SUDANۣSTUDENTASSESSMENT   80072 SABER  COUNTRY  REPORT|2013  Sudan  SABER Country Report STUDENT ASSESSMENT 2013    Key Policy Areas for Student Assessment Status 1. ClassroomAssessment In Sudan, the “Guidelines for the Two Levels (Basic and Secondary Education)” document  provides guidelines for classroom assessment. Some system-wide resources, such as textbooks and workbooks, are available to teachers for carrying out classroom assessment activities. However, in-service teacher training opportunities to ensure that teachers develop skills and expertise in classroom assessment are limited. Classroom assessment practices are generally considered to be weak, as they provide little useful feedback to students. Limited systematic mechanisms are in place to monitor the quality of classroom assessment practices. 2. Examinations In Sudan, the Secondary Certificate Examination is administered to grade 11 students, with  the main purposes of student certification for school cycle completion, student selection to higher-education institutions, and student preparation for the labor market. The examination covers seven academic and seven technical subjects. Regular funding for the examination is allocated by the government and through student fees. The General Directorate of Examinations and Assessment, which is responsible for the examination, is adequately staffed with permanent and full-time staff, and has all of the required facilities to carry out the examination. However, teachers have limited opportunities to learn about the examination, and they are involved in very few examination related tasks. There are also very limited options for students who do not perform well on the examination. 3. NationalLargeͲScaleAssessment(NLSA) The Survey of the State of Education in States (also known as provinces) in Sudan has  been conducted twice, in 2009 to a non-representative sample of students in three states and in 2012 to a representative sample of students in four states, with the main purposes of monitoring education quality at the system level, and supporting schools, teachers, policy design, evaluation, and decision making. A formal policy document authorizes the assessment. Funding is provided by external sources such as grants. While no issues have been identified with the performance of the human resources that are responsible for the assessment, mainly temporary and part-time staff work on the NLSA. There are some mechanisms, such as a protocol for training proctors or administrators, in place to ensure the quality of the examination. However, there are no reviews of the alignment between the assessment instrument and what it is supposed to measure. 4. InternationalLargeͲScaleAssessment(ILSA) Sudan has not participated in an ILSA, and it does not have plans to do so in the near  future.      THE WORLD THE BANK WORLD   BANK SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Introduction SABERǦStudentAssessmentmethodology   Sudan has focused on increasing student learning The SABERͲStudent Assessment framework is built on outcomes by improving the quality of education in the the available evidence base for what an effective country. An effective student assessment system is an assessment system looks like. The framework provides important component to improving education quality guidance on how countries can build more effective and learning outcomes as it provides the necessary student assessment systems. The framework is information to meet stakeholders’ decisionͲmaking structured around two main dimensions of assessment needs. In order to gain a better understanding of the systems: the types/purposes of assessment activities strengths and weaknesses of its existing assessment andthequalityofthoseactivities. system, Sudan decided to benchmark this system using  standardized tools developed under The World Bank’s Assessmenttypesandpurposes Systems Approach for Better Education Results (SABER)  program. SABER is an evidenceͲbased program to help Assessment systems tend to be comprised of three countries systematically examine and strengthen the main types of assessment activities, each of which performance of different aspects of their education serves a different purpose and addresses different systems. information needs. These three main types are:  classroom assessment, examinations, and largeͲscale, systemlevelassessments. WhatisSABERͲStudentAssessment?   Classroom assessment provides realͲtime information SABERͲStudent Assessment is a component of the to support ongoing teaching and learning in individual SABER program that focuses specifically on classrooms. Classroom assessments use a variety of benchmarkingstudentassessmentpoliciesandsystems. formats, including observation, questioning, and paperͲ The goal of SABERͲStudent Assessment is to promote andͲpencil tests, to evaluate student learning, generally stronger assessment systems that contribute to onadailybasis. improvededucationqualityandlearningforall.   Examinations provide a basis for selecting or certifying National governments and international agencies are students as they move from one level of the education increasingly recognizing the key role that assessment of system to the next (or into the workforce). All eligible student learning plays in an effective education system. students are tested on an annual basis (or more often if Theimportanceofassessmentislinkedtoitsrolein: the system allows for repeat testing). Examinations (i) providing information on levels of student cover the main subject areas in the curriculum and learningandachievementinthesystem; usuallyinvolveessaysandmultipleͲchoicequestions. (ii) monitoring trends in education quality over  time; LargeͲscale, systemͲlevel assessments provide feedback (iii) supporting educators and students with realͲ on the overall performance of the education system at time information to improve teaching and particular grades or age levels. These assessments learning;and typicallycoverafewsubjectsonaregularbasis(suchas (iv) holdingstakeholdersaccountableforresults. every 3 to 5 years), are often sample based, and use  multipleͲchoiceandshortͲanswerformats.Theymaybe nationalorinternationalinscope.  Appendix 1 summarizes the key features of these main typesofassessmentactivities.    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Qualitydriversofanassessmentsystem x empiricalresearchonthecharacteristicsofeffective  assessment systems, including  analysis  of  the The key considerations when evaluating a student characteristics  that  differentiate  between  the assessment system are the individual and combined assessment systems of lowͲ versus highͲperforming quality of assessment activities in terms of the nations;and adequacy of the information generated to support x theory — that  is,  general  consensus  among decision making. There are three main drivers of experts  that  it  contributes  to effective information quality in an assessment system: enabling assessment. context,systemalignment,andassessmentquality.   Table 1: Framework for building an effective Enabling context refers to the broader context in which assessmentsystem 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 out, or using results from the assessment; the availability of sufficient and stable sources of funding; andthepresenceoftrainedassessmentstaff.  