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Arab Republic of Egypt STUDENT ASSESSMENT SABER Country Report 2013 Key Policy Areas for Student Assessment Status 1. Classroom Assessment In the Arab Republic of Egypt, a formal, publicly available, system-level document provides guidelines for classroom assessment. System-wide resources and materials are also available to teachers for carrying out their assessment activities. These include documents that describe expected learning outcomes for students in different subject areas and grades, as well as student workbooks. At the same time, classroom assessment activities are viewed as relying too much on information recall and are generally considered to be weak. In addition, although classroom assessment information must be disseminated to key stakeholders, required uses of the data to support student learning are limited. 2. Examinations The Certificate of Completion of General Secondary Education has been administered to grade 12 students since 1954. The examination results are officially recognized by certification and selection systems in Egypt and abroad. Regular funding for the examination is provided by the government and covers all core activities. At the same time, limited mechanisms are in place to ensure the quality of the examination. In this regard, a recent OECD/World Bank study (forthcoming) noted that because of the lack of pilot testing of examination questions, ascertaining their difficulty level and comparability across examination cohorts is problematic. 3. National Large-Scale Assessment (NLSA) The National Standardized Examination has been administered twice in the past five years to a random sample of students in grades 4, 8, and 10 in the subject areas of Arabic language, English language, mathematics, and science. An informal policy document authorizes the NLSA but is not available to the public. In addition, no formal plan is in place for future activities. Funding covers core NLSA activities but is provided on an irregular basis by the government. NLSA results are poorly disseminated, and no mechanisms are in place to monitor the consequences of the assessment in terms of its overall impact on education quality or student learning. 4. International Large-Scale Assessment (ILSA) In the last 10 years, Egypt has participated in Trends in the International Mathematics and Science Study (TIMSS) 2003 and TIMSS 2007. Currently Egypt has no formal policy document that addresses participation in ILSAs and no official plan to participate in future ILSAs. Funding for TIMSS 2007 was provided by the government. Egypt offers limited opportunities to learn about ILSAs, and these have been made available only to ILSA team members. ILSA results and information have not been systematically disseminated throughout the country.

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Page 1: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

Arab Republic of Egypt

STUDENT ASSESSMENT SABER Country Report 2013

Key Policy Areas for Student Assessment Status

1. Classroom Assessment In the Arab Republic of Egypt, a formal, publicly available, system-level document provides guidelines for classroom assessment. System-wide resources and materials are also available to teachers for carrying out their assessment activities. These include documents that describe expected learning outcomes for students in different subject areas and grades, as well as student workbooks. At the same time, classroom assessment activities are viewed as relying too much on information recall and are generally considered to be weak. In addition, although classroom assessment information must be disseminated to key stakeholders, required uses of the data to support student learning are limited.

2. Examinations The Certificate of Completion of General Secondary Education has been administered to grade 12 students since 1954. The examination results are officially recognized by certification and selection systems in Egypt and abroad. Regular funding for the examination is provided by the government and covers all core activities. At the same time, limited mechanisms are in place to ensure the quality of the examination. In this regard, a recent OECD/World Bank study (forthcoming) noted that because of the lack of pilot testing of examination questions, ascertaining their difficulty level and comparability across examination cohorts is problematic.

3. National Large-Scale Assessment (NLSA) The National Standardized Examination has been administered twice in the past five years to a random sample of students in grades 4, 8, and 10 in the subject areas of Arabic language, English language, mathematics, and science. An informal policy document authorizes the NLSA but is not available to the public. In addition, no formal plan is in place for future activities. Funding covers core NLSA activities but is provided on an irregular basis by the government. NLSA results are poorly disseminated, and no mechanisms are in place to monitor the consequences of the assessment in terms of its overall impact on education quality or student learning.

4. International Large-Scale Assessment (ILSA) In the last 10 years, Egypt has participated in Trends in the International Mathematics and Science Study (TIMSS) 2003 and TIMSS 2007. Currently Egypt has no formal policy document that addresses participation in ILSAs and no official plan to participate in future ILSAs. Funding for TIMSS 2007 was provided by the government. Egypt offers limited opportunities to learn about ILSAs, and these have been made available only to ILSA team members. ILSA results and information have not been systematically disseminated throughout the country.

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Introduction The Arab Republic of Egypt 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 of efforts to improve the quality of education and learning outcomes because it provides the necessary information to meet stakeholders’ decision-making needs. To gain a better understanding of the strengths and weaknesses of its existing assessment system, Egypt 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.

What is SABER-Student Assessment? 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. National governments and international agencies are increasingly recognizing the key role that assessment of student learning plays in an effective education system. The importance of assessment is linked to its role in: (i) providing information on levels of student

learning and achievement in the system; (ii) monitoring trends in education quality over

time; (iii) supporting educators and students with real-

time information to improve teaching and learning; and

(iv) holding stakeholders accountable for results.

SABER-Student Assessment Methodology 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 Types and Purposes 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. Classroom assessment provides real-time information to support ongoing teaching and learning in individual classrooms. Classroom assessments use a variety of formats, including observation, questioning, and paper-and-pencil tests, to evaluate student learning, generally on a daily basis. Examinations provide a basis for selecting or certifying students as they move from one level of the education system to the next (or into the workforce). All eligible students are tested on an annual basis (or more often if the system allows for repeat testing). Examinations cover the main subject areas in the curriculum and usually involve essays and multiple-choice questions. Large-scale, system-level assessments provide feedback on the overall performance of the education system at particular grades or age levels. These assessments typically cover a few subjects on a regular basis (such as every three to five years), are often sample-based, and use multiple-choice and short-answer formats. They may be national or international in scope. Appendix 1 summarizes the key features of these main types of assessment activities.

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Quality Drivers of an Assessment System The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context, system alignment, and assessment quality. Enabling context refers to the broader context in which the assessment activity takes place and the extent to which that context is conducive to, or supportive of, the assessment. It covers such issues as the legislative or policy framework for assessment activities; institutional and organizational structures for designing, carrying out, or using results from the assessment; the availability of sufficient and stable sources of funding; and the presence of trained assessment staff. System alignment refers to the extent to which the assessment is aligned with the rest of the education system. This includes the degree of congruence between assessment activities and system learning goals, standards, curriculum, and pre- and in-service teacher training. Assessment quality refers to the psychometric quality of the instruments, processes, and procedures for the assessment activity. It covers such issues as design and implementation of assessment activities, analysis and interpretation of student responses to those activities, and the appropriateness of how assessment results are reported and used. Crossing the quality drivers with the different assessment types/purposes provides the framework and broad indicator areas shown in Table 1. This framework is a starting point for identifying indicators that can be used to review assessment systems and plan for their improvement.

Table 1: Framework for Building an Effective Assessment System, with Indicator Areas

The indicators are identified based on a combination of criteria, including: professional standards for assessment; empirical research on the characteristics of

effective assessment systems, including analysis of the characteristics that differentiate between the assessment systems of low- versus high-performing nations; and

theory — that is, general consensus among experts that it contributes to effective assessment.

Levels of Development The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating data on the three assessment types and related quality drivers. The questionnaires are used to collect data on the characteristics of the assessment system in a particular country. The information from the questionnaires is then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established,

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and Advanced. These levels are artificially constructed categories chosen to represent key stages on the underlying continuum for each indicator. Each level is accompanied by a description of what performance on the indicator looks like at that level. Latent is the lowest level of performance; it

represents absence of, or deviation from, the desired attribute.

Emerging is the next level; it represents partial presence of the attribute.

Established represents the acceptable minimum standard.

Advanced represents the ideal or current best practice.

A summary of the development levels for each assessment type is presented in Appendix 3. In reality, assessment systems are likely to be at different levels of development in different areas. For example, a system may be Established in the area of examinations, but Emerging in the area of large-scale, system-level assessment, and vice versa. While intuition suggests that it is probably better to be further along in as many areas as possible, the evidence is unclear as to whether it is necessary to be functioning at Advanced levels in all areas. Therefore, one might view the Established level as a desirable minimum outcome to achieve in all areas, but only aspire beyond that in those areas that most contribute to the national vision or priorities for education. In line with these considerations, the ratings generated by the rubrics are not meant to be additive across assessment types (that is, they are not meant to be added to create an overall rating for an assessment system; they are only meant to produce an overall rating for each assessment type). The methodology for assigning development levels is summarized in Appendix 4.

Education in Egypt The Arab Republic of Egypt is a lower-middle-income country in North Africa. GDP per capita is $3,187, with annual growth of approximately 2.2 percent. Egypt has undergone political changes since the 2011 revolution. The political situation remains precarious, with an interim government currently in place.

Egypt made significant progress in educational attainment in the last two decades, particularly in expanding access to basic education and closing the gap between boys’ and girls’ enrollment. Egypt has attained a primary school net enrollment rate of 96 percent and has managed to close the gender gap at the secondary and higher education levels. However, Egypt faces significant disparities in the area of education quality. Student performance on the 2007 Trends in International Mathematics and Science Study (TIMSS) showed large gaps between the top and bottom achievers, and analysis of the scores showed that performance depends to a large extent on parental education, wealth, and geographic location. Egypt is committed to investing in education, as illustrated in the National Strategic Plan in which education is considered to be a major pillar of economic and social development as well as national security. Government priorities for educational reform include institutionalized decentralization, strengthening partnerships with civil society and the private sector, promoting community participation in the management of schools, and upgrading teachers’ socioeconomic and professional status. Detailed information was collected on Egypt’s student assessment system using the SABER-Student Assessment questionnaires and rubrics in 2011. It is important to remember that these tools primarily focus on benchmarking a country’s policies and arrangements for assessment activities at the system or macrolevel. Additional data would need to be collected to determine actual, on-the-ground practices in Egypt, particularly by teachers and students in schools. The following sections discuss the findings by each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key local stakeholders based on Egypt’s immediate interests and needs. Detailed, completed rubrics for each assessment type in Egypt are provided in Appendix 5.

