2015年-世界发展银行全球_Belarus_Student_Assessment___SABER_Country_Report_2015_67页_864kb

Belarus Student Assessment Summary

Core Content

The document provides an overview of the student assessment system in Belarus, benchmarked using the World Bank's SABER (Systems Approach for Better Education Results) program. It outlines the current state of classroom assessment, examinations, and large-scale assessments, both national and international, and identifies key areas for improvement.

Main Policy Areas

1. Classroom Assessment

• Level of Development: Established
• Description:
  • Formal system-level documents guide classroom assessment, including "Educational Standards for School Subjects" and "Educational Programs for Extracurricular Subjects."
  • These documents specify learning objectives but not the expected performance levels.
  • Teachers use assessment data for diagnosing learning issues, providing feedback, planning instruction, and evaluating performance.
  • Classroom journals and student grade journals (dnevnik) are used to report student performance to parents.
  • There is a move toward electronic record-keeping and SMS communication for student performance updates.
• Key Issues:
  • Limited resources for classroom assessment.
  • Textbooks are of medium quality, while computer-based resources are considered high quality.
  • Preservice training is available but not of high quality or annual.
  • Teacher self-education is encouraged but not systematically structured.
• Policy Recommendations:
  • Improve the quality and availability of classroom assessment resources.
  • Ensure high-quality, annual preservice and in-service training for teachers.
  • Provide distance learning opportunities for all teachers.

2. Examinations

• Level of Development: Established
• Description:
  • The Centralized Testing program is used to select students into higher and specialized secondary education.
  • It is overseen by the Republic Institute for Knowledge Control (RIKC), which is institutionally separate from the Ministry of Education.
  • The program is well-aligned with classroom assessment and national large-scale assessments.
  • It is fully standardized at the system level.
  • Three rounds of practice exams are conducted during the school year.
  • Extensive quality assurance procedures are in place, including training for proctors, standardized manuals, and piloting of questions.
• Key Issues:
  • Limited access for students with disabilities due to lack of accommodations.
  • No university graduate programs or internships for student assessment.
  • No stakeholder surveys or validation studies for the program.
• Policy Recommendations:
  • Ensure equitable access to the Centralized Testing program for all students, including those with disabilities.
  • Develop mechanisms for monitoring the impact of the examination on the education system and student outcomes.
  • Introduce university courses and internships focused on student assessment and examination design.

3. National Large-Scale Assessment (NLSA)

• Level of Development: Established
• Description:
  • The Republican Monitoring of Education Quality has been conducted annually since 2003.
  • It assesses student learning in relation to the official curriculum and learning standards.
  • Fully standardized at the system level with sufficient funding.
  • The Department of Education Quality Monitoring has most of the necessary resources.
• Key Issues:
  • Limited availability of computers, software, and servers for technical staff.
• Policy Recommendations:
  • Improve the availability of technical resources to support large-scale assessment activities.
  • Consider conducting a detailed needs assessment to address areas requiring technical support.

4. International Large-Scale Assessment (ILSA)

• Level of Development: Latent
• Description:
  • Belarus has not participated in any ILSA to date.
  • However, it is actively preparing to participate in PISA 2018.
  • RIKC and the National Institute of Education are well-prepared to carry out ILSA activities.
• Key Issues:
  • No prior participation in ILSA.
  • Need for a detailed needs assessment and technical support plan.
• Policy Recommendations:
  • Conduct a detailed needs assessment to prepare for ILSA participation.
  • Develop a comprehensive plan to address technical support requirements for ILSA.

Key Information

• Education System Overview: Belarus is an upper-middle income country with a GDP per capita of $8,040. Preschool is not compulsory, but 99% of children attend early childhood programs. General basic education is mandatory and includes grades 1-9.
• Challenges:
  • Slowed economic growth and aging population have increased pressure to improve efficiency and productivity.
  • School consolidation has not been accompanied by quality improvements.
• Reforms:
  • Focus on improving learning environments through better infrastructure and access to IT.
  • Interest in enhancing the assessment system to inform education reforms and policies.
• Methodology:
  • The SABER-Student Assessment framework evaluates assessment systems based on three quality drivers: enabling context, system alignment, and assessment quality.
  • Development levels (Latent, Emerging, Established, Advanced) are used to classify the status of each assessment type.
  • The rubrics for each assessment type are based on empirical research and expert consensus.

Conclusion

Belarus has established a comprehensive student assessment system, particularly in classroom assessment and examinations. However, there is room for improvement in the availability of resources and training for teachers, as well as in the support for students with disabilities and the technical infrastructure for large-scale assessments. The country is also taking steps to engage with international assessments like PISA, but needs a detailed plan to ensure successful participation. Overall, the assessment system is well-structured and aligned with national educational goals, but further development is necessary to enhance its effectiveness and equity.