System alignment refers to the extent to which the assessment is aligned with the rest of the education  system. This includes the degree of congruence Levelsofdevelopment between assessment activities and system learning  goals, standards, curriculum, and preͲ and inͲservice The  World  Bank  has  developed  a  set  of teachertraining. standardizedquestionnairesandrubricsforcollecting  and evaluating data on the three assessment types Assessmentqualityreferstothepsychometricqualityof andrelatedqualitydrivers. the instruments, processes, and procedures for the  assessment activity. It covers such issues as design and The questionnaires are used to collect data on the implementation of assessment activities, analysis and characteristics of the assessment system in a particular interpretation of student responses to those activities, country. The information from the questionnaires is and the appropriateness of how assessment results are then applied to the rubrics in order to judge the reportedandused. development level of the country’s assessment system  indifferentareas. Crossing the quality drivers with the different  assessment types/purposes provides the framework The  basic  structure  of  the  rubrics  for  evaluating and broad indicator areas shown in Table 1. This data  collected  using  the standardized questionnaires framework is a starting point for identifying indicators is summarized in Appendix 2. The goal of the rubrics is that can be used to review assessment systems and to provide a country with some sense of the planfortheirimprovement. developmentlevelofitsassessmentactivitiescompared  to best or recommended practice in each area. For The indicators are identified based on a combination of each indicator, the rubric displays four development criteria,including: levels—Latent, Emerging, Established, and Advanced.  These levels are artificially constructed categories x professionalstandardsforassessment; chosen to represent key stages on the underlying continuum for each indicator.  Each level is  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  accompanied by a description of what performance on Sudan, which ended in 2005, has also had significant theindicatorlookslikeatthatlevel. economiceffectsonthecountry.   x Latent is the lowest level of performance; it During the conflict between north and south Sudan, represents absence of, or deviation from, the resources for the education sector were extremely desiredattribute. limited. After signing the Comprehensive Peace x Emerging is the next level; it represents partial Agreement (CPA) in 2005 (and prior to the formation of presenceoftheattribute. South Sudan in 2011), the Government of National x Established represents the acceptable minimum Unity made great efforts to increase access to standard. education, particularly in areas previously affected by x Advanced represents the ideal or current best conflict. The five year (2007Ͳ11) Education Sector practice. Strategic Plan (ESSP) prioritized the country’s  commitment to the Education for All goals and outlined A summary of the development levels for each activitiestomeettheMDGeducationtargets. Therehas assessmenttypeispresentedinAppendix3. been a considerable increase in public education  spending since 2005. In real terms, total education In  reality,  assessment  systems  are  likely  to  be  at spending almost doubled, from SDG 1.3 billion to SDG different levels of development in different areas. For 2.4 billion between 2005 and 2009, equivalent to 16 example, a system may be Established in the area  of percent average annual real growth. The positive examinations,  but  Emerging  in  the  area  of  largeͲ impact of the CPA has been demonstrated through scale,  systemͲlevel assessment, and vice versa. While significant increases in basic school enrollment in intuition suggests that it is probably better to be Sudan, especially in communities previously affected by further  along  in  as  many  areas  as  possible,  the conflict. Basic school enrollments for Sudan increased evidence is unclear as to whether it is necessary to by almost 1 million between 2004/05 and 2008/09, be  functioning  at  Advanced  levels  in  all  areas. correspondingtoaverage annualgrowthof5.7 percent, Therefore, one might view the Established level as a compared to the preͲCPA period spanning from desirable minimum outcome to achieve in all areas, but 2000/01 to 2004/05, when annual enrollments only aspire beyond that in those areas that most increased 4.2 percent on average. However, regional contribute to the national vision or priorities for disparities in access to education persist, especially in education. In line with these considerations, the ratings ruralareas,wheregirlsaremostdisadvantaged. generated by the rubrics are not meant to be additive  across assessment types (that is, they are not meant to After the secession of South Sudan in 2011, the be added to create an overall rating for an assessment Government of National Unity prepared a new interim system; they are only meant to produce an overall Basic Education Strategy (iBES) which explicitly links rating for each assessment type). The methodology for urgent service delivery to improve access to and the assigning development levels is summarized in quality of education alongside the development of the Appendix4. educationsystemasawhole,inordertostrengthenthe  foundation for the longͲterm sustainability of the EducationinSudan sector. The expansion of the iBES into a five year Education Sector Strategic Plan (ESSP 2012Ͳ2016) will  continueastheenvironmentbecomesmorestable. Sudan is a lowerͲmiddleͲincome country in SubͲSaharan Detailed information was collected on Sudan’s student Africa.  GDP per capita (current US$, 2012) is $1,580 assessment system using the SABERͲStudent and average annual growth wasͲ4% in 2011 due to loss Assessment questionnaires and rubrics in 2011. It is of oil production, on which the economy had been important to remember that these tools primarily focus reliant, and massive devaluation of the Sudanese onbenchmarkingacountry’spoliciesandarrangements pound.  The 21Ͳyear conflict between north and south for assessment activities at the system or macro level.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Additional data would need to be collected to determine actual, onͲtheͲground practices in Sudan, particularly by teachers and students in 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 Sudan’s immediate interests and needs. Detailed, completed rubrics for each assessment type in Sudan areprovidedinAppendix5.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  ClassroomAssessment classroom assessment activities or on how to improve  classroom assessment, and an external moderation system that reviews the difficulty of classroom LevelofDevelopment assessment activities and the appropriateness of scoringcriteriaisnotinplace.   In Sudan, a formal, systemͲlevel document, the Although classroom assessment information is required Guidelines for the Two Levels, authorized by the to be disseminated to all key stakeholders, including National Center for Curricula and Educational Research schooldistrictorMinistryofEducationofficials,parents, in2007,providesguidelinesforclassroomassessment. and students, there are limited required uses of  classroom assessment to support student learning. In addition, there are some systemͲwide resources While classroom assessment is used for diagnosing available to teachers for engaging in classroom student learning issues, providing feedback to students assessment activities. For example, there are textbooks on their learning, and providing input to an external or workbooks that provide support for classroom examination program, it is not used for planning next assessment, scoring criteria or rubrics for evaluating steps in instruction or grading students for internal students' work, and a document that outlines the levels classroom uses, two of the main purposes of classroom of performance that students are expected to reach in assessment. differentsubjectareasatdifferentgradeoragelevels.   