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 |
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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 |
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okr-10986-28133 |
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oai_dc |
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Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ANNUAL EXAMINATIONS ASSESSMENT ACTIVITY ASSESSMENT ASSESSMENT ASSESSMENT EXERCISE ASSESSMENT FRAMEWORK ASSESSMENT PROCEDURES ASSESSMENT SYSTEM CANDIDATES CERTIFICATION CHOICE QUESTIONS CIVIL SOCIETY CLASSROOM CLASSROOM INSTRUCTION CLASSROOMS COMPETENCIES CONTINUOUS ASSESSMENT CURRICULA CURRICULAR FRAMEWORK CURRICULUM DATA PROCESSING DECISION MAKING DONOR SUPPORT EDUCATION AID EDUCATION LEADERS EDUCATION POLICIES EDUCATION POLICY EDUCATION PROJECTS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL OPPORTUNITIES EDUCATIONAL QUALITY EDUCATORS EFFECTIVE EDUCATION ELIGIBLE STUDENTS EMPLOYMENT ENROLLMENT ENROLLMENT RATE EXAM EXAMINATION OFFICE EXAMINATION PAPER EXAMINATION PAPERS EXAMINATION PROCESS EXAMINATION QUESTIONS EXAMINATION RESULTS EXAMINATION SETTING EXAMINATIONS EXAMINATIONS COUNCIL EXTERNAL EXAMINATION FREE BASIC EDUCATION GIRLS GRADE LEVELS GROSS ENROLLMENT GROSS ENROLLMENT RATE HIGHER GRADES HIGHER LEVELS OF EDUCATION HUMAN DEVELOPMENT HUMAN RESOURCES IMPERSONATION INDIVIDUAL STUDENTS INSTITUTIONAL CAPACITY INSTRUCTION LANGUAGE OF INSTRUCTION LEADERSHIP LEAKAGE LEARNING MATERIALS LEARNING OUTCOMES LEARNING STANDARDS LEVEL OF EDUCATION LEVELS OF EDUCATION LITERACY LOWER SECONDARY LOWER SECONDARY LEVEL MARKER MARKER MALPRACTICE MINISTRY OF EDUCATION MULTIPLE CHOICE MULTIPLE-CHOICE NATIONAL ASSESSMENT NUMERACY OFFICIAL CURRICULUM OPPORTUNITIES FOR TEACHERS OPTICAL MARK READER OUT-OF-SCHOOL YOUTHS PILOT SCHOOLS PRIMARY LEVEL PROFESSIONAL STANDARDS PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC INSTITUTIONS QUALITY OF EDUCATION QUALITY STANDARDS REGISTERED CANDIDATE RESEARCH DEVELOPMENT RURAL AREAS SCHOOL COSTS SCHOOL CURRICULUM SCHOOL ENROLLMENT SCHOOL-BASED ASSESSMENT SCHOOLS SCORES SECONDARY LEVEL SECURE STORAGE SPECIFICATION STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT ASSESSMENT SYSTEMS STUDENT GROUPS STUDENT LEARNING STUDENT PERFORMANCE STUDENT RESPONSES STUDENTS WITH DISABILITIES SUBJECT AREAS SUBJECT ENTRIES SUBJECTS TEACHER TEACHER GUIDES TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHER UNIONS TEACHERS TEACHING TECHNICAL QUALITY TEST ADMINISTRATORS TRAINING PROGRAMS TUITION UNIVERSITIES UNIVERSITY TRAINING VALIDITY YOUTH |
| spellingShingle |