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Classroom Assessment Level of development

In Egypt, the Ministerial Decision Number 313 document, authorized by the Ministry of Education in 2011, provides guidelines for classroom assessment. Some system-wide resources are available to help teachers engage in classroom assessment activities, including workbooks that provide support for classroom assessment and a document that outlines what students are expected to learn in different subject areas at different grade levels. Some system-level mechanisms are in place to ensure that teachers develop skills and expertise in classroom assessment. Such mechanisms include in-service teacher training, online resources on classroom assessment, and a component on classroom assessment in teacher supervision. Required uses of classroom assessment to support student learning are limited. Although classroom assessment activities are required to be used in diagnosing student learning issues, providing feedback to students on their learning, and planning next steps in instruction, they are not required to be used to inform parents about their child's learning. In Egypt, classroom assessment practices are known to be weak. Although classroom assessment activities tend to be aligned with the curriculum framework, and grade inflation is not a serious problem, it is common for these assessment activities to be mainly about information recall. It is also common for classroom assessment activities to rely mainly on multiple-choice, selection-type questions and for teachers not to use explicit criteria for scoring students' work. Some mechanisms are in place to monitor the quality of classroom assessment practices; for example, classroom assessment is a required component of a teacher's performance evaluation and supervision.

Suggested policy options 1. Provide teachers with a greater variety of system-level resources to engage in classroom assessment, including a document that outlines the levels of performance that students are expected to reach in different subject areas at different grade and age levels, and scoring criteria or rubrics for evaluating students’ work. 2. Introduce more system-level mechanisms to ensure that teachers develop skills and expertise in classroom assessment, such as a required course on classroom assessment in all teacher-training programs, opportunities to participate in conferences and workshops, and opportunities to develop or score items for large-scale assessments or exams.

3. Ensure that national reviews of the quality of education include a systematic focus on classroom assessment. Introduce additional, systematic mechanisms, such as an external moderation system and government funding for research on how to improve and ensure the quality of classroom assessment practices.

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Examinations Level of development

The Certificate of Completion of General Secondary Education was first administered in 1954 and formally authorized in 2012 by the Presidency of the Republic via the Law 20 of 2012 document. The examination is administered to students in grade 12 and covers Arabic language, religious education, civic education, foreign languages, mathematics, sciences, and social sciences. The government allocates regular funding for the examination. Funding covers examination design and administration, data analysis, and reporting but does not cover long- or medium-term planning of program milestones, staff training, or research and development activities. The General Directorate for Examinations and the General Administration of Examinations are two departments within the Ministry of Education that have had primary responsibility for running the examination since 1955. They have all of the required facilities for conducting the examination and are adequately staffed with permanent and full-time staff. Reportedly, there are frequent errors in data processing, but no real issues have been identified with other aspects of the examination. However, a study discussed in the report, “Review of National Policies for Education: Schools for Skills—A New Learning Agenda for Egypt,” prepared by the Organisation for Economic Co-operation and Development (OECD) and the World Bank, found that because examinations are scored by readers who have little or no training in essay scoring, inconsistencies may arise in scores within a cohort (OECD/World Bank, forthcoming, 142).

Policy makers, teacher unions, and parents strongly support the examination, along with educators and the media. Although think tanks and nongovernmental organizations (NGOs) oppose the examination, students and employers appear neutral toward it. Some attitudes toward the examination may be informed by the prevalence of private tutoring. The

OECD/World Bank report found that private tutoring can be expensive relative to the average family income and consume students’ time (OECD/World Bank, forthcoming, 140–1). Egypt offers some opportunities to prepare individuals for work on the examination, including university graduate programs and courses on educational measurement and evaluation in university faculties of education. Nonuniversity training courses and workshops on educational measurement and evaluation are also offered. At the same time, no courses or workshops on the examination are available to teachers. In general, teachers are involved in very few examination tasks, which include administering and scoring the examination and supervising examination procedures. Teachers are not involved in creating or selecting examination questions or scoring guides, acting as a judge, or resolving inconsistencies between examination scores and school grades. Inappropriate behavior surrounding the examination process is moderate and has included leakage of the content of an examination paper before the examination and the use of unauthorized materials, such as prepared answers and notes. Student results are confidential. However, the only mechanism in place to monitor the consequences of the examination for students’ learning and educational opportunities is a set of studies that are regularly updated by the National Center for Examination and Educational Evaluation. Only limited systematic mechanisms are in place to ensure the quality of the examination, including external and internal reviews conducted by committees responsible for preparing the examination (by the National Center for Examinations, which is external to the Ministry of Education, as well as a committee internal to the Ministry of Education) and external certifications and audits. However, other desirable mechanisms, such as pilots, field testing, or translation verifications, are not in place. The OECD/World Bank report found that because of the lack of pilot testing of the examination questions, the real difficulty level of the questions and their comparability across cohorts is difficult to evaluate (OECD/World Bank, forthcoming, 142).

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Suggested policy options

1. Introduce a document that specifies fair examination practices and test takers’ rights, and make it available to all stakeholders to ensure that examination practices are consistent across the country.

2. Provide teachers with opportunities to learn about the examination by developing and making available up-to-date, compulsory courses or workshops on examinations for teachers, and by involving teachers in a variety of examination-related tasks.

3. Introduce varied, systematic mechanisms to ensure the quality of the examination, such as pilots or field testing.

4. Introduce varied and systematic mechanisms to monitor the consequences of the examination, such as funding for independent research on the examination, a permanent oversight committee, regular focus groups or surveys of key stakeholders, or expert review groups.

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National Large-Scale Assessment (NLSA) Level of development

The National Standardized Examination has been administered twice in the last five years to a representative random sample of students in grades 4, 8, and 10 in Arabic language, English language, mathematics, and science. The main purposes of this NLSA are to monitor education quality at the system level and hold political authorities, educators, and students accountable. The assessment also supports policy design, evaluation, and decision making. The government allocates irregular funding for the NLSA. The funding covers all core activities, including assessment design and administration, data analysis and reporting, long- and medium-term planning of program milestones, and staff training. However, the funding does not cover research and development activities. The National Center for Examinations and Educational Evaluation is a permanent unit created for running the NLSA. It is adequately staffed with permanent and full-time staff. Egypt offers some opportunities to prepare individuals for work on the NLSA, including university graduate programs and courses on educational measurement and evaluation in university faculties of education. Nonuniversity courses and workshops on educational measurement and evaluation are offered during in-service training. However, no internships or short-term employment opportunities are offered in the NLSA office, and no funding is available for attending international programs, courses, or workshops on educational measurement and evaluation. Mechanisms are in place to ensure the quality of the NLSA, including a standardized manual for assessment administrators and training of scorers to ensure high interrater reliability. However, discrepancies are not required to be recorded on a standard sheet, and no double scoring or processing of data take place. Although the main reports on the NLSA results contain useful information on achievement levels overall and by subgroups, these results are not disseminated until

more than 12 months after the assessment is administered. In addition, the reports are not made available to all stakeholder groups. The reports do not contain information on trends over time and do not provide standard errors. Furthermore, there is no media briefing organized to discuss the results, and results are not featured in newspapers or magazines or on radio or television. No mechanisms are in place as well to monitor the consequences of the NLSA in terms of its overall impact on education quality levels in the system. Suggested policy options

1. Develop a formal policy document that authorizes the NLSA and provides a timeline for when key NLSA activities are to take place.

2. Ensure that NLSA results are made available to stakeholders and researchers in a timely manner so that they can use them to study the effectiveness and efficiency of the national education system and to inform curriculum, teaching practices, and teacher training programs.

3. Evaluate how NLSA and ILSA results compare to inform curriculum development as well as teaching and learning practices.

4. Introduce mechanisms to monitor the consequences of the NLSA, including expert review groups and funding for independent research on the impact of the NLSA.

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International Large-Scale Assessment (ILSA) Level of development

Egypt has participated in two ILSAs in the past 10 years: the Trends in International Mathematics and Science Study (TIMSS) 2003 and TIMSS 2007. However, the country has not taken concrete steps to participate in another ILSA in the next five years, and no policy document addresses its participation in ILSAs. Funding for TIMSS 2007 was provided by the Ministry of Education. Funding covered all core activities, including international participation fees, implementation of the assessment exercise in Egypt, processing and analysis of data collected from implementation of the assessment exercise, reporting and dissemination of the assessment results in Egypt, and attendance at international expert meetings for the assessment exercise. However, funding did not cover research and development activities. Egypt’s ILSA office is adequately staffed and trained to carry out the international assessment. The ILSA team has previous experience working on international assessments, and ILSA team members have attended some of the international expert meetings related to the assessment. However, Egypt offers very limited opportunities for individuals to learn about ILSAs. Although workshops are available on using international assessment databases, no university courses include the topic of international assessments.

Egypt-specific results and information from ILSAs have been disseminated irregularly in the country. Although copies of the international reports were distributed to key stakeholders, copies of the national reports were not distributed, and a national report was not made available online. In addition, media coverage of Egypt's results was limited. Results from ILSAs have been used in a variety of ways to inform decision making in Egypt. Results have been used to track the impact of reforms on student achievement levels and to inform curriculum improvement, teacher training programs, and other assessment activities in the country. For example, results have been used to modify the mathematics and science curricula and train teachers on teaching methods aligned with the modifications. Suggested policy options

1. Develop a formal policy document that addresses Egypt’s participation in ILSAs.

2. Allocate government funding for ILSA activities to ensure that all ILSA activities are completed correctly and in a timely manner. Provide technical information to decision makers regarding the quality of the outcomes of the Egyptian education system compared with those of other countries.

3. Ensure that targeted reports on ILSA results are disseminated to key stakeholders at the school, district, and governorate levels to support continuous improvement plans.

4. Evaluate how NLSA and ILSA results compare to inform curriculum development as well as teaching and learning practices.

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Appendix 1: Assessment Types and Their Key Differences

Classroom Large-scale assessment surveys

Examinations

National International Exit Entrance Purpose

To provide immediate feedback to inform classroom instruction

To provide feedback on overall health of the system at particular grade/age level(s), and to monitor trends in learning

To provide feedback on the comparative performance of the education system at particular grade/age level(s)

To certify students as they move from one level of the education system to the next (or into the workforce)

To select students for further educational opportunities

Frequency Daily For individual subjects offered on a regular basis (such as every 3-5 years)

For individual subjects offered on a regular basis (such as every 3-5 years)

Annually and more often where the system allows for repeats

Annually and more often where the system allows for repeats

Who is tested?