Suggestedpolicyoptions: Also, there are some systemͲlevel mechanisms in place  to ensure that teachers develop skills and expertise in 1. Introduce varied and systematic mechanisms to classroom assessment. InͲservice teacher training monitor the quality of classroom assessment practices. opportunities are available; however, few teachers are For example, allocate government funding for able to access them. In addition, school inspection or conducting systemͲwide reviews on the quality of teacher supervision includes a component focused on classroom assessment practices in Sudan and for classroomassessment. identifyingstepsonhowtoimprovethem.   However, classroom assessment practices are known to 2. Establish policies which require teachers to use be weak, particularly because they provide little useful classroomassessmentactivitiesforavarietyofactivities feedback to students, one of the main purposes of which promote and inform student learning. For classroom assessment. In addition, classroom example, mandate that classroom assessment activities assessmentactivitiesareverycommonlyaboutrecalling beusedtoplannextstepsininstruction. information and rely on multipleͲchoice/selectionͲtype  questions. It is also common for teachers to not use 3. Expand opportunities for teachers to develop skills explicit or a priori criteria for scoring or grading and expertise in conducting classroom assessment students' work.  At the same time, it is rare for grade activities. For example, review the content and inflation to be a problem or to observe errors in the availability of current inͲservice training opportunities scoringorgradingofstudents'work. on classroom assessment. Based on the review, further  develop the content of the inͲservice teacher training, In addition, limited systematic mechanisms are in place and expand the reach of these opportunities to make to monitor the quality of classroom assessment them accessible to all teachers in Sudan. Additionally, practices. Although classroom assessment is a required develop preͲservice teacher training opportunities on component of a teacher's performance evaluation, and classroomassessmentandintroduceonͲtheͲjobtraining school inspection or teacher supervision, there are no to ensure that new teachers have the necessary national reviews of the quality of education that focus knowledge and skills to conduct classroom assessment on classroom assessment, government funding is not activities. provided to conduct research on the quality of  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Examinations university courses on educational measurement and  evaluation at Khartoum University, Zaeem Al Azhari University, Oumdurman Islamic University, Al Jazeera LevelofDevelopment University, and Kassala University (there are also university courses at federal and state level training  institutes). The Secondary Certificate Examinations program has  been administered since 1956 to grade 11 students, Although there are some workshops available on an with the main purposes of student certification for irregular basis, there are no upͲtoͲdate courses or school cycle completion, student selection to higherͲ workshops on examinations available to teachers. At education institutions, and student preparation for the the same time, teachers are involved in very few labor market. The examination covers seven academic examinationͲrelated tasks, which include selecting or andseventechnicalsubjectsandwasauthorizedby The creating examination questions, administering the Examination Council and the Technical Committees for examination,andsupervisingexaminationprocedures. the Administration of Exams through the Examination  Regulations and the Student's Guide to Secondary In addition, there is only one systematic mechanism, Examinationdocumentsin2010. internal review or observers, in place to ensure the  qualityoftheexamination. Regularfundingfortheexaminationsisallocated by the  government and from student fees. The government There are also very limited options for students who do finances most of the examination costs although not perform well on the examinations. While they may contributions are made by students with financial retake the examinations or repeat the grade, there are means. Funding covers all core examination activities, no options for students to attend remedial or including examination design and administration, data preparatory courses in order to prepare to retake the analysis and reporting, and longͲ or mediumͲterm examinations, or to opt for less selective schools, planningofprogrammilestones.However,fundingdoes universities,ortracks. not cover staff training or research and development  activities. Suggestedpolicyoptions:   The General Directorate of Examinations and 1. Identify funding sources to support research and Assessment, which is an office or branch within the development activities related to the Secondary Ministry of Education, has had primarily responsibility CertificateExamination. for running the examinations since 1950. The General  Directorate of Examinations and Assessment is 2. Introduce opportunities for teachers to learn more accountable to an external board or agency, the about the Secondary Certificate Examination. For Examinations Council, which includes representatives example, develop and implement regular, upͲtoͲdate from universities, education districts, and the workshops on the topic. In addition, provide teachers committees of education and services in the National with opportunities to be involved in a variety of Council (The Parliament).  In addition, the General examinationͲrelatedtasks,suchascreatingexamination Directorate of Examinations and Assessment has all of scoringguides. the required facilities to carry out the examination and  isadequatelystaffedwith permanentandfullͲtimestaff 3. Support a variety of options for students who do not to carry out the examination effectively, with minimal perform well on the examination. For example, ensure issues. funding and opportunities for students to attend  remedial or preparatory courses in order to prepare to Sudanoffersawiderangeofopportunitiesthatprepare retaketheexamination. forworkon the SecondaryCertificate Examinations. For  example, there are university graduate programs and  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  4. Introduce varied and systematic mechanisms to monitor the consequences of the examination. For example, convene regular focus groups of key stakeholders to understand the consequences of the SecondaryCertificateExaminations.  5.Reviewexistingcoursesoneducationalmeasurement and evaluation that prepare for work on the Secondary Certificate Examinations and address any gaps in their content in order to ensure the capacity of existing and incoming staff of the General Directorate of ExaminationsandAssessment.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  NationalLargeͲScaleAssessment(NLSA) at all universities with faculties of education, which  include Khartoum University, Zaeem Al Azhari University, Oumdurman University, Al Jazeera LevelofDevelopment University, and Kassala University. In addition, nonͲ  university training courses or workshops on educational  measurement and evaluation, as well as funding for The Survey of the State of Education in States attending international programs, courses, or (provinces) in Sudan was conducted twice, with the workshopsoneducationalmeasurementandevaluation main purposes of monitoring education quality at the are available. However, many of the available system level, supporting schools and teachers, and opportunitiesarelimitedandnotofhighquality. informing policy design, evaluation, or decision making.  These Service Delivery Surveys sought to assess Although there are no mechanisms in place to ensure resourceavailabilityandutilizationinschools,aswellas that the assessment accurately measures what it is learning levels. It was administered to a nonͲ supposed to measure, there are some mechanisms in representative sample of students in grades 4 and 5 in place to ensure the quality of the assessment. For three states in the 2009Ͳ10 school year and to a example, all proctors or administrators are trained representative sample of students in grades 4 and 5 in according to a protocol, a pilot is conducted before the four states (including three conflictͲaffected states) in maindatacollectiontakesplace,andscorersaretrained the 2010Ͳ11 school year. The Directorate of Educational toensurehighinterͲraterreliability. Planning in the Ministry of Education authorized the  NLSA with the document, An Evaluation Study for Basic There are no mechanisms in place to monitor the Education in the States of Northern Darfur, the Red Sea, consequencesoftheassessment. SouthKordofanandtheBlueNile,in2010.   Suggestedpolicyoptions: Irregular funding is allocated to the assessment from  grants,supportedbytheWorldBankSudanmultiͲdonor 1. Ensure stable government funding for national largeͲ trust fund and the Education Program Development scale assessment activities, which covers all core Fund. However, funding covers all core assessment assessment activities, as well as research and activities, including assessment design and development. administration, data analysis and reporting, longͲ or  mediumͲtermplanningofprogrammilestones,andstaff 2. With the Ministry of Education providing guidance, training. Funding for the assessment does not cover develop a plan for effective dissemination of NLA researchanddevelopmentactivities. results. For example, include plans for reporting results  on subgroups and making results available through There was a group of people temporarily assigned to mediatoallstakeholdergroups. carry out the assessment exercise under the Director  Generals for Planning and Teacher Training, which is 3. Formulate a plan within the Ministry of Education to accountable to a clearly recognized body. While no ensure that appropriate mechanisms are in place for issues were identified with the performance of the using NLA results and for monitoring its consequences human resources responsible for the largeͲscale in the country. The plan should allow for the assessment, mainly temporary or partͲtime staff engagement of various stakeholders. Include, for workedontheNLSA. example, plans to convene regular focus groups of  stakeholderstodiscusspossibleactionsonNLAresults. Sudan does offer some opportunities to prepare  individuals for work on the assessment. For example, 4. Provide funding for research on the impact of the university graduate programs and courses on NLA on education in Sudan and collaborate with higher educational measurement and evaluation are available educationinstitutionstoconductsuchresearchstudies.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013    5. Ensure the effectiveness of the human resources responsibleforcarryingoutNLSAactivitiesbyallocating  funding for carrying out training of NLSA staff on  assessmentdesignanddataanalysisonaregularbasis.   Box1:NationalLearningAssessment   In July 2013, the Global Partnership for   Education financed Basic Education Recovery   Project (BERP) became effective in Sudan, which will support the establishment of a   National Learning Assessment (NLA). The NLA   will assess students at the end of grade 3, which is the conclusion of the basic education   cycle in Sudan. Students will be assessed in   reading, speaking, and listening, through a modified version of the Early Grade Reading   Assessment (EGRA). In addition, they will be  assessed in concepts in early numeracy. At this time, it is proposed that at one to two rounds  of the NLA will take place before the end of  2016, assessing a sample of students in all 15 states. In addition to carrying out the two  rounds of the NLA, there will be a strong focus  on capacity building within the Ministry of Educationto ensurefuturesustainabilityofthe  NLA. A Task Team has been established within  the General Directorate of Examinations to design and implement the NLA.   In addition,  the National Governing Committee (NGC)  composed of members of the Ministry of General Education (MoGE) (drawn from  Education Planning, National Center for Curriculum and Education Research (NCCER)  representatives from State Ministries of  Education and Sudan Teachers Union) was established to provide technical support to the  developmentandimplementationoftheNLA.       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  International LargeͲScale Assessment  (ILSA)     LevelofDevelopment     Sudan has never participated in an international largeͲ  scale assessment and has not taken concrete steps to participate in one in the next five years. In addition, no  policydocumentpertainingtoILSAisavailableinSudan.    Suggestedpolicyoptions:   1. Build momentum around the importance of an  internationally comparable, systemͲlevel assessment of  studentachievementlevels.   2. Ensure stable government funding for international  largeͲscaleassessmentactivities.    3. Ensure appropriate organizational structures and  qualified staff to carry out international largeͲscale assessmentactivities.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11  SUDANۣSTUDENTASSESSMENT  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 they students for feedback to overall health of comparative move from one further inform classroom the system at performance of level of the educational instruction particular the education education system opportunities grade/age system at to the next (or level(s), and to particular into the monitor trends in grade/age workforce) learning level(s) Frequency Daily For individual For individual Annually and Annually and subjects offered subjects offered more often more often on a regular on a regular where the system where the system basis (such as basis (such as allows for allows for every 3-5 years) every 3-5 years) 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 particular grade or 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 Covers main Covers main curriculum confined to a few confined to one subject areas subject areas subjects or two 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 12  SUDANۣSTUDENTASSESSMENT  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 13  SUDANۣSTUDENTASSESSMENT  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 or plans to participate in there still is need to ILSA. There is and institutional capacity 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 14  SUDANۣSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Appendix 4: Methodology for Assigning set as ceiling scores, i.e., the overall mean score for the DevelopmentLevels particular assessment type cannot be greater than the  score for these key dimensions. These key variables 1. The country team or consultant collects information include formal policy, regular funding, having a abouttheassessmentsysteminthecountry. permanent assessment unit, and the quality of  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 15  SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013  Appendix5:SABERǦStudentAssessmentRubricsforSudan  ThisappendixprovidesthecompletedSABERͲStudentAssessmentrubricsforeachtypeofassessmentactivityinSudan.Ineachrowoftherubric,therelevant selectionisindicatedbyathickborderandanasterisk.Theselectionmayincludeasuperscriptnumberthatreferstothejustificationorexplanationforthe selection(asindicatedbyathickborderandanasterisk).Theexplanationorjustificationtextcanbelocatedinthe“Developmentlevelratingjustifications” sectionattheendofeachrubric.Ifarowincludesasuperscript,butnotathickborderandanasterisk,thismeansthatinsufficientinformationwasavailableto determinetherelevantselectionintherow.       