Large-scale learning assessments can beused to generate performance andcontextual data on student learningoutcomes. They can be national, regional,or international; school based orhousehold based. The UNESCOInternational Institute for EducationalPlanning (IIEP-UNESCO) has conducted aqualitative study to explore both how andwhy learning assessment data are used insix sub-Saharan African countries.

This Information Sheet providesbackground details for IIEP's Policy Briefon the Gambia. It looks at thecharacteristics and setting of studentassessments, presents the roles andresponsibilities of the different actors, and sets out the documented uses oflearning data.

56%

44%

98%

2%

NAT EGRA EGMA

Learning assessmentsin the Gambia

The Gambia conducts three large-scaleassessments: the National AssessmentTest (NAT), the Early Grade ReadingAssessment (EGRA), and the Early GradeMathematics Assessment (EGMA). Allassessments are largely funded by theWorld Bank and the Global Partnership forEducation (GPE). The Gambia's Ministry ofBasic and Secondary Education providedadditional funding when externalresources were not available.

BACKGROUND

2 0 2 1

I I EP I NFORMATI ON SHEET

INTRODUCTION

I I E P . U N E S C O . O R G

2 280 000POPULATION

AGED 14 YEARS AND YOUNGER

44%

PRIMARY GROSSENROLMENT

98%

673 406ENROLLED STUDENTS

(PRIMARY & SECONDARY)

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

ASSESSMENT FREQUENCY

KEY FIGURES (UIS, 2018)

ACTORS, ROLES, AND RESPONSIBILITIES

Monitoring and Evaluation Unit(M&E)

Cluster monitors

Regional directorates

Monitor 1) the implementation of EGRA recommendations,

Distribute and collect NAT materials on the day of the test

2) the utilization of EGRA-related teaching and learningmaterials, and 3) the alignment of the teaching and learningprocesses with EGRA content

Compile a timetable for the operation of learningassessments, shared with WAECTransmit learning assessment data to schoolsParticipate in the monitoring of NAT implementation

Cen

tral

ized

leve

l

West African Examinations Council (WAEC)

Planning, Policy Analysis, Research and Budgeting Directorate (PPARBD)

Standards and QualityAssurance Directorate (SQAD)

Assessment Unit (AU)

Curriculum Research Evaluation and Development Directorate (CREDD)

In-Service Training (INSET)

Gambia College

Leads NAT item writing and pilotingContributes to NAT item moderation, assessmentimplementation, and monitoringCoordinates NAT markingShares raw NAT data with other stakeholders

Stores assessment data and uses them for planning purposesConducts NAT subject analysis and presents results to allstakeholders at Coordinating Committee MeetingsDisseminates learning data to schools in the form ofscorecards

Monitors NAT administrationContributes to NAT item moderationLeads the drafting of NAT reports

Contributes to NAT item moderation and monitoring of NATimplementationConducts NAT thematic analysis and shares it with regionaldirectoratesContributes to the drafting of NAT reportsConducts training for head teachers on the interpretation of NAT thematic data as well as the incorporation of NATresults in School Improvement Plans

Uses learning data to set targets to monitor performanceprogress

Leads the process of using learning assessment andexamination data in the development of curriculum andteaching guidesContributes to the moderation of NAT test items and themonitoring of NAT implementationContributes to the drafting of NAT reportsCoordinated previous EGRA implementation

Uses learning assessment and examination data in teacherprofessional development programmesCoordinated previous EGRA implementation

Uses learning assessment and examination data toimprove teacher training programmes

Dec

entr

aliz

ed le

vel

NAT

EGRA

EGMA

POLICY DOCUMENTS

Student and teacherinterviews are

conducted to identifyfactors linked to

student performance

2012 & 2016: Grade 5 pupil questionnaire on

demographic andsocioeconomiccharacteristics

Student and teacherinterviews are

conducted to identifyfactors linked to

student performance

The Gambia's Education Sector Policy(2016–2030) sets a general framework forthe production and use of learningassessment data, specifying the roles andresponsibilities of the different actors. Ithighlights the need for synergy betweenassessments, curricula, teaching, andlearning.

The Gambia's Assessment Policy (2015–2022) aims to create a coherent assessmentsystem building on the guiding principles ofthe Education Sector Policy. The AssessmentPolicy contains an Assessment Framework,Assessment Protocol, MonitoringFramework and AssessmentStandardization. However, its finalizationand dissemination are pending.

Grade 3: Maths; English;Integrated studies

Grades 5 & 8: Maths; English;Science; Social and

environmental studies

Pre-reading skills (knowledgeof letter names and sounds;

phonemic awareness);Listening comprehension;

Reading skills (word, inventedword, and narrative reading;

reading comprehension)

Number identification;quantity discrimination;missing numbers; shapeidentification; addition,subtraction, and word

problems

Grades 1, 2, & 3

Grades 1, 2, & 3

Grades 3 & 5 (inalternate years)

and Grade 8(annually)

Curriculumbased

Competencybased

Competencybased

ASSESSMENT DETAILS

TESTPOPULATION

TESTFRAMEWORK

SUBJECTSASSESSED

BACKGROUNDQUESTIONNAIRES

School Improvement PlansSchool Participatory Performance Monitoring (discussions with communities aboutstudent performance)Coordinating Committee Meetings (discussions with stakeholders about studentperformance)Community Report Cards (district, regional, and national comparisons of schoolperformance and resources)

Data from the Gambia's NAT have been used to inform a number of school improvementinitiatives. These include:

USE OF NAT DATA AT SCHOOL LEVEL

Primary-level teaching and learning programmesThe 2007 EGRA informed reading programmesincluding Jolly Phonics, Serholt Early Grade ReadingAbilities, and National Languages. In 2015 these wereharmonized into the Gambia Reads programme.

Textbooks and instructional materialsThe EGRA helped identify a correlationbetween poor assessment results and a lack oftextbooks. This led to an increased provision oftextbooks and other pedagogical resources.

PROGRAMMES AND TOOLS INFORMED BY THE EGRA

CurriculumThe EGRA informed the revision ofthe curriculum at primary level andwas used to develop remedial pro-grammes for struggling students.

Teacher training and instructionThe EGRA was used to redesignpre- and in-service teacher trainingprogrammes and develop supporting training materials.

@IIEP_UNESCO /IIEPUNESCO /IIEPUNESCO /IIEPUNESCO

Prepared by Ieva Raudonytė, Associate ResearchOfficer at IIEP-UNESCO, and Uliana Furiv with inputsfrom the Gambia Ministry of Basic and SecondaryEducation Assessment Unit, under the overallguidance and supervision of Hugues Moussy, Head of Research and Development at IIEP. For further information, please contact i.raudonyte@iiep.unesco.orgThis publication is available in Open Access underthe Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0IGO) licence. By using the content of thispublication, you accept to be bound by the terms of use of the UNESCO Open Access Repository. © IIEP-UNESCO 2021

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