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SUDAN STUDENT ASSESSMENT SABER COUNTRYREPORT |2013

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Key Policy Areas for Student Assessment Status

1. Classroom AssessmentIn Sudan, the “Guidelines for the Two Levels (Basic and Secondary Education)” document provides guidelines for classroom assessment. Some system-wide resources, such as textbooks and workbooks, are available to teachers for carrying out classroom assessment activities. However, in-service teacher training opportunities to ensure that teachers develop skills and expertise in classroom assessment are limited. Classroom assessment practices are generally considered to be weak, as they provide little useful feedback to students. Limited systematic mechanisms are in place to monitor the quality of classroom assessment practices.

2. ExaminationsIn Sudan, the Secondary Certificate Examination is administered to grade 11 students, with the main purposes of student certification for school cycle completion, student selection to higher-education institutions, and student preparation for the labor market. The examination covers seven academic and seven technical subjects. Regular funding for the examination is allocated by the government and through student fees. The General Directorate of Examinations and Assessment, which is responsible for the examination, is adequately staffed with permanent and full-time staff, and has all of the required facilities to carry out the examination. However, teachers have limited opportunities to learn about the examination, and they are involved in very few examination related tasks. There are also very limited options for students who do not perform well on the examination.

3. National Large Scale Assessment (NLSA)The Survey of the State of Education in States (also known as provinces) in Sudan has been conducted twice, in 2009 to a non-representative sample of students in three states and in 2012 to a representative sample of students in four states, with the main purposes of monitoring education quality at the system level, and supporting schools, teachers, policy design, evaluation, and decision making. A formal policy document authorizes the assessment. Funding is provided by external sources such as grants. While no issues have been identified with the performance of the human resources that are responsible for the assessment, mainly temporary and part-time staff work on the NLSA. There are some mechanisms, such as a protocol for training proctors or administrators, in place to ensure the quality of the examination. However, there are no reviews of the alignment between the assessment instrument and what it is supposed to measure.

4. International Large Scale Assessment (ILSA)Sudan has not participated in an ILSA, and it does not have plans to do so in the near future.

Sudan

STUDENT ASSESSMENT SABER Country Report 2013

SUDAN STUDENT ASSESSMENT SABER COUNTRY REPORT |2013

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2

Introduction

Sudan has focused on increasing student learningoutcomes by improving the quality of education in thecountry. An effective student assessment system is animportant component to improving education qualityand learning outcomes as it provides the necessaryinformation to meet stakeholders’ decision makingneeds. In order to gain a better understanding of thestrengths and weaknesses of its existing assessmentsystem, Sudan decided to benchmark this system usingstandardized tools developed under The World Bank’sSystems Approach for Better Education Results (SABER)program. SABER is an evidence based program to helpcountries systematically examine and strengthen theperformance of different aspects of their educationsystems.

What is SABER Student Assessment?

SABER Student Assessment is a component of theSABER program that focuses specifically onbenchmarking student assessment policies and systems.The goal of SABER Student Assessment is to promotestronger assessment systems that contribute toimproved education quality and learning for all.

National governments and international agencies areincreasingly recognizing the key role that assessment ofstudent learning plays in an effective education system.The importance of assessment is linked to its role in:(i) providing information on levels of student

learning and achievement in the system;(ii) monitoring trends in education quality over

time;(iii) supporting educators and students with real

time information to improve teaching andlearning; and

(iv) holding stakeholders accountable for results.

SABER Student Assessment methodology

The SABER Student Assessment framework is built onthe available evidence base for what an effectiveassessment system looks like. The framework providesguidance on how countries can build more effectivestudent assessment systems. The framework isstructured around two main dimensions of assessmentsystems: the types/purposes of assessment activitiesand the quality of those activities.

Assessment types and purposes

Assessment systems tend to be comprised of threemain types of assessment activities, each of whichserves a different purpose and addresses differentinformation needs. These three main types are:classroom assessment, examinations, and large scale,system level assessments.

Classroom assessment provides real time informationto support ongoing teaching and learning in individualclassrooms. Classroom assessments use a variety offormats, including observation, questioning, and paperand pencil tests, to evaluate student learning, generallyon a daily basis.

Examinations provide a basis for selecting or certifyingstudents as they move from one level of the educationsystem to the next (or into the workforce). All eligiblestudents are tested on an annual basis (or more often ifthe system allows for repeat testing). Examinationscover the main subject areas in the curriculum andusually involve essays and multiple choice questions.

Large scale, system level assessments provide feedbackon the overall performance of the education system atparticular grades or age levels. These assessmentstypically cover a few subjects on a regular basis (such asevery 3 to 5 years), are often sample based, and usemultiple choice and short answer formats. They may benational or international in scope.

Appendix 1 summarizes the key features of these maintypes of assessment activities.



Quality drivers of an assessment system

The key considerations when evaluating a studentassessment system are the individual and combinedquality of assessment activities in terms of theadequacy of the information generated to supportdecision making. There are three main drivers ofinformation quality in an assessment system: enablingcontext, system alignment, and assessment quality.

Enabling context refers to the broader context in whichthe assessment activity takes place and the extent towhich that context is conducive to, or supportive of, theassessment. It covers such issues as the legislative orpolicy framework for assessment activities; institutionaland organizational structures for designing, carryingout, or using results from the assessment; theavailability of sufficient and stable sources of funding;and the presence of trained assessment staff.

System alignment refers to the extent to which theassessment is aligned with the rest of the educationsystem. This includes the degree of congruencebetween assessment activities and system learninggoals, standards, curriculum, and pre and in serviceteacher training.

Assessment quality refers to the psychometric quality ofthe instruments, processes, and procedures for theassessment activity. It covers such issues as design andimplementation of assessment activities, analysis andinterpretation of student responses to those activities,and the appropriateness of how assessment results arereported and used.

Crossing the quality drivers with the differentassessment types/purposes provides the frameworkand broad indicator areas shown in Table 1. Thisframework is a starting point for identifying indicatorsthat can be used to review assessment systems andplan for their improvement.

The indicators are identified based on a combination ofcriteria, including:

professional standards for assessment;

empirical research on the characteristics of effectiveassessment systems, including analysis of thecharacteristics that differentiate between theassessment systems of low versus high performingnations; andtheory — that is, general consensus amongexperts that it contributes to effectiveassessment.

Table 1: Framework for building an effectiveassessment system

Levels of development

The World Bank has developed a set ofstandardized questionnaires and rubrics for collectingand evaluating data on the three assessment typesand related quality drivers.

The questionnaires are used to collect data on thecharacteristics of the assessment system in a particularcountry. The information from the questionnaires isthen applied to the rubrics in order to judge thedevelopment level of the country’s assessment systemin different areas.

The basic structure of the rubrics for evaluatingdata collected using the standardized questionnairesis summarized in Appendix 2. The goal of the rubrics isto provide a country with some sense of thedevelopment level of its assessment activities comparedto best or recommended practice in each area. Foreach indicator, the rubric displays four developmentlevels—Latent, Emerging, Established, and Advanced.These levels are artificially constructed categorieschosen to represent key stages on the underlyingcontinuum for each indicator. Each level is



accompanied by a description of what performance onthe indicator looks like at that level.

Latent is the lowest level of performance; itrepresents absence of, or deviation from, thedesired attribute.Emerging is the next level; it represents partialpresence of the attribute.Established represents the acceptable minimumstandard.Advanced represents the ideal or current bestpractice.

A summary of the development levels for eachassessment type is presented in Appendix 3.

In reality, assessment systems are likely to be atdifferent levels of development in different areas. Forexample, a system may be Established in the area ofexaminations, but Emerging in the area of largescale, system level assessment, and vice versa. Whileintuition suggests that it is probably better to befurther along in as many areas as possible, theevidence is unclear as to whether it is necessary tobe functioning at Advanced levels in all areas.Therefore, one might view the Established level as adesirable minimum outcome to achieve in all areas, butonly aspire beyond that in those areas that mostcontribute to the national vision or priorities foreducation. In line with these considerations, the ratingsgenerated by the rubrics are not meant to be additiveacross assessment types (that is, they are not meant tobe added to create an overall rating for an assessmentsystem; they are only meant to produce an overallrating for each assessment type). The methodology forassigning development levels is summarized inAppendix 4.

Education in Sudan

Sudan is a lower middle income country in Sub SaharanAfrica. GDP per capita (current US$, 2012) is $1,580and average annual growth was 4% in 2011 due to lossof oil production, on which the economy had beenreliant, and massive devaluation of the Sudanesepound. The 21 year conflict between north and south

Sudan, which ended in 2005, has also had significanteconomic effects on the country.

During the conflict between north and south Sudan,resources for the education sector were extremelylimited. After signing the Comprehensive PeaceAgreement (CPA) in 2005 (and prior to the formation ofSouth Sudan in 2011), the Government of NationalUnity made great efforts to increase access toeducation, particularly in areas previously affected byconflict. The five year (2007 11) Education SectorStrategic Plan (ESSP) prioritized the country’scommitment to the Education for All goals and outlinedactivities to meet the MDG education targets. There hasbeen a considerable increase in public educationspending since 2005. In real terms, total educationspending almost doubled, from SDG 1.3 billion to SDG2.4 billion between 2005 and 2009, equivalent to 16percent average annual real growth. The positiveimpact of the CPA has been demonstrated throughsignificant increases in basic school enrollment inSudan, especially in communities previously affected byconflict. Basic school enrollments for Sudan increasedby almost 1 million between 2004/05 and 2008/09,corresponding to average annual growth of 5.7 percent,compared to the pre CPA period spanning from2000/01 to 2004/05, when annual enrollmentsincreased 4.2 percent on average. However, regionaldisparities in access to education persist, especially inrural areas, where girls are most disadvantaged.

After the secession of South Sudan in 2011, theGovernment of National Unity prepared a new interimBasic Education Strategy (iBES) which explicitly linksurgent service delivery to improve access to and thequality of education alongside the development of theeducation system as a whole, in order to strengthen thefoundation for the long term sustainability of thesector. The expansion of the iBES into a five yearEducation Sector Strategic Plan (ESSP 2012 2016) willcontinue as the environment becomes more stable.Detailed information was collected on Sudan’s studentassessment system using the SABER StudentAssessment questionnaires and rubrics in 2011. It isimportant to remember that these tools primarily focuson benchmarking a country’s policies and arrangementsfor assessment activities at the system or macro level.



Additional data would need to be collected todetermine actual, on the ground practices in Sudan,particularly by teachers and students in schools. Thefollowing sections discuss the findings by eachassessment type, accompanied by suggested policyoptions. The suggested policy options were determinedin collaboration with key local stakeholders based onSudan’s immediate interests and needs. Detailed,completed rubrics for each assessment type in Sudanare provided in Appendix 5.



Classroom Assessment

Level of Development

In Sudan, a formal, system level document, theGuidelines for the Two Levels, authorized by theNational Center for Curricula and Educational Researchin 2007, provides guidelines for classroom assessment.