All students Sample or census of students at a particular grade or age level(s)

A sample of students at a particular grade or age level(s)

All eligible students

All eligible students

Format Varies from observation to questioning to paper-and-pencil tests to student performances

Usually multiple choice and short answer

Usually multiple choice and short answer

Usually essay and multiple choice

Usually essay and multiple choice

Coverage of curriculum

All subject areas Generally confined to a few subjects

Generally confined to one or two subjects

Covers main subject areas

Covers main subject areas

Additional information collected from students?

Yes, as part of the teaching process

Frequently Yes Seldom Seldom

Scoring Usually informal and simple

Varies from simple to more statistically sophisticated techniques

Usually involves statistically sophisticated techniques

Varies from simple to more statistically sophisticated techniques

Varies from simple to more statistically sophisticated techniques

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Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System

Dimension

Development level

LATENT (Absence of, or deviation from,

attribute)

EMERGING (On way to meeting minimum standard)

ESTABLISHED (Acceptable

minimum standard)

ADVANCED (Best practice) Justification

EC—Enabling Context EC1—Policies EC2—Leadership, public engagement

EC3—Funding EC4—Institutional arrangements

EC5—Human resources SA—System Alignment

SA1—Learning/quality goals SA2—Curriculum SA3—Pre- and in-service teacher training

AQ—Assessment Quality AQ1—Ensuring quality (design, administration, analysis)

AQ2—Ensuring effective uses

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Appendix 3: Summary of the Development Levels for Each Assessment Type

Assessment type LATENT EMERGING ESTABLISHED

ADVANCED

Absence of, or deviation from, the attribute

On way to meeting minimum standard

Acceptable minimum standard

Best practice

Classroom assessment

There is no system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is weak system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is sufficient system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

There is strong system-wide institutional capacity to support and ensure the quality of classroom assessment practices.

Examinations

There is no standardized examination in place for key decisions.

There is a partially stable standardized examination in place, and a need to develop institutional capacity to run the examination. The examination typically is of poor quality and is perceived as unfair or corrupt.

There is a stable standardized examination in place. There is institutional capacity and some limited mechanisms to monitor it. The examination is of acceptable quality and is perceived as fair for most students and free from corruption.

There is a stable standardized examination in place and institutional capacity and strong mechanisms to monitor it. The examination is of high quality and is perceived as fair and free from corruption.

National (or system-level) large-scale assessment

There is no NLSA in place.

There is an unstable NLSA in place and a need to develop institutional capacity to run the NLSA. Assessment quality and impact are weak.

There is a stable NLSA in place. There is institutional capacity and some limited mechanisms to monitor it. The NLSA is of moderate quality and its information is disseminated, but not always used in effective ways.

There is a stable NLSA in place and institutional capacity and strong mechanisms to monitor it. The NLSA is of high quality and its information is effectively used to improve education.

International large-scale assessment

There is no history of participation in an ILSA nor plans to participate in one.

Participation in an ILSA has been initiated, but there still is need to develop institutional capacity to carry out the ILSA.

There is more or less stable participation in an ILSA. There is institutional capacity to carry out the ILSA. The information from the ILSA is disseminated, but not always used in effective ways.

There is stable participation in an ILSA and institutional capacity to run the ILSA. The information from the ILSA is effectively used to improve education.

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Appendix 4: Methodology for Assigning Development Levels 1. The country team or consultant collects information about the assessment system in the country. 2. Based on the collected information, a level of development and score are assigned to each dimension in the rubrics:

Latent = 1 score point Emerging = 2 score points Established = 3 score points Advanced = 4 score points

3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, ‘Enabling Context,’ in the case of ILSA, has three dimensions on which a hypothetical country receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s overall score for this quality driver would be: (2+2+3)/3 = 2.33 4. A preliminary level of development is assigned to each quality driver. 5. The preliminary development level is validated using expert judgment in cooperation with the country team and The World Bank Task Team Leader. For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriate level. 6. Scores for certain key dimensions under ‘Enabling Context’ (in the case of EXAM, NLSA, and ILSA) and under ‘System Alignment’ (in the case of CLASS) were set as ceiling scores, i.e., the overall mean score for the

particular assessment type cannot be greater than the score for these key dimensions. These key variables include formal policy, regular funding, having a permanent assessment unit, and the quality of assessment practices.

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thi

ck b

orde

r an

d an

ast

erisk

. The

sel

ectio

n m

ay in

clud

e a

supe

rscr

ipt

num

ber

that

ref

ers

to t

he ju

stifi

catio

n or

exp

lana

tion

for

the

sele

ctio

n. T

he e

xpla

natio

n or

just

ifica

tion

text

can

be

loca

ted

in th

e “D

evel

opm

ent-

leve

l rat

ing

just

ifica

tions

” se

ctio

n at

the

end

of e

ach

rubr

ic. I

f a ro

w in

clud

es a

su

pers

crip

t, bu

t not

a th

ick

bord

er a

nd a

n as

teris

k, th

is m

eans

that

insu

ffici

ent i

nfor

mat

ion

was

ava

ilabl

e to

det

erm

ine

the

rele

vant

sele

ctio

n in

the

row

.

Page 15: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

EGYP

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ABER

-STU

DEN

T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

15

Egyp

t, Ar

ab R

ep.

Clas

sroo

m A

sses

smen

t

Page 16: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

EGYP

T ǀ S

ABER

-STU

DEN

T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

16

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

O

vera

ll po

licy

and

reso

urce

fram

ewor

k w

ithin

whi

ch cl

assr

oom

ass

essm

ent a

ctiv

ity ta

kes p

lace

in a

coun

try

or sy

stem

, and

the

degr

ee to

whi

ch cl

assr

oom

as

sess

men

t act

ivity

is co

here

nt w

ith o

ther

com

pone

nts o

f the

edu

catio

n sy

stem

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

1:

Sett

ing

clea

r gu

idel

ines

for

clas

sroo

m a

sses

smen

t

Ther

e is

no s

yste

m-le

vel d

ocum

ent

that

pr

ovid

es

guid

elin

es

for

clas

sroo

m

asse

ssm

ent.

Ther

e is

an

info

rmal

sy

stem

-leve

l do

cum

ent

that

pro

vide

s gu

idel

ines

for

cl

assr

oom

ass

essm

ent.

Ther

e is

a fo

rmal

sys

tem

-leve

l doc

umen

t th

at p

rovi

des

guid

elin

es f

or c

lass

room

as

sess

men

t.1

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

avai

labi

lity

of

the

docu

men

t is

rest

ricte

d.

The

docu

men

t is w

idel

y av

aila

ble.

2

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

2:

Alig

ning

clas

sroo

m a

sses

smen

t with

syst

em le

arni

ng g

oals

Ther

e ar

e no

sys

tem

-wid

e re

sour

ces

for

teac

hers

for c

lass

room

ass

essm

ent.

Ther

e ar

e sc

arce

sys

tem

-wid

e re

sour

ces

for t

each

ers f

or c

lass

room

ass

essm

ent.

Ther

e ar

e so

me

syst

em-w

ide

reso

urce

s fo

r tea

cher

s for

cla

ssro

om a

sses

smen

t. 3

Ther

e ar

e a

varie

ty

of

syst

em-w

ide

reso

urce

s av

aila

ble

for

teac

hers

fo

r cl

assr

oom

ass

essm

ent.

Ther

e is

no

offic

ial

curr

icul

um

or

stan

dard

s doc

umen

t. Th

ere

is an

of

ficia

l cu

rric

ulum

or

st

anda

rds

docu

men

t, bu

t it

is no

t cl

ear

wha

t stu

dent

s are

exp

ecte

d to

lear

n or

to

wha

t lev

el o

f per

form

ance

.

Ther

e is

an

offic

ial

curr

icul

um

or

stan

dard

s do

cum

ent

that

spe

cifie

s w

hat

stud

ents

are

exp

ecte

d to

lear

n, b

ut t

he

leve

l of p

erfo

rman

ce re

quire

d is

not c

lear

.

4

Ther

e is

an

offic

ial

curr

icul

um

or

stan

dard

s do

cum

ent

that

spe

cifie

s w

hat

stud

ents

are

exp

ecte

d to

lea

rn a

nd t

o w

hat l

evel

of p

erfo

rman

ce.

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

3:

Hav

ing

effe

ctiv

e hu

man

res

ourc

es to

carr

y ou

t cla

ssro

om a

sses

smen

t act

iviti

es

Ther

e ar

e no

syst

em-le

vel m

echa

nism

s to

ensu

re t

hat

teac

hers

dev

elop

ski

lls a

nd

expe

rtise

in c

lass

room

ass

essm

ent.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

som

e sy

stem

-leve

l mec

hani

sms

to e

nsur

e th

at te

ache

rs d

evel

op sk

ills a

nd

expe

rtise

in c

lass

room

ass

essm

ent.5

Ther

e ar

e a

varie

ty

of

syst

em-le

vel

mec

hani

sms

to

ensu

re

that

te

ache

rs

deve

lop

skill

s an

d ex

pert

ise in

cla

ssro

om

asse

ssm

ent.

*

*

* * *

Page 17: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

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ABER

-STU

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T AS

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UN

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2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

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LTS

17

AS

SESS

MEN

T Q

UAL

ITY

Qua

lity

of cl

assr

oom

ass

essm

ent d

esig

n, a

dmin

istra

tion,

ana

lysis

, and

use

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng th

e qu

alit

y of

clas

sroo

m a

sses

smen

t

Clas

sroo

m

asse

ssm

ent

prac

tices

su

ffer

from

wid

espr

ead

wea

knes

ses

or t

here

is

no i

nfor

mat

ion

avai

labl

e on

cla

ssro

om

asse

ssm

ent p

ract

ices

.

Clas

sroo

m

asse

ssm

ent

prac

tices

ar

e kn

own

to b

e w

eak.

6

Clas

sroo

m

asse

ssm

ent

prac

tices

ar

e kn

own

to b

e of

mod

erat

e qu

ality

. Cl

assr

oom

as

sess

men

t pr

actic

es

are

know

n to

be

gene

rally

of h

igh

qual

ity.

Ther

e ar

e no

mec

hani

sms

to m

onito

r the

qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es.

Ther

e ar

e ad

hoc

mec

hani

sms

to m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es. 7

Ther

e ar

e lim

ited

syst

emat

ic m

echa

nism

s to

m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pra

ctic

es.

