2012年-世界发展银行全球_Kazakhstan___Student_Assessment_53页_1mb

Kazakhstan Student Assessment Summary

Core Content

Kazakhstan has implemented a student assessment system aimed at improving education quality and learning outcomes. The system includes classroom assessment, examinations, and large-scale assessments. The SABER-Student Assessment program, developed by the World Bank, is used to benchmark and evaluate these systems.

Main Assessment Types and Their Status

1. Classroom Assessment

• Status: Established
• Description:
  • Classroom assessment is guided by a public document outlining student learning expectations.
  • Teachers use various formats (observation, questioning, paper-and-pencil tests) to evaluate student learning.
  • Classroom assessment information is used to support teaching and learning, and to inform parents.
  • However, it is mainly used for recalling information, not for pedagogical improvement.
  • There is limited training for teachers on classroom assessment, and no formal courses are included in teacher training programs.
  • The quality of classroom assessment is moderate, with fair scoring practices but limited use of data for curriculum improvement.

2. Examinations

• Status: Emerging
• Description:
  • The Unified National Testing (UNT) is the main examination for grade 11 students, serving as both a graduation exam and a university entrance exam.
  • The UNT includes four compulsory subjects and one optional subject.
  • The examination is administered by the Committee for Quality Control in Education and Science and the National Testing Center (NTC).
  • There are annual non-university training courses for examination staff, and limited opportunities for international training.
  • Despite these efforts, the UNT is criticized for its low validity and reliability, with many items focusing on rote memorization.
  • The UNT is paper-based, but plans are in place to introduce computer-based testing by 2013.
  • The system lacks mechanisms to monitor the consequences of the UNT, and results are not confidential, leading to concerns about fairness and transparency.
  • There is no clear policy for students who fail the UNT, and the system is not seen as effective by many stakeholders.

3. National Large-Scale Assessment (NLSA)

• Status: Emerging
• Description:
  • The External Assessment of Learning Achievements (EALA) is used to assess education quality at the end of basic secondary and higher education.
  • EALA was first administered in April 2012 and is funded regularly by the government.
  • Training and international opportunities are available for those involved in EALA.
  • However, the assessment system is still in development, with limited mechanisms to ensure quality and use of results.

4. International Large-Scale Assessment (ILSA)

• Status: Established
• Description:
  • Kazakhstan has participated in TIMSS 2007, 2011, and PISA 2009, and has plans for PISA 2012, TIMSS 2015, and PIRLS 2016.
  • A team at the National Center for Education Statistics and Assessment is responsible for ILSA activities.
  • The team has adequate training and experience to conduct these assessments effectively.
  • The impact of ILSA results on student achievement is unclear.

Key Policy Areas

1. Assessment Types and Purposes

• Classroom assessment: Provides real-time feedback to support teaching and learning.
• Examinations: Used for student certification and selection for higher education.
• Large-scale assessments: Provide feedback on the overall performance of the education system.

2. Quality Drivers

• Enabling context: Includes policies, funding, institutional structures, and trained staff.
• System alignment: Ensures assessments are aligned with learning goals, curriculum, and teacher training.
• Assessment quality: Refers to the psychometric quality of assessments, including design, implementation, and reporting.

Suggested Policy Options

1. Classroom Assessment

• Improve alignment with system learning goals by providing teachers with comprehensive resources.
• Develop training programs for teachers on classroom assessment techniques.
• Implement systematic mechanisms to monitor and improve the quality of classroom assessments.
• Ensure that classroom assessment data is used for pedagogical purposes and not just administrative.

2. Examinations

• Enhance human resources by introducing university-level training and internships.
• Improve the quality of the UNT by making technical reports public and introducing more rigorous quality control.
• Ensure fairness by implementing monitoring committees and electronic testing tools.
• Address concerns about transparency and equity by reviewing the UNT selection process and providing more equitable options for students.

3. National Large-Scale Assessment (NLSA)

• Strengthen the quality of EALA by ensuring consistent implementation and use of results.
• Expand training opportunities for those involved in NLSA.
• Increase funding for research and development of large-scale assessments.

Education Context in Kazakhstan

• Kazakhstan is an upper middle-income country with high economic growth.
• It has achieved near universal primary and secondary education enrollment.
• However, learning outcomes remain low, with PISA 2009 results showing that most students scored below basic competency levels in mathematics, reading, and science.
• The government is committed to modernizing the education system to meet national goals, including increasing labor productivity.

Conclusion

Kazakhstan has made progress in establishing a student assessment system, but there are significant gaps in the quality and effectiveness of its examinations and large-scale assessments. The system is in need of more systematic quality control, transparent reporting, and effective use of assessment data to improve learning outcomes and ensure equity in education.