In addition, there are some system wide resourcesavailable to teachers for engaging in classroomassessment activities. For example, there are textbooksor workbooks that provide support for classroomassessment, scoring criteria or rubrics for evaluatingstudents' work, and a document that outlines the levelsof performance that students are expected to reach indifferent subject areas at different grade or age levels.

Also, there are some system level mechanisms in placeto ensure that teachers develop skills and expertise inclassroom assessment. In service teacher trainingopportunities are available; however, few teachers areable to access them. In addition, school inspection orteacher supervision includes a component focused onclassroom assessment.

However, classroom assessment practices are known tobe weak, particularly because they provide little usefulfeedback to students, one of the main purposes ofclassroom assessment. In addition, classroomassessment activities are very commonly about recallinginformation and rely on multiple choice/selection typequestions. It is also common for teachers to not useexplicit or a priori criteria for scoring or gradingstudents' work. At the same time, it is rare for gradeinflation to be a problem or to observe errors in thescoring or grading of students' work.

In addition, limited systematic mechanisms are in placeto monitor the quality of classroom assessmentpractices. Although classroom assessment is a requiredcomponent of a teacher's performance evaluation, andschool inspection or teacher supervision, there are nonational reviews of the quality of education that focuson classroom assessment, government funding is notprovided to conduct research on the quality of

classroom assessment activities or on how to improveclassroom assessment, and an external moderationsystem that reviews the difficulty of classroomassessment activities and the appropriateness ofscoring criteria is not in place.

Although classroom assessment information is requiredto be disseminated to all key stakeholders, includingschool district or Ministry of Education officials, parents,and students, there are limited required uses ofclassroom assessment to support student learning.While classroom assessment is used for diagnosingstudent learning issues, providing feedback to studentson their learning, and providing input to an externalexamination program, it is not used for planning nextsteps in instruction or grading students for internalclassroom uses, two of the main purposes of classroomassessment.

Suggested policy options:

1. Introduce varied and systematic mechanisms tomonitor the quality of classroom assessment practices.For example, allocate government funding forconducting system wide reviews on the quality ofclassroom assessment practices in Sudan and foridentifying steps on how to improve them.

2. Establish policies which require teachers to useclassroom assessment activities for a variety of activitieswhich promote and inform student learning. Forexample, mandate that classroom assessment activitiesbe used to plan next steps in instruction.

3. Expand opportunities for teachers to develop skillsand expertise in conducting classroom assessmentactivities. For example, review the content andavailability of current in service training opportunitieson classroom assessment. Based on the review, furtherdevelop the content of the in service teacher training,and expand the reach of these opportunities to makethem accessible to all teachers in Sudan. Additionally,develop pre service teacher training opportunities onclassroom assessment and introduce on the job trainingto ensure that new teachers have the necessaryknowledge and skills to conduct classroom assessmentactivities.



Examinations


The Secondary Certificate Examinations program hasbeen administered since 1956 to grade 11 students,with the main purposes of student certification forschool cycle completion, student selection to highereducation institutions, and student preparation for thelabor market. The examination covers seven academicand seven technical subjects and was authorized by TheExamination Council and the Technical Committees forthe Administration of Exams through the ExaminationRegulations and the Student's Guide to SecondaryExamination documents in 2010.

Regular funding for the examinations is allocated by thegovernment and from student fees. The governmentfinances most of the examination costs althoughcontributions are made by students with financialmeans. Funding covers all core examination activities,including examination design and administration, dataanalysis and reporting, and long or medium termplanning of program milestones. However, funding doesnot cover staff training or research and developmentactivities.

The General Directorate of Examinations andAssessment, which is an office or branch within theMinistry of Education, has had primarily responsibilityfor running the examinations since 1950. The GeneralDirectorate of Examinations and Assessment isaccountable to an external board or agency, theExaminations Council, which includes representativesfrom universities, education districts, and thecommittees of education and services in the NationalCouncil (The Parliament). In addition, the GeneralDirectorate of Examinations and Assessment has all ofthe required facilities to carry out the examination andis adequately staffed with permanent and full time staffto carry out the examination effectively, with minimalissues.

Sudan offers a wide range of opportunities that preparefor work on the Secondary Certificate Examinations. Forexample, there are university graduate programs and

university courses on educational measurement andevaluation at Khartoum University, Zaeem Al AzhariUniversity, Oumdurman Islamic University, Al JazeeraUniversity, and Kassala University (there are alsouniversity courses at federal and state level traininginstitutes).

Although there are some workshops available on anirregular basis, there are no up to date courses orworkshops on examinations available to teachers. Atthe same time, teachers are involved in very fewexamination related tasks, which include selecting orcreating examination questions, administering theexamination, and supervising examination procedures.

In addition, there is only one systematic mechanism,internal review or observers, in place to ensure thequality of the examination.

There are also very limited options for students who donot perform well on the examinations. While they mayretake the examinations or repeat the grade, there areno options for students to attend remedial orpreparatory courses in order to prepare to retake theexaminations, or to opt for less selective schools,universities, or tracks.


1. Identify funding sources to support research anddevelopment activities related to the SecondaryCertificate Examination.

2. Introduce opportunities for teachers to learn moreabout the Secondary Certificate Examination. Forexample, develop and implement regular, up to dateworkshops on the topic. In addition, provide teacherswith opportunities to be involved in a variety ofexamination related tasks, such as creating examinationscoring guides.

3. Support a variety of options for students who do notperform well on the examination. For example, ensurefunding and opportunities for students to attendremedial or preparatory courses in order to prepare toretake the examination.



4. Introduce varied and systematic mechanisms tomonitor the consequences of the examination. Forexample, convene regular focus groups of keystakeholders to understand the consequences of theSecondary Certificate Examinations.

5. Review existing courses on educational measurementand evaluation that prepare for work on the SecondaryCertificate Examinations and address any gaps in theircontent in order to ensure the capacity of existing andincoming staff of the General Directorate ofExaminations and Assessment.



National Large Scale Assessment (NLSA)


The Survey of the State of Education in States(provinces) in Sudan was conducted twice, with themain purposes of monitoring education quality at thesystem level, supporting schools and teachers, andinforming policy design, evaluation, or decision making.These Service Delivery Surveys sought to assessresource availability and utilization in schools, as well aslearning levels. It was administered to a nonrepresentative sample of students in grades 4 and 5 inthree states in the 2009 10 school year and to arepresentative sample of students in grades 4 and 5 infour states (including three conflict affected states) inthe 2010 11 school year. The Directorate of EducationalPlanning in the Ministry of Education authorized theNLSA with the document, An Evaluation Study for BasicEducation in the States of Northern Darfur, the Red Sea,South Kordofan and the Blue Nile, in 2010.

Irregular funding is allocated to the assessment fromgrants, supported by the World Bank Sudan multi donortrust fund and the Education Program DevelopmentFund. However, funding covers all core assessmentactivities, including assessment design andadministration, data analysis and reporting, long ormedium term planning of program milestones, and stafftraining. Funding for the assessment does not coverresearch and development activities.

There was a group of people temporarily assigned tocarry out the assessment exercise under the DirectorGenerals for Planning and Teacher Training, which isaccountable to a clearly recognized body. While noissues were identified with the performance of thehuman resources responsible for the large scaleassessment, mainly temporary or part time staffworked on the NLSA.

Sudan does offer some opportunities to prepareindividuals for work on the assessment. For example,university graduate programs and courses oneducational measurement and evaluation are available

at all universities with faculties of education, whichinclude Khartoum University, Zaeem Al AzhariUniversity, Oumdurman University, Al JazeeraUniversity, and Kassala University. In addition, nonuniversity training courses or workshops on educationalmeasurement and evaluation, as well as funding forattending international programs, courses, orworkshops on educational measurement and evaluationare available. However, many of the availableopportunities are limited and not of high quality.

Although there are no mechanisms in place to ensurethat the assessment accurately measures what it issupposed to measure, there are some mechanisms inplace to ensure the quality of the assessment. Forexample, all proctors or administrators are trainedaccording to a protocol, a pilot is conducted before themain data collection takes place, and scorers are trainedto ensure high inter rater reliability.

There are no mechanisms in place to monitor theconsequences of the assessment.


1. Ensure stable government funding for national largescale assessment activities, which covers all coreassessment activities, as well as research anddevelopment.

2. With the Ministry of Education providing guidance,develop a plan for effective dissemination of NLAresults. For example, include plans for reporting resultson subgroups and making results available throughmedia to all stakeholder groups.

3. Formulate a plan within the Ministry of Education toensure that appropriate mechanisms are in place forusing NLA results and for monitoring its consequencesin the country. The plan should allow for theengagement of various stakeholders. Include, forexample, plans to convene regular focus groups ofstakeholders to discuss possible actions on NLA results.

4. Provide funding for research on the impact of theNLA on education in Sudan and collaborate with highereducation institutions to conduct such research studies.



5. Ensure the effectiveness of the human resourcesresponsible for carrying out NLSA activities by allocatingfunding for carrying out training of NLSA staff onassessment design and data analysis on a regular basis.

Box 1: National Learning Assessment

In July 2013, the Global Partnership forEducation financed Basic Education RecoveryProject (BERP) became effective in Sudan,which will support the establishment of aNational Learning Assessment (NLA). The NLAwill assess students at the end of grade 3,which is the conclusion of the basic educationcycle in Sudan. Students will be assessed inreading, speaking, and listening, through amodified version of the Early Grade ReadingAssessment (EGRA). In addition, they will beassessed in concepts in early numeracy. At thistime, it is proposed that at one to two roundsof the NLA will take place before the end of2016, assessing a sample of students in all 15states. In addition to carrying out the tworounds of the NLA, there will be a strong focuson capacity building within the Ministry ofEducation to ensure future sustainability of theNLA. A Task Team has been established withinthe General Directorate of Examinations todesign and implement the NLA. In addition,the National Governing Committee (NGC)composed of members of the Ministry ofGeneral Education (MoGE) (drawn fromEducation Planning, National Center forCurriculum and Education Research (NCCER)representatives from State Ministries ofEducation and Sudan Teachers Union) wasestablished to provide technical support to thedevelopment and implementation of the NLA.



International Large Scale Assessment(ILSA)


Sudan has never participated in an international largescale assessment and has not taken concrete steps toparticipate in one in the next five years. In addition, nopolicy document pertaining to ILSA is available in Sudan.


1. Build momentum around the importance of aninternationally comparable, system level assessment ofstudent achievement levels.

2. Ensure stable government funding for internationallarge scale assessment activities.

3. Ensure appropriate organizational structures andqualified staff to carry out international large scaleassessment activities.



