94344 United Arab Emirates   SABER Country Report STUDENT ASSESSMENT 2013    Key Policy Areas for Student Assessment Status 1. ClassroomAssessment In the United Arab Emirates, a formal, publicly available system-level document  provides guidelines for classroom assessment. In addition, there are some system- wide resources and materials (such as scoring criteria for evaluating students’ work) available to teachers for carrying out classroom assessment activities. While there are varied and systematic mechanisms in place to monitor the quality of classroom assessment practices, these practices are considered to be of weak quality due to issues such as grade inflation and the uneven application of standards for grading students’ work. 2. Examinations The Twelfth Grade Examination has been administered to grade 12 students since  1967. Students are assessed in mandatory subjects (Islamic education, Arabic language, English language, mathematics, physics, and biology) along with other subjects depending on their section. Examination results are used to certify student completion of the school cycle and to determine selection to higher-education institutions. Examination results are officially recognized by certification and selection systems in the UAE and abroad. In addition, regular funding for the examination is provided by the government and covers all core examination activities. Although expert review groups are in place to monitor the consequences of the examination, there are very limited options for students who do not perform well on the examination.  3. NationalLargeͲScaleAssessment(NLSA) The United Arab Emirates National Assessment Program (UAENAP) has been  operating since 2003 and on a regular basis since 2010, assessing students in grades 3, 5, 7, and 9. A formal, publicly available policy document authorizes the NLSA, and there is a written plan for future NLSA activities. In addition, there is regular government funding covering all core NLSA activities and research and development. Opportunities for teachers to learn about the NLSA are occasionally made available.  4. InternationalLargeͲScaleAssessment(ILSA) In the last five years, the UAE has participated in PIRLS (2011), TIMSS (2011),  and PISA (2009). At the time of data collection, the UAE had taken concrete steps to participate in PIRLS (2016), TIMSS (2015), and PISA (2012, 2015). Funding for ILSAs is provided through regular government budget and covers all core ILSA activities. Some opportunities to learn about ILSAs are made available in the UAE to a wide audience. While UAE-specific ILSA results are regularly and widely disseminated in the country, it is not known at the time of data collection whether decisions based on ILSA results have had a positive impact on achievement levels.      THEWORLDBANK UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  Introduction SABERǦStudentAssessmentmethodology   The SABERͲStudent Assessment framework is built on The United Arab Emirates has focused on increasing the available evidence base for what an effective student learning outcomes by improving the quality of assessment system looks like. The framework provides education in the country. An effective student guidance on how countries can build more effective assessment system is an important component to student assessment systems. The framework is improvingeducationqualityandlearningoutcomesasit structured around two main dimensions of assessment provides the necessary information to meet systems: the types/purposes of assessment activities stakeholders’ decisionͲmaking needs. In order to gain a andthequalityofthoseactivities. better understanding of the strengths and weaknesses  of its existing assessment system, United Arab Emirates have decided to benchmark this system using Assessmenttypesandpurposes  standardized tools developed under The World Bank’s Assessment systems tend to be comprised of three Systems Approach for Better Education Results (SABER) main types of assessment activities, each of which program. SABER is an evidenceͲbased program to help serves a different purpose and addresses different countries systematically examine and strengthen the information needs. These three main types are: performance of different aspects of their education classroom assessment, examinations, and largeͲscale, systems. systemlevelassessments.   WhatisSABERͲStudentAssessment? Classroom assessment provides realͲtime information  to support ongoing teaching and learning in individual SABERͲStudent Assessment is a component of the classrooms. Classroom assessments use a variety of SABER program that focuses specifically on formats, including observation, questioning, and paperͲ benchmarkingstudentassessmentpoliciesandsystems. andͲpencil tests, to evaluate student learning, generally The goal of SABERͲStudent Assessment is to promote onadailybasis. stronger assessment systems that contribute to  improvededucationqualityandlearningforall. Examinations provide a basis for selecting or certifying  students as they move from one level of the education National governments and international agencies are system to the next (or into the workforce). All eligible increasingly recognizing the key role that assessment of students are tested on an annual basis (or more often if student learning plays in an effective education system. the system allows for repeat testing). Examinations Theimportanceofassessmentislinkedtoitsrolein: cover the main subject areas in the curriculum and (i) providing information on levels of student usuallyinvolveessaysandmultipleͲchoicequestions. learningandachievementinthesystem;  (ii) monitoring trends in education quality over LargeͲscale, systemͲlevel assessments provide feedback time; on the overall performance of the education system at (iii) supporting educators and students with realͲ particular grades or age levels. These assessments time information to improve teaching and typicallycoverafewsubjectsonaregularbasis(suchas learning;and every 3 to 5 years), are often sample based, and use (iv) holdingstakeholdersaccountableforresults. multipleͲchoiceandshortͲanswerformats.Theymaybe nationalorinternationalinscope.  Appendix 1 summarizes the key features of these main typesofassessmentactivities.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  Qualitydriversofanassessmentsystem  Table 1: Framework for building an effective  assessmentsystem,withindicatorareas The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context,systemalignment,andassessmentquality.  Enabling context refers to the broader context in which the assessment activity takes place and the extent to whichthatcontextisconduciveto,orsupportiveof,the assessment. It covers such issues as the legislative or policy framework for assessment activities; institutional  and organizational structures for designing, carrying The indicators are identified based on a combination of out, or using results from the assessment; the criteria,including: availability of sufficient and stable sources of funding;  andthepresenceoftrainedassessmentstaff. x professionalstandardsforassessment;  x empiricalresearchonthecharacteristicsofeffective System alignment refers to the extent to which the assessment systems, including  analysis  of  the assessment is aligned with the rest of the education characteristics  that  differentiate  between  the system. This includes the degree of congruence assessment systems of lowͲ versus highͲperforming between assessment activities and system learning nations;and goals, standards, curriculum, and preͲ and inͲservice x theory — that  is,  general  consensus  among teachertraining. experts  that  it  contributes  to effective  assessment. Assessmentqualityreferstothepsychometricqualityof  the instruments, processes, and procedures for the Levelsofdevelopment assessment activity. It covers such issues as design and  implementation of assessment activities, analysis and The  World  Bank  has  developed  a  set  of interpretation of student responses to those activities, standardizedquestionnairesandrubricsforcollecting and the appropriateness of how assessment results are and evaluating data on the three assessment types reportedandused. andrelatedqualitydrivers.   Crossing the quality drivers with the different The questionnaires are used to collect data on the assessment types/purposes provides the framework characteristics of the assessment system in a particular and broad indicator areas shown in Table 1. This country. The information from the questionnaires is framework is a starting point for identifying indicators then applied to the rubrics in order to judge the that can be used to review assessment systems and development level of the country’s assessment system planfortheirimprovement. indifferentareas.   The  basic  structure  of  the  rubrics  for  evaluating data  collected  using  the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the developmentlevelofitsassessmentactivitiescompared to best or recommended practice in each area. For  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  each indicator, the rubric displays four development (current, US$) is $39,058, with annual growth of levels—Latent, Emerging, Established, and Advanced. approximately4.4percent. These levels are artificially constructed categories  chosen to represent key stages on the underlying The UAE spends 25 percent of total government continuum for each indicator.  Each level is expenditure on the education sector, and public accompanied by a description of what performance on education is free through the university level for theindicatorlookslikeatthatlevel. children who are citizens. The education system is  comprised of kindergarten (for children between the x Latent is the lowest level of performance; it ages of 4Ͳ5 years); elementary (for students 6Ͳ11 years represents absence of, or deviation from, the old); intermediate (for students 12Ͳ14 years old); and desiredattribute. secondary (15Ͳ17 years old). The net primary x Emerging is the next level; it represents partial enrollmentrateisapproximately90percent,witha 100 presenceoftheattribute. percent completion rate.  In addition, the net x Established represents the acceptable minimum enrollment rate at the secondary level is 81 percent. standard. TheUAEhasoneoftheloweststudentͲtoͲteacherratios x Advanced represents the ideal or current best (15:1) in the world and has made significant progress to practice. ensure high literacy (which was 91 percent for the  overall population in 2005), to increase the use of A summary of the development levels for each modern technology in education programs, and to assessmenttypeispresentedinAppendix3. promoteandencouragewomen’seducation.   