Ther

e ar

e va

ried

and

syst

emat

ic

mec

hani

sms

in

plac

e to

m

onito

r th

e qu

ality

of

cl

assr

oom

as

sess

men

t pr

actic

es.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of c

lass

room

ass

essm

ent

Clas

sroo

m a

sses

smen

t inf

orm

atio

n is

not

requ

ired

to

be

diss

emin

ated

to

ke

y st

akeh

olde

rs.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Cl

assr

oom

as

sess

men

t in

form

atio

n is

requ

ired

to b

e di

ssem

inat

ed to

som

e ke

y st

akeh

olde

rs. 8

Clas

sroo

m

asse

ssm

ent

info

rmat

ion

is re

quire

d to

be

diss

emin

ated

to

all

key

stak

ehol

ders

.

Ther

e ar

e no

req

uire

d us

es o

f cla

ssro

om

asse

ssm

ent t

o su

ppor

t stu

dent

lear

ning

. Th

ere

are

limite

d re

quire

d us

es

of

clas

sroo

m a

sses

smen

t to

supp

ort s

tude

nt

lear

ning

. 9

Ther

e ar

e ad

equa

te

requ

ired

uses

of

cl

assr

oom

ass

essm

ent t

o su

ppor

t stu

dent

le

arni

ng, e

xclu

ding

its

use

as a

n in

put f

or

exte

rnal

exa

min

atio

n re

sults

.

Ther

e ar

e ad

equa

te

requ

ired

uses

of

cl

assr

oom

ass

essm

ent t

o su

ppor

t stu

dent

le

arni

ng, i

nclu

ding

its

use

as a

n in

put

for

exte

rnal

exa

min

atio

n re

sults

.

* *

*

*

Page 18: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

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ABER

-STU

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T AS

SESS

MEN

T

SABE

R CO

UN

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REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

18

Clas

sroo

m A

sses

smen

t: D

evel

opm

ent-

Leve

l Rat

ing

Just

ifica

tions

1.

The

Min

istry

of E

duca

tion

auth

orize

d th

e do

cum

ent M

inist

eria

l Dec

ision

Num

ber 3

13 in

201

1 to

pro

vide

form

al g

uide

lines

for c

lass

room

ass

essm

ent.

2.

The

doc

umen

t Min

ister

ial D

ecisi

on N

umbe

r 313

is a

vaila

ble

to th

e pu

blic

onl

ine

at th

e Eg

yptia

n M

inist

ry o

f Edu

catio

n's w

ebsit

e, in

in-s

ervi

ce c

ours

es fo

r te

ache

rs, a

nd in

scho

ols,

Dire

ctor

ates

of E

duca

tion,

and

the

Prov

inci

al E

duca

tion

Adm

inist

ratio

ns.

3. S

ome

syst

em-w

ide

reso

urce

s are

ava

ilabl

e fo

r tea

cher

s to

enga

ge in

cla

ssro

om a

sses

smen

t act

iviti

es. F

or e

xam

ple,

text

book

s or w

orkb

ooks

that

pro

vide

su

ppor

t for

cla

ssro

om a

sses

smen

t and

the

docu

men

t tha

t out

lines

wha

t stu

dent

s are

exp

ecte

d to

lear

n in

diff

eren

t sub

ject

are

as a

t diff

eren

t gra

de a

nd a

ge

leve

ls ar

e av

aila

ble.

How

ever

, the

doc

umen

t tha

t out

lines

the

leve

ls of

per

form

ance

that

stud

ents

are

exp

ecte

d to

reac

h in

diff

eren

t sub

ject

are

as a

t diff

eren

t gr

ade

or a

ge le

vels,

scor

ing

crite

ria o

r rub

rics f

or st

uden

ts' w

ork,

item

ban

ks o

r poo

ls w

ith e

xam

ples

of s

elec

tion/

mul

tiple

-cho

ice

or su

pply

/ope

n-en

ded

ques

tions

, onl

ine

asse

ssm

ent r

esou

rces

, and

com

pute

r-ba

sed

test

ing

with

inst

ant r

epor

ts o

n st

uden

ts' p

erfo

rman

ce a

re n

ot a

vaila

ble.

4.

An

offic

ial c

urric

ulum

or s

tand

ards

doc

umen

t tha

t spe

cifie

s wha

t stu

dent

s at d

iffer

ent g

rade

or a

ge le

vels

are

expe

cted

to le

arn

is av

aila

ble,

but

it d

oes n

ot

spec

ify to

wha

t per

form

ance

leve

l.

5. S

ome

syst

em-le

vel m

echa

nism

s, in

clud

ing

in-s

ervi

ce te

ache

r tra

inin

g, o

nlin

e re

sour

ces o

n cl

assr

oom

ass

essm

ent,

and

scho

ol in

spec

tion

or te

ache

r sup

ervi

sion,

w

hich

incl

udes

a c

ompo

nent

focu

sed

on c

lass

room

ass

essm

ent,

are

in p

lace

to e

nsur

e th

at te

ache

rs d

evel

op sk

ills a

nd e

xper

tise

in c

lass

room

ass

essm

ent.

For

exam

ple,

the

Prof

essio

nal A

cade

my

of T

each

ers t

rain

s tea

cher

s on

clas

sroo

m a

sses

smen

t pro

cedu

res.

How

ever

, oth

er m

echa

nism

s, su

ch a

s pre

serv

ice

teac

her

trai

ning

, a re

quire

d co

urse

on

clas

sroo

m a

sses

smen

t in

all t

each

er tr

aini

ng p

rogr

ams,

and

opp

ortu

nitie

s to

part

icip

ate

in c

onfe

renc

es a

nd w

orks

hops

or i

tem

de

velo

pmen

t for

, or s

corin

g of

, lar

ge-s

cale

ass

essm

ents

or e

xam

s, ar

e no

t in

plac

e.

6. C

lass

room

ass

essm

ent p

ract

ices

are

kno

wn

to b

e w

eak.

Cla

ssro

om a

ctiv

ities

are

rare

ly n

ot a

ligne

d w

ith a

ped

agog

ical

or c

urric

ular

fram

ewor

k, a

nd it

is n

ot

com

mon

for g

rade

infla

tion

to b

e a

serio

us p

robl

em. A

dditi

onal

ly, i

t is n

ot c

omm

on fo

r par

ents

to b

e po

orly

info

rmed

abo

ut st

uden

ts' g

rade

s. It

is a

lso n

ot

com

mon

for c

lass

room

act

iviti

es to

pro

vide

litt

le u

sefu

l fee

dbac

k to

stud

ents

and

to m

ainl

y be

use

d as

adm

inist

rativ

e or

con

trol

tool

s rat

her t

han

as p

edag

ogic

al

reso

urce

s. H

owev

er, i

t is v

ery

com

mon

for c

lass

room

ass

essm

ent a

ctiv

ities

to b

e m

ainl

y ab

out r

ecal

ling

info

rmat

ion,

and

it is

com

mon

for c

lass

room

ass

essm

ent

activ

ities

to re

ly m

ainl

y on

mul

tiple

-cho

ice,

sele

ctio

n-ty

pe q

uest

ions

. It i

s also

com

mon

for t

each

ers t

o no

t use

exp

licit

or a

prio

ri cr

iteria

for s

corin

g or

gra

ding

st

uden

ts' w

ork.

7.

Ad

hoc m

echa

nism

s are

in p

lace

to m

onito

r the

qua

lity

of c

lass

room

ass

essm

ent p

ract

ices

. Cla

ssro

om a

sses

smen

t is a

requ

ired

com

pone

nt o

f a te

ache

r's

perf

orm

ance

eva

luat

ion

and

teac

her s

uper

visio

n. A

lthou

gh li

mite

d in

scop

e, c

lass

room

ass

essm

ent p

ract

ices

are

revi

ewed

by

exte

rnal

aud

it co

mm

ittee

s, w

hich

ar

e pa

rt o

f the

Nat

iona

l Aut

horit

y fo

r Qua

lity

Assu

ranc

e an

d Ac

cred

itatio

n in

Edu

catio

n in

Egy

pt (N

AQQ

AE).

How

ever

, no

gove

rnm

ent f

undi

ng is

ava

ilabl

e fo

r re

sear

ch o

n th

e qu

ality

of c

lass

room

ass

essm

ent a

ctiv

ities

or o

n ho

w to

impr

ove

clas

sroo

m a

sses

smen

t, an

d no

ext

erna

l mod

erat

ion

syst

em is

set u

p to

revi

ew

the

diffi

culty

of c

lass

room

ass

essm

ent a

ctiv

ities

and

the

appr

opria

tene

ss o

f sco

ring

crite

ria.

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ABER

-STU

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SABE

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S AP

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FOR

BETT

ER E

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LTS

19

8. S

choo

ls or

teac

hers

are

requ

ired

to re

port

on

indi

vidu

al st

uden

ts' p

erfo

rman

ce to

par

ents

and

stud

ents

. Cla

ssro

om a

sses

smen

t inf

orm

atio

n is

not r

equi

red

to

be d

issem

inat

ed to

scho

ol d

istric

t or M

inist

ry o

f Edu

catio

n of

ficia

ls.

9. A

lthou

gh c

lass

room

ass

essm

ent a

ctiv

ities

are

requ

ired

for u

se in

dia

gnos

ing

stud

ent l

earn

ing

issue

s, pr

ovid

ing

feed

back

to st

uden

ts o

n th

eir l

earn

ing,

and

pl

anni

ng n

ext s

teps

in in

stru

ctio

n, th

ey a

re n

ot re

quire

d to

be

used

in in

form

ing

pare

nts a

bout

thei

r chi

ld's

lear

ning

, gra

ding

stud

ents

for i

nter

nal c

lass

room

us

es, o

r pro

vidi

ng in

put t

o an

ext

erna

l exa

min

atio

n pr

ogra

m.

Page 20: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

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-STU

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T AS

SESS

MEN

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SABE

R CO

UN

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RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

20

Egyp

t, Ar

ab R

ep.