SUDAN ClassroomAssessment    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 16 SUDANۣSABERͲSTUDENTASSESSMENT    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. * ENABLINGCONTEXTANDSYSTEMALIGNMENT2: 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.4 clear. * 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 17 SUDANۣSABERͲSTUDENTASSESSMENT    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.7 quality of classroom assessment practices. * 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.9 student learning, excluding its use as an student learning, including its use as an * inputforexternalexaminationresults. inputforexternalexaminationresults.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 18 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013  ClassroomAssessmentǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The Guidelines for the Two Levels document, authorized by the National Center for Curricula and Educational Research in 2007, provides guidelines for classroomassessment.  2.TheGuidelinesfortheTwoLevelsdocumentiswidelyavailabletothepublicthroughpubliclibraries.  3.TherearesomesystemͲwideresourcesavailabletoteachersforengaginginclassroomassessmentactivities.Forexample,therearescoringcriteriaorrubrics for students' work and a document that outlines the levels of performance that students are expected to reach in different subject areas at different grade or age levels. However, there are no item banks or pools with examples of selection /multipleͲchoice or supply/openͲended questions, online assessment resources, computerͲbased testing with instant reports on students' performance, or a document that outlines what students are expected to learn in different subject areas at different grade or age levels. Although there are textbooks or workbooks available to teachers to support classroom assessment activities, the textbooktostudentratioisaslowas1:5insomestatesinSudan.  4.Curriculumdocumentsandteachers'guidesspecifywhatstudentsareexpectedtolearnandtowhatlevelofperformance.  5. There are some systemͲlevel mechanisms in place to ensure that teachers develop skills and expertise in classroom assessment. For example, inͲservice teacher training opportunities are available, although few teachers are able to access them. In addition, school inspection or teacher supervision includes a component focused on classroom assessment. Other systemͲlevel mechanisms — such as teacher training programs including a required course on classroom assessment,preͲservicetraining,onlineresourcesonclassroomassessment,andopportunitiestoparticipateinconferencesandworkshops—arenotinplace.  6. Classroom assessment practices are known to be weak, particularly because they provide little useful feedback to students, one of the main purposes of classroom assessment. In addition, classroom assessment activities are very commonly about recalling information and rely on multipleͲchoice/selectionͲtype questions,anditiscommonforteacherstonotuseexplicitoraprioricriteriaforscoringorgradingstudents'work.However,itisrareforgradeinflationtobea problem or to observe errors in the scoring or grading of students' work. It is also not common for parents to be poorly informed about students' grades or for the uneven application of standards for grading students' work to be a serious problem. It is rare for classroom assessment activities to be mainly used as an administrative or control tool rather than as a pedagogical resource, and for classroom assessment activities to not be aligned with a pedagogical or curricular framework.  7. There are limited systematic mechanisms in place to monitor the quality of classroom assessment practices. Although classroom assessment is a required componentofateacher'sperformanceevaluation,andschoolinspectionorteachersupervision,therearenonationalreviewsofthequalityofeducationwhich focusonclassroomassessment,governmentfundingisnotprovidedtoconductresearchonthequalityofclassroomassessmentactivitiesoronhowtoimprove classroom assessment, and an external moderation system which reviews the difficulty of classroom assessment activities and the appropriateness of scoring criteriaisnotinplace.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 19 SUDANۣSABERͲSTUDENTASSESSMENT    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 limited required uses of classroom assessment to support student learning. While classroom assessment is used for diagnosing student learning issues, providing feedback to students on their learning, and providing input to an external examination program, it is not used for planning next steps in instructionorgradingstudentsforinternalclassroomuses,whicharetwoofthemainpurposesofclassroomassessment.                   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 20 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013          SUDAN Examinations    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 21 SUDANۣSABERͲSTUDENTASSESSMENT    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.3 public. 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 22 SUDANۣSABERͲSTUDENTASSESSMENT    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. * ENABLINGCONTEXT4: 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.12 dimension. agency. * 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. examination. examination. examination.14 *                   (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 23 SUDANۣSABERͲSTUDENTASSESSMENT    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 24 SUDANۣSABERͲSTUDENTASSESSMENT    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.20 toteachers. teachers. * 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 25 SUDANۣSABERͲSTUDENTASSESSMENT    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. * ASSESSMENTQUALITY2: 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 26 SUDANۣSABERͲSTUDENTASSESSMENT    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. This option does not apply to this Students’resultsareconfidential.28 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 27 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013  Examinationsǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The Secondary Certificate Examinations program has been administered since 1956 to grade 11 students, with the main purposes of student certification for school cycle completion, student selection to higherͲeducation institutions, and student preparation for the labor market. The examination covers seven academicandseventechnicalsubjectsfromthefollowing: Academic subjects:  Islamic Education, Christian Education, Arabic Language, English Language , French Language, Geography, History, Physics, Chemistry, Biology, Family Sciences, Engineering Sciences, Computer Sciences, Agricultural and Livestock Production, Commercial Sciences,  Islamic Studies, Military Sciences,AdvancedArabiclanguage,SpecializedMathematics,BasicMathematicsandArts. TechnicalSubjects:ArchitecturalDrawing,CostsandTaxes,EconomyandTrade,MechanicalDrawing,Horticulture,ArtsandDesign,Finance,FoodProcessing, Technical Design, Clothing Textiles, History of Art, Nutrition, Decoration, Institutional and Hotel Management, Financial Accounting, Industrial Assets, Agriculture,DrawingandColoring,andAnimalandAgriculturalProduction.  