Appendix 1: Assessment Types and Their Key DifferencesClassroom Large-scale assessment

Surveys Examinations

National International Exit Entrance

Purpose To provide immediatefeedback to inform classroom instruction

To provide feedback on overall health of the system at particular grade/age level(s), and to monitor trends in learning

To provide feedback on the comparative performance of the education system at particular grade/age level(s)

To certify students as they move from one level of the education system to the next (or into the workforce)

To select students for further educational opportunities

Frequency Daily For individual subjects offered on a regular basis (such as every 3-5 years)

For individual subjects offered on a regular basis (such as every 3-5 years)

Annually and more often where the system allows for repeats

Annually and more often where the system allows for repeats

Who is tested?

All students Sample or census of students at a particular grade or age level(s)

A sample of students at a particular grade or age level(s)

All eligible students

All eligible students

Format Varies from observation to questioning to paper-and-pencil tests to student performances

Usually multiple choice and short answer

Usually multiple choice and short answer

Usually essay and multiple choice

Usually essay and multiple choice

Coverage of curriculum

All subject areas Generally confined to a few subjects

Generally confined to one or two subjects

Covers main subject areas

Covers main subject areas

Additional informationcollected from students?

Yes, as part of the teaching process

Frequently Yes Seldom Seldom

Scoring Usually informal and simple

Varies from simple to more statistically sophisticatedtechniques

Usually involves statistically sophisticatedtechniques





Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System

Dimension

Development Level

LATENT (Absence of, or deviation from,

attribute)

EMERGING (On way to meeting minimum standard)

ESTABLISHED (Acceptable

minimum standard)

ADVANCED (Best practice) Justification

EC—ENABLING CONTEXT EC1—Policies EC2—Leadership, public engagement

EC3—Funding EC4—Institutional arrangements EC5—Human resources

SA—SYSTEM ALIGNMENT SA1—Learning/quality goals SA2—Curriculum SA3—Pre-, in-service teacher training

AQ—ASSESSMENT QUALITY AQ1—Ensuring quality (design, administration, analysis)

AQ2—Ensuring effective uses



Appendix 3: Summary of the Development Levels for Each Assessment Type

Assessment Type LATENT EMERGING ESTABLISHED ADVANCED

Absence of, or deviation from, the attribute

On way to meeting minimum standard

Acceptable minimum standard

Best practice

CLASSROOM ASSESSMENT

There is no system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is weak system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is sufficient system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is strong system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

EXAMINATIONS

There is no standardized examination in place for key decisions.

There is a partially stable standardized examination in place, and a need to develop institutional capacity to run the examination. The examination typically is of poor quality and is perceived as unfair or corrupt.

There is a stable standardized examination in place. There is institutional capacity and some limited mechanisms to monitor it. The examination is of acceptable quality and is perceived as fair for most students and free from corruption.

There is a stable standardized examination in place and institutional capacity and strong mechanisms to monitor it. The examination is of high quality and is perceived as fair and free from corruption.

NATIONAL (OR SYSTEMLEVEL) LARGE SCALEASSESSMENT

There is no NLSA in place.

There is an unstable NLSA in place and a need to develop institutional capacity to run the NLSA. Assessment quality and impact are weak.

There is a stable NLSA in place. There is institutional capacity and some limited mechanisms to monitor it. The NLSA is of moderate quality and its information is disseminated, but not always used in effective ways.

There is a stable NLSA in place and institutional capacity and strong mechanisms to monitor it. The NLSA is of high quality and its information is effectively used to improve education.

INTERNATIONAL LARGESCALE ASSESSMENT

There is no history of participation in an ILSA or plans to participate in one.

Participation in an ILSA has been initiated, but there still is need to develop institutional capacity to carry out the ILSA.

There is more or less stable participation in an ILSA. There is institutional capacity to carry out the ILSA. The information from the ILSA is disseminated, but not always used in effective ways.

There is stable participation in an ILSA and institutional capacity to run the ILSA. The information from the ILSA is effectively used to improve education.



Appendix 4: Methodology for AssigningDevelopment Levels

1. The country team or consultant collects informationabout the assessment system in the country.

2. Based on the collected information, a level ofdevelopment and score is assigned to each dimension inthe rubrics:

Latent = 1 score pointEmerging = 2 score pointsEstablished = 3 score pointsAdvanced = 4 score points

3. The score for each quality driver is computed byaggregating the scores for each of its constituentdimensions. For example:

The quality driver, ‘Enabling Context,’ in the case ofILSA, has 3 dimensions on which a hypothetical countryreceives the following scores: Dimension A = 2 points;Dimension B = 2 points; Dimension C = 3 points. Thehypothetical country’s overall score for this qualitydriver would be: (2+2+3)/3 = 2.33

4. A preliminary level of development is assigned toeach quality driver.

5. The preliminary development level is validated usingexpert judgment in cooperation with the country teamand The World Bank Task Team Leader.

For scores that allow a margin of discretion (i.e., tochoose between two levels of development), a finaldecision has to be made based on expert judgment. Forexample, the aforementioned hypothetical country hasan ‘Enabling Context’ score of 2.33, corresponding to apreliminary level of development of ‘Emerging orEstablished.’ Based on qualitative information notcaptured in the rubric, along with expert judgment, thecountry team chooses ‘Emerging’ as the mostappropriate level.

6. Scores for certain key dimensions under ‘EnablingContext’ (in the case of EXAM, NLSA, and ILSA) andunder ‘System Alignment’ (in the case of CLASS) were

set as ceiling scores, i.e., the overall mean score for theparticular assessment type cannot be greater than thescore for these key dimensions. These key variablesinclude formal policy, regular funding, having apermanent assessment unit, and the quality ofassessment practices.

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classroomassessmentw

ithsystem

learning

goals

Thereareno

system

wideresourcesfor

teache

rsforclassroom

assessmen

t.Therearescarce

system

wideresources

forteachersfor

classroo

massessmen

t.Therearesomesystem

wideresources

forteachersfor

classroo

massessmen

t.3There

are

avarie

tyof

system

wide

resources

available

for

teache

rsfor

classroo

massessmen

t.

There

isno

official

curriculum

orstandardsd

ocum

ent.

There

isan

official

curriculum

orstandardsdo

cumen

t,bu

titis

notclear

whatstud

ents

areexpe

cted

tolearnor

towhatlevelof

performance.

There

isan

official

curriculum

orstandardsdo

cumen

tthat

specifies

what

stud

ents

areexpe

cted

tolearn,

butthe

levelof

performance

requ

ired

isno

tclear.

There

isan

official

curriculum

orstandardsdo

cumen

tthat

specifies

what

stud

ents

areexpe

cted

tolearn

and

towhatlevelof

performance.4

ENABLINGCONTEXT

ANDSYSTEM

ALIGNMENT3:

Havingeffectivehuman

resourcestocarryoutclassroom

assessmentactivities

Thereareno

system

levelmechanism

sto

ensure

that

teache

rsde

velop

skills

andexpe

rtise

inclassroo

massessmen

t.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

There

are

some

system

level

mechanism

sto

ensure

that

teache

rsde

velopskillsandexpe

rtise

inclassroo

massessmen

t.5

There

are

avarie

tyof

system

level

mechanism

sto

ensure

that

teache

rsde

velopskillsandexpe

rtise

inclassroo

massessmen

t.

*

*

*

*

*

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ASSESSMENTQUALITY

Qua

lityof

classroo

massessmentd

esign,ad

ministratio

n,an

alysis,

anduse.

LATENT

EMERGING

ESTABLISHED

ADVANCED

ASSESSMENTQUALITY1:

Ensuring

thequality

ofclassroomassessment

Classroo

massessmen

tpractices

suffe

rfrom

widespreadweaknessesor

thereis

noinform

ation

available

onclassroo

massessmen

tpractices.

Classroo

massessmen

tpractices

are

know

nto

beweak.

6Classroo

massessmen

tpractices

are

know

nto

beof

mod

eratequ

ality

.Classroo

massessmen

tpractices

are

know

nto

begene

rally

ofhigh

quality

.

Thereareno

mechanism

sto

mon

itorthe

quality

ofclassroo

massessmen

tpractices.

Therearead

hocmechanism

stomon

itor

the

quality

ofclassroo

massessmen

tpractices.

Therearelim

itedsystem

aticmechanism

sto

mon

itor

the

quality

ofclassroo

massessmen

tpractices.7

There

are

varie

dand

system

atic

mechanism

sin

place

tomon

itor

the

quality

ofclassroo

massessmen

tpractices.

ASSESSMENTQUALITY2:

Ensuring

effectiveusesofclassroomassessment

Classroo

massessmen

tinformationisno

trequ

ired

tobe

dissem

inated

tokey

stakeh

olde

rs.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Classroo

massessmen

tinform

ation

isrequ

iredto

bedissem

inated

tosomekey

stakeh

olde

rs.

Classroo

massessmen

tinform

ation

isrequ

iredto

bedissem

inated

toallkey

stakeh

olde

rs.8

Thereareno

requ

ireduses

ofclassroo

massessmen

ttosupp

ortstude

ntlearning.

There

are

limite

drequ

ired

uses

ofclassroo

massessmen

tto

supp

ort

stud

entlearning.

9

There

are

adeq

uate

requ

ired

uses

ofclassroo

massessmen

tto

supp

ort

stud

entlearning,e

xcluding

itsuseas

aninpu

tfor

externalexam

inationresults.

There

are

adeq

uate

requ

ired

uses

ofclassroo

massessmen

tto

supp

ort

stud

entlearning,including

itsuseas

aninpu

tfor

externalexam

inationresults.

*

*

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ClassroomAssessment

1.Th

eGu

idelines

fortheTw

oLevelsdo

cumen

t,authorize

dby

theNationalC

enterforCu

rriculaandEducationalR

esearchin

2007

,provide

sguidelines

for

classroo

massessmen

t.

2.Th

eGu

idelines

forthe

TwoLevelsdo

cumen

tisw

idelyavailableto

thepu

blicthroughpu

bliclibrarie

s.

3.Therearesomesystem

wideresourcesavailableto

teache

rsfore

ngaginginclassroo

massessmen

tactivities.For

exam

ple,therearescoringcrite

riaor

rubrics

fors

tude

nts'workandado

cumen

tthato

utlines

thelevelsof

performance

that

stud

ents

areexpe

cted

toreachin

diffe

rent

subjecta

reas

atdiffe

rent

gradeor

agelevels.

However,thereareno

item

banksor

poolswith

exam

ples

ofselection/m

ultip

lechoice

orsupp

ly/ope

nen

dedqu

estio

ns,on

lineassessmen

tresources,compu

terbasedtestingwith

instantrep

ortson

stud

ents'perform

ance,o

rado

cumen

tthato

utlines

whatstude

ntsareexpe

cted

tolearnin

diffe

rent

subjecta

reas

atdiffe

rent

gradeor

agelevels.

Althou

ghtherearetextbo

oksor

workboo

ksavailableto

teache

rsto

supp

ortc

lassroom

assessmen

tactivities,the

textbo

okto

stud

entratioisas

lowas

1:5insomestates

inSudan.

