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.
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Page 45 - Assessment lies at the heart of this process. It can provide a framework in which educational objectives may be set, and pupils' progress charted and expressed. It can yield a basis for planning the next educational steps in response to children's needs. By facilitating dialogue between teachers, it can enhance professional skills and help the school as a whole to strengthen learning across the curriculum and throughout its age range.
Page 3 - Ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality.
Page 61 - Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.
Page 74 - In DW Chapman and LO Ma'hlck, eds., From Data to Action: Information Systems in Educational Planning.
Page 73 - Socioeconomic Status and School Location Differences in Grade 6 Reading Literacy in Five African Countries.
Page 33 - Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe.