Assessing Student Learning in Africa
Education for All, supported by the international community, emphasizes the importance of learning quality. This book focuses on the use of assessment to monitor and evaluate learning in Sub-Saharan African countries. It deals with four major aspects of educational assessment: public (external) examinations, national assessments of educational achievement levels, international assessments, and classroom assessment practices. Coverage of public examinations includes a review of their quality, their potential for leveraging reform, and their positive and negative impacts on the nature of teaching and learning. Assessing Student Learning in Africa summarizes the range of national assessment activities carried out in the region. These assessments were designed to provide evidence on the outcomes of schooling, especially in terms of student achievements. The relatively few international assessments that have been carried out in Africa have reported relatively low levels of student achievement. Pros and cons of participating in international assessments are discussed. Classroom-based assessment is an integral component of the teaching learning process. The evidence presented suggests that current teacher assessment practices are deficient in specific areas. Throughout the book, the authors offer concrete suggestions of how to improve assessment practices to help enhance the quality of student achievement.
12 pages matching SACMEQ in this book
Results 1-3 of 12
What people are saying - Write a review
We haven't found any reviews in the usual places.
The Context of Proposals to Use Assessment to Improve
Public External Examinations
4 other sections not shown
ADEA areas assessment practices Bude Burundi capacity building change in examinations Chapman and Snyder Chinapah classroom assessment cognitive curriculum decision-making Development differences Education in Africa education system Educational Planning Eisemon end of primary Evaluation exam examination reform examination results examination systems example focus goals grade high stakes high-stakes examinations higher-order identify implementation improve the quality inations individual students inputs instruction international assessments involve Jomtien Kellaghan and Greaney Kenya knowledge and skills language Madaus Mahlck Malawi mathematics Mauritius ment Namibia national assessments Nigeria outcomes participated PASEC policymakers Primary Education primary school problems public examinations pupils quality of education relevant reported role SACMEQ school-based assessment Scientific and Cultural scores Senegal stakeholders standards strategies student achievements student learning student performance studies Sub-Saharan Africa Swaziland Tanzania tests textbooks tion Trinidad and Tobago Uganda UNESCO United Nations Educational World Bank Zambia Zimbabwe