Publication:
Mozambique : Student Assessment

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dc.contributor.authorWorld Bank
dc.date.accessioned2014-04-09T14:01:03Z
dc.date.available2014-04-09T14:01:03Z
dc.date.issued2009-01
dc.description.abstractIn 2009, Mozambique 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, Mozambique 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/2009/01/18100439/mozambique-student-assessment
dc.identifier.doi10.1596/17699
dc.identifier.urihttps://hdl.handle.net/10986/17699
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington, DC
dc.relation.ispartofseriesSystems Approach for Better Education Results (SABER) country report;2009
dc.rightsCC BY 3.0 IGO
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/igo/
dc.subjectACCESS TO PRIMARY EDUCATION
dc.subjectACHIEVEMENT
dc.subjectADEQUATE INFRASTRUCTURE
dc.subjectANNUAL EXAMINATIONS
dc.subjectANNUAL EXAMS
dc.subjectASSESSMENT ACTIVITY
dc.subjectASSESSMENT ASSESSMENT
dc.subjectASSESSMENT CENTER
dc.subjectASSESSMENT FRAMEWORK
dc.subjectASSESSMENT SYSTEM
dc.subjectBASIC EDUCATION
dc.subjectCERTIFICATION
dc.subjectCERTIFICATION EXAMINATION
dc.subjectCHILD LABOR
dc.subjectCHOICE QUESTIONS
dc.subjectCLASSROOM
dc.subjectCLASSROOM INSTRUCTION
dc.subjectCLASSROOMS
dc.subjectCOMPETENCIES
dc.subjectCURRICULUM
dc.subjectDATA PROCESSING
dc.subjectDECISION MAKING
dc.subjectDEGREES
dc.subjectDISSERTATIONS
dc.subjectDROPOUT RATES
dc.subjectEDUCATION AID
dc.subjectEDUCATION OPPORTUNITIES
dc.subjectEDUCATION POLICIES
dc.subjectEDUCATION PROJECTS
dc.subjectEDUCATION SYSTEM
dc.subjectEDUCATION SYSTEMS
dc.subjectEDUCATIONAL ASSESSMENT
dc.subjectEDUCATIONAL OPPORTUNITIES
dc.subjectEDUCATORS
dc.subjectEFFECTIVE EDUCATION
dc.subjectELIGIBLE STUDENTS
dc.subjectENROLLMENT
dc.subjectENROLMENT CAPACITY
dc.subjectEXAM
dc.subjectEXAMINATION OFFICE
dc.subjectEXAMINATION PROCESS
dc.subjectEXAMINATION QUESTIONS
dc.subjectEXAMINATION RESULTS
dc.subjectEXAMINATIONS
dc.subjectEXTERNAL EXAMINATION
dc.subjectFORMAL TRAINING
dc.subjectFURTHER EDUCATION
dc.subjectGIRLS
dc.subjectGRADUATE STUDENTS
dc.subjectHEARING IMPAIRMENT
dc.subjectHUMAN RESOURCES
dc.subjectINSTITUTIONAL CAPACITY
dc.subjectINSTRUCTION
dc.subjectLEADERSHIP
dc.subjectLEARNING STANDARDS
dc.subjectLOCAL UNIVERSITIES
dc.subjectMALPRACTICE
dc.subjectMARKS
dc.subjectMINISTRY OF EDUCATION
dc.subjectMULTIPLE CHOICE
dc.subjectMULTIPLE-CHOICE
dc.subjectNATIONAL ASSESSMENT
dc.subjectNATIONAL CURRICULUM
dc.subjectNET ENROLLMENT
dc.subjectOFFICIAL CURRICULUM
dc.subjectPARTICIPATION OF PARENTS
dc.subjectPEDAGOGICAL PRACTICES
dc.subjectPEDAGOGICAL RESOURCES
dc.subjectPRIMARY LEVEL
dc.subjectPRIMARY SCHOOL
dc.subjectPROFESSIONAL STANDARDS
dc.subjectQUALITY ASSESSMENT
dc.subjectQUALITY LEARNING
dc.subjectQUALITY OF EDUCATION
dc.subjectQUALITY STANDARDS
dc.subjectRADIO
dc.subjectRESEARCH DEVELOPMENT
dc.subjectSANITATION
dc.subjectSANITATION FACILITIES
dc.subjectSCHOOL CERTIFICATE
dc.subjectSCHOOL CURRICULUM
dc.subjectSCHOOL ENROLLMENT
dc.subjectSCHOOL ENROLMENT
dc.subjectSCHOOL LEVEL
dc.subjectSCHOOL MANAGEMENT
dc.subjectSCHOOL MATERIALS
dc.subjectSCHOOL SYSTEM
dc.subjectSCHOOL TEACHERS
dc.subjectSCHOOL VISITS
dc.subjectSCHOOL YEAR
dc.subjectSCORES
dc.subjectSECONDARY LEVEL
dc.subjectSECONDARY SCHOOL
dc.subjectSECONDARY SCHOOL CURRICULUM
dc.subjectSMALL SCHOOLS
dc.subjectSPECIAL NEEDS
dc.subjectSTUDENT ASSESSMENT
dc.subjectSTUDENT ASSESSMENT SYSTEMS
dc.subjectSTUDENT LEARNING
dc.subjectSTUDENT REPETITION
dc.subjectSTUDENT RESPONSES
dc.subjectSUBJECT AREA
dc.subjectSUBJECT AREAS
dc.subjectSUBJECTS
dc.subjectTEACHER
dc.subjectTEACHER TRAINING
dc.subjectTEACHER TRAINING INSTITUTES
dc.subjectTEACHER TRAINING PROGRAMS
dc.subjectTEACHING
dc.subjectTEACHING MATERIALS
dc.subjectTECHNICAL QUALITY
dc.subjectTECHNICAL SCHOOLS
dc.subjectTEST DESIGN
dc.subjectTRAINED TEACHERS
dc.subjectTRAINING COURSES
dc.subjectTRAINING PROGRAMS
dc.subjectUNIVERSITY ADMISSION
dc.subjectUNIVERSITY ADMISSIONS
dc.subjectVALIDITY
dc.subjectVULNERABLE CHILDREN
dc.subjectYOUTH
dc.titleMozambique : Student Assessmenten
dspace.entity.typePublication
okr.date.disclosure2013-08-12
okr.date.doiregistration2025-04-28T07:13:57.240333Z
okr.doctypePublications & Research::Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/2009/01/18100439/mozambique-student-assessment
okr.globalpracticeEducation
okr.guid246021468321879999
okr.identifier.externaldocumentum000356161_20130812171058
okr.identifier.internaldocumentum18100439
okr.identifier.report79941
okr.language.supporteden
okr.pdfurlhttp://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2013/08/12/000356161_20130812171058/Rendered/PDF/799410WP0SABER0Box0379797B00PUBLIC0.pdfen
okr.peerreviewAcademic Peer Review
okr.region.administrativeAfrica
okr.region.countryMozambique
okr.topicSecondary Education
okr.topicTertiary Education
okr.topicEducation::Public Examination System
okr.topicEducation::Education For All
okr.topicEducation::Primary Education
okr.unitEducation - East/Southern (AFTEE)
okr.volume1 of 1
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