In  reality,  assessment  systems  are  likely  to  be  at Government priorities for education reform are different levels of development in different areas. For outlined in the Ministry of Education Strategy 2010Ͳ example, a system may be Established in the area  of 2020. In this strategy, the Ministry identified 20 examinations,  but  Emerging  in  the  area  of  largeͲ comprehensive initiatives to improve the current scale,  systemͲlevel assessment, and vice versa. While education system. Some of these initiatives include: the intuition suggests that it is probably better to be development of curricula aligned with higher education further  along  in  as  many  areas  as  possible,  the and job market requirements; supporting the evidence is unclear as to whether it is necessary to professional development of all teachers and education be  functioning  at  Advanced  levels  in  all  areas. staff; aligning compulsory school age with international Therefore, one might view the Established level as a standards; improving national assessments and desirable minimum outcome to achieve in all areas, but participating in international examinations; and only aspire beyond that in those areas that most supporting the technical development of school contribute to the national vision or priorities for infrastructure, especially with respect to information education. In line with these considerations, the ratings technology. generated by the rubrics are not meant to be additive  across assessment types (that is, they are not meant to Detailed information was collected on the UAE’s be added to create an overall rating for an assessment student assessment system using the SABERͲStudent system; they are only meant to produce an overall Assessment questionnaires and rubrics in 2011. It is rating for each assessment type). The methodology for important to remember that these tools primarily focus assigning development levels is summarized in onbenchmarkingacountry’spoliciesandarrangements Appendix4. for assessment activities at the system or macro level.  Additional data would need to be collected to EducationintheUnitedArabEmirates determine actual, onͲtheͲground practices in the UAE, particularly by teachers and students in schools. While  the UAE is a federal system comprised of seven The United Arab Emirates (UAE) is a highͲincome emirates, this report analyzes policies only at the country in the Middle East region. GDP per capita national level, and additional data would need to be  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  collected to evaluate policies within each emirate (the Ministry of Education in the UAE oversees public schooling in the country, and each emirate oversees its private schools). The following sections discuss the findings by each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key local stakeholders based on the UAE’s immediate interests and needs. Detailed, completed rubrics for each assessmenttypeintheUAEareprovidedinAppendix5.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  ClassroomAssessment evaluationislow,itisindeedarequiredcomponentofa  teacher's performance evaluation and school inspection. Levelofdevelopment:EMERGING   In addition, there are a number of required uses of In the United Arab Emirates, The Guidelines to the classroom assessment to support student learning, Implementing of OnͲgoing Assessment Tools document, including its use as an input for external examination authorized by the Ministry of Education's Directorate of results. Classroom assessment activities are used to Evaluation and Examinations in 2010, provides diagnosestudentlearningissues,developstudents'selfͲ guidelinesforclassroomassessment. evaluation skills, provide feedback to students on their  learning, and inform parents about their child's There are some systemͲwide resources available for learning. teacherstoengageinclassroomassessment,includinga  document that outlines what students are expected to Suggestedpolicyoptions: learn in different subject areas at different grade levels  and textbooks that provide support for classroom 1. Introduce various mechanisms to ensure that assessment. Scoring criteria or rubrics for grading teachers develop skills and expertise in classroom students'workarealsoavailableinanelectronicsystem assessment. For example, make available preͲservice thatisaccessibletoallschools. teacherͲtraining opportunities that focus on classroom  assessment methodologies, and introduce a required There are some mechanisms available systematically to course on classroom assessment for all teachers during ensure that teachers develop skills and expertise in inͲservice teacher training. Ensure that teacherͲtraining classroom assessment. For example, inͲservice teacher opportunities address the importance of consistently trainingisavailabletoallteachers,andonlineresources applyingstandardsforgradingacrossstudentgroups. on classroom assessment include question banks. Some  teachers also have the opportunity to participate in 2. Introduce a variety of systemͲwide resources to help conferences and workshops, and in item development teachers improve their classroom assessment practices. for, or scoring of, largeͲscale assessments or exams. For example, develop a document that clearly outlines However, not all teacherͲtraining programs include a thelevelsof performance thatstudentsareexpectedto required course on classroom assessment, and there reachindifferentsubjectareasatdifferentgradeorage are no preͲservice teacherͲtraining opportunities levels, which should be made available to all teachers. relatedtobuildingskillsinclassroomassessment. Additionally, conduct monitoring of classroom  assessment activities to ensure that classroom In general, classroom assessment practices are assessment practices are in line with their intended perceived to be weak. Teachers commonly rely on purposesanduses. multipleͲchoice or selectionͲtype questions, and classroom assessment activities tend to be about   recalling information. In addition, grade inflation and the uneven application of standards for grading students'workareseriousproblems.  However, there are varied and systematic mechanisms in place to monitor the quality of classroom assessment practices. For example, government funding is available for research on the quality of classroom assessment activities and how to improve classroom assessment, and national reviews of the quality of education include a focus on classroom assessment. Although the weight of classroom assessment in a teacher's performance  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  Examinations funding is available for attending international  programs, courses, or workshops on educational measurementandevaluation. Levelofdevelopment:ESTABLISHED   The Twelfth Grade Examination's main purposes are for There is only one systematic mechanism, internal student certification of school cycle completion and review or observers, in place to ensure the quality of student selection to higherͲeducation institutions. It the examination. Other mechanisms, such as pilot or was authorized by the Ministry of Education in 2010 fieldtesting,arenotinplace. with a formal, systemͲlevel document, the Assessment  and Examination System for Grades 1Ͳ12.  The Twelfth At the same time, inappropriate behavior surrounding Grade Examination was first administered in 1967, and the examination process is low. For example, exam it continues to be administered to grade 12 students in takers’ use of unauthorized materials and the provision mandatory subjects, as well as subjects relevant to the of external assistance via the supervisor or mobile student's section. Specifically, all students are assessed phone do not typically occur. When they do occur, in Islamic education, Arabic language, English language, inappropriate behaviors are dealt with by the legal mathematics, physics, and biology. Although students affairsdepartmentonacasebycasebasis. havetheoptiontoretaketheexaminationorrepeatthe  grade, they do not have the options to attend remedial Only one systematic mechanism, expert review groups, orpreparatorycoursesinordertopreparetoretakethe is in place to monitor the consequences of the examination or to opt for lessͲselective schools, examination. universities,ortracks.   Suggestedpolicyoptions: Regular funding is allocated by the government for the  examination, which covers all core examination 1. Introduce varied systematic mechanisms to ensure activities, including examination design and the quality of the examination. Mechanisms to consider administration,dataanalysisandreporting,andlongͲor include carrying out pilot or field testing, translation mediumͲterm planning of program milestones. verification,andexternalreviewandcertification. However, funding does not cover staff training, or  researchanddevelopmentactivities. 2. Introduce more options for students who do not  perform well on the examination, such as allowing The Assessment and Examinations Administration, a students to choose to attend lessͲselective universities, unit within the Ministry of Education, has had primary orcontinuetheirstudiesinavocationaltrack. responsibility for running the Twelfth Grade  Examination since 1972. While it has stateͲofͲtheͲart 3. Ensure that varied and systematic mechanisms are in facilities to carry out the examination, the allocated place to monitor the consequences of the examination. staff is insufficient to meet the needs of the Such mechanisms include holding regular focus groups examination. However, this lack of permanent staff is or surveys of key stakeholders, commissioning studies offsetbyutilizingassistancefromtechnicalteamsinthe that are updated regularly, instituting a permanent EducationalSupervisionDepartmentwithintheMinistry oversight committee, and providing regular funding for of Education and by forming temporary committees to independent research on the impact of the performthetasksrequiredduringexaminationperiods. examination.    The UAE also offers a wide range of opportunities that prepare for work on the examination, including university graduate programs, university courses, and nonͲuniversity training courses or workshops on educational measurement and evaluation. In addition, internships are offered in the examination office, and  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  NationalLargeͲScaleAssessment(NLSA) achievement levels and subgroups, as well as trends over time overall and by subgroups. There is also a  media briefing organized to discuss results, and results Levelofdevelopment:ESTABLISHED are featured in newspapers, magazines, radio, or  television. TheUnitedArabEmiratesNationalAssessmentProgram  (UAENAP) was first administered in 2003 to students in However, only two mechanisms are in place to monitor grade 5. Since 2010, students in grades 3, 5, 7, and 9 the consequences of the NLSA: expert review groups have been assessed in the following subjects: Arabic, and themed conferences that provide a forum to English, mathematics, and science. The main purposes discussresearchandotherdataontheconsequencesof of the UAENAP include monitoring education quality at thelargeͲscaleassessment. the system level, evaluation, decision making, and  supporting schools, teachers, and policy design. The Suggestedpolicyoptions: Ministry of Education authorized the UAENAP with the  Implementing the National Assessment Program 1. Introduce additional mechanisms to ensure the documentin2010. qualityoftheNLSA.Forexample,conductapilotbefore  the main data collection takes place, and require the There is regular funding allocated by the government doubleprocessingofdata. for the UAENAP.  