Exam

inat

ions

Page 21: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

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ABER

-STU

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T AS

SESS

MEN

T

SABE

R CO

UN

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REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

21

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

org

aniza

tiona

l str

uctu

res,

and

fisca

l and

hum

an re

sour

ces i

n w

hich

ass

essm

ent a

ctiv

ity ta

kes p

lace

in a

coun

try

or

syst

em a

nd th

e ex

tent

to w

hich

that

fram

ewor

k is

cond

uciv

e to

, or s

uppo

rtiv

e of

, the

ass

essm

ent a

ctiv

ity.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

: Se

ttin

g cl

ear

polic

ies

No

stan

dard

ized

exam

inat

ion

has

take

n pl

ace.

Th

e st

anda

rdize

d ex

amin

atio

n ha

s be

en

oper

atin

g on

an

irreg

ular

bas

is.

The

exam

inat

ion

is a

stab

le p

rogr

am th

at

has b

een

oper

atin

g re

gula

rly.1

This

optio

n do

es

not

appl

y to

th

is di

men

sion

Ther

e is

no

polic

y do

cum

ent

that

au

thor

izes t

he e

xam

inat

ion.

Th

ere

is an

in

form

al

or

draf

t po

licy

docu

men

t th

at

auth

orize

s th

e ex

amin

atio

n.

The

re is

a f

orm

al p

olic

y do

cum

ent

that

au

thor

izes t

he e

xam

inat

ion.

2 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. Th

e po

licy

docu

men

t is

avai

labl

e to

the

pu

blic

. 3

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

polic

y do

cum

ent a

ddre

sses

som

e ke

y as

pect

s of t

he e

xam

inat

ion.

4 Th

e po

licy

docu

men

t ad

dres

ses

all

key

aspe

cts o

f the

exa

min

atio

n.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g st

rong

lead

ersh

ip

All

stak

ehol

der

grou

ps s

tron

gly

oppo

se

the

exam

inat

ion

or a

re in

diffe

rent

to it

. M

ost

stak

ehol

der

grou

ps

oppo

se

the

exam

inat

ion.

M

ost

stak

ehol

ders

gro

ups

supp

ort

the

exam

inat

ion.

5

All

stak

ehol

der

grou

ps

supp

ort

the

exam

inat

ion.

Ther

e ar

e no

att

empt

s to

im

prov

e th

e ex

amin

atio

n by

stak

ehol

der g

roup

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

inde

pend

ent

atte

mpt

s to

im

prov

e th

e ex

amin

atio

n by

sta

keho

lder

gr

oups

. 6

Ther

e ar

e co

ordi

nate

d at

tem

pts

to

impr

ove

the

exam

inat

ion

by s

take

hold

er

grou

ps.

Effo

rts

to i

mpr

ove

the

exam

inat

ion

are

not w

elco

med

by

the

lead

ersh

ip in

char

ge

of th

e ex

amin

atio

n

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ef

fort

s to

im

prov

e th

e ex

amin

atio

n ar

e ge

nera

lly w

elco

med

by

the

lead

ersh

ip in

ch

arge

of t

he e

xam

inat

ion.

7

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

* * * * * **

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S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

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LTS

22

(CO

NTI

NU

ED)

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 3

: H

avin

g re

gula

r fu

ndin

g

Ther

e is

no f

undi

ng a

lloca

ted

for

the

exam

inat

ion.

Th

ere

is irr

egul

ar f

undi

ng a

lloca

ted

for

the

exam

inat

ion.

Th

ere

is re

gula

r fun

ding

allo

cate

d fo

r the

ex

amin

atio

n.8

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re e

xam

inat

ion

activ

ities

: de

sign,

ad

min

istra

tion,

da

ta

proc

essin

g or

repo

rtin

g.

Fund

ing

cove

rs

all

core

ex

amin

atio

n ac

tiviti

es:

desig

n,

adm

inist

ratio

n,

data

pr

oces

sing

and

repo

rtin

g. 9

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g do

es n

ot c

over

res

earc

h an

d de

velo

pmen

t.10

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

re

sear

ch

and

deve

lopm

ent.

ENAB

LIN

G CO

NTE

XT 4

: H

avin

g st

rong

org

aniz

atio

nal s

truc

ture

s

The

exam

inat

ion

offic

e do

es n

ot e

xist

or i

s ne

wly

est

ablis

hed.

Th

e ex

amin

atio

n of

fice

is ne

wly

es

tabl

ished

. Th

e ex

amin

atio

n of

fice

is a

stab

le

orga

niza

tion.

11

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

The

exam

inat

ion

offic

e is

not a

ccou

ntab

le

to a

n ex

tern

al b

oard

or a

genc

y.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e ex

amin

atio

n of

fice

is ac

coun

tabl

e to

an

ext

erna

l boa

rd o

r age

ncy.

12

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Exam

inat

ion

resu

lts a

re n

ot re

cogn

ized

by

any

cert

ifica

tion

or se

lect

ion

syst

em.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

ce

rtifi

catio

n or

sel

ectio

n sy

stem

in

the

coun

try.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

on

e ce

rtifi

catio

n or

sel

ectio

n sy

stem

in

anot

her c

ount

ry.

Exam

inat

ion

resu

lts a

re r

ecog

nize

d by

tw

o or

mor

e ce

rtifi

catio

n or

sel

ectio

n sy

stem

in a

noth

er c

ount

ry.13

The

exam

inat

ion

offic

e do

es n

ot h

ave

the

requ

ired

faci

litie

s to

ca

rry

out

the

exam

inat

ion.

The

exam

inat

ion

offic

e ha

s so

me

of t

he

requ

ired

faci

litie

s to

ca

rry

out

the

exam

inat

ion.

The

exam

inat

ion

offic

e ha

s al

l of

the

re

quire

d fa

cilit

ies

to

carr

y ou

t th

e ex

amin

atio

n. 1

4

The

exam

inat

ion

offic

e ha

s sta

te o

f the

art

fa

cilit

ies t

o ca

rry

out t

he e

xam

inat

ion.

(CO

NTI

NU

ED)

* *

*

* * *

*

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ABER

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SABE

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UN

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SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

23

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Hav

ing

effe

ctiv

e hu

man

res

ourc

es

Ther

e is

no

staf

f to

ca

rry

out

the

exam

inat

ion.

Th

e ex

amin

atio

n of

fice

is in

adeq

uate

ly

staf

fed

to

effe

ctiv

ely

carr

y ou

t th

e ex

amin

atio

n, is

sues

are

per

vasiv

e.

The

exam

inat

ion

offic

e is

adeq

uate

ly

staf

fed

to

carr

y ou

t th

e ex

amin

atio

n ef

fect

ivel

y, w

ith m

inim

al is

sues

. 15

The

exam

inat

ion

offic

e is

adeq

uate

ly

staf

fed

to

carr

y ou

t th

e as

sess

men

t ef

fect

ivel

y, w

ith n

o iss

ues.

The

coun

try

does

not

offe

r opp

ortu

nitie

s th

at

prep

are

for

wor

k on

th

e ex

amin

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y of

fers

som

e op

port

uniti

es

that

pr

epar

e fo

r w

ork

on

the

exam

inat

ion.

16

The

coun

try

offe

rs

a w

ide

rang

e of

op

port

uniti

es t

hat

prep

are

for

wor

k on

th

e ex

amin

atio

n.

**

Page 24: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

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T ǀ S

ABER

-STU

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T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

24

SYST

EM A

LIGN

MEN

T

Degr

ee to

whi

ch th

e as

sess

men

t is c

oher

ent w

ith o

ther

com

pone

nts o

f the

edu

catio

n sy

stem

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng e

xam

inat

ions

wit

h le

arni

ng g

oals

and

opp

ortu

nitie

s to

lear

n

It is

not

clea

r w

hat

the

exam

inat

ion

mea

sure

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

is a

clea

r und

erst

andi

ng o

f wha

t the

ex

amin

atio

n m

easu

res.

17

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Wha

t th

e ex

amin

atio

n m

easu

res

is qu

estio

ned

by so

me

stak

ehol

der g

roup

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

W

hat

is m

easu

red

by t

he e

xam

inat

ion

is la

rgel

y ac

cept

ed b

y st

akeh

olde

r gro

ups.

18

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Mat

eria

l to

prep

are

for t

he e

xam

inat

ion

is m

inim

al a

nd it

is o

nly

acce

ssib

le t

o ve

ry

few

stud

ents

.

Ther

e is

som

e m

ater

ial t

o pr

epar

e fo

r the

ex

amin

atio

n th

at i

s ac

cess

ible

to

som

e st

uden

ts. 1

9

Ther

e is

com

preh

ensiv

e m

ater

ial

to

prep

are

for

the

exam

inat

ion

that

is

ac

cess

ible

to m

ost s

tude

nts.

Ther

e is

com

preh

ensiv

e m

ater

ial

to

prep

are

for

the

exam

inat

ion

that

is

acce

ssib

le to

all

stud

ents

.

SYST

EM A

LIGN

MEN

T 2:

Pr

ovid

ing

teac

hers

wit

h op

port

uniti

es to

lear

n ab

out t

he e

xam

inat

ion

Ther

e ar

e no

cou

rses

or

wor

ksho

ps o

n ex

amin

atio

ns a

vaila

ble

to te

ache

rs. 2

0 Th

ere

are

no

up-t

o-da

te

cour

ses

or

wor

ksho

ps o

n ex

amin

atio

ns a

vaila

ble

to

teac

hers

.

Ther

e ar

e up

-to-

date

vol

unta

ry co

urse

s or

wor

ksho

ps o

n ex

amin

atio

ns a

vaila

ble

to

teac

hers

.

Ther

e ar

e up

-to-

date

com

pulso

ry c

ours

es

or

wor

ksho

ps

on

exam

inat

ions

fo

r te

ache

rs.

Teac

hers

ar

e ex

clud

ed

from

al

l ex

amin

atio

n-re

late

d ta

sks.

Te

ache

rs

are

invo

lved

in

ve

ry

few

ex

amin

atio

n-re

late

d ta

sks.

21

Teac

hers

ar

e in

volv

ed

in

som

e ex

amin

atio

n-re

late

d ta

sks.

Te

ache

rs

are

invo

lved

in

m

ost

exam

inat

ion-

rela

ted

task

s.

* *

*

*

*

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ABER

-STU

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T AS

SESS

MEN

T

SABE

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SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

25

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

asse

ssm

ent m

eets

qua

lity

stan

dard

s, is

fair,

and

is u

sed

in a

n ef

fect

ive

way

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng q

ualit

y

Ther

e is

no t

echn

ical

rep

ort

or o

ther

do

cum

enta

tion.

