World Bank2014-04-092014-04-092009-01https://hdl.handle.net/10986/17698In 2009, Angola 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. Systems Approach for Better Education Results (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-USCC BY 3.0 IGOACCESS TO QUALITY EDUCATIONASSESSMENT ACTIVITYASSESSMENT ASSESSMENTASSESSMENT FRAMEWORKASSESSMENT SYSTEMBASIC EDUCATIONCAPACITY BUILDINGCERTIFICATIONCHOICE QUESTIONSCLASSROOMCLASSROOM INSTRUCTIONCLASSROOM TEACHERSCLASSROOMSCOURSES FOR TEACHERSCURRICULAR OBJECTIVESCURRICULUMDATA PROCESSINGDECISION MAKINGEDUCATION AIDEDUCATION FOR ALLEDUCATION LAWEDUCATION POLICIESEDUCATION PROJECTSEDUCATION SYSTEMEDUCATION SYSTEMSEDUCATIONAL OPPORTUNITIESEDUCATIONAL QUALITYEDUCATORSEFFECTIVE EDUCATIONELIGIBLE STUDENTSENROLLMENTEXAMEXAM SCORESEXAMINATION OFFICEEXAMINATION PROCESSEXAMINATION RESULTSEXAMINATION SCORESEXAMINATION SYSTEMEXAMINATIONSEXTERNAL EXAMINATIONFREE PRIMARY EDUCATIONGIRLSHUMAN RESOURCESINSTITUTIONAL CAPACITYINSTRUCTIONLEADERSHIPLEARNING STANDARDSMARKSMATHEMATICSMINISTRY OF EDUCATIONMULTIPLE CHOICEMULTIPLE-CHOICENATIONAL CURRICULUMNATIONAL STANDARDSNUMBER OF SCHOOLSOFFICIAL CURRICULUMOPPORTUNITIES FOR TEACHERSPARTICIPATION OF TEACHERSPEDAGOGICAL PRACTICESPEDAGOGICAL RESOURCESPRIMARY LEVELPROFESSIONAL STANDARDSPUBLIC EXPENDITUREPUBLIC EXPENDITURE ON EDUCATIONQUALITY ASSESSMENTQUALITY OF EDUCATIONQUALITY STANDARDSRECRUITMENT OF TEACHERSRESEARCH DEVELOPMENTSCHOOL DIRECTORSSCHOOL ENROLLMENTSCHOOL LEVELSCHOOL NETWORKSCHOOLSSECONDARY LEVELSECONDARY SCHOOLSERVICE TRAININGSTUDENT ACHIEVEMENTSTUDENT ASSESSMENTSTUDENT ASSESSMENT SYSTEMSSTUDENT LEARNINGSTUDENT RESPONSESSUBJECT AREASSUBJECTSTEACHERTEACHER PREPARATIONTEACHER TRAININGTEACHER TRAINING PROGRAMSTEACHINGTECHNICAL QUALITYTERTIARY EDUCATIONTERTIARY EDUCATION QUALIFICATIONSTEST DESIGNTRAINED TEACHERSTRAINING PROGRAMSTRAINING TO TEACHERSUNIVERSITY ENTRANCEUNIVERSITY ENTRANCE EXAMSVULNERABLE CHILDRENYOUTH10.1596/17698