2015年-世界发展银行全球_The_Development_of_the_Student_Assessment_System_in_the_Republic_of_Armenia___Achievements_Challenges_and_Lessons_Learned_64页_3mb

Summary of the Development of the Student Assessment System in the Republic of Armenia

Core Content

The paper discusses the development of the student assessment system in the Republic of Armenia, focusing on achievements, challenges, and lessons learned over the past two decades. It outlines how Armenia has transformed its assessment practices following independence from the USSR in 1991, emphasizing the role of government commitment, international support, and institutional reforms.

Main Purposes of the Student Assessment System

The student assessment system in Armenia serves three primary purposes:

• Assessment of learning: Certifying student achievement through exams and assessments.
• Assessment for learning: Supporting teaching and learning through formative assessment techniques.
• Assessment as learning: Providing evidence for policy-making and strategic planning.

Key Assessment Types

The system includes three main types of assessments:

1. Classroom Assessment
2. Examinations
3. Large-Scale Assessments (both national and international)

Classroom Assessment

• Traditional methods: Teachers use familiar techniques like personal enquiry, control works, and assessed homework.
• Grading system: A 10-point scale is used, with 9–10 as 'excellent', 7–8 as 'good', 5–6 as 'satisfactory', and 1–4 as 'failing'.
• Record-keeping: Student results are recorded in class journals.
• Formative assessment: Introduced through the World Bank-supported First Education Quality and Relevance Project (EQRP I), with the goal of using assessments to support teaching and learning.
• Regulations: The MOES and NIE have issued teacher-friendly regulations and methodological guidelines.
• Limitations: Summative in nature, with limited formal standardization across schools.

Examinations

• State graduation examinations: Held at the end of Grades 4, 9, and 12.
  • Grade 4: Focuses on Armenian Language and Mathematics; results are used to confirm completion of primary education.
  • Grades 9 and 12: Cover five subjects: Armenian Language and Literature, Mathematics, Armenian History, Sciences, and Foreign Languages.
  • Administration: Conducted by the Assessment and Testing Center (ATC), with schools setting their own tests.
  • Pass rates: Very high (over 98%).
  • Purpose: Primarily to confirm completion of education rather than measure achievement.
• Unified Examination (UE):
  • Introduced in 2006 to replace the decentralized university entrance system.
  • Serves as both a graduation and university entrance examination.
  • Conducted by the ATC, it is seen as more equitable, transparent, and less prone to corruption.
  • Places high pressure on schools, teachers, and students, often leading to private tutoring.

Large-Scale Assessments

• National Large-Scale Assessment (NLSA):
  • A sample-based survey designed to assess student achievement in key areas of the Armenian curriculum.
  • Adopted several technical procedures from TIMSS.
  • First cycle conducted in 2010, focusing on Armenian Language and Literature and Armenian History.
• International Large-Scale Assessment (ILSA):
  • Armenia has participated in the Trends in International Mathematics and Science Study (TIMSS) since 2003.
  • Currently participating in the 2015 cycle.

Key Lessons Learned

1. Technical elements are easy to implement, but effective use of assessment data is challenging:

   • Assessment specialists must ensure that policy-makers understand the value of data and that teachers receive usable information to improve teaching and learning.

2. High-stakes examinations create tensions between security and innovation:

   • There is a constant challenge in balancing the need for secure exams with the desire to use more innovative and effective assessment methods.

3. Assessment systems must adapt to societal changes:

   • As policies and priorities evolve, assessment practices must be continuously reviewed and adjusted to remain relevant and fit for purpose.

Conclusion

Armenia has made significant progress in developing a comprehensive and coherent student assessment system, supported by government commitment, international collaboration, and institutional reforms. While the system has improved in terms of fairness, transparency, and efficiency, challenges remain in ensuring that assessment data is effectively used and that the system continues to evolve in response to changing educational and societal contexts.

Key Figures and Data

• Figure 1: Structure of the Armenian Education System as of 2015.
• Figure 2: Annual enrollment data for the final year of general secondary education (G11 in 2010/2011 and G12 thereafter).

Abbreviations and Acronyms

• ATC: Assessment and Testing Center
• EQRP I: First Education Quality and Relevance Project
• GORA: Government of the Republic of Armenia
• HEI: Higher Education Institutions
• MOES: Ministry of Education and Science
• NLSA: National Large-Scale Assessment
• TIMSS: Trends in International Mathematics and Science Study
• UE: Unified Examination
• VET: Vocational Education and Training

Authors

• George Bethell: Independent consultant specializing in educational assessment policy and practices.
• Karine Harutyunyan: Deputy Minister of the Armenian Ministry of Education and Science, with expertise in education policy, analysis, and project design.

Support and Collaboration

• The SABER-Student Assessment case study was supported by the READ Trust Fund, a collaboration between the Russian Federation and the World Bank.
• The paper benefited from rigorous review by World Bank staff, academics, and country experts.