Funding covers all core activities of  the assessment, including assessment design and 2. Introduce a variety of systemͲlevel mechanisms to administration, data analysis and reporting, longͲ or monitorthequalityoftheNLSA.Forexample,introduce mediumͲtermplanningofprogrammilestones,andstaff regular focus groups or surveys of key stakeholders, a training. Funding for the UAENAP also covers research permanent oversight committee, and funding for anddevelopmentactivities. independent research on the impact of the largeͲscale  assessment. The NLSA office is a permanent unit created for running  the assessment within the Administration of Evaluation   and Examinations under the supervision of the Ministry of Education. It is adequately staffed with permanent and fullͲtime staff to carry out the assessment effectively.  The UAE also offers a wide range of opportunities to prepare individuals for work on the UAENAP, including university graduate programs, university courses, and nonͲuniversity courses or workshops on educational measurement and evaluation. In addition, funding for attending international programs, as well as internships or shortͲterm employment in the largeͲscale assessmentoffice,areavailable.  Some mechanisms are in place to ensure the quality of the NLSA. For example, all proctors or administrators are trained according to a protocol, all booklets are numbered,andthereisdoublescoringofdata.  In addition, NLSA results are disseminated effectively. Reports with the results are made available to all stakeholder groups and contain information on overall  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  International LargeͲScale Assessment periodically available, and there are no standͲalone university courses or workshops on the topic of (ILSA) internationalassessments.   Levelofdevelopment:ESTABLISHED CountryͲspecific ILSA results and information are  regularly and widely disseminated in the UAE, and The United Arab Emirates has participated in three products providing feedback to schools and educators ILSAsinthepastfiveyears,theProgressinInternational aboutILSAresultsaresystematicallymadeavailable. Reading Literacy Study (PIRLS) and Trends in  International MathematicsandScience Study(TIMSS)in Results from ILSAs are used in a variety of ways to 2011 1 , as well as the Programme for International inform decision making in the UAE, including tracking Student Assessment (PISA) in 2009. In addition, at the the impact of reforms on student achievement levels, time of data collection, the UAE has taken concrete and informing curriculum improvement, teacher steps to participate in several ILSAs in the next 5 years, training programs, and other assessment activities in including PISA 2012 and 2015, TIMSS 2015, and PIRLS the system. However, at the time of data collection, it 2016. A formal policy document, Ministerial Council for was not known whether decisions based on ILSA results Services Decision Number (73/6S/2) authorized by the have had a positive impact on students' achievement UAECabinetin2010,addressesparticipationinILSAs. levelsintheUAE.   Regular funding for international assessment Suggestedpolicyoptions: participation is approved by law.  Funding covers all  core activities of ILSAs, including international 1. Make available workshops or presentations about participation fees, implementation of the assessment international assessments in the UAE to government exercise, processing and analyzing data from the officials, and professionals and university staff implementation of the assessment exercise, and interestedinassessment. reporting and disseminating assessment results.  Research and development activities are also covered 2. Introduce a variety of opportunities to learn about byfundingforILSAs. the ILSA that are regularly available, including online  courses that are updated, as well as standͲalone The ILSA office is adequately staffed and trained to university courses or workshops on the topic of carry out ILSAs effectively, as team members have internationalassessments. attended all international meetings related to the  assessment and have previous experience working on international assessments. However, there have been some issues with the translation of the assessment instruments. For example, there are some difficulties when translating the original PISA questions from English to Arabic, given that there are strict guidelines forthenumberofwordsusedinquestions.  The UAE also offers some opportunities to learn about ILSAs, including workshops on using international assessment databases, funding for attending international workshops or training on international assessments, and online courses on international assessments. However, online courses are only  1 In addition, two emirates, Dubai and Abu Dhabi, were benchmarking participants for TIMSS 2011. Dubai was also a benchmarking participant for TIMSS2007.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  Appendix1:AssessmentTypesandTheirKeyDifferences  Classroom Large-scale assessment Examinations Surveys National International Exit Entrance Purpose To provide To provide To provide To certify To select immediate feedback on feedback on the students as students for feedback to overall health of comparative they move further inform classroom the system at performance of the from one level educational instruction particular education system at of the opportunities grade/age particular education level(s), and to grade/age level(s) system to the monitor trends in next (or into learning the workforce) Frequency Daily For individual For individual Annually and Annually and subjects offered subjects offered on more often more often on a regular a regular basis where the where the system basis (such as (such as every 3-5 system allows allows for every 3-5 years( years) for repeats repeats Who is All students Sample or A sample of All eligible All eligible tested? census of students at a students students students at a particular grade or particular grade age level(s) or age level(s) Format Varies from Usually multiple Usually multiple Usually essay Usually essay observation to choice and short choice and short and multiple and multiple questioning to answer answer choice choice paper-and-pencil tests to student performances Coverage of All subject areas Generally Generally confined Covers main Covers main curriculum confined to a few to one or two subject areas subject areas subjects subjects Additional Yes, as part of Frequently Yes Seldom Seldom information the teaching collected from process students? Scoring Usually informal Varies from Usually involves Varies from Varies from and simple simple to more statistically simple to more simple to more statistically sophisticated statistically statistically sophisticated techniques sophisticated sophisticated techniques techniques techniques  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  Appendix2:BasicStructureofRubricsforEvaluatingDataCollectedonaStudentAssessmentSystem  Development Level LATENT ESTABLISHED (Absence of, or EMERGING (Acceptable deviation from, (On way to meeting minimum ADVANCED Dimension attribute) minimum standard) standard) (Best practice) Justification EC—ENABLING CONTEXT EC1—Policies EC2—Leadership, public engagement EC3—Funding EC4—Institutional arrangements EC5—Human resources SA—SYSTEM ALIGNMENT SA1—Learning/quality goals SA2—Curriculum SA3—Pre-, in-service teacher training AQ—ASSESSMENT QUALITY AQ1—Ensuring quality (design, administration, analysis) AQ2—Ensuring effective uses     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  Appendix3:SummaryoftheDevelopmentLevelsforEachAssessmentType  Assessment Type LATENT EMERGING ESTABLISHED ADVANCED  Absence of, or deviation On way to meeting Acceptable minimum Best practice from, the attribute minimum standard standard There is no system-wide There is weak system- There is sufficient There is strong system- institutional capacity to wide institutional system-wide institutional wide institutional support and ensure the capacity to support and capacity to support and capacity to support and quality of classroom ensure the quality of ensure the quality of ensure the quality of assessment practices. classroom assessment classroom assessment classroom assessment practices. practices. practices. CLASSROOMASSESSMENT There is no standardized There is a partially There is a stable There is a stable examination in place for stable standardized standardized standardized key decisions. examination in place, examination in place. examination in place and and a need to develop There is institutional institutional capacity and institutional capacity to capacity and some strong mechanisms to run the examination. The limited mechanisms to monitor it. The EXAMINATIONS examination typically is monitor it. The examination is of high of poor quality and is examination is of quality and is perceived perceived as unfair or acceptable quality and is as fair and free from corrupt. perceived as fair for corruption. most students and free from corruption. There is no NLSA in There is an unstable There is a stable NLSA There is a stable NLSA place. NLSA in place and a in place. There is in place and institutional need to develop institutional capacity and capacity and strong institutional capacity to some limited mechanisms to monitor run the NLSA. mechanisms to monitor it. The NLSA is of high NATIONAL(ORSYSTEMͲ Assessment quality and it. The NLSA is of quality and its LEVEL)LARGEͲSCALE impact are weak. moderate quality and its information is ASSESSMENT information is effectively used to disseminated, but not improve education. always used in effective ways. There is no history of Participation in an ILSA There is more or less There is stable participation in an ILSA has been initiated, but stable participation in an participation in an ILSA nor plans to participate there still is need to ILSA. There is and institutional capacity in one. develop institutional institutional capacity to to run the ILSA. The capacity to carry out the carry out the ILSA. The information from the INTERNATIONALLARGEͲ ILSA. information from the ILSA is effectively used SCALEASSESSMENT ILSA is disseminated, to improve education. but not always used in effective ways.