Zambia Student Assessment : SABER Country Report 2009
In 2009, Zambia joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of th...
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| Format: | Report |
| Language: | English en_US |
| Published: |
Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/367941468169473242/SABER-student-assessment-country-report-Zambia-2009 http://hdl.handle.net/10986/28133 |
| Summary: | In 2009, Zambia joined the Russia
Education Aid for Development (READ) trust fund program, the
goal of which is to help countries improve their capacity to
design, carry out, analyze, and use assessments for improved
student learning. As part of the READ trust fund program,
and in order to gain a better understanding of the strengths
and weaknesses of its existing assessment system, Zambia
participated in a formal exercise to benchmark this system
under The World Bank's Systems Approach for Better
Education Results (SABER) program. SABER is an
evidence-based program to help countries systematically
examine and strengthen the performance of different aspects
of their education systems. SABER-student assessment is a
component of the SABER program that focuses specifically on
benchmarking student assessment policies and systems. The
goal of SABER-student assessment is to promote stronger
assessment systems that contribute to improved education
quality and learning for all. The importance of assessment
is linked to its role in: providing information on levels of
student learning and achievement in the system; monitoring
trends in education quality over time; supporting educators
and students with real-time information to improve teaching
and learning; and holding stakeholders accountable for
results. The SABER-student assessment framework is built on
the available evidence base for what an effective assessment
system looks like. The framework provides guidance on how
countries can build more effective student assessment
systems. The framework is structured around two main
dimensions of assessment systems: the types/purposes of
assessment activities and the quality of those activities.
Assessment systems tend to be comprised of three main types
of assessment activities, each of which serves a different
purpose and addresses different information needs. These
three main types are: classroom assessment, examinations,
and large scale, system level assessments. This report
focuses specifically on policies in the area of student assessment. |
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