Th

ere

is so

me

docu

men

tatio

n on

the

ex

amin

atio

n, b

ut i

t is

not

in a

for

mal

re

port

form

at.

Ther

e is

a co

mpr

ehen

sive

tech

nica

l rep

ort

but w

ith re

stric

ted

circ

ulat

ion.

22

Ther

e is

a co

mpr

ehen

sive,

hig

h qu

ality

te

chni

cal r

epor

t av

aila

ble

to t

he g

ener

al

publ

ic.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he e

xam

inat

ion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e lim

ited

syst

emat

ic m

echa

nism

s in

pla

ce t

o en

sure

the

qua

lity

of t

he

exam

inat

ion.

23

Ther

e ar

e va

ried

and

syst

emat

ic

mec

hani

sms i

n pl

ace

to e

nsur

e th

e qu

ality

of

the

exam

inat

ion.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng fa

irne

ss

Inap

prop

riate

beh

avio

r su

rrou

ndin

g th

e ex

amin

atio

n pr

oces

s is h

igh.

In

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

proc

ess i

s mod

erat

e. 2

4 In

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

proc

ess i

s low

. In

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

proc

ess i

s mar

gina

l.

The

exam

inat

ion

resu

lts l

ack

cred

ibili

ty

for a

ll st

akeh

olde

r gro

ups.

Th

e ex

amin

atio

n re

sults

are

cre

dibl

e fo

r so

me

stak

ehol

der g

roup

s.

The

exam

inat

ion

resu

lts a

re c

redi

ble

for

all s

take

hold

er g

roup

s.25

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

maj

ority

of

the

stud

ents

(ov

er 5

0%)

may

not

take

the

exam

inat

ion

beca

use

of

lang

uage

, ge

nder

, or

oth

er e

quiv

alen

t ba

rrie

rs.

A sig

nific

ant p

ropo

rtio

n of

stud

ents

(10%

-50

%)

may

no

t ta

ke

the

exam

inat

ion

beca

use

of l

angu

age,

gen

der,

or o

ther

eq

uiva

lent

bar

riers

.

A sm

all p

ropo

rtio

n of

stu

dent

s (le

ss th

an

10%

) m

ay

not

take

th

e ex

amin

atio

n be

caus

e of

lan

guag

e, g

ende

r, or

oth

er

equi

vale

nt b

arrie

rs.

All

stud

ents

can

tak

e th

e ex

amin

atio

n;

ther

e ar

e no

lang

uage

, ge

nder

or

othe

r eq

uiva

lent

bar

riers

.26

(CO

NTI

NU

ED)

* *

*

*

*

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LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 3:

Us

ing

exam

inat

ion

info

rmat

ion

in a

fair

way

Exam

inat

ion

resu

lts a

re n

ot u

sed

in a

pr

oper

way

by

all s

take

hold

er g

roup

s.

Exam

inat

ion

resu

lts a

re u

sed

by s

ome

stak

ehol

der g

roup

s in

a pr

oper

way

. Ex

amin

atio

n re

sults

are

use

d by

mos

t st

akeh

olde

r gro

ups i

n a

prop

er w

ay.

Exam

inat

ion

resu

lts

are

used

by

al

l st

akeh

olde

r gro

ups i

n a

prop

er w

ay. 2

7

Stud

ent n

ames

and

resu

lts a

re p

ublic

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Stud

ents

’ res

ults

are

con

fiden

tial. 2

8 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

ASSE

SSM

ENT

QU

ALIT

Y 4:

En

suri

ng p

ositi

ve c

onse

quen

ces o

f the

exa

min

atio

n

Ther

e ar

e no

opt

ions

for s

tude

nts w

ho d

o no

t pe

rfor

m w

ell o

n th

e ex

amin

atio

n, o

r st

uden

ts

mus

t le

ave

the

educ

atio

n sy

stem

.

Ther

e ar

e ve

ry

limite

d op

tions

fo

r st

uden

ts w

ho d

o no

t per

form

wel

l on

the

exam

inat

ion.

29

Ther

e ar

e so

me

optio

ns fo

r stu

dent

s who

do

not

per

form

wel

l on

the

exam

inat

ion.

Th

ere

is a

varie

ty o

f opt

ions

for

stud

ents

w

ho

do

not

perf

orm

w

ell

on

the

exam

inat

ion.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

mon

itor

the

cons

eque

nces

of

th

e ex

amin

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

ere

are

som

e m

echa

nism

s in

pla

ce t

o m

onito

r th

e co

nseq

uenc

es

of

the

exam

inat

ion.

30

Ther

e is

a va

riety

of m

echa

nism

s in

pla

ce

to

mon

itor

the

cons

eque

nces

of

th

e ex

amin

atio

n.

*

*

*

*

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27

Exam

inat

ions

: Dev

elop

men

t-Le

vel R

atin

g Ju

stifi

catio

ns

1. T

he C

ertif

icat

e of

Com

plet

ion

of th

e Ge

nera

l Sec

onda

ry E

duca

tion

was

firs

t adm

inist

ered

in 1

954.

The

exa

min

atio

n is

adm

inist

ered

to g

rade

12

stud

ents

, and

it

cove

rs th

e fo

llow

ing

subj

ects

: Ara

bic

lang

uage

, rel

igio

us e

duca

tion,

civ

ic e

duca

tion,

fore

ign

lang

uage

s, m

athe

mat

ics,

scie

nces

, and

soci

al sc

ienc

es.

2. T

he P

resid

ency

of t

he R

epub

lic a

utho

rized

the

Cert

ifica

te o

f Com

plet

ion

of th

e Ge

nera

l Sec

onda

ry E

duca

tion

with

the

docu

men

t Law

20

of 2

012

(whi

ch

amen

ds c

erta

in p

rovi

sions

to E

duca

tion

Law

139

of 1

981)

. 3.

The

Law

20

of 2

012

docu

men

t was

pub

lishe

d in

the

wid

ely

avai

labl

e O

ffici

al Jo

urna

l and

is p

oste

d on

the

Min

istry

of E

duca

tion'

s web

site.

4.

The

Law

20

of 2

012

docu

men

t add

ress

es so

me

key

aspe

cts o

f the

exa

min

atio

n. F

or e

xam

ple,

it d

escr

ibes

the

purp

ose

of th

e ex

amin

atio

n an

d au

thor

ized

uses

of

resu

lts, s

peci

fies w

ho c

an si

t for

the

exam

inat

ion,

and

iden

tifie

s rul

es a

bout

pre

para

tion.

How

ever

, the

doc

umen

t doe

s not

out

line

gove

rnan

ce, d

istrib

utio

n of

po

wer

, or r

espo

nsib

ilitie

s am

ong

key

entit

ies,

stat

e fu

ndin

g so

urce

s, o

utlin

e pr

oced

ures

to in

vest

igat

e an

d ad

dres

s sec

urity

bre

ache

s, ch

eatin

g, o

r oth

er fo

rms o

f in

appr

opria

te b

ehav

ior,

outli

ne p

roce

dure

s for

spec

ial o

r disa

dvan

tage

d st

uden

ts, o

r exp

lain

alig

nmen

t with

cur

ricul

um a

nd st

anda

rds o

r the

form

at o

f the

ex

amin

atio

n qu

estio

ns.

5. P

olic

y m

aker

s, te

ache

r uni

ons,

and

par

ents

stro

ngly

supp

ort t

he e

xam

inat

ion,

and

edu

cato

rs a

nd th

e m

edia

supp

ort i

t as w

ell.

Alth

ough

thin

k ta

nks a

nd N

GOs

oppo

se th

e ex

amin

atio

n, st

uden

ts a

nd e

mpl

oyer

s are

neu

tral

to it

. Som

e at

titud

es to

war

d th

e ex

amin

atio

n m

ay b

e in

form

ed b

y th

e pr

eval

ence

of p

rivat

e tu

torin

g. A

rece

nt O

ECD/

Wor

ld B

ank

repo

rt fo

und

that

priv

ate

tuto

ring

can

be e

xpen

sive

for t

he a

vera

ge fa

mily

inco

me

and

cons

ume

stud

ents

’ tim

e (O

ECD/

W

orld

Ban

k, fo

rthc

omin

g, 1

40–1

).

6. A

ttem

pts h

ave

been

mad

e to

impr

ove

the

exam

inat

ion

by st

akeh

olde

r gro

ups;

how

ever

, sta

keho

lder

gro

ups h

ave

not c

oord

inat

ed th

eir e

ffort

s.

7. L

eade

rshi

p in

cha

rge

of th

e ex

amin

atio

n ge

nera

lly w

elco

mes

effo

rts t

o im

prov

e th

e ex

amin

atio

n.

8. R

egul

ar fu

ndin

g is

allo

cate

d fo

r the

exa

min

atio

n by

the

gove

rnm

ent.

9.

Fun

ding

from

the

Min

istry

of E

duca

tion

for t

he e

xam

inat

ion

cove

rs e

xam

inat

ion

desig

n an

d ad

min

istra

tion

as w

ell a

s dat

a an

alys

is an

d re

port

ing.

How

ever

, fu

ndin

g do

es n

ot c

over

long

- or m

ediu

m-t

erm

pla

nnin

g of

pro

gram

mile

ston

es o

r sta

ff tr

aini

ng.

10. F

undi

ng fo

r the

exa

min

atio

n do

es n

ot c

over

rese

arch

and

dev

elop

men

t act

iviti

es.

11. T

he G

ener

al D

irect

orat

e fo

r Exa

min

atio

ns a

nd th

e Ge

nera

l Adm

inist

ratio

n of

Exa

min

atio

ns a

re d

epar

tmen

ts w

ithin

the

Min

istry

of E

duca

tion

that

hav

e be

en

resp

onsib

le fo

r the

exa

min

atio

n sin

ce 1

955.

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12. T

he G

ener

al D

irect

orat

e fo

r Exa

min

atio

ns h

as b

een

acco

unta

ble

to th

e O

ffice

of t

he M

inist

er o

f Edu

catio

n sin

ce 2

012.

13

. Res

ults

of t

he e

xam

inat

ion

are

reco

gnize

d by

cer

tific

atio

n an

d se

lect

ion

syst

em in

Egy

pt, a

s abr

oad,

in c

ount

ries s

uch

as G

erm

any,

Rom

ania

, and

the

Uni

ted

Stat

es.

