2017年-世界发展银行全球_Cabo_Verde_Student_Assessment___SABER_Country_Report_2017_72页_1mb

Cabo Verde Student Assessment Summary

Core Content

Cabo Verde 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 country is using the SABER-Student Assessment framework, developed by the World Bank, to benchmark its assessment practices and identify areas for improvement.

Main Assessment Types and Their Status

1. Classroom Assessment

• Status: Established
• Description: Classroom assessment is supported by formal system-level documents such as the "Programas" and "Sistema de Avaliacao- Ensino Basico, 2003." Teachers use these assessments to evaluate student performance and guide instruction.
• Challenges:
  • The "Programas" have not been updated since 1999 and may not align with the current curriculum.
  • There is no clear guidance on how to incorporate "Other Elements of Assessment" (OEAs) into scores.
  • Teachers report insufficient training on how to use classroom assessment data effectively.
• Key Practices:
  • Teachers conduct summative assessments (testes sumativas) at the end of each trimester.
  • These assessments are developed at the regional level (conselho) by groups of teachers.
  • The final annual score is calculated based on the three trimester scores, with the third trimester carrying the most weight.

2. Examinations

• Status: Emerging
• Description: Examinations such as Provas Concelhias are administered at the end of grades 2, 4, 6, and 8. Provas Gerais Nacionalis (PGN) is given at grade 12 to certify completion of secondary education.
• Challenges:
  • There is no official unit within the Ministry of Education for managing examinations.
  • Examinations are more aligned with what teachers taught rather than the official curriculum.
  • No mechanisms exist to ensure the quality or impact of these assessments.
• Key Practices:
  • Provas Concelhias are organized by "Delegacoes Concelhias" at the regional level.
  • Examinations cover core subjects like language, math, and science, with additional subjects in higher grades.
  • Results are used to determine student progression to the next grade level.

3. National Large-Scale Assessment (NLSA)

• Status: Emerging
• Description: The Aferida, a national large-scale assessment, was conducted in 2010 (grade 6) and 2014 (grades 2, 4, and 6). It assessed Portuguese and math.
• Challenges:
  • No permanent unit is responsible for national assessments.
  • Limited assurance procedures were in place to ensure the quality of the Aferida.
  • Implementation of key activities was inconsistent.
• Key Practices:
  • Aferida was conducted with the involvement of the Ministry of Education and teaching staff.
  • Assessments were sample-based and used multiple-choice and short-answer formats.

4. International Large-Scale Assessment (ILSA)

• Status: Latent
• Description: Cabo Verde has not participated in any ILSA and has no concrete plans for future participation.

Key Policy Areas and Recommendations

1. Curriculum and Assessment Alignment

• The curriculum and assessment activities need better alignment to ensure that assessments reflect the intended learning outcomes.
• A new curriculum is being developed, but current assessment practices are not fully aligned with it.

2. Teacher Training and Resources

• There is a need for improved teacher training and resources to support effective classroom assessment.
• Both pre-service and in-service training are available but perceived to be of low quality.

3. Assessment Quality and Implementation

• The quality of assessments, particularly in examinations and large-scale assessments, needs improvement.
• There is a lack of formal mechanisms to ensure the alignment of assessments with the curriculum and to validate their quality.

4. System-Level Coordination

• The assessment system lacks a dedicated unit within the Ministry of Education.
• Coordination between different levels (classroom, regional, national) is not fully established.

Suggested Policy Options

1. Develop an Official System-Level Document:

   • Create a document outlining what students are expected to learn at each grade level, especially in language and math.
   • Specify desired performance levels and ensure this document is accessible to all teachers through training and professional development.

2. Ensure Curriculum and Assessment Alignment:

   • Align the curriculum, desired learning outcomes, and classroom assessments.
   • Improve teacher monitoring and performance evaluation to ensure assessments are used as intended.

3. Improve Teacher Training and Resources:

   • Review and enhance pre and in-service teacher training programs.
   • Provide clear guidelines on using assessment results for improving teaching and learning outcomes.
   • Focus on training teachers to effectively use formative and summative assessments.

4. Strengthen Examination and Large-Scale Assessment Systems:

   • Establish a formal unit within the Ministry of Education to oversee examination and assessment activities.
   • Implement quality assurance procedures to ensure alignment with the curriculum and improve the reliability of assessments.

Education System Overview

• Cabo Verde is a lower-middle income country with 10 islands.
• Approximately 88% of the population lives on four main islands.
• The country has made significant progress in education access and quality.
• Basic education is mandatory and free, with high net enrollment rates.
• The education system is in the process of expanding to include grades 7 and 8.
• Secondary education is less efficient, with only 45% of students completing it.
• The Technical and Vocational Education and Training (TVET) system is underdeveloped, accounting for only 5% of secondary education enrollment.

Conclusion

Cabo Verde has a well-established classroom assessment system, but examinations and national large-scale assessments are still emerging. The country has not yet participated in international assessments. To improve the effectiveness of its assessment system, Cabo Verde needs to enhance curriculum alignment, teacher training, and the quality assurance of assessments. These improvements will support the broader goals of the 2017-2021 Education Strategic Plan, which focuses on expanding access, improving quality, and increasing efficiency in the education sector.