ANNUAL EXAMINATIONS ASSESSMENT ACTIVITY ASSESSMENT ASSESSMENT ASSESSMENT EXERCISE ASSESSMENT FRAMEWORK ASSESSMENT PROCEDURES ASSESSMENT SYSTEM CANDIDATES CERTIFICATION CHOICE QUESTIONS CIVIL SOCIETY CLASSROOM CLASSROOM INSTRUCTION CLASSROOMS COMPETENCIES CONTINUOUS ASSESSMENT CURRICULA CURRICULAR FRAMEWORK CURRICULUM DATA PROCESSING DECISION MAKING DONOR SUPPORT EDUCATION AID EDUCATION LEADERS EDUCATION POLICIES EDUCATION POLICY EDUCATION PROJECTS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL OPPORTUNITIES EDUCATIONAL QUALITY EDUCATORS EFFECTIVE EDUCATION ELIGIBLE STUDENTS EMPLOYMENT ENROLLMENT ENROLLMENT RATE EXAM EXAMINATION OFFICE EXAMINATION PAPER EXAMINATION PAPERS EXAMINATION PROCESS EXAMINATION QUESTIONS EXAMINATION RESULTS EXAMINATION SETTING EXAMINATIONS EXAMINATIONS COUNCIL EXTERNAL EXAMINATION FREE BASIC EDUCATION GIRLS GRADE LEVELS GROSS ENROLLMENT GROSS ENROLLMENT RATE HIGHER GRADES HIGHER LEVELS OF EDUCATION HUMAN DEVELOPMENT HUMAN RESOURCES IMPERSONATION INDIVIDUAL STUDENTS INSTITUTIONAL CAPACITY INSTRUCTION LANGUAGE OF INSTRUCTION LEADERSHIP LEAKAGE LEARNING MATERIALS LEARNING OUTCOMES LEARNING STANDARDS LEVEL OF EDUCATION LEVELS OF EDUCATION LITERACY LOWER SECONDARY LOWER SECONDARY LEVEL MARKER MARKER MALPRACTICE MINISTRY OF EDUCATION MULTIPLE CHOICE MULTIPLE-CHOICE NATIONAL ASSESSMENT NUMERACY OFFICIAL CURRICULUM OPPORTUNITIES FOR TEACHERS OPTICAL MARK READER OUT-OF-SCHOOL YOUTHS PILOT SCHOOLS PRIMARY LEVEL PROFESSIONAL STANDARDS PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC INSTITUTIONS QUALITY OF EDUCATION QUALITY STANDARDS REGISTERED CANDIDATE RESEARCH DEVELOPMENT RURAL AREAS SCHOOL COSTS SCHOOL CURRICULUM SCHOOL ENROLLMENT SCHOOL-BASED ASSESSMENT SCHOOLS SCORES SECONDARY LEVEL SECURE STORAGE SPECIFICATION STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT ASSESSMENT SYSTEMS STUDENT GROUPS STUDENT LEARNING STUDENT PERFORMANCE STUDENT RESPONSES STUDENTS WITH DISABILITIES SUBJECT AREAS SUBJECT ENTRIES SUBJECTS TEACHER TEACHER GUIDES TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHER UNIONS TEACHERS TEACHING TECHNICAL QUALITY TEST ADMINISTRATORS TRAINING PROGRAMS TUITION UNIVERSITIES UNIVERSITY TRAINING VALIDITY YOUTH World Bank Zambia Student Assessment : SABER Country Report 2009 |
| geographic_facet |
Africa Zambia |
| description |
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. |
| format |
Report |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Zambia Student Assessment : SABER Country Report 2009 |
| title_short |
Zambia Student Assessment : SABER Country Report 2009 |
| title_full |
Zambia Student Assessment : SABER Country Report 2009 |
| title_fullStr |
Zambia Student Assessment : SABER Country Report 2009 |
| title_full_unstemmed |
Zambia Student Assessment : SABER Country Report 2009 |
| title_sort |
zambia student assessment : saber country report 2009 |
| publisher |
Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/367941468169473242/SABER-student-assessment-country-report-Zambia-2009 http://hdl.handle.net/10986/28133 |