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013   set as ceiling scores, i.e., the overall mean score for the Appendix 4: Methodology for Assigning particular assessment type cannot be greater than the DevelopmentLevels score for these key dimensions. These key variables  include formal policy, regular funding, having a 1. The country team or consultant collects information permanent assessment unit, and the quality of abouttheassessmentsysteminthecountry. assessmentpractices.   2. Based on the collected information, a level of developmentandscoreisassignedtoeachdimensionin therubrics:  x Latent=1scorepoint x Emerging=2scorepoints x Established=3scorepoints x Advanced=4scorepoints  3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions.Forexample:  The quality driver, ‘Enabling Context,’ in the case of ILSA, has 3 dimensions on which a hypothetical country receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s overall score for this quality driverwouldbe:(2+2+3)/3=2.33  4. A preliminary level of development is assigned to eachqualitydriver.  5. The preliminary development level is validated using expert judgment in cooperation with the country team andTheWorldBankTaskTeamLeader.   For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriatelevel.  6. Scores for certain key dimensions under ‘Enabling Context’ (in the case of EXAM, NLSA, and ILSA) and under ‘System Alignment’ (in the case of CLASS) were  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 13 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  Appendix5:SABERǦStudentAssessmentRubricsfortheUnitedArabEmirates  This appendix provides the completed SABERͲStudent Assessment rubrics for each type of assessment activity in the United Arab Emirates. In each row of the rubric, the relevant selection is indicated by a thick border and an asterisk. The selection may include a superscript number that refers to the justification or explanationoftheselection(asindicatedbyathickborderandanasterisk),whichisprovidedinthe“Developmentlevelratingjustifications”sectionattheend of each rubric. If a row includes a superscript but not a thick border and an asterisk, such superscript indicates that insufficient information was available to determinetherelevantselectionintherow.       UNITEDARABEMIRATES ClassroomAssessment    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 14 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ENABLINGCONTEXTANDSYSTEMALIGNMENT Overallpolicyandresourceframeworkwithinwhichclassroomassessmentactivitytakesplaceinacountryorsystem,andthedegreetowhichclassroom assessmentactivityiscoherentwithothercomponentsoftheeducationsystem. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXTANDSYSTEMALIGNMENT1: Settingclearguidelinesforclassroomassessment There is no systemͲlevel document that There is an informal systemͲlevel There is a formal systemͲlevel document This option does not apply to this provides guidelines for classroom document that provides guidelines for that provides guidelines for classroom dimension. assessment. classroomassessment. assessment.1 * This option does not apply to this This option does not apply to this The availability of the document is Thedocumentiswidelyavailable. 2 dimension. dimension. restricted. *    ʹǣ Aligningclassroomassessmentwithsystemlearninggoals There are no systemͲwide resources for There are scarce systemͲwide resources There are some systemͲwide resources There are a variety of systemͲwide teachersforclassroomassessment. forteachersforclassroomassessment. forteachersforclassroomassessment.3 resources available for teachers for classroomassessment. * There is no official curriculum or There is an official curriculum or There is an official curriculum or There is an official curriculum or standardsdocument. standards document, but it is not clear standards document that specifies what standards document that specifies what what students are expected to learn or students are expected to learn, but the students are expected to learn and to towhatlevelofperformance. level of performance required is not whatlevelofperformance. clear.4 * ENABLINGCONTEXTANDSYSTEMALIGNMENT3: Havingeffectivehumanresourcestocarryoutclassroomassessmentactivities There are no systemͲlevel mechanisms This option does not apply to this There are some systemͲlevel There are a variety of systemͲlevel to ensure that teachers develop skills dimension. mechanisms to ensure that teachers mechanisms to ensure that teachers andexpertiseinclassroomassessment. develop skills and expertise in classroom develop skills and expertise in classroom assessment.5 assessment. *                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 15 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013   ASSESSMENTQUALITY Qualityofclassroomassessmentdesign,administration,analysis,anduse. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: Ensuringthequalityofclassroomassessment Classroom assessment practices suffer Classroom assessment practices are Classroom assessment practices are Classroom assessment practices are from widespread weaknesses or there is knowntobeweak.6 knowntobeofmoderatequality. knowntobegenerallyofhighquality. no information available on classroom assessmentpractices. * There arenomechanisms to monitor the Thereareadhocmechanismstomonitor Therearelimitedsystematicmechanisms There are varied and systematic quality of classroom assessment the quality of classroom assessment to monitor the quality of classroom mechanisms in place to monitor the practices. practices. assessmentpractices. quality of classroom assessment practices.7 * ASSESSMENTQUALITY2: Ensuringeffectiveusesofclassroomassessment Classroom assessment information is not This option does not apply to this Classroom assessment information is Classroom assessment information is required to be disseminated to key dimension. required tobe disseminatedto some key required to be disseminated to all key stakeholders. stakeholders. stakeholders.8 * There are no required uses of classroom There are limited required uses of There are adequate required uses of There are adequate required uses of assessmenttosupportstudentlearning. classroom assessment to support classroom assessment to support classroom assessment to support studentlearning. student learning, excluding its use as an student learning, including its use as an inputforexternalexaminationresults. inputforexternalexaminationresults.9 *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ClassroomAssessmentǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The Guidelines to the Implementing of OnͲgoing Assessment Tools document, authorized by the Ministry of Education's Directorate of Evaluation and Examinationsin2010,providesguidelinesforclassroomassessment.  2.TheGuidelinestotheImplementingofOnͲgoingAssessmentToolsdocumentisavailableonlineandininͲservicecoursesforteachers.  3. Some systemͲwide resources are available to teachers to engage in classroom assessment, including a document that outlines what students are expected to learn in different subject areas at different grade or age levels and textbooks that provide support for classroom assessment. Scoring criteria or rubrics for students' work are also available in an electronic system that is accessible to all schools. However, teachers do have as a resource a document that outlines the levels of performance students are expected to reach in different subject areas at different grade or age levels, item banks or pools with examples of selection and multipleͲchoice or supply and openͲended questions, online assessment resources, or computerͲbased testing with instant reports on students' performance.  4.Thereisanofficialcurriculumorstandardsdocumentthatspecifieswhatstudentsareexpectedtolearnatdifferentgradeoragelevels,butitdoesnotspecify towhatperformancelevel.  5. There are some systemͲlevel mechanisms in place to ensure that teachers develop the skills and expertise in classroom assessment. For example, inͲservice teacher training is available to all teachers, and online resources on classroom assessment include resources such as question banks. Some teachers have the opportunitytoparticipateinconferencesandworkshops,andinitemdevelopmentfor,orscoringof,largeͲscaleassessmentsorexams.However,notallteacher training programs include a required course on classroom assessment; school inspection or teacher supervision does not include a component focused on classroomassessment;andtherearenopreͲserviceteachertrainingopportunitiesrelatedtobuildingskillsinclassroomassessment.  6. Classroom assessment practices are generally considered to be weak. Teachers commonly rely on multipleͲchoice, selectionͲtype questions, and classroom assessment activities are mainly about recalling information. Classroom assessment information also provides little useful feedback to students. In addition, grade inflation and the uneven application of standards for grading students' work are serious problems. However, it is not common for parents to be poorly informed about students' grades, for teachers to not use explicit or a priori criteria for scoring or grading students' work, to observe errors in the scoring or gradingofstudents'work,orforclassroomassessmentactivitiestonotbealignedwiththepedagogicalorcurricularframework.  7.Therearevariedandsystematicmechanismsinplacetomonitorthequalityofclassroomassessmentpractices.Forexample,governmentfundingisavailable for research on the quality of classroom assessment activities and how to improve classroom assessment, and national reviews of the quality of education includeafocusonclassroomassessment.Althoughtheweightofclassroomassessmentinateacher'sperformanceevaluationislow,itisarequiredcomponent ofateacher'sperformanceevaluationandschoolinspectionorteachersupervision.However,thereisnoexternalmoderationsystemthatreviewsthedifficulty ofclassroomassessmentpracticesandtheappropriatenessofscoringcriteria.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 17 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  8. Classroom assessment information is required to be disseminated to all key stakeholders, including school district or Ministry of Education officials, parents, andstudents.  9. There are adequate required uses of classroom assessment to support student learning, including its use as an input for external examination results. Classroom assessment activities are used to diagnose student learning issues, develop students' selfͲevaluation skills, provide feedback to students on their learning, inform parents about their child's learning, evaluate teachers' performance, plan next steps in instruction, grade students for internal classroom uses, andprovideinputtoanexternalexaminationprogram.                   