2012年-世界发展银行全球_Serbia___Student_Assessment_49页_1mb

Serbia Student Assessment Summary

Core Content

This document provides an overview of the student assessment system in Serbia, as evaluated through the World Bank's Systems Approach for Better Education Results (SABER) program. It outlines the current state of classroom assessment, examinations, national large-scale assessments (NLSA), and international large-scale assessments (ILSA), along with suggested policy improvements.

Main Policy Areas

1. Classroom Assessment

• Level of Development: Emerging
• Key Features:
  • Policy documents exist but are not fully utilized by teachers.
  • Teachers are provided with standards, textbooks, and scoring rubrics.
  • Limited mechanisms to monitor the quality and alignment of classroom assessments.
  • Information is disseminated to students and parents, but feedback is minimal and often not aligned with pedagogical goals.
• Suggested Policy Options:
  • Introduce required courses on classroom assessment, especially formative assessment.
  • Develop minimum standards for teacher competencies in classroom assessment.
  • Implement professional development training for in-service teachers.
  • Include monitoring of classroom assessment quality in educational supervisors' mandates.
  • Create regular school reports combining external examination and classroom assessment results.

2. Examinations

• Level of Development: Emerging
• Key Features:
  • The Final Exam in Primary School Education was introduced in 2011 for grade 8 students.
  • The exam serves three purposes: student certification, selection to secondary school, and monitoring education quality.
  • The Ministry of Education and Science and the Institute for Education Quality and Evaluation share responsibilities.
  • Funding covers core examination activities and staff training but not research and development.
  • Limited technical documentation and no mechanisms to monitor consequences.
• Suggested Policy Options:
  • Develop and implement mechanisms to ensure quality in invigilation and marking.
  • Improve the quality of exam items and instruments.
  • Establish a national commission for examinations to oversee quality and accountability.

3. National Large-Scale Assessment (NLSA)

• Level of Development: Emerging
• Key Features:
  • The National Assessment of Fourth Grade Students was first conducted in 2006.
  • The purpose is to collect data on education practices and student achievement to improve the system.
  • Limited resources result in underrepresentation of certain student groups.
  • The Institute for Education Quality and Evaluation manages the NLSA.
  • No formal policy document exists for the use of NLSA data.
• Suggested Policy Options:
  • Adopt a policy document outlining the use of NLSA data for monitoring and improving education quality and equity.
  • Ensure all student groups are included in NLSA samples.
  • Develop a multi-year plan for conducting NLSA activities.
  • Integrate NLSA into national budget planning, including resources for vulnerable populations.

4. International Large-Scale Assessment (ILSA)

• Level of Development: Established
• Key Features:
  • Serbia has participated in TIMSS (2003, 2007, 2011) and PISA (2003, 2006, 2009).
  • Plans to participate in PISA 2012 and TIMSS 2015.
  • No formal policy document exists for international assessment participation.
  • Funding for ILSA is provided by donors, including the World Bank.
  • There is a national coordinator and team for ILSA activities, though capacity is limited.
  • ILSA data is used to inform national education strategies and teacher training.
• Suggested Policy Options:
  • Prepare a policy document for Serbia's participation in ILSAs, including rationale.
  • Enhance local capacity to use ILSA databases for policy decisions.
  • Ensure ILSA participation and follow-up analysis are included in national multi-annual budget planning.

Key Information

• Education System Overview:

  • Serbia is an upper-middle-income country in Southeast Europe.
  • The education system includes preprimary, primary, and secondary levels.
  • Primary education is compulsory, with high enrollment and completion rates.
  • The government aims to improve education quality and align with EU standards.

• SABER-Student Assessment Framework:

  • The framework evaluates assessment systems based on three dimensions: types/purposes of assessment, system alignment, and assessment quality.
  • It includes four development levels: Latent, Emerging, Established, and Advanced.
  • The ratings are not additive across assessment types but are used to evaluate each type individually.

• Quality Drivers:

  • Enabling Context: Policies, funding, institutional arrangements, and human resources.
  • System Alignment: Curriculum, learning goals, and teacher training.
  • Assessment Quality: Design, administration, analysis, and reporting.

Conclusion

Serbia's student assessment system is in the Emerging stage across most areas, with the exception of International Large-Scale Assessments, which are at the Established level. While the country has participated in several international assessments and used the results to inform policy, there are significant gaps in the implementation and monitoring of classroom assessment and national assessments. The suggested policy options aim to strengthen the system through better training, more systematic quality assurance, and improved alignment with educational goals.