2. The Examination Council and the Technical Committees for the Administration of Exams authorized the Secondary Certificate Examinations by the ExaminationRegulationsandtheStudent'sGuidetoSecondaryExaminationdocumentsin2010.  3. The Examination Regulations and the Student's Guide to Secondary Examinations documents are not available to the public, although they are available in all schools.  4.TheExaminationRegulationsandtheStudent'sGuidetoSecondaryExaminationsdocumentsaddresssomekeyaspectsoftheexaminations,whichincludean outline of governance, distribution of power, responsibilities among key entities, procedures to investigate and address security breaches, cheating, or other formsofinappropriatebehaviors,proceduresforspecialordisadvantagedstudents,specificationsforwhocansitfortheexamination,andanexplanationofthe format of the examination questions. However, the policy documents do not describe the purposes of the examination or authorized uses of results, state fundingsources,identifyrulesaboutpreparation,orexplainalignmentoftheexaminationswithcurriculaandstandards.  5.Moststakeholdergroupssupporttheexaminations.Policymakers,educators,media,anduniversitiesstronglysupporttheexaminations,whileteacherunions, students,parents,thinkͲtanksorNGOs,andemployersareneutralaboutit.  6.StakeholdergroupsmakecoordinatedattemptstoimprovetheSecondaryCertificateExaminations.  7.LeadershipinchargeoftheSecondaryCertificateExaminationsgenerallywelcomeseffortstoimprovetheexaminations.  8.Thereisregularfundingforthe examinationsallocated by thegovernmentandfromstudentfees.The governmentfinances70percentofexaminationcosts, whilestudentswithfinancialmeanscovertheremaining30percent.Exceptionsaremadeforstudentswhocannotaffordexaminationfees.  9. Funding covers all core examination activities, including examination design and administration, data analysis and reporting, and longͲ or mediumͲterm planningofprogrammilestones.However,fundingdoesnotcoverstafftraining.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 28 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013   10.FundingfortheSecondaryCertificateExaminationsdoesnotcoverresearchanddevelopmentactivities.  11. The General Directorate of Examinations and Assessment, which is an office or branch within the Ministry of Education, has had primarily responsibility for runningtheexaminationssince1950.  12.TheGeneralDirectorateofExaminationsandAssessmentisaccountabletoanexternalboardoragency,theExaminationsCouncil.TheExaminationsCouncil includesrepresentativesfromuniversities,educationdistricts,andthecommitteesofeducationandservicesintheNationalCouncil(TheParliament).  13. Results of the examinations are officially recognized by certification and selection systems in Sudan, and in other countries, including the Kingdom of Saudi Arabia,Egypt,theUAE,andIndia.  14. The General Directorate of Examinations and Assessment has all of the required facilities to carry out the examination, including computers for all technical staff,asecurebuilding,securestoragefacilities,accesstoadequatecomputerservers,theabilitytobackupdata,andadequatecommunicationtools.  15. The General Directorate of Examinations and Assessment is adequately staffed with permanent and fullͲtime staff to carry out the examination effectively with minimal issues. There have been delays in scoring (due to the fact that the examination is scored mostly by hand) and in reporting results (given needs for their review). In addition, there are some issues in the scoring of essay questions, as they may be assessed differently depending on the scorer. However, none ofthefollowingissuesrelatedtotheperformanceofhumanresourcesresponsiblefortheexaminationshavebeenidentified:frequenterrorsindataprocessing and in examination questions, omission of curricular topics, weaknesses in test design, delays in administering the examination due to issues with the design of examination questions, poor training of test administrators, unclear instruction and guidelines in administering the examinations, or errors in scoring leading to delaysinresultsbeingreported.  16. Sudan offers a wide range of opportunities that prepare for work on the Secondary Certificate Examinations. For example, there are university graduate programs and university courses on educational measurement and evaluation at Khartoum University, Zaeem Al Azhari University, Oumdurman Islamic University, Al Jazeera University, and Kasiala University (there are also university courses at federal and state level training institutes). NonͲuniversity training courses or workshops on educational measurement and evaluation and funding for attending international programs, courses, or workshops on educational measurementandevaluationaremadeavailable.However,therearenointernshipsintheexaminationoffice.  17.Thereisaclearunderstandingthattheexaminationsmeasurethenationalschoolcurriculumguidelinesorstandards.  18.StakeholdergroupslargelyacceptwhatismeasuredbytheSecondaryCertificateExaminations.  19. Comprehensive material to prepare for the examinations is available and accessible to all students. For example, information on how to prepare for the examinations,examplesofthetypesofquestionsthatareontheexaminations,andtheframeworkdocumentexplainingwhatismeasuredontheexaminations, areavailable.However,thereportonthestrengthsandweaknessesinstudentperformanceisnotavailable.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 29 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013   20.UpͲtoͲdatecoursesorworkshopsonexaminationsarenotavailabletoteachers.However,therearesomeworkshopsavailableonanirregularbasis.  21. Teachers are involved in very few examinationͲrelated tasks. For example, although they are involved in selecting or creating examination questions, administering the examination, and supervising examination procedures, teachers are not involved in selecting or creating examination scoring guides, scoring theexaminations,actingasajudge,orresolvinginconsistenciesbetweenexaminationscoresandschoolgrades.  22.Thereisacomprehensivetechnicalreportbutwithrestrictedcirculation.  23. There is only one systematic mechanism, internal review or observers, in place to ensure the quality of the examination. External review or observers, externalcertificationoraudits,pilotorfieldtesting,ortranslationverificationarenotinplace.  