14. T

he e

xam

inat

ion

offic

e ha

s com

pute

rs fo

r all

tech

nica

l sta

ff, a

secu

re b

uild

ing,

secu

re st

orag

e fa

cilit

ies,

acce

ss to

ade

quat

e co

mpu

ter s

erve

rs, t

he a

bilit

y to

ba

ck u

p da

ta, a

nd a

dequ

ate

com

mun

icat

ion

tool

s.

15. T

he n

umbe

r of p

erm

anen

t and

full-

time

staf

f to

carr

y ou

t the

exa

min

atio

n ef

fect

ivel

y is

adeq

uate

, with

min

imal

issu

es. A

lthou

gh e

rror

s in

data

pro

cess

ing

are

freq

uent

ly m

ade,

oth

er is

sues

such

as f

requ

ent e

rror

s in

the

exam

inat

ion

ques

tions

, om

issio

n of

cur

ricul

ar to

pics

, wea

knes

ses i

n te

st d

esig

n, e

rror

s in

scor

ing

that

lead

to d

elay

s in

repo

rtin

g of

resu

lts, p

oor t

rain

ing

of te

st a

dmin

istra

tors

, and

del

ays i

n ad

min

ister

ing

the

exam

inat

ion

due

to is

sues

with

the

desig

n of

the

exam

inat

ion

ques

tions

hav

e no

t bee

n id

entif

ied.

How

ever

, a st

udy

by th

e O

ECD/

Wor

ld B

ank

foun

d th

at b

ecau

se e

xam

inat

ions

are

scor

ed b

y re

ader

s who

hav

e lit

tle o

r no

trai

ning

in e

ssay

scor

ing,

inco

nsist

enci

es m

ay b

e fo

und

in sc

ores

with

in a

coh

ort (

OEC

D/W

orld

Ban

k, fo

rthc

omin

g, 1

42).

16

. Egy

pt o

ffers

uni

vers

ity g

radu

ate

prog

ram

s and

uni

vers

ity c

ours

es o

n ed

ucat

iona

l mea

sure

men

t and

eva

luat

ion

at a

ll fa

culti

es o

f edu

catio

n w

ithin

un

iver

sitie

s. A

lthou

gh n

onun

iver

sity

trai

ning

cou

rses

or w

orks

hops

on

educ

atio

nal m

easu

rem

ent a

nd e

valu

atio

n ar

e al

so a

vaila

ble,

no

inte

rnsh

ips a

re o

pen

in

the

exam

inat

ion

offic

e. A

dditi

onal

ly, f

undi

ng is

not

ava

ilabl

e fo

r att

endi

ng in

tern

atio

nal p

rogr

ams,

cou

rses

, or w

orks

hops

on

educ

atio

nal m

easu

rem

ent a

nd

eval

uatio

n.

17. T

here

is a

cle

ar u

nder

stan

ding

that

the

exam

inat

ion

mea

sure

s nat

iona

l sch

ool c

urric

ulum

gui

delin

es a

nd st

anda

rds.

18

. Sta

keho

lder

gro

ups,

incl

udin

g te

ache

rs, s

tude

nts,

and

pare

nts,

larg

ely

acce

pt w

hat i

s mea

sure

d by

the

exam

inat

ion.

19

. Alth

ough

exa

mpl

es o

f the

type

s of q

uest

ions

on

the

exam

inat

ion

are

the

only

mat

eria

l ava

ilabl

e to

pre

pare

for t

he e

xam

inat

ion,

they

are

ava

ilabl

e to

mos

t st

uden

ts th

roug

h te

xtbo

oks d

istrib

uted

free

of c

harg

e, fo

reig

n te

xtbo

oks l

icen

sed

by th

e M

inist

ry o

f Edu

catio

n, a

nd C

Ds. O

ther

mat

eria

l, su

ch a

s inf

orm

atio

n on

ho

w to

pre

pare

for t

he e

xam

inat

ion,

the

fram

ewor

k do

cum

ent e

xpla

inin

g w

hat i

s mea

sure

d on

the

exam

inat

ion,

and

the

repo

rt o

n th

e st

reng

ths a

nd

wea

knes

ses i

n st

uden

t per

form

ance

, is n

ot a

vaila

ble.

20

. No

cour

ses o

r wor

ksho

ps o

n th

e ex

amin

atio

n ar

e av

aila

ble

to te

ache

rs; h

owev

er, c

ours

es a

re a

vaila

ble

that

pro

vide

inst

ruct

ions

on

the

rule

s rel

ated

to

disc

iplin

e, m

onito

ring,

and

scor

ing

of th

e ex

amin

atio

n.

21. T

each

ers a

re in

volv

ed in

ver

y fe

w e

xam

inat

ion

task

s, w

hich

incl

ude

adm

inist

erin

g an

d sc

orin

g th

e ex

amin

atio

n an

d su

perv

ising

exa

min

atio

n pr

oced

ures

. For

ex

ampl

e, te

ache

rs a

re c

omm

issio

ned

by th

e Ge

nera

l Dire

ctor

ate

for E

xam

inat

ion

to p

artic

ipat

e in

the

disc

iplin

e, m

onito

ring,

and

scor

ing

com

mitt

ees.

Tea

cher

s ar

e no

t inv

olve

d in

sele

ctin

g or

cre

atin

g ex

amin

atio

n qu

estio

ns o

r sco

ring

guid

es, a

ctin

g as

a ju

dge,

or r

esol

ving

inco

nsist

enci

es b

etw

een

exam

inat

ion

scor

es a

nd

scho

ol g

rade

s.

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22. A

lthou

gh it

s circ

ulat

ion

is re

stric

ted,

ther

e is

a co

mpr

ehen

sive

tech

nica

l rep

ort a

vaila

ble

on th

e ex

amin

atio

n.

23. A

lthou

gh e

xter

nal a

nd in

tern

al re

view

s are

con

duct

ed b

y co

mm

ittee

s res

pons

ible

for p

repa

ring

the

exam

inat

ion

(by

the

Nat

iona

l Cen

ter f

or E

xam

inat

ions

, w

hich

is e

xter

nal t

o th

e M

inist

ry o

f Edu

catio

n, a

s wel

l as a

com

mitt

ee in

tern

al to

the

Min

istry

of E

duca

tion)

, and

ext

erna

l cer

tific

atio

ns a

nd a

udits

take

pla

ce,

mec

hani

sms s

uch

as p

ilots

, fie

ld te

stin

g, o

r tra

nsla

tion

verif

icat

ions

are

not

in p

lace

to m

onito

r the

qua

lity

of th

e ex

amin

atio

n. A

rece

nt st

udy

from

the

OEC

D/W

orld

Ban

k re

port

s tha

t bec

ause

of t

he la

ck o

f pilo

t tes

ting

of th

e ite

ms o

n th

e ex

amin

atio

n, th

e re

al d

iffic

ulty

leve

l of t

he q

uest

ions

and

thei

r co

mpa

rabi

lity

acro

ss c

ohor

ts is

diff

icul

t to

unde

rsta

nd (O

ECD/

Wor

ld B

ank,

fort

hcom

ing,

142

).

24. I

napp

ropr

iate

beh

avio

r sur

roun

ding

the

exam

inat

ion

proc

ess i

s mod

erat

e, b

ecau

se le

akag

e of

the

cont

ent o

f an

exam

inat

ion

pape

r or p

art o

f a p

aper

bef

ore

the

exam

inat

ion,

cop

ying

from

oth

er c

andi

date

s, u

se o

f una

utho

rized

mat

eria

ls su

ch a

s pre

pare

d an

swer

s and

not

es, a

nd in

timid

atio

n of

exa

min

atio

n su

perv

isors

, mar

kers

, or o

ffici

als d

oes o

ccur

. How

ever

, im

pers

onat

ion

(whe

n an

indi

vidu

al o

ther

than

the

regi

ster

ed c

andi

date

take

s the

exa

min

atio

n), c

ollu

sion

amon

g ca

ndid

ates

via

mob

ile p

hone

or p

assin

g of

not

es, i

ssua

nce

of fo

rged

cer

tific

ates

or a

ltera

tion

of in

form

atio

n on

resu

lts, a

nd p

rovi

sion

of e

xter

nal

assis

tanc

e vi

a th

e su

perv

isor o

r a m

obile

pho

ne d

o no

t typ

ical

ly o

ccur

dur

ing

the

exam

inat

ion

proc

ess.

The

doc

umen

t Min

ister

ial D

ecisi

on 3

19 fr

om 2

012

outli

nes m

echa

nism

s to

addr

ess i

napp

ropr

iate

beh

avio

r dur

ing

the

exam

inat

ion.

25

. All

stak

ehol

der g

roup

s per

ceiv

e ex

amin

atio

n re

sults

as c

redi

ble.

26

. All

stud

ents

, reg

ardl

ess o

f bac

kgro

und,

loca

tion,

and

abi

lity

to p

ay, c

an ta

ke th

e ex

amin

atio

n.

27. A

ll st

akeh

olde

r gro

ups u

se e

xam

inat

ion

resu

lts in

a p

rope

r way

. 28

. Stu

dent

resu

lts a

re c

onfid

entia

l, be

caus

e on

ly th

e st

uden

t and

per

sons

with

a le

gitim

ate,

pro

fess

iona

l int

eres

t in

the

test

take

r can

kno

w th

e re

sults

. 29

. Stu

dent

s who

do

not p

erfo

rm w

ell o

n th

e ex

amin

atio

n ca

n re

take

the

exam

inat

ion

or re

peat

the

grad

e. H

owev

er, s

tude

nts d

o no

t hav

e th

e op

tion

to a

tten

d re

med

ial o

r pre

para

tory

cou

rses

to p

repa

re to

reta

ke th

e ex

amin

atio

n or

opt

for l

ess s

elec

tive

scho

ols,

univ

ersit

ies,

or tr

acks

. 30

. Onl

y on

e m

echa

nism

, stu

dies

that

are

upd

ated

regu

larly

(by

the

Nat

iona

l Cen

ter f

or E

xam

inat

ion

and

Educ

atio

nal E

valu

atio

n), i

s in

plac

e to

mon

itor t

he

cons

eque

nces

of t

he e

xam

inat

ion.