4.Cu

rriculum

documen

tsandteache

rs'guide

sspe

cifywhatstude

ntsa

reexpe

cted

tolearnandto

what levelof

performance.

5.Therearesomesystem

levelm

echanism

sin

placeto

ensure

that

teache

rsde

velopskillsandexpe

rtise

inclassroo

massessmen

t.Forexam

ple,

inservice

teache

rtraining

oppo

rtun

ities

areavailable,

althou

ghfew

teache

rsareable

toaccess

them

.Inadditio

n,scho

olinspectio

nor

teache

rsupe

rvision

includ

esa

compo

nent

focusedon

classroo

massessmen

t.Other

system

levelm

echanism

s—

such

asteache

rtraining

programsinclud

ingarequ

iredcourse

onclassroo

massessmen

t,preservicetraining,onlineresourceso

nclassroo

massessmen

t,andop

portun

ities

toparticipateinconferen

cesa

ndworksho

ps—

areno

tinplace.

6.Classroo

massessmen

tpractices

areknow

nto

beweak,

particularly

becausethey

providelittle

useful

feed

back

tostud

ents,o

neof

themainpu

rposes

ofclassroo

massessmen

t.In

additio

n,classroo

massessmen

tactiv

ities

arevery

common

lyabou

trecalling

inform

ationandrelyon

multip

lechoice/selectio

ntype

questio

ns,and

itiscommon

forteacherstono

tuse

explicitor

aprioricrite

riaforscorin

gor

gradingstud

ents'w

ork.

However,itisrareforg

rade

inflatio

nto

bea

prob

lem

orto

observeerrorsin

thescoringor

gradingof

stud

ents'w

ork.Itisalso

notc

ommon

forp

aren

tsto

bepo

orlyinform

edabou

tstude

nts'grades

orfor

theun

even

applicationof

standardsforgradingstud

ents'w

orkto

beaserio

usprob

lem.Itisrare

forclassroo

massessmen

tactivities

tobe

mainlyused

asan

administrativ

eor

controltoo

lrathe

rthanas

ape

dagogicalresou

rce,

andforc

lassroom

assessmen

tactivities

tono

tbealigne

dwith

ape

dagogicalo

rcurricular

fram

ework.

7.Therearelim

itedsystem

aticmechanism

sin

placeto

mon

itorthequ

ality

ofclassroo

massessmen

tpractices.A

lthou

ghclassroo

massessmen

tisarequ

ired

compo

nent

ofateache

r'spe

rformance

evaluatio

n,andscho

olinspectio

nor

teache

rsup

ervisio

n,thereareno

natio

nalreviewso

fthe

quality

ofed

ucationwhich

focuso

nclassroo

massessmen

t,governmen

tfun

ding

isno

tprovide

dto

cond

uct researchon

thequ

ality

ofclassroo

massessmen

tactivities

oron

howto

improve

classroo

massessmen

t,andan

external

mod

erationsystem

which

review

sthedifficulty

ofclassroo

massessmen

tactiv

ities

andtheapprop

riatene

ssof

scoring

crite

riaisno

tinplace.

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8.Classroo

massessmen

tinformationisrequ

iredto

bedissem

inated

toallkey

stakeh

olde

rs,including

scho

oldistricto

rMinistry

ofEducationofficials,

parents,

andstud

ents.

9.Th

erearelim

itedrequ

ireduses

ofclassroo

massessmen

tto

supp

ortstud

entlearning.W

hile

classroo

massessmen

tisused

fordiagno

singstud

entlearning

issue

s,providingfeed

back

tostud

ents

ontheirlearning,a

ndprovidinginpu

tto

anexternal

exam

inationprogram,itisno

tused

forplanning

next

step

sin

instructionor

gradingstud

entsforinternalclassroom

uses,w

hich

aretw

oof

themainpu

rposes

ofclassroo

massessmen

t.

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SUDAN

Exam

inations

SUDA

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ENABLINGCONTEXT

Overallfram

eworkof

policies,lead

ership,organ

izatio

nalstructures,fiscaland

human

resourcesinwhich

assessmenta

ctivity

takesp

lace

inacoun

tryor

system

andtheextent

towhich

that

fram

eworkiscond

uciveto,orsup

portiveof,the

assessmenta

ctivity.

LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT

1:Settingclearpolicies

Nostandardize

dexam

inationhastaken

place.

Thestandardize

dexam

inationhasbe

enop

eratingon

anirregular

basis.

Theexam

inationisastableprogram

that

hasb

eenop

eratingregularly

.1This

optio

ndo

esno

tapply

tothis

dimen

sion

There

isno

policy

documen

tthat

authorize

sthe

exam

ination.

There

isan

inform

alor

draft

policy

documen

tthat

authorize

sthe

exam

ination.

Thereis

aform

alpo

licydo

cumen

tthat

authorize

sthe

exam

ination.

2This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thepo

licydo

cumen

tisno

tavailableto

thepu

blic.3

Thepo

licydo

cumen

tisavailableto

the

public.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

The

policy

documen

taddresses

some

keyaspe

ctso

fthe

exam

ination.

4Thepo

licydo

cumen

taddressesallkey

aspe

ctso

fthe

exam

ination.

ENABLINGCONTEXT

2:Havingstrong

leadership

Allstakeh

olde

rgrou

psstrongly

oppo

setheexam

inationor

areindiffe

rent

toit.

Most

stakeh

olde

rgrou

psop

pose

the

exam

ination.

Moststakeh

olde

rsgrou

pssupp

ortthe

exam

ination.

5All

stakeh

olde

rgrou

pssupp

ort

the

exam

ination.

Thereareno

attemptsto

improvethe

exam

inationby

stakeh

olde

rgroup

s.This

optio

ndo

esno

tapply

tothis

dimen

sion.

There

are

inde

pend

ent

attempts

toim

provetheexam

inationby

stakeh

olde

rgrou

ps.

There

are

coordinated

attempts

toim

provetheexam

inationby

stakeh

olde

rgrou

ps.6

Effortsto

improvetheexam

inationare

not

welcomed

bythe

leadership

incharge

oftheexam

ination

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Effortsto

improvetheexam

inationare

gene

rally

welcomed

bytheleadership

incharge

oftheexam

ination.

7

This

optio

ndo

esno

tapply

tothis

dimen

sion.

(CONTINUE

D)

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*

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LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT

3:Havingregularfunding

There

isno

fund

ing

allocated

forthe

exam

ination.

Thereis

irregular

fund

ingallocatedfor

theexam

ination.

Thereisregularfun

ding

allocatedforthe

exam

ination.

8This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ingcovers

somecore

exam

ination

activities:de

sign,

administratio

n,data

processin

gor

repo

rting.

Fund

ing

covers

allcore

exam

ination

activities:de

sign,

administratio

n,data

processin

gandrepo

rting.

9

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ing

does

notcoverresearch

and

developm

ent.1

0This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ing

covers

research

and

developm

ent.

ENABLINGCONTEXT

4:Havingstrong

organizationalstructures

Theexam

inationofficedo

esno

texist

orisne

wlyestablish

ed.

The

exam

ination

office

isne

wly

establish

ed.

The

exam

ination

office

isa

stable

organizatio

n.11

This

optio

ndo

esno

tapply

tothis

dimen

sion.

The

exam

ination

office

isno

taccoun

table

toan

external

board

oragen

cy.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Theexam

inationofficeisaccoun

tableto

anexternalbo

ardor

agen

cy.1

2This

optio

ndo

esno

tapply

tothis

dimen

sion.

Exam

inationresults

areno

trecognize

dby

anycertificatio

nor

selectionsystem

.Exam

ination

results

are

recognize

dby

certificatio

nor

selectionsystem

inthe

coun

try.

Exam

ination

results

are

recognize

dby

onecertificatio

nor

selectionsystem

inanothe

rcou

ntry.

Exam

ination

results

are

recognize

dby

two

ormore

certificatio

nor

selection

system

inanothe

rcou

ntry.13

The

exam

ination

office

does

nothave

therequ

ired

facilitiesto

carryou

tthe

exam

ination.

Theexam

inationofficehassomeof

the

requ

ired

facilities

tocarry

out

the

exam

ination.

The

exam

ination

office

hasallof

the

requ

ired

facilities

tocarry

out

the

exam

ination.

14

Theexam

inationofficehasstateof

the

artfacilitie

stocarryou

tthe

exam

ination.

(CONTINUE

D)

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LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT

5:Havingeffectivehuman

resources

There

isno

staff

tocarry

out

the

exam

ination.

Theexam

ination

officeis

inadeq

uately

staffed

toeffectively

carry

out

the

exam

ination,issue

sare

pervasive.

The

exam

ination

office

isadeq

uately

staffed

tocarry

outthe

exam

ination

effectively,with

minim

alissue

s.15

The

exam

ination

office

isadeq

uately

staffed

tocarry

out

the

assessmen

teffectively,with

noissue

s.

Thecoun

trydo

esno

toffe

ropp

ortunitie

sthat

prep

are

for

work

onthe

exam

ination.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

The

coun

tryoffers

someop

portun

ities

that

prep

are

for

work

onthe

exam

ination.

The

coun

try

offers

awide

range

ofop

portun

ities

that

prep

areforworkon

theexam

ination.

16

*

*

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SYSTEM

ALIGNMENT

Degree

towhich

theassessmentisc

oherentw

ithothercom

ponentso

fthe

educationsystem

.LATENT

EMERGING

ESTABLISHED

ADVANCED

SYSTEM

ALIGNMENT1:

Aligning

exam

inationswith

learning

goalsand

opportunitiestolearn

Itis

notclearwhatthe

exam

ination

measures.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thereis

aclearun

derstand

ingof

what

theexam

inationmeasures.17

This

optio

ndo

esno

tapply

tothis

dimen

sion.

What

the

exam

ination

measures

isqu

estio

nedby

somestakeh

olde

rgroup

s.This

optio

ndo

esno

tapply

tothis

dimen

sion.

Whatismeasuredby

theexam

inationis

largelyaccepted

bystakeh

olde

rgroup

s.18

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Materialtoprep

arefortheexam

ination

isminim

aland

itis

only

accessible

tovery

fewstud

ents.

Thereissomematerialtoprep

areforthe

exam

inationthat

isaccessible

tosome

stud

ents.

There

iscompreh

ensiv

ematerial

toprep

are

for

the

exam

ination

that

isaccessibleto

moststude

nts.

There

iscompreh

ensiv

ematerial

toprep

are

for

the

exam

ination

that

isaccessibleto

allstude

nts.

19

SYSTEM

ALIGNMENT2:

Providingteacherswith

opportunitiestolearnabouttheexam

ination

Thereareno

coursesor

worksho

pson

exam

inations

availableto

teache

rs.

