Developing Effective Student Assessments Systems Institute for Research in Education Higher School of Economics Moscow, Russia, May 14, 2013 Maria Jose Ramirez World Bank

How do we know if she is learning?

Chile New Zealand Serbia Vietnam The Gambia Nigeria Brazil Angola Zambia Mozambique Uganda Ethiopia Queensland Middle East East Asia Poland Germany Armenia Kyrgyz Republic Tajikistan Kazakhstan Russian Federation FYR Macedonia South Asia Case study or pilot country Regional comparison Individual country exercise Kosovo World Bank global work for developing effective assessment systems

Assessment types and purposes Classroom assessment For grading students For making repetition/promotion decisions For improving teaching and learning Examinations For selection For certification Large-scale assessment For monitoring student learning For accountability

Assessment model Classroom Assessment Examinations Large-Scale Assessments

Assessment model What is the right balance? Classroom Assessment Examinations Large-Scale Assessments

What is the right balance given the country context? Classroom Assessment Examinations Large-Scale Assessments C O N T E X T

3 Stories Large- Scale Assessme nts Chile Uganda Examina tions Classroom Assessment Q ueensland, Australia

Chile Strong large-scale assessment program Examinations at grade 12 only Weak classroom assessment Context: school choice and national voucher policy Large-Scale Assessments

Chile National Large-Scale Assessment SIMCE: -yearly census of schools -school results are public -school accountability National Large-Scale Assessment SIMCE: -yearly census of schools -school results are public -school accountability CONTEXT: Efficiency, national voucher policy, public and private-subsidized schools, school choice Quality assurance and accountability, school support

Uganda Strong tradition in external examinations Yearly large-scale assessment since 2005 Efforts to strengthen classroom assessment Context: Limited seats for students at schools, weak teaching force Examinations

Uganda’s Assessment system Uganda National Examination Board End-of-cycle examinations National Large Scale Assessment NAPE National Large Scale Assessment NAPE International Large Scale Assessment SACMEQ International Large Scale Assessment SACMEQ Classroom Assessment

Queensland, Australia Strong emphasis on classroom assessment School based, externally moderate certification and university selection system Yearly participation in national large-scale assessment Context: strong teaching force, very decentralized Classroom Assessment

Schools Queensland, Australia Secondary School Certification Student grades in secondary school Student Certification Queensland Study Authority Internal moderation panels External moderation panels

Classroom Assessment Examinations Large-Scale Assessments What is the “Russian model”? Context

Key Points Countries use a combination of assessments models There is no one “best model” Before engaging in an assessment, clarify what model you are working for – What is desirable – What is feasible given your context

How to put in place a strong assessment system?

Chile New Zealand Serbia Vietnam The Gambia Nigeria Brazil Angola Zambia Mozambique Uganda Ethiopia Queensland Middle East East Asia Poland Germany Armenia Kyrgyz Republic Tajikistan Kazakhstan Russian Federation FYR Macedonia South Asia Case study or pilot country Regional comparison Individual country exercise Kosovo World Bank global work for developing effective assessment systems

Quality drivers for an effective assessment system Enabling context Leadership, policies, institutional arrangements, human/fiscal resources System alignment Learning goals, curricula, opportunities Assessment quality Design, administration, analysis Reporting and use

Enabling Context: Key ingredients for an effective assessment system

Having strong leadership Provided by key groups Based on common vision Power and influence to make things happen 21 LeadershipPolicies Institutional structures Human resources Fiscal resources

Setting clear policies Official documents Built on representative, transparent processes Provide guidance for key decisions Clearly describe roles and responsibilities 22 LeadershipPolicies Institutional structures Human resources Fiscal resources

Ensuring appropriate institutional structures Stable High status & credibility Autonomous & accountable With physical and technical infrastructure 23 LeadershipPolicies Institutional structures Human resources Fiscal resources

Having sufficient qualified human resources Stable, sufficient, and qualified staff Capacity building: Training and on the job experience 24 LeadershipPolicies Institutional structures Human resources Fiscal resources

Securing adequate fiscal resources Stable Sufficient Covers cost of core activities plus research and development 25 LeadershipPolicies Institutional structures Human resources Fiscal resources

Key Lessons Put learning at the center Clarify the assessment vision/model Hard journey Long term process Gradual implementation Systemic approach Build an assessment culture Ensure sustainability