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 18 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013         UNITEDARABEMIRATES Examinations    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 19 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ENABLINGCONTEXT Overallframeworkofpolicies,leadership,organizationalstructures,fiscalandhumanresourcesinwhichassessmentactivitytakesplaceinacountryorsystem andtheextenttowhichthatframeworkisconduciveto,orsupportiveof,theassessmentactivity. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT1: Settingclearpolicies No standardized examination has taken The standardized examination has been The examination is a stableprogram that This option does not apply to this place. operatingonanirregularbasis. hasbeenoperatingregularly.1 dimension * There is no policy document that There is an informal or draft policy There is a formal policy document that This option does not apply to this authorizestheexamination. document that authorizes the authorizestheexamination.2 dimension. examination. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this dimension. thepublic. public.3 dimension. * This option does not apply to this This option does not apply to this The policy document addresses some The policy document addresses all key dimension. dimension. keyaspectsoftheexamination.4 aspectsoftheexamination. * ENABLINGCONTEXT2: Havingstrongleadership All stakeholder groups strongly oppose Most stakeholder groups oppose the Most stakeholders groups support the All stakeholder groups support the theexaminationorareindifferenttoit. examination. examination.5 examination. * There are no attempts to improve the This option does not apply to this There are independent attempts to There are coordinated attempts to examinationbystakeholdergroups. dimension. improve the examination by stakeholder improve the examination by stakeholder groups. groups.6 * Efforts to improve the examination are This option does not apply to this Efforts to improve the examination are This option does not apply to this not welcomed by the leadership in dimension. generally welcomed by the leadership in dimension. chargeoftheexamination. chargeoftheexamination.7 *                   (CONTINUED)  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 20 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT3: Havingregularfunding There is no funding allocated for the There is irregular funding allocated for There is regular funding allocated for the This option does not apply to this examination. theexamination. examination.8 dimension. * This option does not apply to this Funding covers some core examination Funding covers all core examination This option does not apply to this dimension. activities: design, administration, data activities: design, administration, data dimension. processingorreporting. processingandreporting.9 * This option does not apply to this Funding does not cover research and This option does not apply to this Funding covers research and 10 dimension. development.  dimension. development. *   Ͷǣ Havingstrongorganizationalstructures The examination office does not exist or The examination office is newly The examination office is a stable This option does not apply to this isnewlyestablished. established. organization.11 dimension. * The examination office is not This option does not apply to this The examination office is accountable to This option does not apply to this accountable to an external board or dimension. anexternalboardoragency. dimension. agency.12 * Examination results are not recognized Examination results are recognized by Examination results are recognized by Examination results are recognized by byanycertificationorselectionsystem. certification or selection system in the one certification or selection system in two or more certification or selection country. anothercountry. systeminanothercountry.13 The examination office does not have The examination office has some of the The examination office has all of the The examination office has state of the * the required facilities to carry out the required facilities to carry out the required facilities to carry out the artfacilitiestocarryouttheexamination. 14 examination. examination. examination.                    (CONTINUED) *    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 21 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT5: Havingeffectivehumanresources There is no staff to carry out the The examination office is inadequately The examination office is adequately The examination office is adequately examination. staffed to effectively carry out the staffed to carry out the examination staffed to carry out the assessment examination,issuesarepervasive. effectively,withminimalissues.15 effectively,withnoissues. * The country does not offer opportunities This option does not apply to this The country offers some opportunities The country offers a wide range of that prepare for work on the dimension. that prepare for work on the opportunities that prepare for work on examination. examination. theexamination.16  *    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 22 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  SYSTEMALIGNMENT Degreetowhichtheassessmentiscoherentwithothercomponentsoftheeducationsystem. LATENT EMERGING ESTABLISHED ADVANCED SYSTEMALIGNMENT1: Aligningexaminationswithlearninggoalsandopportunitiestolearn It is not clear what the examination This option does not apply to this There is a clear understanding of what This option does not apply to this measures. dimension. theexaminationmeasures.17 dimension. * What the examination measures is This option does not apply to this What is measured by the examination is This option does not apply to this questionedbysomestakeholdergroups. dimension. largelyacceptedbystakeholdergroups.18 dimension. * Material to prepare for the examination Thereissomematerialtoprepareforthe There is comprehensive material to There is comprehensive material to is minimal and it is only accessible to examination that is accessible to some prepare for the examination that is prepare for the examination that is veryfewstudents. students. accessibletomoststudents. accessibletoallstudents.19 * SYSTEMALIGNMENT2: Providingteacherswithopportunitiestolearnabouttheexamination There are no courses or workshops on There are no upͲtoͲdate courses or There are upͲtoͲdate voluntary courses ThereareupͲtoͲdatecompulsorycourses examinationsavailabletoteachers. workshops on examinations available to or workshops on examinations available or workshops on examinations for teachers. toteachers. teachers.20 Teachers are excluded from all Teachers are involved in very few Teachers are involved in some Teachers are involved in * most examinationͲrelatedtasks. examinationͲrelatedtasks.21 examinationͲrelatedtasks. examinationͲrelatedtasks. *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 23 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ASSESSMENTQUALITY Degreetowhichtheassessmentmeetsqualitystandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: Ensuringquality There is no technical report or other There is some documentation on the There is a comprehensive technical There is a comprehensive, high quality documentation. examination, but it is not in a formal reportbutwithrestrictedcirculation.22 technical report available to the general reportformat. public. * There are no mechanisms in place to This option does not apply to this Therearelimitedsystematicmechanisms There are varied and systematic ensurethequalityoftheexamination. dimension. in place to ensure the quality of the mechanisms in place to ensure the examination.23 qualityoftheexamination. *  ʹǣ Ensuringfairness Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the examinationprocessishigh. examinationprocessismoderate. examinationprocessislow.24 examinationprocessismarginal. * The examination results lack credibility The examination results are credible for The examination results are credible for This option does not apply to this forallstakeholdergroups. somestakeholdergroups. allstakeholdergroups.25 dimension. * The majority of the students (over 50%) A significant proportion of students A small proportion of students (less than All students can take the examination; maynottaketheexaminationbecauseof (10%Ͳ50%)maynottaketheexamination 10%) may not take the examination there are no language, gender or other language, gender, or other equivalent because of language, gender, or other because of language, gender, or other equivalentbarriers.26 barriers. equivalentbarriers. equivalentbarriers. *                   (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 24 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013   LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY3: Usingexaminationinformationinafairway Examination results are not used in a Examination results are used by some Examination results are used by most Examination results are used by all properwaybyallstakeholdergroups. stakeholdergroupsinaproperway. stakeholdergroupsinaproperway. stakeholdergroupsinaproperway.27 * Studentnamesandresultsarepublic.28 This option does not apply to this Students’resultsareconfidential. This option does not apply to this dimension. dimension. * ASSESSMENTQUALITY4: Ensuringpositiveconsequencesoftheexamination There are no options for students who There are very limited options for Therearesomeoptionsforstudentswho There is a variety of options for students do not perform well on the examination, studentswhodonotperformwellonthe donotperformwellontheexamination. who do not perform well on the or students must leave the education examination.29 examination. system. * There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There is a variety of mechanisms in place monitor the consequences of the dimension. monitor the consequences of the to monitor the consequences of the examination. examination.30 examination. *      SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 25 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  Examinationsǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The Twelfth Grade Examination's main purposes include student certification for school cycle completion and student selection to higherͲeducation institutions. The Twelfth Grade Examination was first administered in 1967, and it continues to be administered to Grade 12 students in mandatory subjects, as well as subjects relevant to the student's section selection. Specifically, all students are assessed in Islamic education, Arabic language, English language, mathematics, physics, and biology. For students in the scientific section, the examination also covers chemistry and geology, while for students in the literary section,theexaminationcoversgeography,history,psychology,andeconomics.  2.TheMinistryofEducation'sAssessmentandExaminationSystemforGrades1Ͳ12documentfrom2010authorizestheTwelfthGradeExamination.  3.TheAssessmentandExaminationSystemforGrades1Ͳ12documentisavailabletoandeasilyaccessiblebythepublic.  