Publication: The Former Yugoslav Republic of Macedonia Student Assessment: SABER Country Report 2012
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2012-01
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2012-01
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In 2001, FYR Macedonia embarked on a new education policy agenda. One of the goals of this agenda was to improve the country’s student assessment system. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, FYR Macedonia decided to benchmark this system using standardized tools developed 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. The key policy areas for this student assessment status are as follows: (i) Classroom Assessment; (ii) Examinations; (iii) National Large-Scale Assessment (NLSA); and (iv) International Large-Scale Assessment (ILSA).
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“World Bank Group. 2012. The Former Yugoslav Republic of Macedonia Student Assessment: SABER Country Report 2012. Systems Approach for Better Education Results;. © World Bank. http://hdl.handle.net/10986/24486 License: CC BY 3.0 IGO.”
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Publication Former Yugoslav Republic of Macedonia : Student Assessment(Washington, DC, 2012-01)In 2001, FYR Macedonia embarked on a new education policy agenda. One of the goals of this agenda was to improve the country's student assessment system. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, FYR Macedonia decided to benchmark this system using standardized tools developed 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. 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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.Publication Serbia : Student Assessment(Washington, DC, 2012-01)Serbia has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component to improving education quality and learning outcomes as it provides the necessary information to meet stakeholders decision-making needs. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Serbia decided to benchmark this system using standardized tools developed 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.Publication Serbia : Student Assessment(Washington, DC, 2012-01)Serbia has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component to improving education quality and learning outcomes as it provides the necessary information to meet stakeholders' decision-making needs. 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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.Publication Developing the Enabling Context for Student Assessment in Chile, Updated Edition(World Bank, Washington, DC, 2012-08-27)Developing a strong assessment system is a priority for many countries. But where should they start? This paper describes the journey experienced by Chile to develop the enabling context (policies, institutions, and human and fiscal resources) for its large scale assessment program, its university entrance examinations, and classroom assessment activities. Countries aiming to develop their assessment system may draw valuable lessons from this case study, most importantly the following: (i) developing the right enabling context is a long term process that builds on gradual changes; (ii) stakeholders should be represented in the governance of the assessment unit; (iii) while different institutional arrangements are possible for an assessment unit, it is important that the unit is accountable and autonomous to make technical decisions; (iv) countries need to develop local capacity in assessment; and (v) countries need to anticipate the pressure the expansion of the education system will put in the assessment system, especially in the university entrance examinations. Countries that can benefit from these lessons will be in a better position to continue on the journey of strengthening their enabling context for an effective assessment system.
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