24. Inappropriate behavior surrounding the examination process is low. While impersonation (when an individual other than the registered candidate takes the examination and copying from other candidates) does occur, leakage of the content of an examination paper or part of a paper prior to the examination, using unauthorized materials such as prepared answers and notes, collusion among candidates via mobile phones or passing of paper, intimidation of examination supervisors, markers, or officials, issuing forged certificates or altering results information, and provision of external assistance via the supervisor or mobile phonedonotoccurduringtheexaminationprocess.Inordertoaddressinstanceswhenthereisimpersonation,students'photographsareaffixedtoplacecards duringtheexaminationprocess.  25.ResultsoftheSecondaryCertificateExaminationsarecredibleforallstakeholdergroups.  26.AllstudentscantaketheSecondaryCertificateExaminations;therearenolanguage,gender,orotherequivalentbarriers.  27.Allstakeholdergroupsuseexaminationresultsinaproperway.  28.Studentresultsareconfidential;onlystudentsandpersonswithalegitimate,professionalinterestinthetesttakercanknowtheresults.  29. There are very limited options for students who do not perform well on the examinations. While they may retake the examinations or repeat the grade, there are no options for students to attend remedial or preparatory courses in order to prepare to retake the examinations, or to opt for less selective schools, universities,ortracks.  30. There is only one mechanism, expert review groups, in place to monitor the consequences of the examinations. In addition to there being no funding for independent research on the examination, and no permanent oversight committee, there are also no regularly updated studies or regular focus groups or surveysofkeystakeholders.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 30 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013           SUDAN National(orSystemǦLevel)LargeǦScaleAssessment(NLSA)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 31 SUDANۣSABERͲSTUDENTASSESSMENT    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.1 beenoperatingregularly. 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.3 public. 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 All stakeholder groups support the theNLSAorareindifferenttoit. NLSA. NLSA. NLSA.5 *                   (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 32 SUDANۣSABERͲSTUDENTASSESSMENT    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.6 NLSA. 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.8 dimension. developmentactivities. * 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.9 institutionorunit. 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 33 SUDANۣSABERͲSTUDENTASSESSMENT    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.12 carry out the NLSA effectively, with carry out the NLSA effectively, with no minimalissues. issues. * 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.13 workontheNLSA. *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 34 SUDANۣSABERͲSTUDENTASSESSMENT    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. measure.16 * SYSTEMALIGNMENT2: ProvidingteacherswithopportunitiestolearnabouttheNLSA There are no courses or workshops on There are occasional courses or Therearesomecoursesorworkshopson There are widely available high quality theNLSA.17 workshopsontheNLSA. theNLSAofferedonaregularbasis. courses or workshops on the NLSA * offeredonaregularbasis.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 35 SUDANۣSABERͲSTUDENTASSESSMENT    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.18 dimension. allgroupsofstudentsintheNLSA. 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.20 technical report available to the general notinaformalreportformat. public. * 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.23 dimension. monitortheconsequencesoftheNLSA. place to monitor the consequences of theNLSA. *                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 36 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013  National(ofSystemǦLevel)LargeScaleAssessment(NLSA)ǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The Survey of the State of Education in States (provinces) in Sudan was conducted twice, with the main purposes of monitoring education quality at the system level, supporting schools and teachers and policy design, evaluation, or decision making. These largeͲscale assessments were part of Service Delivery Surveysthatsoughttoassessresourceavailabilityandutilizationinschools,aswellaslearninglevels.TheywereadministeredtoanonͲrepresentativesampleof studentsingrades4and5inthreestatesinthe2009Ͳ10schoolyearandtoarepresentativesampleofstudentsingrades4and5infourstates(includingthree conflictͲaffected states) in the 2010Ͳ11 school year. The states included were North Kerdfan, Nile River, Kessla, North Darfur, South Kerdfan, Red Sea, and Blue Nile,andthesubjectscoveredwereMathematics,Englishlanguage,andArabiclanguage.  2. The Directorate of Educational Planning in the Ministry of Education authorized the document, An Evaluation Study for Basic Education in the States of NorthernDarfur,theRedSea,SouthernKordofanandtheBlueNile,in2010.  3. The policy document, An Evaluation Study for Basic Education in the States of Northern Darfur, the Red Sea, Southern Kordofan, and the Blue Nile, is not availabletothepublic.  4.TheProjecttotheDesigntheNationalLearningAssessmentdocumentisawrittenNLSAplanforthecomingyears.  5. All stakeholder groups, including policymakers, teacher unions, educators, students, parents, media, think tanks and NGOs, universities, and employers, supporttheassessment.  6. There is irregular funding allocated to the assessment from grants, supported by the World Bank Sudan multiͲdonor trust fund and the Education Program DevelopmentFund.  7. Funding covers all core assessment activities including assessment design and administration, data analysis and reporting, longͲ or mediumͲterm planning of programmilestones,andstafftraining.  8.Fundingfortheassessmentdoesnotcoverresearchanddevelopmentactivities.  9. There is a group of people temporarily assigned to carry out the assessment exercise under the General Directorate of Planning and General Directorate of TeacherTraining.  10.Politicalconsiderationsneverhampertechnicalconsiderations,andlargeͲscaleassessmentresultshaveneverbeenwithheldfrompublicationduetopolitical reasons.  11.ThegroupresponsibleforcarryingoutthelargeͲscaleassessmentisaccountabletoaclearlyrecognizedbody.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 37 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013  12.WhilenoissueshavebeenidentifiedwiththeperformanceofthehumanresourcesthatareresponsibleforthelargeͲscaleassessment,mainlytemporaryor partͲtimestaffworkontheNLSA.  13. Sudan offers some opportunities to prepare individuals for work on the assessment. For example, university graduate programs and courses on educational measurement and evaluation are available at all universities with faculties of education, which include Khartoum University, Zaeem Al Azhari University, Oumdurman University, Al Jazeera University, and Kassala University. In addition, nonͲuniversity training courses or workshops on educational measurement and evaluation, as well as funding for attending international programs, courses, or workshops on educational measurement and evaluation are available. However, many of the available opportunities are limited and not of high quality. At the same time, there are no internships or shortͲterm employment opportunitiesavailableinthelargeͲscaleassessmentoffice.  14.Theassessmentmeasuresperformanceagainstnationallyandinternationallyrecognizedcurriculumguidelinesorlearningstandards.  15.Stakeholdergroupslargelyacceptwhattheassessmentmeasures.  