4. The Assessment and Examination System for Grades 1Ͳ12 document addresses very few key aspects of the examination. The document outlines governance, distribution of power, and responsibilities among key entities; describes the purpose of the examination; and explains alignment with curricula and standards. However,itdoesnotdescribetheauthorizedusesofresults;statefundingsources;outlineprocedurestoinvestigateandaddresssecuritybreaches,cheating,or other forms of inappropriate behavior; outline procedures for special or disadvantaged students; specify who can sit for the examination; identify rules about preparation;orexplaintheformatoftheexaminationquestions.  5. Policymakers and universities strongly support the examination, and teacher unions, educators, media, think tanks and NGOs support it as well. Students, parents,andemployersareneutraltotheexamination.  6.Coordinatedeffortshavebeenmadebystakeholdergroupstoimprovetheexamination.  7.Leadershipinchargeoftheexaminationgenerallywelcomeseffortstoimprovetheexamination.  8.Regularfundingisallocatedbythegovernmentfortheexamination.  9. Funding covers all core examination activities, including examination design and administration, data analysis and reporting, and longͲ or mediumͲterm planningofprogrammilestones.However,stafftrainingisnotcoveredbythefunding.  10. Research and development activities are not covered by the funding for the examination. Training and research budgets are allocated by specialized executiveentitiesandareunrelatedtothefundingofexaminations.  11.TheAssessmentandExaminationsAdministration,aunitwithintheMinistryofEducation,hasbeeninchargeoftheTwelfthGradeExaminationsince1972.  12.TheAssessmentandExaminationsAdministrationisnotaccountabletoanexternalboardoragency.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 26 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013   13.ExaminationresultsarerecognizedbycertificationorselectionsystemsintheUAEandabroad,includingintheUSA,UK,Germany,andotherArabcountries.  14.TheAssessmentandExaminationsAdministrationhasstateͲofͲtheͲartfacilitiestocarryouttheexamination,whichincludecomputersforalltechnicalstaff,a securebuilding,securestoragefacilities,accesstoadequatecomputerservers,theabilitytobackupdata,andadequatecommunicationtools.  15. The Assessment and Examinations Administration has permanent and fullͲtime staff, but it is insufficient to meet the needs of the examination. However, thislackofpermanentstaffisoffsetbyutilizingassistancefromtechnicalteamsintheEducationalSupervisionDepartmentwithintheMinistryofEducationand by forming temporary committees to perform the necessary tasks required during examination periods. Issues, such as frequent errors in data processing or in theexaminationquestions,havenotbeenidentifiedwiththeperformanceofthehumanresourcesresponsiblefortheexamination.  16. The UAE offers a wide range of opportunities to prepare for work on the examination, including university graduate programs, university courses, and nonͲ universitytrainingcoursesorworkshopsoneducationalmeasurementandevaluation.Inaddition,internshipsareofferedintheexaminationoffice,andfunding isavailableforattendinginternationalprograms,courses,orworkshopsoneducationalmeasurementandevaluation.  17.Thereisaclearunderstandingthattheexaminationmeasuresnationalschoolcurriculumguidelinesorstandards.  18.Stakeholdergroupslargelyacceptwhatismeasuredbytheexamination.  19. Comprehensive material to prepare for the examination is available and accessible to all students. For example, information on how to prepare for the examination, examples of the types of questions that are on the examination, and the report on the strengths and weaknesses in student performance are available.However,theframeworkdocumentexplainingwhatismeasuredontheexaminationisnotavailable.  20.UpͲtoͲdatecompulsorycoursesorworkshopsontheexaminationareavailabletoteachers.  21. Although teachers are involved in scoring the examination and supervising examination procedures, they are not involved in selecting or creating examination questions or scoring guides, administering the examination, acting as a judge, or resolving inconsistencies between examination scores and school grades.  22.Althoughacomprehensivetechnicalreportisavailable,itscirculationisrestricted.  23. Only one systematic mechanism, internal review or observers, is in place to ensure the quality of the examination. Other systematic mechanisms, such as pilotorfieldtesting,externalcertificationoraudits,andexternalrevieworobservers,arenotinplace.  24. Inappropriate behavior surrounding the examination process is low. Although copying from other candidates and collusion among candidates via mobile phones or passing of paper occurs, leakage of the content of an examination paper or part of a paper prior to the examination, impersonation (when an  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 27 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  individual other than the registered candidate takes the examination), using unauthorized materials such as prepared answers and notes, intimidation of examination supervisors,issuingforgedcertificatesoralteringresultsinformation,orprovisionof externalassistanceviathesupervisorormobilephonedo not occur.InappropriatebehaviorsaredealtwithbythelegalaffairsdepartmentonacaseͲbyͲcasebasis.  25.Allstakeholdergroupsperceiveexaminationresultsascredible.  26.Regardlessofbackground,location,ortheabilitytopay,allstudentsmaytaketheexamination.  27.Allstakeholdergroupsuseexaminationresultsinaproperway.  28. Student results are not confidential, as student names and results are public. Students are first informed of the results via SMS from the Ministry of Education'seͲlearningsystem,afterwhichtheresultsaremadeavailabletothemediafordisseminationtothepublic.  29.Althoughstudentshavetheoptiontoretaketheexaminationorrepeatthegrade,theydonothavetheoptionstoattendremedialorpreparatorycoursesin ordertopreparetoretaketheexaminationortooptforlessͲselectiveschools,universities,ortracks.  30.Onlyonesystematicmechanism,expertreviewgroups,isinplacetomonitortheconsequencesoftheexamination.Othermechanisms,suchasregularfocus groups or surveys of key stakeholders, studies that are updated regularly, a permanent oversight committee, and funding for independent research on the impactoftheexamination,arenotinplace.            SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 28 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013       UNITEDARABEMIRATES National(orSystemǦLevel)LargeǦScaleAssessment(NLSA)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 29 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ENABLINGCONTEXT Overallframeworkofpolicies,leadership,organizationalstructures,fiscalandhumanresourcesinwhichNLSAactivitytakesplaceinacountryorsystemandthe extenttowhichthatframeworkisconduciveto,orsupportiveof,theNLSAactivity. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT1: SettingclearpoliciesforNLSA NoNLSAexercisehastakenplace. The NLSA has been operating on an The NLSA is a stable program that has This option does not apply to this irregularbasis. beenoperatingregularly.1 dimension. * There is no policy document pertaining There is an informal or draft policy There is a formal policy document that This option does not apply to this toNLSA. documentthatauthorizestheNLSA. authorizestheNLSA.2 dimension. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this dimension. thepublic. public.3 dimension. * ThereisnoplanforNLSAactivity. This option does not apply to this Thereisageneralunderstandingthatthe There is a written NLSA plan for the dimension. NLSAwilltakeplace. comingyears.4 * ENABLINGCONTEXT2: HavingstrongpublicengagementforNLSA All stakeholder groups strongly oppose Some stakeholder groups oppose the Most stakeholders groups support the AllstakeholdergroupssupporttheNLSA. theNLSAorareindifferenttoit. NLSA. NLSA.5                *    (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 30 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013   LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT3: HavingregularfundingforNLSA There is no funding allocated to the There is irregular funding allocated to There is regular funding allocated to the This option does not apply to this NLSA. theNLSA. NLSA.6 dimension. * This option does not apply to this Funding covers some core NLSA Funding covers all core NLSA activities: This option does not apply to this dimension. activities:design,administration,analysis design, administration, analysis and dimension. andreporting. reporting.7 This option does not apply to this Funding does not cover research and This option does not apply to this Funding *covers research and dimension. developmentactivities. dimension. developmentactivities.8 * ENABLINGCONTEXT4: HavingstrongorganizationalstructuresforNLSA There is no NLSA office, ad hoc unit or The NLSA office is a temporary agency or The NLSA office is a permanent agency, This option does not apply to this team. groupofpeople. institutionorunit.9 dimension. * This option does not apply to this Political considerations regularly hamper Political considerations sometimes Political considerations never hamper dimension. technicalconsiderations. hampertechnicalconsiderations. technicalconsiderations.10 * This option does not apply to this The NLSA office is not accountable to a The NLSA office is accountable to a This option does not apply to this dimension. clearlyrecognizedbody. clearlyrecognizedbody.11 dimension.                *    (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 31 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT5: HavingeffectivehumanresourcesforNLSA There is no staff allocated for running an The NLSA office is inadequately staffed The NLSA office is adequately staffed to The NLSA office is adequately staffed to NLSA. toeffectivelycarryouttheassessment. carry out the NLSA effectively, with carry out the NLSA effectively, with no minimalissues. issues.12 * The country does not offer opportunities This option does not apply to this Thecountryofferssomeopportunitiesto The country offers a wide range of that prepare individuals for work on dimension. prepare individuals for work on the opportunities to prepare individuals for NLSA. NLSA. workontheNLSA.13 *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 32 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  SYSTEMALIGNMENT DegreetowhichtheNLSAiscoherentwithothercomponentsoftheeducationsystem. LATENT EMERGING ESTABLISHED ADVANCED SYSTEMALIGNMENT1: AligningtheNLSAwithlearninggoals It is not clear if the NLSA is based on This option does not apply to this The NLSA measures performance against This option does not apply to this curriculumorlearningstandards. dimension. curriculumorlearningstandards.14 dimension. * What the NLSA measures is generally This option does not apply to this What the NLSA measures is questioned What the NLSA measures is largely questionedbystakeholdergroups. dimension. bysomestakeholdergroups. acceptedbystakeholdergroups.15 * There are no mechanisms in place to There are ad hoc reviews of the NLSA to There are regular internal reviews of the This option does not apply to this ensure that the NLSA accurately ensure that it measures what it is NLSA to ensure that it measures what it dimension. measures what it is supposed to intendedtomeasure. isintendedtomeasure.16 measure. * SYSTEMALIGNMENT2: ProvidingteacherswithopportunitiestolearnabouttheNLSA There are no courses or workshops on There are occasional courses or Therearesomecoursesorworkshopson There are widely available high quality theNLSA. workshopsontheNLSA.17 theNLSAofferedonaregularbasis. courses or workshops on the NLSA offeredonaregularbasis. *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 33 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ASSESSMENTQUALITY DegreetowhichtheNLSAmeetstechnicalstandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: EnsuringthequalityoftheNLSA No options are offered to include all This option does not apply to this At least one option is offered to include Different options are offered to include groupsofstudentsintheNLSA. dimension. allgroupsofstudentsintheNLSA.18 allgroupsofstudentsintheNLSA. * There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There are a variety of mechanisms in ensurethequalityoftheNLSA. dimension. ensurethequalityoftheNLSA.19 placetoensurethequalityoftheNLSA. * There is no technical report or other There is some documentation about the There is a comprehensive technical There is a comprehensive, high quality documentationabouttheNLSA. technical aspects of the NLSA, but it is reportbutwithrestrictedcirculation. technical report available to the general notinaformalreportformat. public.20 * ASSESSMENTQUALITY2: EnsuringeffectiveusesoftheNLSA NLSAresultsarenotdisseminated. NLSAresultsarepoorlydisseminated. NLSA results are disseminated in an This option does not apply to this effectiveway.21 dimension. * NLSA information is not used or is used This option does not apply to this NLSA results are used by some NLSA information is used by all in ways inconsistent with the purposes dimension. stakeholder groups in a way that is stakeholder groups in a way that is or the technical characteristics of the consistent with the purposes and consistent with the purposes and assessment. technical characteristics of the technical characteristics of the assessment. assessment.22 There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There are a variety of mechanisms in * monitortheconsequencesoftheNLSA. dimension. monitor the consequences of the NLSA. place to monitor the consequences of 23  theNLSA. *                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 34 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  National(ofSystemǦLevel)LargeScaleAssessment(NLSA)ǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The United Arab Emirates National Assessment Program (UAENAP) was first administered in 2003 as the National Assessment of Student Achievement and Progress (NASAP) to students in Grade 5, and subsequently administered in 2005 to students in Grades 5 and 7, to students in Grades 3Ͳ12 in 2009 as the External Measurement of Student Achievement (EMSA), and to students in Grades 3, 5, 7, and 9 in 2010 as the UAENAP. (The NASAP, EMSA, AND UAENAP all refertothesamenationalassessment.)The main purposesoftheassessment programinclude monitoringtheeducationqualityatthesystemlevel,supporting schools, teachers, and policy design, evaluation, and decision making. All students at specified grade levels are assessed in the following subjects: Arabic language,Englishlanguage,mathematics,andscience.  2.TheMinistryofEducationauthorizedtheUAENAPwiththeImplementingtheNationalAssessmentProgramdocumentin2010.  3.TheImplementingtheNationalAssessmentProgramdocumentisavailabletothepublic.  4.Thereisapubliclyavailablewrittenplanspecifyingwhowillbetestedandinwhichsubjectareas.Theplanisavailableto,andeasilyaccessible,bythepublic.  5. Most stakeholder groups support the UAENAP. While policymakers, teacher unions, and educators strongly support the UAENAP, and the media and universitiessupportitaswell,students,parents,thinktanksandNGOs,andemployersareneutraltoit.  6.ThereisregularfundingallocatedbythegovernmentfortheUAENAP.  7. Funding for the UAENAP covers all core activities of the assessment, including assessment design and administration, data analysis and reporting, longͲ or mediumͲtermplanningofprogrammilestones,andstafftraining.  8.FundingfortheUAENAPcoversresearchanddevelopmentactivities.  9. The office in charge of the UAENAP is a permanent unit created for running the assessment. It is within the Administration of Evaluation and Examinations underthesupervisionoftheMinistryofEducation.  10. Political considerations never hamper technical considerations; largeͲscale assessment results have never been withheld from publication because of politicalreasons.  11.TheofficeinchargeoftheUAENAPisheldaccountabletothePolicyCouncil,ahigherofficeintheMinistryofEducation.  12.TheofficeinchargeoftheUAENAPisadequatelystaffedwithpermanentandfullͲtimestafftocarryouttheassessmenteffectively,withnoissuesidentified withtheperformanceofthehumanresourcesthatareresponsibleforthelargeͲscaleassessment.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 35 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  13. The UAE offers a wide range of opportunities to prepare individuals for work on the NLSA, including university graduate programs, university courses, and nonͲuniversity courses or workshops on educational measurement and evaluation. In addition, funding for attending international programs, courses, or workshopsoneducationalmeasurementandevaluation,andinternshipsorshortͲtermemploymentinthelargeͲscaleassessmentofficeareavailableaswell.  14.TheUAENAPmeasuresperformanceagainstnationalcurriculumguidelinesorlearningstandards.  15.StakeholdergroupslargelyacceptwhatismeasuredbytheUAENAP.  16. There are ad hoc reviews, regular internal reviews, and regular independent reviews of the alignment between the assessment instrument and what it is supposedtomeasure.  17. Live courses or workshops on the NLSA are offered occasionally, and they are accessible by most teachers. These courses tend to be of high quality and provideteacherswithrelevantresourcesthattheycanuseintheirclassrooms.However,teachersdonothaveaccesstocoursesonline.  18. The largeͲscale assessment is offered in the language of instruction for almost all student groups. However, special plans or accommodations are not made toensurethatthelargeͲscaleassessmentisadministeredtostudentswithdisabilitiesorstudentsinhardͲtoͲreachareas.  19.TherearesomemechanismsinplacetoensurethequalityoftheNLSA.Forexample,allproctorsoradministratorsaretrainedaccordingtoaprotocol,there isastandardizedmanualforlargeͲscaleassessmentadministrators,allbookletsarenumbered,thereisdoublescoringofdata,scorersaretrainedtoensurehigh interͲrater reliability, there are external and internal reviewers or observers, as well as external certification or audits. However, discrepancies are not required toberecordedonastandardsheet,thereisnodoubleprocessingofdata,andapilotisnotconductedbeforethemaindatacollectiontakesplace.  20. A comprehensive, highͲquality technical report on the general results is available to the public. Although detailed reports on the results are also produced, theircirculationisrestricted.  21. Results from the UAENAP are disseminated in an effective way. Reports with the results are made available to all stakeholder groups. Reports contain informationonoverallachievementlevelsandsubgroups,aswellastrendsovertimeoverallandbysubgroups.Althoughresultsarenotdisseminatedwithin12 months after the largeͲscale assessment is administered and the main reports on the results do not contain standard errors, there is a media briefing organized todiscussresults,workshopsorpresentationsareorganizedforkeystakeholdersontheresults,andtheresultsarefeaturedinnewspapers,magazines,radio,or television.  22. Information on the UAENAP is used by all stakeholder groups in a way that is consistent with the stated purposes or technical characteristics of the assessment.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 36 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  23.ThereareonlytwomechanismsinplacetomonitortheconsequencesoftheNLSA:Expertreviewgroupsareinplaceandthemedconferencesthatprovidea forum to discuss research and other data on the consequences of the largeͲscale assessment are held. Regular focus groups or surveys of key stakeholders, a permanentoversightcommittee,andfundingforindependentresearchontheimpactofthelargeͲscaleassessmentarenotinplace.                     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 37 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013        UNITEDARABEMIRATES InternationalLargeǦScaleAssessment(ILSA)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 38 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ENABLINGCONTEXT Overallframeworkofpolicies,leadership,organizationalstructures,fiscalandhumanresourcesinwhichILSAtakesplaceinacountryorsystemandtheextentto whichthatframeworkisconduciveto,orsupportiveof,ILSAactivity. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT1: SettingclearpoliciesforILSA The country/system has not participated This option does not apply to this The country/system has participated in The country/system has participated in inanILSAinthelast10years. dimension. atleastoneILSAinthelast10years. twoormoreILSAinthelast10years.1 * The country/system has not taken This option does not apply to this The country/system has taken concrete This option does not apply to this concretestepstoparticipateinanILSAin dimension. stepstoparticipateinatleastoneILSAin dimension. thenext5years. thenext5years.2 * There is no policy document that There is an informal or draft policy There is a formal policy document that This option does not apply to this addressesparticipationinILSA. document that addresses participation in addressesparticipationinILSA.3 dimension. ILSA. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this dimension. thepublic.4 public. dimension. * ENABLINGCONTEXT2: HavingregularfundingforILSA There is no funding for participation in There is funding from loans or external There is regular funding allocated at Thereisregularfundingapprovedbylaw, ILSA. donors. discretion.5 decreeornorm. * This option does not apply to this Funding covers some core activities of Funding covers all core activities of the This option does not apply to this dimension. theILSA. ILSA.6 dimension. * Funding does not cover research and This option does not apply to this This option does not apply to this Funding covers research and developmentactivities. dimension. dimension. developmentactivities.7 *                   (CONTINUED)   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 39 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT3: HavingeffectivehumanresourcesforILSA There is no team or national/system There is a team or national/system There is a team and national/system This option does not apply to this coordinator to carry out the ILSA coordinator to carry out the ILSA coordinator to carry out the ILSA dimension. activities. activities. activities.8 * This option does not apply to this The national/system coordinator or Thenational/systemcoordinatorisfluent This option does not apply to this dimension. other designated team member may not inthelanguageoftheassessment.9 dimension. be fluent in the language of the assessment. * This option does not apply to this The ILSA office is inadequately staffed or The ILSA office is adequately staffed or The ILSA office is adequately staffed and dimension. trained to carry out the assessment trained to carry out the ILSA effectively, trained to carry out the ILSA effectively, effectively. withminimalissues.10 withnoissues. *                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 40 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  SYSTEMALIGNMENT DegreetowhichtheILSAmeetstechnicalqualitystandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED SYSTEMALIGNMENT1: ProvidingopportunitiestolearnaboutILSA The ILSA team has not attended The ILSA team attended some The ILSA team attended all international This option does not apply to this internationalworkshopsormeetings. internationalworkshopsormeetings. workshopsormeetings.11 dimension. The country/system offers * no This option does not apply to this The country/system offers some The country/system offers a wide range opportunitiestolearnaboutILSA. dimension. opportunitiestolearnaboutILSA.12 ofopportunitiestolearnaboutILSA. * This option does not apply to this This option does not apply to this Opportunities to learn about ILSA are Opportunities to learn about ILSA are dimension. dimension. available to the country's/system's ILSA available to a wide audience, in addition teammembersonly. to the country's/system's ILSA team members.13 *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 41 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  ASSESSMENTQUALITY DegreetowhichtheILSAmeetstechnicalqualitystandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: EnsuringthequalityofILSA Data from the ILSA has not been The country/system met sufficient The country/system met all technical This option does not apply to this published. standards to have its data presented standards required to have its data dimension. beneath the main display of the presented in the main displays of the internationalreportorinanannex. internationalreport.14 * The country/system has not contributed This option does not apply to this This option does not apply to this The country/system has contributed new newknowledgeonILSA. dimension. dimension. knowledgeonILSA.15 * ASSESSMENTQUALITY2: EnsuringeffectiveusesofILSA If any, country/systemͲspecific results Country/systemͲspecific results and Country/systemͲspecific results and Country/systemͲspecific results and and information are not disseminated in information are disseminated irregularly informationareregularlydisseminatedin information are regularly and widely thecountry/system. inthecountry/system. thecountry/system. disseminatedinthecountry/system.16 Products to provide feedback to schools This option does not apply to this Products to provide feedback to schools Products to provide feedback to schools * and educators about the ILSA results are dimension. and educators about the ILSA results are and educators about ILSA results are notmadeavailable. sometimesmadeavailable. systematicallymadeavailable.17 * There is no media coverage of the ILSA There is limited media coverage of the There is some media coverage of the There is wide media coverage of the ILSA results. ILSAresults. ILSAresults. results.18 * If any, country/systemͲspecific results Results from the ILSA are used in a Results from the ILSA are used in some Results from the ILSA are used in a and information from the ILSA are not limited way to inform decision making in ways to inform decision making in the variety of ways to inform decision used to inform decision making in the thecountry/system. country/system. makinginthecountry/system.19 country/system. * It is not clear that decisions based on This option does not apply to this This option does not apply to this Decisions based on the ILSA results have ILSA results have had a positive impact dimension. dimension. had a positive impact on students' onstudents'achievementlevels.20 achievementlevels. *   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 42 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  InternationalLargeScaleAssessment(ILSA)ǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1.TheUnitedArabEmirates(UAE)hasparticipatedinthreeILSAsinthepastfiveyears,includingPIRLSandTIMSSin2011,andPISAin2009.  2. At the time of data collection, the UAE had taken concrete steps to participate in several ILSAs in the next five years, including PISA 2012 and 2015, TIMSS 2015,andPIRLS2016.  3.TheUAECabinetauthorizedtheMinisterialCouncilforServicesDecisionNumber(73/6S/2)documentin2010toaddressparticipationinILSAs.  4. The Ministerial Council for Services Decision Number (73/6S/2) document is not available to the public; however, it is available to strategic partners who participateintheimplementationoftheassessmentexercises.  5.RegularfundingforILSAsintheUAEisapprovedbylaw,decree,ornorm.  6.FundingcoversallcoreactivitiesofILSAs,includinginternationalparticipationfees,implementationoftheassessmentexercise,processingandanalyzingdata fromtheimplementationoftheassessmentexercise,reportinganddisseminatingassessmentresults,andattendanceatinternationalexpertmeetingsforthe assessmentexercise.  7.ResearchanddevelopmentactivitiesarecoveredbyfundingforILSAs.  8.TheUAEhasateamandnationalcoordinatorresponsibleforILSAactivities.  9.ThenationalcoordinatorforILSAintheUAEisfluentinthelanguageoftheassessment.  10. The ILSA office is adequately staffed and trained to carry out ILSAs effectively, with minimal issues. In addition, team members have attended all international meetings related to the assessment and have previous experience working on international assessments. However, there have been some issues with the translation of the assessment instruments; for example, regarding the translation of the PISA questions, given that there are strict guidelines for the numberofwordsusedinquestions,therearesomedifficultiesencounteredwhentranslatingtheoriginalquestionsfromEnglishtoArabic.Otherissues,suchas errorsordelaysintheprintingorlayoutofthetestbookletsorintheadministrationoftheassessment,havenotbeenidentified.  11.TheILSAteamhasattendedallinternationalmeetingsrelatedtotheassessment.  12. The UAE offers some opportunities to learn about ILSAs, including workshops or meetings on using international assessment databases, funding for attending international workshops or training on international assessments, and online courses on international assessments. However, online courses are only periodicallyavailable,andtherearenostandͲaloneuniversitycoursesorworkshopsonthetopicofinternationalassessments.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 43 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT   SABERCOUNTRYREPORT|2013  13. University students studying assessment or a related area and ILSA team members benefit from opportunities to learn about international assessments in theUAE.However,professionalsanduniversitystaffinterestedinassessmentarenotabletobenefitfromsuchopportunities.  14.TheUAEmetalltechnicalstandardsrequiredtohaveitsdatapresentedinthemaindisplaysoftheinternationalreport.  15. The UAE has contributed to the global knowledge base on international assessments by generating new knowledge and making it available through publicationsandpresentations.  16.CountryͲspecificILSAresultsandinformationareregularlyandwidelydisseminatedintheUAE.  17.IntheUAE,productsprovidingfeedbacktoschoolsandeducatorsaboutILSAresultsaresystematicallymadeavailable.  18.InadditiontoILSAresultsappearingonthefrontpageofnewspapersorasthe mainstoryontelevisionnews,thereareeditorialsandcolumnscommenting oninternationalassessmentresults.  19. Results from ILSAs are used to inform decision making by tracking the impact of reforms on student achievement levels, as well as by informing curriculum improvement,teacherͲtrainingprograms,andotherassessmentactivitiesinthesystem.However,ILSAresultshavenotbeenusedtoinformresourceallocation.  20. At the time of data collection, it was not known whether decisions based on ILSA results have had a positive impact on students' achievement levels in the UAE.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 44 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013  Acknowledgements  This report, part of a 16Ͳcountry benchmarking exercise in the Middle East & North Africa and Africa regions, was prepared by the World Bank SABER Student Assessment team, in partnership with the Arab League Educational, Cultural, and Scientific Organization (ALECSO)andtheUnitedNationsEducational,Scientific, and Cultural Organization (UNESCO), which led data collectionefforts.ThiseffortispartoftheArabRegional Agenda for Improving Education Quality (ARAIEQ), led by ALECSO in partnership with the World Bank. It benefited from feedback and review from Ernesto Cuadra, Lead Education Specialist, and Simon Thacker, Education Specialist, in the World Bank’s Middle East & North Africa region, as well as comments received duringanationalvalidationworkshopheldinUAE.  References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. Washington, DC: WorldBank.  Ministry of Education, 2010. “The Ministry of Education Strategy 2010Ͳ2020.” Dubai: Government of the United ArabEmirates.  Ministry of Education, 2013. “Education in the UAE.” Dubai: Government of the United Arab Emirates. Data retrievedfromwww.moe.gov.ae/English/Pages /UAE/UaeEdu.aspxonOctober4,2013.  ———. The United Arab Emirates Country Indicator Data.Washington,DC:WorldBank.Dataretrievedfrom http://data.worldbank.org/onOctober3,2013.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 45 UNITEDARABEMIRATESۣSABERͲSTUDENTASSESSMENT SABERCOUNTRYREPORT|2013   www.worldbank.org/education/saber   The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems.  SABER evaluates the quality of education policies against evidenceͲbased global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all childrenandyouthlearn.  This report focuses specifically on policies in the area of student assessment. ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the partofTheWorldBankconcerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 45