| _version_ |
1764465719885430784 |
| spelling |
okr-10986-281332021-04-23T14:04:45Z Zambia Student Assessment : SABER Country Report 2009 World Bank ANNUAL EXAMINATIONS ASSESSMENT ACTIVITY ASSESSMENT ASSESSMENT ASSESSMENT EXERCISE ASSESSMENT FRAMEWORK ASSESSMENT PROCEDURES ASSESSMENT SYSTEM CANDIDATES CERTIFICATION CHOICE QUESTIONS CIVIL SOCIETY CLASSROOM CLASSROOM INSTRUCTION CLASSROOMS COMPETENCIES CONTINUOUS ASSESSMENT CURRICULA CURRICULAR FRAMEWORK CURRICULUM DATA PROCESSING DECISION MAKING DONOR SUPPORT EDUCATION AID EDUCATION LEADERS EDUCATION POLICIES EDUCATION POLICY EDUCATION PROJECTS EDUCATION SYSTEM EDUCATION SYSTEMS EDUCATIONAL OPPORTUNITIES EDUCATIONAL QUALITY EDUCATORS EFFECTIVE EDUCATION ELIGIBLE STUDENTS EMPLOYMENT ENROLLMENT ENROLLMENT RATE EXAM EXAMINATION OFFICE EXAMINATION PAPER EXAMINATION PAPERS EXAMINATION PROCESS EXAMINATION QUESTIONS EXAMINATION RESULTS EXAMINATION SETTING EXAMINATIONS EXAMINATIONS COUNCIL EXTERNAL EXAMINATION FREE BASIC EDUCATION GIRLS GRADE LEVELS GROSS ENROLLMENT GROSS ENROLLMENT RATE HIGHER GRADES HIGHER LEVELS OF EDUCATION HUMAN DEVELOPMENT HUMAN RESOURCES IMPERSONATION INDIVIDUAL STUDENTS INSTITUTIONAL CAPACITY INSTRUCTION LANGUAGE OF INSTRUCTION LEADERSHIP LEAKAGE LEARNING MATERIALS LEARNING OUTCOMES LEARNING STANDARDS LEVEL OF EDUCATION LEVELS OF EDUCATION LITERACY LOWER SECONDARY LOWER SECONDARY LEVEL MARKER MARKER MALPRACTICE MINISTRY OF EDUCATION MULTIPLE CHOICE MULTIPLE-CHOICE NATIONAL ASSESSMENT NUMERACY OFFICIAL CURRICULUM OPPORTUNITIES FOR TEACHERS OPTICAL MARK READER OUT-OF-SCHOOL YOUTHS PILOT SCHOOLS PRIMARY LEVEL PROFESSIONAL STANDARDS PUBLIC EXPENDITURE PUBLIC EXPENDITURE ON EDUCATION PUBLIC INSTITUTIONS QUALITY OF EDUCATION QUALITY STANDARDS REGISTERED CANDIDATE RESEARCH DEVELOPMENT RURAL AREAS SCHOOL COSTS SCHOOL CURRICULUM SCHOOL ENROLLMENT SCHOOL-BASED ASSESSMENT SCHOOLS SCORES SECONDARY LEVEL SECURE STORAGE SPECIFICATION STUDENT ACHIEVEMENT STUDENT ASSESSMENT STUDENT ASSESSMENT SYSTEMS STUDENT GROUPS STUDENT LEARNING STUDENT PERFORMANCE STUDENT RESPONSES STUDENTS WITH DISABILITIES SUBJECT AREAS SUBJECT ENTRIES SUBJECTS TEACHER TEACHER GUIDES TEACHER TRAINING TEACHER TRAINING PROGRAMS TEACHER UNIONS TEACHERS TEACHING TECHNICAL QUALITY TEST ADMINISTRATORS TRAINING PROGRAMS TUITION UNIVERSITIES UNIVERSITY TRAINING VALIDITY YOUTH 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. 2017-09-06T20:53:21Z 2017-09-06T20:53:21Z 2009 Report http://documents.worldbank.org/curated/en/367941468169473242/SABER-student-assessment-country-report-Zambia-2009 http://hdl.handle.net/10986/28133 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Washington, DC Publications & Research :: Working Paper Publications & Research Africa Zambia |