Developing Effective Student Assessments Systems

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

2. How do we know if she is learning?

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

4. Assessment types and purposes

5. Assessment model Classroom Assessment Examinations Large-Scale Assessments

6. Assessment modelWhat is the right balance? Classroom Assessment Examinations Large-Scale Assessments

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

8. 3 Stories Examinations Classroom Assessment Uganda Queensland, Australia Chile Large-Scale Assessments

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

10. Chile • 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

11. Uganda Examinations • 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

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

13. Queensland, Australia Classroom Assessment • 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

14. Queensland, AustraliaSecondary School Certification Queensland Study Authority External moderation panels Student Certification Schools Student grades in secondary school Internal moderation panels

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

16. 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

17. Howto put in place a strong assessment system?

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

19. Quality drivers for an effective assessment system

20. Enabling Context:Key ingredients for an effective assessment system

21. Having strong leadership • Provided by key groups • Based on common vision • Power and influence to make things happen

22. Setting clear policies • Official documents • Built on representative, transparent processes • Provide guidance for key decisions • Clearly describe roles and responsibilities

23. Ensuring appropriate institutional structures • Stable • High status & credibility • Autonomous & accountable • With physical and technical infrastructure

24. Having sufficient qualified human resources • Stable, sufficient, and qualified staff • Capacity building: Training and on the job experience

25. Securing adequate fiscal resources • Stable • Sufficient • Covers cost of core activities plus research and development

26. 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