There

are

noup

todate

courses

orworksho

pson

exam

inations

availableto

teache

rs.2

0

Thereareup

todate

voluntarycourses

orworksho

pson

exam

inations

available

toteache

rs.

Thereareup

todate

compu

lsory

courses

orworksho

pson

exam

inations

for

teache

rs.

Teache

rsare

exclud

edfrom

all

exam

inationrelatedtasks.

Teache

rsare

involved

invery

few

exam


21Teache

rsare

involved

insome

exam


Teache

rsare

involved

inmost

exam


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TIONRE

SULTS

26

ASSESSMENTQUALITY

Degree

towhich

theassessmentm

eetsqu

ality

stan

dards,isfair,

andisused

inan

effectiveway.

LATENT

EMERGING

ESTABLISHED

ADVANCED

ASSESSMENTQUALITY1:

Ensuring

quality

There

isno

technicalrepo

rtor

othe

rdo

cumen

tatio

n.There

issome

documen

tatio

non

the

exam

ination,

butit

isno

tin

aform

alrepo

rtform

at.

There

isa

compreh

ensiv

etechnical

repo

rtbu

twith

restrictedcirculation.

22Thereis

acompreh

ensiv

e,high

quality

technicalrep

ortavailableto

thegene

ral

public.

There

are

nomechanism

sin

place

toen

sure

thequ

ality

oftheexam

ination.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Therearelim

itedsystem

aticmechanism

sin

place

toen

sure

the

quality

ofthe

exam

ination.

23

There

are

varie

dand

system

atic

mechanism

sin

place

toen

sure

the

quality

oftheexam

ination.

ASSESSMENTQUALITY2:

Ensuring

fairness

Inapprop

riate

behavior

surrou

ndingthe

exam

inationprocessish

igh.

Inapprop

riate

behavior

surrou

ndingthe

exam

inationprocessism

oderate.

Inapprop

riate

behavior

surrou

ndingthe

exam

inationprocessislow

.24

Inapprop

riate

behavior

surrou

ndingthe

exam

inationprocessism

arginal.

Theexam

ination

results

lack

cred

ibility

fora

llstakeh

olde

rgroup

s.Theexam

inationresults

arecred

ible

for

somestakeh

olde

rgroup

s.Theexam

inationresults

arecred

ible

for

allstakeho

lder

grou

ps.25

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Themajority

ofthestud

ents

(over50%)

may

nottaketheexam

inationbe

causeof

language,gend

er,or

othe

req

uivalent

barriers.

Asig

nificant

prop

ortio

nof

stud

ents

(10%

50%)m

ayno

ttaketheexam

ination

becauseof

language,gend

er,or

othe

req

uivalent

barriers.

Asm

allp

ropo

rtionof

stud

ents(le

ssthan

10%)may

not

take

the

exam

ination

becauseof

language,gend

er,or

othe

req

uivalent

barriers.

Allstud

ents

cantake

theexam

ination;

thereareno

language,gend

eror

othe

req

uivalent

barriers.26

(CONTINUE

D)

* * * *

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LATENT

EMERGING

ESTABLISHED

ADVANCED

ASSESSMENTQUALITY3:

Usingexam

inationinform

ationinafairway

Exam

ination

results

are

notused

ina

prop

erway

byallstakeho

lder

grou

ps.

Exam

ination

results

are

used

bysome

stakeh

olde

rgroup

sinaprop

erway.

Exam

ination

results

are

used

bymost

stakeh

olde

rgroup

sinaprop

erway.

Exam

ination

results

are

used

byall

stakeh

olde

rgroup

sinaprop

erway.2

7

Stud

entn

ames

andresults

arepu

blic.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Stud

ents’resultsareconfidentia

l.28

This

optio

ndo

esno

tapply

tothis

dimen

sion.

ASSESSMENTQUALITY4:

Ensuring

positiveconsequencesoftheexam

ination

Thereareno

optio

nsforstud

ents

who

dono

tperform

wello

ntheexam

ination,

orstud

ents

mustleave

the

education

system

.

There

are

very

limite

dop

tions

for

stud

entswho

dono

tperform

wellonthe

exam

ination.

29

Therearesomeop

tions

forstude

ntsw

hodo

notp

erform

wellontheexam

ination.

Thereisavarie

tyof

optio

nsforstud

ents

who

dono

tpe

rform

well

onthe

exam

ination.

There

are

nomechanism

sin

place

tomon

itor

the

conseq

uences

ofthe

exam

ination.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Therearesomemechanism

sin

placeto

mon

itor

the

conseq

uences

ofthe

exam

ination.

30

Thereisavarie

tyof

mechanism

sin

place

tomon

itor

the

conseq

uences

ofthe

exam

ination.

*

*

*

*

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SULTS

28

Exam

inations

1.Th

eSecond

aryCe

rtificate

Exam

inations

program

hasbe

enadministered

since

1956

tograde11

stud

ents,w

iththemainpu

rposes

ofstud

entc

ertificationfor

scho

olcyclecompletion,

stud

entselectionto

higher

educationinstitu

tions,andstud

entprep

arationforthelabo

rmarket.Th

eexam

inationcovers

seven

academ

icandseventechnicalsub

jectsfrom

thefollowing:

Acad

emic

subjects:

Islamic

Education,

Christia

nEducation,

Arabic

Language,En

glish

Language

,Fren

chLanguage,Ge

ograph

y,History,

Physics,

Chem

istry,

Biology,

Family

Sciences,En

gine

eringSciences,Co

mpu

terSciences,Ag

riculturalandLivestockProd

uctio

n,Co

mmercial

Sciences,

Islamic

Stud

ies,

Military

Sciences,A

dvancedArabiclanguage,Spe

cialize

dMathe

matics,Ba

sicMathe

maticsa

ndArts.

TechnicalSub

jects:Archite

cturalDraw

ing,Co

stsa

ndTaxes,Econ

omyandTrade,MechanicalD

rawing,Ho

rticulture,A

rtsa

ndDe

sign,

Finance,Food

Processin

g,TechnicalDe

sign,

Clothing

Textiles,

Historyof

Art,

Nutrition,

Decoratio

n,Institu

tionaland

HotelManagem

ent,

FinancialAccoun

ting,

Indu

stria

lAssets,

Agriculture,D

rawingandCo

lorin

g,andAn

imalandAg

riculturalProdu

ction.

2.Th

eExam

ination

Coun

ciland

theTechnicalCo

mmitteesfortheAd

ministratio

nof

Exam

sauthorize

dtheSecond

aryCe

rtificate

Exam

inations

bythe

Exam

inationRe

gulatio

nsandtheStud

ent's

Guideto

Second

aryExam

inationdo

cumen

tsin20

10.

3.Th

eExam

inationRe

gulatio

nsandtheStud

ent's

Guideto

Second

aryExam

inations

documen

tsareno

tavailableto

thepu

blic,alth

ough

they

areavailablein

all

scho

ols.

4.TheExam

inationRe

gulatio

nsandtheStud

ent's

Guideto

Second

aryExam

inations

documen

tsaddresssomekeyaspe

ctsof

theexam

inations,w

hich

includ

ean

outline

ofgovernance,d

istrib

utionof

power,respo

nsibilitie

sam

ongkeyen

tities,proced

ures

toinvestigateandaddresssecuritybreaches,che

ating,

orothe

rform

sofinapp

ropriate

behaviors,proced

ures

forspe

cialor

disadvantagedstud

ents,spe

cifications

forw

hocansit

forthe

exam

ination,andan

explanationof

the

form

atof

theexam

inationqu

estio

ns.H

owever,the

policydo

cumen

tsdo

notde

scrib

ethepu

rposes

oftheexam

inationor

authorize

duses

ofresults,state

fund

ingsources,iden

tifyrulesa

bout

prep

aration,or

explainalignm

ento

fthe

exam

inations

with

curriculaandstandards.

5.Moststakeho

lder

grou

pssupp

ortthe

exam

inations.Policym

akers,ed

ucators,med

ia,and

universitiesstron

glysupp

ortthe

exam

inations,w

hileteache

runion

s,stud

ents,paren

ts,think

tankso

rNGO

s,andem

ployersa

rene

utralabo

utit.

6.Stakeh

olde

rgroup

smakecoordinatedattemptstoim

provetheSecond

aryCe

rtificate

Exam

inations.

7.Leadershipincharge

oftheSecond

aryCe

rtificate

Exam

inations

gene

rally

welcomes

effortstoim

provetheexam

inations.

8.Th

ereisregularfun

ding

forthe

exam

inations

allocatedby

thegovernmen

tand

from

stud

entfees.Th

egovernmen

tfinances70

percen

tofe

xaminationcosts,

whilestud

entswith

financialmeans

coverthe

remaining

30pe

rcen

t.Exceptions

aremadeforstude

ntsw

hocann

otafford

exam

inationfees.

9.Fund

ingcovers

allc

oreexam

inationactiv

ities,including

exam

inationde

signandadministratio

n,data

analysisandrepo

rting,

andlong

ormed

ium

term

planning

ofprogram

mileston

es.H

owever,fun

ding

does

notcover

stafftraining.

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29

10.Fun

ding

forthe

Second

aryCe

rtificate

Exam

inations

does

notcover

research

andde

velopm

enta

ctivities.

11.The

Gene

ralD

irectorateof

Exam

inations

andAssessmen

t,which

isan

officeor

branch

with

intheMinistry

ofEducation,

hashadprim

arily

respon

sibility

for

runn

ingtheexam

inations

since

1950

.

12.The

Gene

ralD

irectorateof

Exam

inations

andAssessmen

tisa

ccou

ntableto

anexternalbo

ardor

agen

cy,the

Exam

inations

Coun

cil.TheExam

inations

Coun

cil

includ

esrepresen

tativ

esfrom

universities,ed

ucationdistricts,and

thecommitteeso

fedu

catio

nandservices

intheNationalCou

ncil(The

Parliam

ent).

13.R

esultsof

theexam

inations

areofficially

recognize

dby

certificatio

nandselectionsystem

sin

Sudan,

andin

othe

rcou

ntrie

s,includ

ingtheKingdo

mof

Saud

iArabia,Egypt,the

UAE

,and

India.

14.The

Gene

ralD

irectorateof

Exam

inations

andAssessmen

thas

allo

fthe

requ

iredfacilitiesto

carryou

tthe

exam

ination,

includ

ingcompu

tersfora

lltechnical

staff,asecure

building,secure

storagefacilities,accessto

adeq

uate

compu

terservers,the

ability

tobackup

data,and

adeq

uate

commun

icationtools.

