Assessing Student Learning in Africa

This publication examines the importance of monitoring learning quality in order to enhance student education, and contains practical suggestions for improving educational assessment in Sub Saharan African countries. It focuses on four types of educational assessment, relating to public examinations, national assessments of educational achievement levels, international assessments, and classroom assessment practices.

Acknowledgments

vii

Abbreviations

viii

Executive Summary

ix

The Context of Proposals to Use Assessment to Improve the Quality of Education

1

(6)

Extent and Quality of Educational Provision in Africa

2

(1)

Obstacles to Meeting EFA Goals

2

(1)

Recommitment in Dakar to EFA

3

(1)

Focus of the Paper

4

(3)

Public (External) Examinations

7

(21)

The Quality of Public Examinations in Africa

9

(1)

Improving the Quality of Public Examinations

9

(2)

Using Data from Examinations to Describe Student Achievements

11

(4)

Using Examinations to Improve Student Achievements

15

(1)

Effects of Changes in Examinations

15

(4)

Mechanisms to Bring about Change in School Practice and Student Achievement

19

(3)

Particular Problems When Assessment Information Carries High Stakes

22

(4)

Guidelines to Improve Public Examinations

26

(2)

National Assessments

28

(13)

Information Sought in National Assessments

30

(1)

Uses of National Assessment Information

30

(1)

Variation in National Assessments

31

(1)

National Assessment Activity in Africa

31

(4)

The Impact of National Assessments

35

(1)

Issues in National Assessments

36

(3)

Developing and Institutionalizing the Capacity to Conduct a National Assessment

39

(2)

International Assessments

41

(4)

International Assessments in Africa

41

(1)

Problems Associated with International Assessments

42

(3)

Classroom Assessment

45

(9)

The Quality of Classroom Assessment

46

(1)

Improving Classroom Assessment

47

(3)

The Use of School-Based Assessment in Public Examinations

50

(4)

Using Assessment and Examination Information in the Classroom

54

(5)

Mode of Intervention

54

(1)

Relevance of Information

55

(1)

Teacher Competence

55

(1)

Teachers' Understanding of the Implications of Change

55

(2)

Complexity of Teaching

57

(1)

Classroom Context

57

(1)

Opposition Based on the Perception that a Change Will Involve a Risk to Pupils

58

(1)

Conclusion

59

(9)

Recommendations

65

(3)

References

68

(9)

Index

77

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Assessing Student Learning in Africa

Summary

Table of Contents

Supplemental Materials