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Assessing Student Learning in Africa

ABILITY ACADEMIC ACHIEVEMENT ACADEMIC STANDARDS ACHIEVEMENTS ADDITION ADJUSTMENT ATTENTION BASIC EDUCATION CHEMISTRY CITIES CLASSROOMS COMMON CURRICULUM COMMUNITY DEVELOPMENT COMPETENCIES COMPLEXITY COMPREHENSION CONTINUING EDUCATION CURRICULA CURRICULUM CURRICULUM DEVELOPMENT CURRICULUM IMPLEMENTATION CURRICULUM MATERIALS DISASTERS ECOLOGY EDUCATION SECTOR EDUCATION STATISTICS EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL DEVELOPMENT EDUCATIONAL MANAGEMENT EDUCATIONAL PLANNING EDUCATIONAL POLICY EDUCATIONAL QUALITY EDUCATORS EMPLOYMENT EQUAL ACCESS FACTUAL KNOWLEDGE FORMAL EDUCATION GENDER GENERAL EDUCATION GEOGRAPHY GIRLS GRAMMAR HEALTH PROBLEMS INFERENCE INFORMATION SYSTEMS INSTRUCTIONAL OBJECTIVES INTERVENTION LANGUAGE COMPETENCE LANGUAGE OF INSTRUCTION LANGUAGE PROFICIENCY LANGUAGES LEARNING LEARNING ACHIEVEMENT LEARNING ACQUISITION LEARNING ENVIRONMENT LEARNING OUTCOMES LEARNING PROCESS LEARNING STRATEGIES LIFE SKILLS LITERACY MANAGERS MATHEMATICS MOBILITY MODERN EDUCATION MOTIVATION NATIONAL ASSESSMENTS NATIONAL EDUCATION NONFORMAL EDUCATION NUMERACY PAPERS PARENTS PARTICIPATION RATES PERCEPTION PHYSICS PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLING PRINTING PROFICIENCY PUPILS PUPIL­TEACHER RATIO QUALITY ASSURANCE QUALITY EDUCATION QUALITY OF EDUCATION QUALITY OF LEARNING QUESTIONING READING REASONING RECALL RECOGNITION REPETITION RETENTION ROTE LEARNING SCHOOL EDUCATION SCHOOLING SCHOOLS SECONDARY EDUCATION SECONDARY SCHOOL SOCIAL STUDIES STUDENT ACHIEVEMENT STUDENT BEHAVIOR STUDENT LEARNING STUDENT PARTICIPATION STUDENT PERFORMANCE STUDENTS STUDENTS LEARNING SUSTAINABLE DEVELOPMENT TEACHER TEACHER BEHAVIOR TEACHER COMPETENCE TEACHER EDUCATION TEACHER PREPARATION TEACHER TRAINING TEACHERS TEACHING TEACHING STRATEGIES TEST SCORES TEXTBOOKS THINKING UGANDA VOCABULARY ZAMBIA ZIMBABWE
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Washington, DC: World Bank
Africa | Africa
2013-08-08T14:22:26Z | 2013-08-08T14:22:26Z | 2004

This paper reviews what has happened in the field of assessment since then. It deals with public examinations, but differs from the 1992 report in that, other than in regard to a few minor details, no new data were specifically collected for it. The paper revisits many of the issues that were raised in the earlier report, particularly in relation to the role that assessment can play in improving the quality of students' learning. It also differs from the earlier report in that its consideration of assessment is not limited to public examinations. The World Declaration on Education for All in Jomtien in 1990 not only gave fresh impetus to issues relating to assessment, but also necessitated the introduction of a new form of assessment-system assessment, or national assessment-to determine if children were acquiring the useful knowledge, reasoning ability, skills, and values that schools promised to deliver. National assessment is the second major area of assessment addressed in this paper. International assessments, which share many procedural features with national assessment, are also considered. The fourth type of assessment addressed in the paper is classroom assessment.

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