15.T

heGe

neralD

irectorateof

Exam

inations

andAssessmen

tisadeq

uatelystaffedwith

perm

anen

tand

fulltim

estafftocarryou

tthe

exam

inationeffectively

with

minim

aliss

ues.Therehave

been

delays

inscoring(due

tothefact

that

theexam

inationisscored

mostly

byhand

)and

inrepo

rtingresults

(given

need

sfor

theirreview).In

additio

n,therearesomeissue

sin

thescoringof

essayqu

estio

ns,asthey

may

beassessed

diffe

rentlyde

pend

ingon

thescorer.H

owever,n

one

ofthefollowingissue

srelated

tothepe

rformance

ofhu

man

resourcesrespo

nsibleforthe

exam

inations

have

been

iden

tified:

freq

uent

errorsindata

processin

gandin

exam

inationqu

estio

ns,o

miss

ionof

curricular

topics,w

eaknessesin

testde

sign,

delays

inadministeringtheexam

inationdu

eto

issue

swith

thede

signof

exam

inationqu

estio

ns,p

oortrainingof

testadministrators,u

nclear

instructionandguidelines

inadministeringtheexam

inations,o

rerrorsin

scoringleadingto

delays

inresults

beingrepo

rted

.

16.S

udan

offers

awiderangeof

oppo

rtun

ities

that

prep

areforworkon

theSecond

aryCe

rtificate

Exam

inations.F

orexam

ple,

thereareun

iversitygraduate

programsandun

iversitycourseson

educationalmeasuremen

tandevaluatio

nat

Khartoum

University

,Zaeem

AlAzhari

University

,Oum

durm

anIslamic

University

,AlJazeera

University

,and

Kasia

laUniversity

(the

rearealso

universitycoursesat

fede

rala

ndstateleveltraininginstitu

tes).N

onun

iversitytraining

coursesor

worksho

pson

educationalm

easuremen

tandevaluatio

nandfund

ingforattend

inginternationalp

rogram

s,courses,or

worksho

pson

educational

measuremen

tand

evaluatio

naremadeavailable.Ho

wever,the

reareno

internshipsintheexam

inationoffice.

17.The

reisaclearu

nderstanding

that

theexam

inations

measure

thenatio

nalschoo

lcurriculum

guidelines

orstandards.

18.Stakeho

lder

grou

pslargelyaccept

whatism

easuredby

theSecond

aryCe

rtificate

Exam

inations.

19.C

ompreh

ensiv

ematerialtoprep

arefortheexam

inations

isavailableandaccessible

toallstude

nts.Forexam

ple,

inform

ationon

how

toprep

areforthe

exam

inations,examples

ofthetype

sofq

uestions

that

areon

theexam

inations,and

thefram

eworkdo

cumen

texplainingwhatism

easuredon

theexam

inations,

areavailable.Ho

wever,the

repo

rton

thestrengthsa

ndweaknessesinstud

entp

erform

ance

isno

tavailable.

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20.U

pto

date

courseso

rworksho

pson

exam

inations

areno

tavailableto

teache

rs.H

owever,the

rearesomeworksho

psavailableon

anirregular

basis

.

21.Teache

rsareinvolved

invery

few

exam


Forexam

ple,

althou

ghthey

areinvolved

inselectingor

creatin

gexam

inationqu

estio

ns,

administeringtheexam

ination,

andsupe

rvising

exam

inationproced

ures,teachersareno

tinvolvedin

selectingor

creatin

gexam

inationscoringguides,scorin

gtheexam

inations,actingas

ajudge,or

resolvinginconsisten

cies

betw

eenexam

inationscores

andscho

olgrades.

22.The

reisacompreh

ensiv

etechnicalrep

ortb

utwith


23.T

here

ison

lyon

esystem

atic

mechanism

,internalreview

orob

servers,in

placeto

ensure

thequ

ality

oftheexam

ination.

External

review

orob

servers,

externalcertificatio

nor

audits,piloto

rfieldtesting,or

transla

tionverificationareno

tinplace.

24.Inapp

ropriate

behavior

surrou

ndingtheexam

inationprocessislow.W

hileim

person

ation(w

henan

individu

alothe

rthantheregistered

cand

idatetakesthe

exam

inationandcopyingfrom

othe

rcandidates)do

esoccur,leakageof

theconten

tofa

nexam

inationpape

rorp

arto

fapape

rprio

rtotheexam

ination,

using

unauthorize

dmaterialssuch

asprep

ared

answ

ersandno

tes,collusio

nam

ongcand

idates

viamob

ileph

ones

orpassingof

pape

r,intim

idationof

exam

ination

supe

rviso

rs,m

arkers,o

rofficials,

issuing

forged

certificatesor

alterin

gresults

inform

ation,

andprovision

ofexternal

assistanceviathesupe

rviso

ror

mob

ileph

onedo

noto

ccur

durin

gtheexam

inationprocess.In

orde

rtoad

dressinstances

whe

nthereisim

person

ation,

stud

ents'pho

tographs

areaffixed

toplacecards

durin

gtheexam

inationprocess.

25.R

esultsof

theSecond

aryCe

rtificate

Exam

inations

arecred

iblefora

llstakeh

olde

rgroup

s.

26.A

llstud

entscantake

theSecond

aryCe

rtificate

Exam

inations;the

reareno

language,gen

der,or

othe

requ

ivalen

tbarrie

rs.

27.A

llstakeh

olde

rgroup

suse

exam

inationresults

inaprop

erway.

28.Stude

ntresults

areconfiden

tial;on

lystud

entsandpe

rson

swith

alegitim

ate,professio

nalinterestinthetesttakercan

know

theresults.

29.T

here

arevery

limite

dop

tions

forstud

ents

who

dono

tpe

rform

wello

ntheexam

inations.W

hile

they

may

retake

theexam

inations

orrepe

atthegrade,

thereareno

optio

nsfor stude

ntsto

attend

remed

ialo

rpreparatory

coursesin

orde

rtoprep

areto

retake

theexam

inations,o

rtoop

tfor

less

selectivescho

ols,

universities,or

tracks.

30.T

here

ison

lyon

emechanism

,expertreview

grou

ps,inplaceto

mon

itortheconseq

uences

oftheexam

inations.Inadditio

nto

therebe

ingno

fund

ingfor

inde

pend

entresearch

ontheexam

ination,

andno

perm

anen

toversig

htcommittee,the

rearealso

noregularly

updatedstud

iesor

regularfocusgrou

psor

surveyso

fkey

stakeh

olde

rs.

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SUDAN

National(orSystem

Level)LargeScaleAssessment(NLSA)

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ENABLINGCONTEXT

Overallfram

eworkof

policies,lead

ership,organ

izatio


human

resourcesinwhich

NLSAactivity

takesp

lace

inacoun

tryor

system

andthe

extent

towhich

that

fram

eworkiscond

uciveto,orsup

portiveof,the

NLSAactiv

ity.

LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT

1:SettingclearpoliciesforNLSA

NoNLSAexercise

hastaken

place.

The

NLSA

has

been

operating

onan

irregular

basis.1

TheNLSA

isastable

program

that

has

been

operatingregularly

.This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thereis

nopo

licydo

cumentpe

rtaining

toNLSA.

There

isan

inform

alor

draft

policy

documen

tthata

utho

rizes

theNLSA.

Thereis

aform

alpo

licydo

cumen

tthat

authorize

sthe

NLSA.

2This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thepo

licydo

cumen

tisno

tavailableto

thepu

blic.3

Thepo

licydo

cumen

tisavailableto

the

public.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thereisno

plan

forN

LSAactivity

.This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thereisagene

ralund

erstanding

that

the

NLSAwilltake

place.

There

isa

written

NLSA

plan

forthe

comingyears.

4

ENABLINGCONTEXT

2:Havingstrong

publicengagementforNLSA

Allstakeh

olde

rgrou

psstrongly

oppo

setheNLSAor

areindiffe

rent

toit.

Some

stakeholde

rgrou

psop

pose

the

NLSA.

Moststakeh

olde

rsgrou

pssupp

ortthe

NLSA.

All

stakeh

olde

rgrou

pssupp

ort

the

NLSA.

5

(CONTINUE

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*

* *

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33

LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT

3:HavingregularfundingforNLSA

There

isno

fund

ing

allocated

tothe

NLSA.

There

isirregular

fund

ingallocated

totheNLSA.

6Thereisregularfund

ingallocatedto

the

NLSA.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ing

covers

some

core

NLSA

activities:d

esign,administratio

n,analysis

andrepo

rting.

Fund

ingcovers

allcore

NLSA

activities:

desig

n,administratio

n,analysis

and

repo

rting.

7

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ing

does

notcoverresearch

and

developm

enta

ctivities.8

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ing

covers

research

and

developm

enta

ctivities.

ENABLINGCONTEXT

4:Havingstrong

organizationalstructuresforNLSA

Thereis

noNLSAoffice,

adho

cun

itor

team

.TheNLSAofficeisatempo

rary

agen

cyor

grou

pof

peop

le.9

TheNLSAofficeisape

rmanen

tagen

cy,

institu

tionor

unit.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Political

considerations

regularly

hampe

rtechnicalcon

siderations.

Political

considerations

sometim

eshampe

rtechn

icalconsiderations.

Political

considerations

never

hampe

rtechnicalcon

siderations.10

This

optio

ndo

esno

tapply

tothis

dimen

sion.

TheNLSAofficeisno

taccoun

tableto

aclearly

recognize

dbo

dy.

The

NLSA

office

isaccoun

table

toa

clearly

recognize

dbo

dy.11

This

optio

ndo

esno

tapply

tothis

dimen

sion.

(CONTINUE

D)

*

*

* *

*

*

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

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TTER

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TIONRE

SULTS

34

LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT


resourcesforNLSA

Thereisno

staffa

llocatedforrun

ning

anNLSA.

TheNLSAofficeis

inadeq

uately

staffed

toeffectivelycarryou

tthe

assessmen

t.12

TheNLSAofficeisadeq

uately

staffedto

carry

out

the

NLSA

effectively,

with

minim

alissue

s.

TheNLSAofficeisadeq

uately

staffedto

carryou

ttheNLSA

effectively,

with

noissue

s.

Thecoun

trydo

esno

toffe

ropp

ortunitie

sthat

prep

are

individu

als

forwork

onNLSA.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thecoun

tryofferssomeop

portun

ities

toprep

are

individu

als

for

work

onthe

NLSA.

13

The

coun

try

offers

awide

range

ofop

portun

ities

toprep

areindividu

alsfor

workon

theNLSA.

*

*

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

35

SYSTEM

ALIGNMENT

Degree

towhich

theNLSAiscoherent

with

othercom

ponentso

fthe

educationsystem

.LATENT

EMERGING

ESTABLISHED

ADVANCED

SYSTEM

ALIGNMENT1:

Aligning

theNLSA

with

learning

goals

Itis

notcleariftheNLSA

isbasedon

curriculum

orlearning

standards.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

TheNLSAmeasurespe

rformance

against

curriculum

orlearning

standards.14

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Whatthe

NLSA

measuresis

gene

rally

questio

nedby

stakeh

olde

rgroup

s.This

optio

ndo

esno

tapply

tothis

dimen

sion.

