2009年-世界发展银行全球_Angola___Student_Assessment_40页_1mb

Summary of Angola's Student Assessment System (SABER Country Report, 2009)

Core Content

The SABER-Student Assessment report on Angola, published in 2009, evaluates the country's student assessment system across four key areas: Classroom Assessment, Examinations, National Large-Scale Assessment (NLSA), and International Large-Scale Assessment (ILSA). The report highlights the development levels of each assessment type and outlines policy recommendations to improve the overall assessment system in the country.

Main Policy Areas and Development Levels

1. Classroom Assessment – Emerging

• Status: Limited institutional capacity to ensure quality and effectiveness.
• Key Issues:
  • Weak system-wide support for classroom assessment.
  • National curriculum lacks specificity for guiding classroom assessment.
  • Distribution of guidelines and curriculum documents to schools is inadequate.
  • Teachers often lack secondary or tertiary education qualifications, hindering their ability to understand and implement classroom assessments.
  • Teacher training programs do not include classroom assessment.
• Policy Recommendations:
  • Solve distribution problems to ensure guidelines and curriculum reach all schools.
  • Strengthen the inspection and supervision system by training staff on classroom assessment.
  • Integrate classroom assessment into both pre- and in-service teacher training programs.

2. Examinations – Emerging

• Status: Examinations are managed at the provincial level with limited national standardization.
• Key Issues:
  • No national standardized examinations for key decisions.
  • Provincial exams are not fully standardized across schools.
  • Limited funding for standardized administration and scoring.
  • No formal training for teachers on examination design and implementation.
  • Examination results are not always used effectively to improve education quality.
• Policy Recommendations:
  • Adopt national learning standards and align examinations with them.
  • Standardize certification and promotion examinations across provinces.
  • Provide more opportunities for teacher training on examinations.

3. National Large-Scale Assessment (NLSA) – Latent

• Status: Two assessments conducted in 2005 and 2006, but not nationally representative.
• Key Issues:
  • No policy document or plan for future NLSA.
  • No designated team within the Ministry of Education for NLSA.
  • Limited capacity and no formal training for individuals involved in NLSA.
• Policy Recommendations:
  • Build momentum for regular system-level assessments.
  • Develop policy documents and secure a stable government budget for NLSA.
  • Strengthen organizational structures and staff capacity for NLSA.

4. International Large-Scale Assessment (ILSA) – Latent

• Status: No participation in ILSA in the last 10 years and no plans for the next 5 years.
• Key Issues:
  • No policy document addressing ILSA participation.
  • No dedicated team or coordinator for ILSA within the Ministry of Education.
  • No funding allocated for ILSA activities.
• Policy Recommendations:
  • Promote the importance of internationally comparable assessments.
  • Secure stable government funding for ILSA.
  • Establish appropriate organizational structures and qualified staff for ILSA.

Key Views on Student Assessment

• Importance of Assessment: Student assessment plays a critical role in:
  • Providing information on student learning and achievement.
  • Monitoring education quality trends over time.
  • Supporting educators and students with real-time feedback.
  • Holding stakeholders accountable for results.
• SABER Methodology: The SABER framework evaluates assessment systems based on three dimensions:
  • Enabling Context: Includes policies, leadership, funding, institutional arrangements, and human resources.
  • System Alignment: Refers to the coherence between assessments and the education system's goals, curriculum, and teacher training.
  • Assessment Quality: Focuses on the psychometric quality of assessments, including design, administration, analysis, and reporting.
• Development Levels:
  • Latent: Absence of or deviation from the desired attribute.
  • Emerging: Partial presence of the attribute, on the way to meeting minimum standards.
  • Established: Acceptable minimum standard.
  • Advanced: Best practice.

Education Context in Angola

• Angola is a lower middle-income country in Southern Africa.
• GDP per capita in 2009 was $3512, with a negative annual growth of -0.4% due to the global recession.
• Education Enrollment:
  • Primary: 86% net enrollment.
  • Secondary: Only 14% net enrollment, with a significant gender gap (81% girls vs. 92% boys at primary level).
• Educational Reforms:
  • Compulsory free primary education was expanded to 6 years in 2001.
  • Significant investment in school reconstruction and teacher recruitment.
  • Over 70,000 new teachers recruited between 2002 and 2006.
  • However, less than 75% of teachers have received relevant training.

Conclusion

Angola's student assessment system is at an early stage of development, with most assessment types classified as Emerging or Latent. The report emphasizes the need for policy alignment, capacity building, and system-wide improvements in all assessment areas. The suggested policy options are based on collaboration with local stakeholders and aim to address the most pressing issues in the system.