sto
learn
abou
tILSA
are
availableto
thecoun
try's/system
'sILSA
team
mem
berson
ly.
Opp
ortunitie
sto
learn
abou
tILSA
are
availableto
awideaudien
ce,inadditio
nto
the
coun
try's/system
'sILSA
team
mem
bers.
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
BERCO
UNTR
YRE
PORT
|201
3
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
44
ASSESSMENTQUALITY
Degree
towhich
theILSA
meetstechnicalqua
litystan
dards,isfair,
andisused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
thequality
ofILSA
Data
from
the
ILSA
has
not
been
publish
ed.
The
coun
try/system
met
sufficien
tstandardsto
have
itsdata
presen
ted
bene
ath
the
main
display
ofthe
internationalrep
orto
rinan
anne
x.
The
coun
try/system
met
alltechnical
standards
requ
ired
tohave
itsdata
presen
ted
inthe
main
displays
ofthe
internationalrep
ort.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hasno
tcontrib
uted
newknow
ledgeon
ILSA
.This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hascontrib
uted
new
know
ledgeon
ILSA
.
EnsuringeffectiveusesofILSA
Ifany,
coun
try/system
specific
results
andinform
ationareno
tdissem
inated
inthecoun
try/system
.
Coun
try/system
specific
results
and
inform
ationaredissem
inated
irregularly
inthecoun
try/system
.
Coun
try/system
specific
results
and
inform
ationareregularly
dissem
inated
inthecoun
try/system
.
Coun
try/system
specific
results
and
inform
ation
are
regularly
and
widely
dissem
inated
inthecoun
try/system
.
Prod
ucts
toprovidefeed
back
toscho
ols
anded
ucatorsabou
tthe
ILSA
results
are
notm
adeavailable.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Prod
ucts
toprovidefeed
back
toscho
ols
anded
ucatorsabou
tthe
ILSA
results
are
sometim
esmadeavailable.
Prod
ucts
toprovidefeed
back
toscho
ols
and
educators
abou
tILSA
results
are
system
aticallymadeavailable.
Thereisno
med
iacoverage
oftheILSA
results.
Thereis
limite
dmed
iacoverage
ofthe
ILSA
results.
There
issome
med
iacoverage
ofthe
ILSA
results.
Thereiswidemed
iacoverage
oftheILSA
results.
Ifany,
coun
try/system
specific
results
andinform
ationfrom
theILSA
areno
tused
toinform
decisio
nmakingin
the
coun
try/system
.
Results
from
the
ILSA
are
used
ina
limite
dway
toinform
decisio
nmakingin
thecoun
try/system
.
Results
from
theILSA
areused
insome
waysto
inform
decisio
nmakingin
the
coun
try/system
.
Results
from
the
ILSA
are
used
ina
varie
tyof
ways
toinform
decisio
nmakinginthecoun
try/system
.
Itis
notclearthat
decisio
nsbasedon
ILSA
results
have
hadapo
sitiveim
pact
onstud
ents'achievemen
tlevels.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Decisio
nsbasedon
theILSA
results
have
had
apo
sitive
impact
onstud
ents'
achievem
entlevels.
SUDA
NSA
BERSTUDE
NTAS
SESSMEN
TSA
BERCO
UNTR
YRE
PORT
|201
3
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
45
InternationalLargeScaleAssessment(ILSA)
1.Sudanhasne
verp
articipated
inan
internationallarge
scaleassessmen
tand
hasno
ttaken
concrete
step
sto
participatein
onein
thene
xtfiveyears.Thisset
offactsprovides
uswith
sufficien
tinform
ationto
determ
inethede
velopm
entlevel
ofILSA
inSudan,
andtheremaind
erof
theILSA
rubricisintentionally
left
blankas
aresult.
2.Sudanhasn
ottakenconcrete
step
stoparticipateinan
ILSA
inthene
xt5years.
3.Nopo
licydo
cumen
tadd
resses
participationinILSA
inSudan.
4.Thisop
tiondo
esno
tapp
lyto
thisdimen
sion.
SUDAN SABER STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 46
AcknowledgementsThis report, part of a 16 country benchmarking exercisein the Middle East & North Africa and Africa regions,was prepared by the World Bank SABER StudentAssessment team in partnership with UNESCO which leddata collection efforts. It benefited from feedback andreview from Elizabeth Ninan, Senior Education Specialistand Tazeen Fasih, Senior Human DevelopmentEconomist and Task Team Leader for education projectsin Sudan in the World Bank’s Africa region, as well asparticipants of the national validation seminarorganized by UNESCO in Sudan.
ReferencesClarke, M. 2012. “What Matters Most for StudentAssessment Systems: A Framework Paper.”READ/SABER Working Paper Series. Washington, DC:World Bank.
United Nations Statistics Division. “Country Profile:Sudan.” Data retrieved from http://data.un.org onSeptember 11, 2013.
World Bank. 2011.Main report. Vol. 1 of Sudan BasicEducation Project: restructuring. Washington D.C.: TheWorld Bank.
. 2012. The Status of the Education Sector inSudan. Washington, DC: World Bank.
. 2013. Sudan Basic Education RecoveryProject. Washington DC: World Bank.
. 2013. World Bank DevelopmentIndicators: Sudan Country Indicator Data. Washington,DC: World Bank. Data retrieved fromhttp://databank.worldbank.org/data on September 11,2013.
SUDAN SABER STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 46
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 inthis work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. TheWorld Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other informationshown 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 theendorsement or acceptance of such boundaries.
THE WORLD BANK
www.worldbank.org/education/saber
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