WhattheNLSAmeasuresis

questio

ned

bysomestakeh

olde

rgroup

s.What

the

NLSA

measures

islargely

accepted

bystakeh

olde

rgroup

s.15

There

are

nomechanism

sin

place

toen

sure

that

the

NLSA

accurately

measures

what

itis

supp

osed

tomeasure.16

Therearead

hocreview

sof

theNLSAto

ensure

that

itmeasures

what

itis

intend

edto

measure.

Thereareregularinternalreview

sof

the

NLSAto

ensure

that

itmeasureswhatit

isintend

edto

measure.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

SYSTEM

ALIGNMENT2:

Providingteacherswith

opportunitiestolearnabouttheNLSA

Thereareno

coursesor

worksho

pson

theNLSA.

17There

are

occasio

nal

courses

orworksho

pson

theNLSA.

Therearesomecoursesor

worksho

pson

theNLSAofferedon

aregularb

asis.

Therearewidelyavailablehigh

quality

courses

orworksho

pson

the

NLSA

offeredon

aregularb

asis.

**

*

*

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

36

ASSESSMENTQUALITY

Degree

towhich

theNLSAmeetstechnicalstand

ards,isfair,an

disused

inan

effectiveway.

LATENT

EMERGING

ESTABLISHED

ADVANCED

ASSESSMENTQUALITY1:

Ensuring

thequality

oftheNLSA

No

optio

nsare

offered

toinclud

eall

grou

psof

stud

entsintheNLSA.

18This

optio

ndo

esno

tapply

tothis

dimen

sion.

Atleaston

eop

tionisofferedto

includ

eallgroup

sofstude

ntsintheNLSA.

Diffe

rent

optio

nsareofferedto

includ

eallgroup

sofstude

ntsintheNLSA.

There

are

nomechanism

sin

place

toen

sure

thequ

ality

oftheNLSA.

This

optio

ndo

esno

tapply

tothis

dimen

sion.


sin

placeto

ensure

thequ

ality

oftheNLSA.

19There

are

avarie

tyof

mechanism

sin

placeto

ensure

thequ

ality

oftheNLSA.

There

isno

technicalrepo

rtor

othe

rdo

cumen

tatio

nabou

tthe

NLSA.

Thereissomedo

cumen

tatio

nabou

tthe

technicalaspe

ctsof

theNLSA,

butitis

notinaform

alrepo

rtform

at.

There

isa

compreh

ensiv

etechnical

repo

rtbu

twith


20Thereis

acompreh

ensiv

e,high

quality

technicalrep

ortavailableto

thegene

ral

public.

ASSESSMENTQUALITY2:

Ensuring

effectiveusesoftheNLSA

NLSAresults

areno

tdissem

inated

.NLSAresults

arepo

orlydissem

inated

.NLSA

results

are

dissem

inated

inan

effectiveway.2

1This

optio

ndo

esno

tapply

tothis

dimen

sion.

NLSAinform

ationisno

tused

orisused

inwaysinconsisten

twith

thepu

rposes

orthe

technicalcharacteristicsof

the

assessmen

t.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

NLSA

results

are

used

bysome

stakeh

olde

rgrou

psin

away

that

isconsisten

twith

the

purposes

and

technical

characteristics

ofthe

assessmen

t.

NLSA

inform

ation

isused

byall

stakeh

olde

rgrou

psin

away

that

isconsisten

twith

the

purposes

and

technical

characteristics

ofthe

assessmen

t.22

There

are

nomechanism

sin

place

tomon

itorthe

conseq

uences

oftheNLSA.

23This

optio

ndo

esno

tapply

tothis

dimen

sion.


sin

placeto

mon

itorthe

conseq

uences

oftheNLSA.

There

are

avarie

tyof

mechanism

sin

place

tomon

itorthe

conseq

uences

oftheNLSA.

*

* * *

*

*

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

37

National(ofSystem

Level)LargeScaleAssessment(NLSA)

1.Th

eSurvey

oftheStateof

Educationin

States

(provinces)in

Sudanwas

cond

uctedtw

ice,

with

themainpu

rposes

ofmon

itorin

ged

ucationqu

ality

atthe

system

level,supp

ortin

gscho

olsandteache

rsandpo

licyde

sign,

evaluatio

n,or

decisio

nmaking.

Theselargescaleassessmen

tswerepartof

ServiceDe

livery

Surveysthatsou

ghttoassess

resource

availabilityandutilizatio

ninscho

ols,as

wellaslearninglevels.

They

wereadministered

toano

nrepresen

tativ

esampleof

stud

entsingrades

4and5inthreestates

inthe20

0910

scho

olyear

andto

arepresen

tativ

esampleof

stud

entsingrades

4and5infour

states

(includ

ingthree

conflictaffected

states)inthe20

1011

scho

olyear.The

states

includ

edwereNorth

Kerdfan,

Nile

River,Ke

ssla,N

orth

Darfur,Sou

thKe

rdfan,

RedSea,andBlue

Nile,and

thesubjectscoveredwereMathe

matics,En

glish

language,and

Arabiclanguage.

2.Th

eDirectorateof

EducationalP

lann

ingin

theMinistry

ofEducationauthorize

dthedo

cumen

t,An

Evalua

tionStud

yforBa

sicEducationin

theStates

ofNorthernDa

rfur,the

RedSea,Southern

Kordofan

andtheBlue

Nile,in20

10.

3.Thepo

licydo

cumen

t,An

Evalua

tionStud

yforBa

sicEducationin

theStates

ofNorthernDa

rfur,the

RedSea,

Southern

Kordofan

,and

theBlue

Nile,isno

tavailableto

thepu

blic.

4.Th

eProjecttotheDe

signtheNationa

lLearningAssessmentd

ocum

entisa

writtenNLSAplan

forthe

comingyears.

5.Allstakeho

lder

grou

ps,includ

ingpo

licym

akers,

teache

run

ions,ed

ucators,

stud

ents,p

aren

ts,m

edia,think

tanksandNGO

s,un

iversities,

andem

ployers,

supp

ortthe

assessmen

t.

6.Th

ereisirregular

fund

ingallocatedto

theassessmen

tfrom

grants,sup

ported

bytheWorld

Bank

Sudanmultido

nortrustfund

andtheEducationProgram

Developm

entF

und.

7.Fund

ingcovers

allcoreassessmen

tactivities

includ

ingassessmen

tdesignandadministratio

n,data

analysisandrepo

rting,long

ormed

ium

term

planning

ofprogram

mileston

es,and

stafftraining.

8.Fund

ingforthe

assessmen

tdoe

snot

coverresearchandde

velopm

enta

ctivities.

9.Thereisagrou

pof

peop

letempo

rarilyassig

nedto

carryou

tthe

assessmen

t exercise

unde

rtheGe

neralD

irectorateof

Planning

andGe

neralD

irectorateof

Teache

rTraining.

10.Politicalcon

siderations

neverh

ampe

rtechn

icalconsiderations,and

largescaleassessmen

tresultshave

neverb

eenwith

heldfrom

publicationdu

eto

political

reason

s.

11.The

grou

prespon

sibleforcarryingou

tthe

largescaleassessmen

tisa

ccou

ntableto

aclearly

recognize

dbo

dy.

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

38

12.W

hileno

issue

shave

been

iden

tifiedwith

thepe

rformance

ofthehu

man

resourcesthata

rerespon

sibleforthe

largescaleassessmen

t,mainlytempo

rary

orparttim

estaffw

orkon

theNLSA.

13.Sud

anofferssomeop

portun

ities

toprep

areindividu

alsfor w

orkon

theassessmen

t.Fore

xample,

universitygraduate

programsandcourseson

educational

measuremen

tandevaluatio

nareavailableat

allun

iversitieswith

faculties

ofed

ucation,

which

includ

eKh

artoum

University

,Zaeem

AlAzhariUniversity

,Oum

durm

anUniversity

,AlJazeera

University

,and

KassalaUniversity

.Inadditio

n,no

nun

iversitytraining

coursesor

worksho

pson

educational m

easuremen

tandevaluatio

n,as

wella

sfund

ingforattend

inginternationalp

rogram

s,courses,

orworksho

pson

educationalm

easuremen

tandevaluatio

nareavailable.

However,manyof

theavailableop

portun

ities

arelim

itedandno

tof

high

quality

.At

thesametim

e,thereareno

internshipsor

shortterm

employmen

top

portun

ities

availableinthelargescaleassessmen

toffice.

14.The

assessmen

tmeasuresp

erform

ance

againstn

ationally

andinternationally

recognize

dcurriculum

guidelines

orlearning

standards.

15.Stakeho

lder

grou

pslargelyaccept

whatthe

assessmen

tmeasures.

16.T

here

areno

mechanism

sin

placeto

ensure

that

theassessmen

taccuratelymeasureswhatitissupp

osed

tomeasure.F

orexam

ple,

thereareno

regular

(inde

pend

ento

rinternal)or

adho

creview

softhe

alignm

entb

etweentheassessmen

tinstrum

enta

ndwhatitissup

posedto

measure.

17.Cou

rses

orworksho

pson

theassessmen

tare

nota

vailableto

teache

rs.

18.N

oop

tions

areofferedto

includ

eallgroup

sof

stud

entsin

theassessmen

t.Fore

xample,

theassessmen

tisno

toffe

redin

thelanguage

ofinstructionfora

llstud

entgrou

ps,n

oaccommod

ations

oralternativeassessmen

tsareprovided

forstud

ents

with

disabilities,andno

specialp

lans

aremadeto

ensure

that

the

largescaleassessmen

tisa

dministered

tostud

entsinhard

toreachareas.

19.The

rearesomemechanism

sinplaceto

ensure

thequ

ality

oftheassessmen

t.Fore

xample,allproctorso

radm

inistratorsaretraine

daccordingto

aprotocol,

thereisastandardize

dmanualfor

largescaleassessmen

tad

ministrators,a

pilotiscond

uctedbe

fore

themaindata

collectiontakesplace,

allb

ookletsare

numbe

red,

scorersaretraine

dto

ensure

high

interraterreliability,

andthereisexternal

certificatio

nor

audit.Ho

wever,d

iscrepanciesareno

trequ

iredto

berecorded

onastandard

sheet,thereisno

doub

lescoringor

processin

gof

data,and

thereareno

internalor

externalreview

erso

robservers.

20.The

reisacompreh

ensiv

etechnicalrep

orto

ntheassessmen

t,which

ispu

bliclyavailable.

21.A

ssessm

entresultsaredissem

inated

effectively.Althou

ghthereareworksho

psor

presen

tatio

nsfork

eystakeh

olde

rson

theresults,resultsarefeatured

inne

wspapers,

andmed

iabriefin

gsareorganizedto

discussresults,results

areno

tdissem

inated

with

intw

elve

mon

thsafterthelargescaleassessmen

tis

administered

,and

repo

rtswith

results

areno

tmad

eavailableto

allstakeho

lder

grou

ps.T

hemainrepo

rtson

theresults

dono

tcontaininform

ationon

the

overallachievemen

tlevelsa

ndby

subgroup

s,tren

dsover

timeoveralland

forsub

grou

ps,orstand

arderrors.

