Serbia : Student Assessment
Serbia has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component to improving education quality and learning outcomes as it provides th...
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| Language: | English en_US |
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Washington, DC
2014
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| Online Access: | http://documents.worldbank.org/curated/en/2012/01/18100442/serbia-student-assessment http://hdl.handle.net/10986/17512 |
| Summary: | Serbia has focused on increasing student
learning outcomes by improving the quality of education in
the country. An effective student assessment system is an
important component to improving education quality and
learning outcomes as it provides the necessary information
to meet stakeholders' decision-making needs. In order
to gain a better understanding of the strengths and
weaknesses of its existing assessment system, Serbia decided
to benchmark this system using standardized tools developed
under The World Bank's Systems Approach for Better
Education Results (SABER) program. SABER is an
evidence-based program to help countries systematically
examine and strengthen the performance of different aspects
of their education systems. SABER-student assessment is a
component of the SABER program that focuses specifically on
benchmarking student assessment policies and systems. The
goal of SABER-student assessment is to promote stronger
assessment systems that contribute to improved education
quality and learning for all. The importance of assessment
is linked to its role in: providing information on levels of
student learning and achievement in the system; monitoring
trends in education quality over time; supporting educators
and students with real-time information to improve teaching
and learning; and holding stakeholders accountable for
results. The SABER-student assessment framework is built on
the available evidence base for what an effective assessment
system looks like. The framework provides guidance on how
countries can build more effective student assessment
systems. The framework is structured around two main
dimensions of assessment systems: the types/purposes of
assessment activities and the quality of those activities.
Assessment systems tend to be comprised of three main types
of assessment activities, each of which serves a different
purpose and addresses different information needs. These
three main types are: classroom assessment, examinations,
and large scale, system level assessments. This report
focuses specifically on policies in the area of student assessment. |
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