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Zambia Student Assessment: SABER Country Report 2009

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dc.contributor.authorWorld Bank
dc.date.accessioned2017-09-06T20:53:21Z
dc.date.available2017-09-06T20:53:21Z
dc.date.issued2009
dc.description.abstractIn 2009, Zambia joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Zambia participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-student assessment is a component of the SABER program that focuses specifically on benchmarking student assessment policies and systems. The goal of SABER-student assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all. The importance of assessment is linked to its role in: providing information on levels of student learning and achievement in the system; monitoring trends in education quality over time; supporting educators and students with real-time information to improve teaching and learning; and holding stakeholders accountable for results. The SABER-student assessment framework is built on the available evidence base for what an effective assessment system looks like. The framework provides guidance on how countries can build more effective student assessment systems. The framework is structured around two main dimensions of assessment systems: the types/purposes of assessment activities and the quality of those activities. Assessment systems tend to be comprised of three main types of assessment activities, each of which serves a different purpose and addresses different information needs. These three main types are: classroom assessment, examinations, and large scale, system level assessments. This report focuses specifically on policies in the area of student assessment.en
dc.identifierhttp://documents.worldbank.org/curated/en/367941468169473242/SABER-student-assessment-country-report-Zambia-2009
dc.identifier.doi10.1596/28133
dc.identifier.urihttps://hdl.handle.net/10986/28133
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington, DC
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo
dc.subjectANNUAL EXAMINATIONS
dc.subjectASSESSMENT ACTIVITY
dc.subjectASSESSMENT ASSESSMENT
dc.subjectASSESSMENT EXERCISE
dc.subjectASSESSMENT FRAMEWORK
dc.subjectASSESSMENT PROCEDURES
dc.subjectASSESSMENT SYSTEM
dc.subjectCANDIDATES
dc.subjectCERTIFICATION
dc.subjectCHOICE QUESTIONS
dc.subjectCIVIL SOCIETY
dc.subjectCLASSROOM
dc.subjectCLASSROOM INSTRUCTION
dc.subjectCLASSROOMS
dc.subjectCOMPETENCIES
dc.subjectCONTINUOUS ASSESSMENT
dc.subjectCURRICULA
dc.subjectCURRICULAR FRAMEWORK
dc.subjectCURRICULUM
dc.subjectDATA PROCESSING
dc.subjectDECISION MAKING
dc.subjectDONOR SUPPORT
dc.subjectEDUCATION AID
dc.subjectEDUCATION LEADERS
dc.subjectEDUCATION POLICIES
dc.subjectEDUCATION POLICY
dc.subjectEDUCATION PROJECTS
dc.subjectEDUCATION SYSTEM
dc.subjectEDUCATION SYSTEMS
dc.subjectEDUCATIONAL OPPORTUNITIES
dc.subjectEDUCATIONAL QUALITY
dc.subjectEDUCATORS
dc.subjectEFFECTIVE EDUCATION
dc.subjectELIGIBLE STUDENTS
dc.subjectEMPLOYMENT
dc.subjectENROLLMENT
dc.subjectENROLLMENT RATE
dc.subjectEXAM
dc.subjectEXAMINATION OFFICE
dc.subjectEXAMINATION PAPER
dc.subjectEXAMINATION PAPERS
dc.subjectEXAMINATION PROCESS
dc.subjectEXAMINATION QUESTIONS
dc.subjectEXAMINATION RESULTS
dc.subjectEXAMINATION SETTING