16. There are no mechanisms in place to ensure that the assessment accurately measures what it is supposed to measure. For example, there are no regular (independentorinternal)oradͲhocreviewsofthealignmentbetweentheassessmentinstrumentandwhatitissupposedtomeasure.  17.Coursesorworkshopsontheassessmentarenotavailabletoteachers.  18. No options are offered to include all groups of students in the assessment. For example, the assessment is not offered in the language of instruction for all student groups, no accommodations or alternative assessments are provided for students with disabilities, and no special plans are made to ensure that the largeͲscaleassessmentisadministeredtostudentsinhardͲtoͲreachareas.  19.Therearesomemechanismsinplacetoensurethequalityoftheassessment.Forexample,allproctorsoradministratorsaretrainedaccordingtoaprotocol, there is a standardized manual for largeͲscale assessment administrators, a pilot is conducted before the main data collection takes place, all booklets are numbered, scorers are trained to ensure high interͲrater reliability, and there is external certification or audit. However, discrepancies are not required to be recordedonastandardsheet,thereisnodoublescoringorprocessingofdata,andtherearenointernalorexternalreviewersorobservers.  20.Thereisacomprehensivetechnicalreportontheassessment,whichispubliclyavailable.  21. Assessment results are disseminated effectively. Although there are workshops or presentations for key stakeholders on the results, results are featured in newspapers, and media briefings are organized to discuss results, results are not disseminated within twelve months after the largeͲscale assessment is administered, and reports with results are not made available to all stakeholder groups. The main reports on the results do not contain information on the overallachievementlevelsandbysubgroups,trendsovertimeoverallandforsubgroups,orstandarderrors.  22.Allstakeholdersusetheassessmentinformationinawaythatisconsistentwiththepurposesandtechnicalcharacteristicsoftheassessment.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 38 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013   23. There are no mechanisms in place to monitor the consequences of the assessment. For example, there are no expert review groups, themed conferences thatprovideaforumtodiscussresearchandotherdataontheconsequencesofthelargeͲscaleassessment,regularfocusgroupsorsurveysofkeystakeholders, apermanentoversightcommittee,orfundingforindependentresearchontheimpactofthelargeͲscaleassessment.                    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 39 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013        SUDAN InternationalLargeǦScaleAssessment(ILSA)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 40 SUDANۣSABERͲSTUDENTASSESSMENT    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.1 dimension. atleastoneILSAinthelast10years. twoormoreILSAinthelast10years. * 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.2 thenext5years. * 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.3 document that addresses participation in addressesparticipationinILSA. 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.4 thepublic. public. dimension. *   ʹǣ 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. 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. 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.                   (CONTINUED)   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 41 SUDANۣSABERͲSTUDENTASSESSMENT    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. 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. 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. withnoissues.                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 42 SUDANۣSABERͲSTUDENTASSESSMENT    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. 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. 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.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 43 SUDANۣSABERͲSTUDENTASSESSMENT    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. 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.  ʹǣ 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. 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. 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. 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. 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. achievementlevels.      SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 44 SUDANۣSABERͲSTUDENTASSESSMENT    SABERCOUNTRYREPORT|2013  InternationalLargeScaleAssessment(ILSA)ǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. Sudan has never participated in an international largeͲscale assessment and has not taken concrete steps to participate in one in the next five years. This set of facts provides us with sufficient information to determine the development level of ILSA in Sudan, and the remainder of the ILSA rubric is intentionally left blankasaresult.  2.SudanhasnottakenconcretestepstoparticipateinanILSAinthenext5years.  3.NopolicydocumentaddressesparticipationinILSAinSudan.  4.Thisoptiondoesnotapplytothisdimension.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 45 SUDANۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Acknowledgements References This report, part of a 16 country benchmarking exercise Clarke, M. 2012. “What Matters Most for Student in the Middle East & North Africa and Africa regions, Assessment Systems: A Framework Paper.” was prepared by the World Bank SABER Student READ/SABER Working Paper Series. Washington, DC: AssessmentteaminpartnershipwithUNESCOwhichled WorldBank. data collection efforts. It benefited from feedback and  reviewfromElizabethNinan,SeniorEducationSpecialist UnitedNationsStatisticsDivision.“CountryProfile: and Tazeen Fasih, Senior Human Development Sudan.”Dataretrievedfromhttp://data.un.orgon EconomistandTaskTeam Leaderforeducationprojects September11,2013. in Sudan in the World Bank’s Africa region, as well as participants of the national validation seminar WorldBank.2011.Mainreport.Vol.1ofSudanͲBasic organizedbyUNESCOinSudan. EducationProject:restructuring.WashingtonD.C.:The  WorldBank.   ͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲ.2012.TheStatusoftheEducationSectorin  Sudan.Washington,DC:WorldBank.   ͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲ.2013.SudanͲBasicEducationRecovery  Project.WashingtonDC:WorldBank.   ͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲͲ.2013.WorldBankDevelopment  Indicators:SudanCountryIndicatorData.Washington,   DC:WorldBank.Dataretrievedfrom  http://databank.worldbank.org/dataonSeptember11,  2013.                               SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  46 SUDANۣSABERͲSTUDENTASSESSMENT  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, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based 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 children and youth learn. This report focuses specifically on policies in the area of student assessment. ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusionsexpressedin thisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernmentstheyrepresent.The WorldBankdoesnotguaranteetheaccuracyofthedataincludedinthiswork.Theboundaries,colors,denominations,andotherinformation shownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBankconcerningthelegalstatusofanyterritoryorthe endorsementoracceptanceofsuchboundaries. THEWORLDBANK  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS  46