Assessing Student Learning in Africa

by Greaney, Vincent; Kellaghan, Thomas

• ISBN13: 9780821358498
• ISBN10: 0821358499
• Format: Paperback
• Copyright: 2004-08-16
• Publisher: World Bank Publications

Summary

This publication examines the importance of monitoring learning quality in order to enhance student education, and contains practical suggestions for improving educational assessment in Sub Saharan African countries. It focuses on four types of educational assessment, relating to public examinations, national assessments of educational achievement levels, international assessments, and classroom assessment practices.

Table of Contents

Acknowledgments	vii
Abbreviations	viii
Executive Summary	ix
The Context of Proposals to Use Assessment to Improve the Quality of Education	1	(6)
Extent and Quality of Educational Provision in Africa	2	(1)
Obstacles to Meeting EFA Goals	2	(1)
Recommitment in Dakar to EFA	3	(1)
Focus of the Paper	4	(3)
Public (External) Examinations	7	(21)
The Quality of Public Examinations in Africa	9	(1)
Improving the Quality of Public Examinations	9	(2)
Using Data from Examinations to Describe Student Achievements	11	(4)
Using Examinations to Improve Student Achievements	15	(1)
Effects of Changes in Examinations	15	(4)
Mechanisms to Bring about Change in School Practice and Student Achievement	19	(3)
Particular Problems When Assessment Information Carries High Stakes	22	(4)
Guidelines to Improve Public Examinations	26	(2)
National Assessments	28	(13)
Information Sought in National Assessments	30	(1)
Uses of National Assessment Information	30	(1)
Variation in National Assessments	31	(1)
National Assessment Activity in Africa	31	(4)
The Impact of National Assessments	35	(1)
Issues in National Assessments	36	(3)
Developing and Institutionalizing the Capacity to Conduct a National Assessment	39	(2)
International Assessments	41	(4)
International Assessments in Africa	41	(1)
Problems Associated with International Assessments	42	(3)
Classroom Assessment	45	(9)
The Quality of Classroom Assessment	46	(1)
Improving Classroom Assessment	47	(3)
The Use of School-Based Assessment in Public Examinations	50	(4)
Using Assessment and Examination Information in the Classroom	54	(5)
Mode of Intervention	54	(1)
Relevance of Information	55	(1)
Teacher Competence	55	(1)
Teachers' Understanding of the Implications of Change	55	(2)
Complexity of Teaching	57	(1)
Classroom Context	57	(1)
Opposition Based on the Perception that a Change Will Involve a Risk to Pupils	58	(1)
Conclusion	59	(9)
Recommendations	65	(3)
References	68	(9)
Index	77