2013年-世界发展银行全球_Sudan_Student_Assessment___SABER_Country_Report_2013_47页_1mb

Sudan Student Assessment System Summary (SABER Country Report, 2013)

Core Content Overview

The SABER-Student Assessment report for Sudan provides an analysis of the country's assessment system across three main types: classroom assessment, examinations, and national large-scale assessment (NLSA). It outlines the current state of these systems, their purposes, and the challenges they face. The report also suggests policy options to improve the effectiveness of student assessment in Sudan.

Main Assessment Types and Purposes

1. Classroom Assessment

• Purpose: Provide real-time feedback to support teaching and learning in individual classrooms.
• Current Status: Emerging
• Key Features:
  • A system-level document, the "Guidelines for the Two Levels (Basic and Secondary Education)" from 2007, provides guidance.
  • System-wide resources like textbooks and scoring rubrics are available.
  • In-service teacher training exists but is limited in reach and effectiveness.
  • Classroom assessments are often limited to recall-based tasks and use multiple-choice formats.
  • Limited feedback to students and lack of systematic monitoring mechanisms.
  • Not used for instructional planning or internal grading.

2. Examinations

• Purpose: Certify students at the end of a school cycle, select them for higher education, and prepare them for the labor market.
• Current Status: Established
• Key Features:
  • The Secondary Certificate Examination is conducted for grade 11 students.
  • Covers seven academic and seven technical subjects.
  • Funded by the government and student fees.
  • The General Directorate of Examinations and Assessment is well-staffed and equipped.
  • Teachers have limited involvement in examination design or administration.
  • No systematic mechanisms to monitor consequences or provide support for low-performing students.

3. National Large-Scale Assessment (NLSA)

• Purpose: Monitor education quality at the system level, support schools and teachers, and inform policy decisions.
• Current Status: Emerging
• Key Features:
  • Conducted twice (2009 and 2012) in different states.
  • Funded by external sources, such as the World Bank.
  • Limited to temporary or part-time staff.
  • Some quality mechanisms exist (e.g., proctor training, pilot testing).
  • No alignment review between the assessment and its intended purpose.
  • No mechanisms to monitor consequences or use results effectively.

4. International Large-Scale Assessment (ILSA)

• Purpose: Compare education systems internationally and assess student achievement on a global scale.
• Current Status: Latent
• Key Features:
  • Sudan has not participated in any ILSA.
  • No policy documents or plans for future participation.
  • Limited capacity for international assessments.

Key Policy Areas and Quality Drivers

The SABER framework evaluates assessment systems based on three quality drivers:

1. Enabling Context

• Refers to the legislative, institutional, and financial environment that supports assessment activities.
• In Sudan, while some policies and funding exist, they are not consistent or sufficient across all areas.

2. System Alignment

• Ensures that assessment activities align with learning goals, curriculum, and teacher training.
• Classroom and NLSA assessments show limited alignment with system-level goals and standards.

3. Assessment Quality

• Refers to the psychometric quality of assessment instruments and procedures.
• Classroom assessments lack systematic monitoring and feedback mechanisms.
• NLSA assessments have limited quality checks for alignment and consequence monitoring.

Suggested Policy Options

1. Classroom Assessment

• Introduce varied and systematic mechanisms to monitor the quality of classroom assessment practices.
• Develop policies requiring teachers to use assessments for instructional planning.
• Expand in-service and pre-service teacher training on classroom assessment.

2. Examinations

• Allocate funding for research and development related to the Secondary Certificate Examination.
• Develop regular, updated workshops for teachers on examination design and administration.
• Support students who perform poorly with remedial or preparatory courses.
• Review and enhance existing courses on educational measurement and evaluation.

3. National Large-Scale Assessment (NLSA)

• Ensure stable government funding for NLSA, including research and development.
• Develop a plan for effective dissemination of NLSA results, including subgroup reporting and media outreach.
• Establish mechanisms to use NLSA results and monitor their consequences.
• Fund research on the impact of NLSA and collaborate with higher education institutions.

4. International Large-Scale Assessment (ILSA)

• Build awareness and momentum for the importance of ILSA.
• Ensure stable government funding for international assessments.
• Develop appropriate organizational structures and qualified staff to support ILSA participation.

Education in Sudan

• Sudan is a lower-middle-income country in Sub-Saharan Africa.
• The 2005 Comprehensive Peace Agreement (CPA) significantly improved access to education, especially in conflict-affected regions.
• Public education spending increased substantially between 2005 and 2009.
• Regional disparities in education access remain, particularly in rural areas where girls are most disadvantaged.
• A new Basic Education Strategy (iBES) was introduced post-2011, focusing on improving access and quality.

Summary of Development Levels

Conclusion

Sudan's student assessment system is at varying levels of development, with examinations being the most established and classroom assessment and NLSA being in the emerging stage. The ILSA system is still in the latent stage, indicating a need for stronger institutional and policy support. The report emphasizes the importance of improving the quality and alignment of assessments to better support education quality and student learning outcomes.