Assessing Student Learning in Africa
This paper reviews what has happened in the field of assessment since then. It deals with public examinations, but differs from the 1992 report in that, other than in regard to a few minor details, no new data were specifically collected for it. Th...
| Main Authors: | , |
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| Format: | Publication |
| Language: | English en_US |
| Published: |
Washington, DC: World Bank
2013
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2004/01/5163778/assessing-student-learning-africa http://hdl.handle.net/10986/14910 |
| Summary: | This paper reviews what has happened in
the field of assessment since then. It deals with public
examinations, but differs from the 1992 report in that,
other than in regard to a few minor details, no new data
were specifically collected for it. The paper revisits many
of the issues that were raised in the earlier report,
particularly in relation to the role that assessment can
play in improving the quality of students' learning. It
also differs from the earlier report in that its
consideration of assessment is not limited to public
examinations. The World Declaration on Education for All in
Jomtien in 1990 not only gave fresh impetus to issues
relating to assessment, but also necessitated the
introduction of a new form of assessment-system assessment,
or national assessment-to determine if children were
acquiring the useful knowledge, reasoning ability, skills,
and values that schools promised to deliver. National
assessment is the second major area of assessment addressed
in this paper. International assessments, which share many
procedural features with national assessment, are also
considered. The fourth type of assessment addressed in the
paper is classroom assessment. |
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