dc.subjectEXAMINATIONS
dc.subjectEXAMINATIONS COUNCIL
dc.subjectEXTERNAL EXAMINATION
dc.subjectFREE BASIC EDUCATION
dc.subjectGIRLS
dc.subjectGRADE LEVELS
dc.subjectGROSS ENROLLMENT
dc.subjectGROSS ENROLLMENT RATE
dc.subjectHIGHER GRADES
dc.subjectHIGHER LEVELS OF EDUCATION
dc.subjectHUMAN DEVELOPMENT
dc.subjectHUMAN RESOURCES
dc.subjectIMPERSONATION
dc.subjectINDIVIDUAL STUDENTS
dc.subjectINSTITUTIONAL CAPACITY
dc.subjectINSTRUCTION
dc.subjectLANGUAGE OF INSTRUCTION
dc.subjectLEADERSHIP
dc.subjectLEAKAGE
dc.subjectLEARNING MATERIALS
dc.subjectLEARNING OUTCOMES
dc.subjectLEARNING STANDARDS
dc.subjectLEVEL OF EDUCATION
dc.subjectLEVELS OF EDUCATION
dc.subjectLITERACY
dc.subjectLOWER SECONDARY
dc.subjectLOWER SECONDARY LEVEL
dc.subjectMARKER
dc.subjectMARKER MALPRACTICE
dc.subjectMINISTRY OF EDUCATION
dc.subjectMULTIPLE CHOICE
dc.subjectMULTIPLE-CHOICE
dc.subjectNATIONAL ASSESSMENT
dc.subjectNUMERACY
dc.subjectOFFICIAL CURRICULUM
dc.subjectOPPORTUNITIES FOR TEACHERS
dc.subjectOPTICAL MARK READER
dc.subjectOUT-OF-SCHOOL YOUTHS
dc.subjectPILOT SCHOOLS
dc.subjectPRIMARY LEVEL
dc.subjectPROFESSIONAL STANDARDS
dc.subjectPUBLIC EXPENDITURE
dc.subjectPUBLIC EXPENDITURE ON EDUCATION
dc.subjectPUBLIC INSTITUTIONS
dc.subjectQUALITY OF EDUCATION
dc.subjectQUALITY STANDARDS
dc.subjectREGISTERED CANDIDATE
dc.subjectRESEARCH DEVELOPMENT
dc.subjectRURAL AREAS
dc.subjectSCHOOL COSTS
dc.subjectSCHOOL CURRICULUM
dc.subjectSCHOOL ENROLLMENT
dc.subjectSCHOOL-BASED ASSESSMENT
dc.subjectSCHOOLS
dc.subjectSCORES
dc.subjectSECONDARY LEVEL
dc.subjectSECURE STORAGE
dc.subjectSPECIFICATION
dc.subjectSTUDENT ACHIEVEMENT
dc.subjectSTUDENT ASSESSMENT
dc.subjectSTUDENT ASSESSMENT SYSTEMS
dc.subjectSTUDENT GROUPS
dc.subjectSTUDENT LEARNING
dc.subjectSTUDENT PERFORMANCE
dc.subjectSTUDENT RESPONSES
dc.subjectSTUDENTS WITH DISABILITIES
dc.subjectSUBJECT AREAS
dc.subjectSUBJECT ENTRIES
dc.subjectSUBJECTS
dc.subjectTEACHER
dc.subjectTEACHER GUIDES
dc.subjectTEACHER TRAINING
dc.subjectTEACHER TRAINING PROGRAMS
dc.subjectTEACHER UNIONS
dc.subjectTEACHERS
dc.subjectTEACHING
dc.subjectTECHNICAL QUALITY
dc.subjectTEST ADMINISTRATORS
dc.subjectTRAINING PROGRAMS
dc.subjectTUITION
dc.subjectUNIVERSITIES
dc.subjectUNIVERSITY TRAINING
dc.subjectVALIDITY
dc.subjectYOUTH
dc.titleZambia Student Assessmenten
dc.title.subtitleSABER Country Report 2009en
dc.typeReporten
dc.typeRapportfr
dc.typeInformees
dspace.entity.typePublication
okr.crossref.titleZambia Student Assessment
okr.date.disclosure2013-08-12
okr.date.doiregistration2025-04-28T07:18:05.776870Z
okr.doctypePublications & Research::Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/367941468169473242/SABER-student-assessment-country-report-Zambia-2009
okr.guid367941468169473242
okr.identifier.externaldocumentum000356161_20130812172707
okr.identifier.internaldocumentum18100592
okr.identifier.report79944
okr.importedtrue
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/367941468169473242/pdf/799440WP0SABER0Box0379797B00PUBLIC0.pdfen
okr.region.administrativeAfrica
okr.region.countryZambia
okr.topicEducation::Education For All
okr.topicEducation::Primary Education
okr.topicEducation::Public Examination System
okr.topicEducation::Effective Schools and Teachers
okr.unitEducation - East/Southern (AFTEE)
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