22.A

llstakeh

olde

rsusetheassessmen

tinformationinaway

that

isconsisten

twith

thepu

rposes

andtechnicalcharacteristicso

fthe

assessmen

t.

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

39

23.T

here

areno

mechanism

sin

placeto

mon

itortheconseq

uences

oftheassessmen

t.Forexam

ple,

thereareno

expe

rtreview

grou

ps,the

med

conferen

ces

that

provideaforum

todiscussresearchandothe

rdataon

theconseq

uences

ofthelargescaleassessmen

t,regularfocus

grou

psor

surveyso

fkey

stakeh

olde

rs,

ape

rmanen

toversight

committee,orfun

ding

forind

epen

dent

research

ontheim

pactof

thelargescaleassessmen

t.

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

40

SUDAN

InternationalLarge

ScaleAssessment(ILSA)

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

41

ENABLINGCONTEXT

Overallfram

eworkof

policies,lead

ership,organ

izatio


human

resourcesinwhich

ILSA

takesp

lace

inacoun

tryor

system

andtheextent

towhich

that

fram

eworkiscond

uciveto,orsup

portiveof,ILSAactiv

ity.

LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT

1:SettingclearpoliciesforILSA

Thecoun

try/system

hasno

tparticipated

inan

ILSA

inthelast10

years.1

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thecoun

try/system

hasparticipated

inat

leasto

neILSA

inthelast10

years.

Thecoun

try/system

hasparticipated

intw

oor

moreILSA

inthelast10

years.

The

coun

try/system

has

not

taken

concrete

step

stoparticipateinan

ILSA

inthene

xt5years.2

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thecoun

try/system

hastakenconcrete

step

stoparticipateinat

leasto

neILSA

inthene

xt5years.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

There

isno

policy

documen

tthat

addressesp

articipationinILSA

.3There

isan

inform

alor

draft

policy

documen

tthata

ddresses

participationin

ILSA

.

Thereis

aform

alpo

licydo

cumen

tthat

addressesp

articipationinILSA

.This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

4Thepo

licydo

cumen

tisno

tavailableto

thepu

blic.

Thepo

licydo

cumen

tisavailableto

the

public.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

HavingregularfundingforILSA

Thereis

nofund

ingforparticipationin

ILSA

.Thereis

fund

ingfrom

loansor

external

dono

rs.

There

isregularfund

ing

allocated

atdiscretio

n.Thereisregularfun

ding

approved

bylaw,

decree

orno

rm.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ingcovers

somecore

activ

ities

oftheILSA

.Fund

ingcovers

allc

oreactivities

ofthe

ILSA

.This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ing

does

notcoverresearch

and

developm

enta

ctivities.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Fund

ing

covers

research

and

developm

enta

ctivities.

(CONTINUE

D)

* * * *

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

42

LATENT

EMERGING

ESTABLISHED

ADVANCED

ENABLINGCONTEXT


resourcesforILSA

There

isno

team

ornatio

nal/system

coordinator

tocarry

out

the

ILSA

activities.

There

isa

team

ornatio

nal/system

coordinator

tocarry

out

the

ILSA

activities.

There

isa

team

and

natio

nal/system

coordinator

tocarry

out

the

ILSA

activities.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

The

natio

nal/system

coordinator

orothe

rdesignatedteam

mem

berm

ayno

tbe

fluen

tin

the

language

ofthe

assessmen

t.

Thenatio

nal/system

coordinatorisfluen

tinthelanguage

oftheassessmen

t.This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

TheILSA

officeisinadeq

uatelystaffedor

traine

dto

carry

out

the

assessmen

teffectively.

TheILSA

officeis

adeq

uately

staffedor

traine

dto

carryou

ttheILSA

effectively,

with

minim

alissue

s.

TheILSA

officeisadeq

uatelystaffedand

traine

dto

carryou

ttheILSA

effectively,

with

noissue

s.

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

43

SYSTEM

ALIGNMENT

Degree

towhich

theILSA

meetstechnicalqua

litystan

dards,isfair,

andisused

inan

effectiveway.

LATENT

EMERGING

ESTABLISHED

ADVANCED

SYSTEM

ALIGNMENT1:

ProvidingopportunitiestolearnaboutILSA

The

ILSA

team

has

not

attend

edinternationalw

orksho

psor

meetin

gs.

The

ILSA

team

attend

edsome

internationalw

orksho

psor

meetin

gs.

TheILSA

team

attend

edallinternatio

nal

worksho

psor

meetin

gs.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

The

coun

try/system

offers

noop

portun

ities

tolearnabou

tILSA.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

The

coun

try/system

offers

some

oppo

rtun

ities

tolearnabou

tILSA.

Thecoun

try/system

offers

awiderange

ofop

portun

ities

tolearnabou

tILSA.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Opp

ortunitie

sto

learn

abou

tILSA

are

availableto

thecoun

try's/system

'sILSA

team

mem

berson

ly.

Opp

ortunitie

sto

learn

abou

tILSA

are

availableto

awideaudien

ce,inadditio

nto

the

coun

try's/system

'sILSA

team

mem

bers.

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

44

ASSESSMENTQUALITY

Degree

towhich

theILSA

meetstechnicalqua

litystan

dards,isfair,

andisused

inan

effectiveway.

LATENT

EMERGING

ESTABLISHED

ADVANCED

ASSESSMENTQUALITY1:

Ensuring

thequality

ofILSA

Data

from

the

ILSA

has

not

been

publish

ed.

The

coun

try/system

met

sufficien

tstandardsto

have

itsdata

presen

ted

bene

ath

the

main

display

ofthe

internationalrep

orto

rinan

anne

x.

The

coun

try/system

met

alltechnical

standards

requ

ired

tohave

itsdata

presen

ted

inthe

main

displays

ofthe

internationalrep

ort.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thecoun

try/system

hasno

tcontrib

uted

newknow

ledgeon

ILSA

.This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Thecoun

try/system

hascontrib

uted

new

know

ledgeon

ILSA

.

EnsuringeffectiveusesofILSA

Ifany,

coun

try/system

specific

results

andinform

ationareno

tdissem

inated

inthecoun

try/system

.

Coun

try/system

specific

results

and

inform

ationaredissem

inated

irregularly

inthecoun

try/system

.

Coun

try/system

specific

results

and

inform

ationareregularly

dissem

inated

inthecoun

try/system

.

Coun

try/system

specific

results

and

inform

ation

are

regularly

and

widely

dissem

inated

inthecoun

try/system

.

Prod

ucts

toprovidefeed

back

toscho

ols

anded

ucatorsabou

tthe

ILSA

results

are

notm

adeavailable.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Prod

ucts

toprovidefeed

back

toscho

ols

anded

ucatorsabou

tthe

ILSA

results

are

sometim

esmadeavailable.

Prod

ucts

toprovidefeed

back

toscho

ols

and

educators

abou

tILSA

results

are

system

aticallymadeavailable.

Thereisno

med

iacoverage

oftheILSA

results.

Thereis

limite

dmed

iacoverage

ofthe

ILSA

results.

There

issome

med

iacoverage

ofthe

ILSA

results.

Thereiswidemed

iacoverage

oftheILSA

results.

Ifany,

coun

try/system

specific

results

andinform

ationfrom

theILSA

areno

tused

toinform

decisio

nmakingin

the

coun

try/system

.

Results

from

the

ILSA

are

used

ina

limite

dway

toinform

decisio

nmakingin

thecoun

try/system

.

Results

from

theILSA

areused

insome

waysto

inform

decisio

nmakingin

the

coun

try/system

.

Results

from

the

ILSA

are

used

ina

varie

tyof

ways

toinform

decisio

nmakinginthecoun

try/system

.

Itis

notclearthat

decisio

nsbasedon

ILSA

results

have

hadapo

sitiveim

pact

onstud

ents'achievemen

tlevels.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

This

optio

ndo

esno

tapply

tothis

dimen

sion.

Decisio

nsbasedon

theILSA

results

have

had

apo

sitive

impact

onstud

ents'

achievem

entlevels.

SUDA

NSA

BERSTUDE

NTAS

SESSMEN

TSA

BERCO

UNTR

YRE

PORT

|201

3

SYSTEM

SAP

PROAC

HFO

RBE

TTER

EDUCA

TIONRE

SULTS

45

InternationalLargeScaleAssessment(ILSA)

1.Sudanhasne

verp

articipated

inan

internationallarge

scaleassessmen

tand

hasno

ttaken

concrete

step

sto

participatein

onein

thene

xtfiveyears.Thisset

offactsprovides

uswith

sufficien

tinform

ationto

determ

inethede

velopm

entlevel

ofILSA

inSudan,

andtheremaind

erof

theILSA

rubricisintentionally

left

blankas

aresult.

2.Sudanhasn

ottakenconcrete

step

stoparticipateinan

ILSA

inthene

xt5years.

3.Nopo

licydo

cumen

tadd

resses

participationinILSA

inSudan.

4.Thisop

tiondo

esno

tapp

lyto

thisdimen

sion.

SUDAN SABER STUDENT ASSESSMENT SABER COUNTRY REPORT |2013


AcknowledgementsThis report, part of a 16 country benchmarking exercisein the Middle East & North Africa and Africa regions,was prepared by the World Bank SABER StudentAssessment team in partnership with UNESCO which leddata collection efforts. It benefited from feedback andreview from Elizabeth Ninan, Senior Education Specialistand Tazeen Fasih, Senior Human DevelopmentEconomist and Task Team Leader for education projectsin Sudan in the World Bank’s Africa region, as well asparticipants of the national validation seminarorganized by UNESCO in Sudan.

ReferencesClarke, M. 2012. “What Matters Most for StudentAssessment Systems: A Framework Paper.”READ/SABER Working Paper Series. Washington, DC:World Bank.

United Nations Statistics Division. “Country Profile:Sudan.” Data retrieved from http://data.un.org onSeptember 11, 2013.

World Bank. 2011.Main report. Vol. 1 of Sudan BasicEducation Project: restructuring. Washington D.C.: TheWorld Bank.

. 2012. The Status of the Education Sector inSudan. Washington, DC: World Bank.

. 2013. Sudan Basic Education RecoveryProject. Washington DC: World Bank.

. 2013. World Bank DevelopmentIndicators: Sudan Country Indicator Data. Washington,DC: World Bank. Data retrieved fromhttp://databank.worldbank.org/data on September 11,2013.

SUDAN SABER STUDENT ASSESSMENT SABER COUNTRY REPORT |2013


The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn.

This report focuses specifically on policies in the area of student assessment.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed inthis work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. TheWorld Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other informationshown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or theendorsement or acceptance of such boundaries.

THE WORLD BANK

www.worldbank.org/education/saber

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