Oth

er m

echa

nism

s, su

ch a

s fun

ding

for i

ndep

ende

nt re

sear

ch o

n th

e ex

amin

atio

n, a

per

man

ent o

vers

ight

com

mitt

ee, r

egul

ar

focu

s gro

ups o

r sur

veys

of k

ey st

akeh

olde

rs, a

nd e

xper

t rev

iew

gro

ups,

are

not

in p

lace

.

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30

Egyp

t, Ar

ab R

ep.

Natio

nal (

or S

yste

m-L

evel

) Lar

ge-S

cale

Ass

essm

ent (

NLSA

)

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31

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

org

aniza

tiona

l str

uctu

res,

and

fisca

l and

hum

an re

sour

ces i

n w

hich

NLS

A ac

tivity

take

s pla

ce in

a co

untr

y or

syst

em a

nd

the

exte

nt to

whi

ch th

at fr

amew

ork

is co

nduc

ive

to, o

r sup

port

ive

of, t

he N

LSA

activ

ity.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 1

: Se

ttin

g cl

ear

polic

ies f

or N

LSA

No

NLS

A ex

erci

se h

as ta

ken

plac

e.

The

NLS

A ha

s be

en

oper

atin

g on

an

irr

egul

ar b

asis.

1 Th

e N

LSA

is a

stab

le p

rogr

am t

hat

has

been

ope

ratin

g re

gula

rly.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ther

e is

no p

olic

y do

cum

ent p

erta

inin

g to

N

LSA.

Th

ere

is an

in

form

al

or

draf

t po

licy

docu

men

t tha

t aut

horiz

es th

e N

LSA.

2

Ther

e is

a fo

rmal

pol

icy

docu

men

t th

at

auth

orize

s the

NLS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e po

licy

docu

men

t is

not

avai

labl

e to

th

e pu

blic

. 3

The

polic

y do

cum

ent

is av

aila

ble

to t

he

publ

ic.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ther

e is

no p

lan

for N

LSA

activ

ity. 4

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e is

a ge

nera

l und

erst

andi

ng th

at th

e N

LSA

will

take

pla

ce.

Ther

e is

a w

ritte

n N

LSA

plan

for

the

co

min

g ye

ars.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g st

rong

pub

lic e

ngag

emen

t for

NLS

A

All

stak

ehol

der

grou

ps s

tron

gly

oppo

se

the

NLS

A or

are

indi

ffere

nt to

it.

Som

e st

akeh

olde

r gr

oups

op

pose

th

e N

LSA.

M

ost

stak

ehol

ders

gro

ups

supp

ort

the

NLS

A. 5

Al

l sta

keho

lder

gro

ups s

uppo

rt th

e N

LSA.

(CO

NTI

NU

ED)

* * *

*

*

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LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 3

: H

avin

g re

gula

r fu

ndin

g fo

r NL

SA

Ther

e is

no fu

ndin

g al

loca

ted

to th

e N

LSA.

Th

ere

is irr

egul

ar fu

ndin

g al

loca

ted

to th

e N

LSA.

6

Ther

e is

regu

lar

fund

ing

allo

cate

d to

the

N

LSA.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re N

LSA

activ

ities

: de

sign,

ad

min

istra

tion,

an

alys

is an

d re

port

ing.

Fund

ing

cove

rs a

ll co

re N

LSA

activ

ities

: de

sign,

ad

min

istra

tion,

an

alys

is an

d re

port

ing.

7

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g do

es n

ot c

over

res

earc

h an

d de

velo

pmen

t act

iviti

es. 8

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Fund

ing

cove

rs

rese

arch

an

d de

velo

pmen

t act

iviti

es.

ENAB

LIN

G CO

NTE

XT 4

: H

avin

g st

rong

org

aniz

atio

nal s

truc

ture

s for

NLS

A

Ther

e is

no N

LSA

offic

e, a

d ho

c un

it or

te

am.

The

NLS

A of

fice

is a

tem

pora

ry a

genc

y or

gr

oup

of p

eopl

e.

The

NLS

A of

fice

is a

perm

anen

t ag

ency

, in

stitu

tion

or u

nit.9

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Po

litic

al c

onsid

erat

ions

reg

ular

ly h

ampe

r te

chni

cal c

onsid

erat

ions

. Po

litic

al

cons

ider

atio

ns

som

etim

es

ham

per t

echn

ical

con

sider

atio

ns. 1

0 Po

litic

al

cons

ider

atio

ns

neve

r ha

mpe

r te

chni

cal c

onsid

erat

ions

.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e N

LSA

offic

e is

not

acco

unta

ble

to a

cl

early

reco

gniz

ed b

ody.

Th

e N

LSA

offic

e is

acco

unta

ble

to a

clea

rly

reco

gnize

d bo

dy. 1

1 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

(CO

NTI

NU

ED)

* *

* * **

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LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Hav

ing

effe

ctiv

e hu

man

res

ourc

es fo

r NL

SA

Ther

e is

no s

taff

allo

cate

d fo

r ru

nnin

g an

N

LSA.

Th

e N

LSA

offic

e is

inad

equa

tely

staf

fed

to

effe

ctiv

ely

carr

y ou

t the

ass

essm

ent.

The

NLS

A of

fice

is ad

equa

tely

sta

ffed

to

carr

y ou

t th

e N

LSA

effe

ctiv

ely,

w

ith

min

imal

issu

es.

The

NLS

A of

fice

is ad

equa

tely

sta

ffed

to

carr

y ou

t th

e N

LSA

effe

ctiv

ely,

with

no

issue

s. 1

2

The

coun

try

does

not

offe

r opp

ortu

nitie

s th

at

prep

are

indi

vidu

als

for

wor

k on

N

LSA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y of

fers

som

e op

port

uniti

es to

pr

epar

e in

divi

dual

s for

wor

k on

the

NLS

A.

13

The

coun

try

offe

rs

a w

ide

rang

e of

op

port

uniti

es t

o pr

epar

e in

divi

dual

s fo

r w

ork

on th

e N

LSA.

*

*

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SYST

EM A

LIGN

MEN

T

Degr

ee to

whi

ch th

e NL

SA is

cohe

rent

with

oth

er co

mpo

nent

s of t

he e

duca

tion

syst

em.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng th

e NL

SA w

ith le

arni

ng g

oals

It is

not

clea

r if

the

NLS

A is

base

d on

cu

rric

ulum

or l

earn

ing

stan

dard

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e N

LSA

mea

sure

s pe

rfor

man

ce a

gain

st

curr

icul

um o

r lea

rnin

g st

anda

rds.

14

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Wha

t th

e N

LSA

mea

sure

s is

gene

rally

qu

estio

ned

by st

akeh

olde

r gro

ups.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Wha

t the

NLS

A m

easu

res i

s que

stio

ned

by

som

e st

akeh

olde

r gro

ups.

15

Wha

t th

e N

LSA

mea

sure

s is

larg

ely

acce

pted

by

stak

ehol

der g

roup

s.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re

that

th

e N

LSA

accu

rate

ly

mea

sure

s wha

t it i

s sup

pose

d to

mea

sure

.

Ther

e ar

e ad

hoc

rev

iew

s of

the

NLS

A to

en

sure

th

at

it m

easu

res

wha

t it

is in

tend

ed to

mea

sur e

.

Ther

e ar

e re

gula

r in

tern

al r

evie

ws

of th

e N

LSA

to e

nsur

e th

at it

mea

sure

s wha

t it i

s in

tend

ed to

mea

sure

. 16

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

SYST

EM A

LIGN

MEN

T 2:

Pr

ovid

ing

teac

hers

wit

h op

port

uniti

es to

lear

n ab

out t

he N

LSA

Ther

e ar

e no

cour

ses o

r wor

ksho

ps o

n th

e N

LSA.

17

Ther

e ar

e oc

casio

nal

cour

ses

or

wor

ksho

ps o

n th

e N

LSA.

Th

ere

are

som

e co

urse

s or

wor

ksho

ps o

n th

e N

LSA

offe

red

on a

regu

lar b

asis.

Th

ere

are

wid

ely

avai

labl

e hi

gh q

ualit

y co

urse

s or

w

orks

hops

on

th

e N

LSA

offe

red

on a

regu

lar b

asis.

* * *

*

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35

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

NLSA

mee

ts te

chni

cal s

tand

ards

, is f

air,

and

is us

ed in

an

effe

ctiv

e w

ay.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng th

e qu

alit

y of

the

NLSA

No

optio

ns a

re o

ffere

d to

inc

lude

all

grou

ps o

f stu

dent

s in

the

NLS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

At

leas

t one

opt

ion

is of

fere

d to

incl

ude

all

grou

ps o

f stu

dent

s in

the

NLS

A.18

Di

ffere

nt o

ptio

ns a

re o

ffere

d to

incl

ude

all

grou

ps o

f stu

dent

s in

the

NLS

A.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he N

LSA.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e so

me

mec

hani

sms

in p

lace

to

ensu

re th

e qu

ality

of t

he N

LSA.

19

Ther

e ar

e a

varie

ty o

f m

echa

nism

s in

pl

ace

to e

nsur

e th

e qu

ality

of t

he N

LSA.

Ther

e is

no t

echn

ical

rep

ort

or o

ther

do

cum

enta

tion

abou

t the

NLS

A.

Ther

e is

som

e do

cum

enta

tion

abou

t th

e te

chni

cal a

spec

ts o

f the

NLS

A, b

ut it

is n

ot

in a

form

al re

port

form

at.

Ther

e is

a co

mpr

ehen

sive

tech

nica

l rep

ort

but w

ith re

stric

ted

circ

ulat

ion.

20

Ther

e is

a co

mpr

ehen

sive,

hig

h qu

ality

te

chni

cal r

epor

t av

aila

ble

to t

he g

ener

al

publ

ic.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of t

he N

LSA

NLS

A re

sults

are

not

diss

emin

ated

. N

LSA

resu

lts a

re p

oorly

diss

emin

ated

. 21

NLS

A re

sults

ar

e di

ssem

inat

ed

in

an

effe

ctiv

e w

ay.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

NLS

A in

form

atio

n is

not u

sed

or is

use

d in

w

ays

inco

nsist

ent

with

the

pur

pose

s or

th

e te

chni

cal

char

acte

ristic

s of

th

e as

sess

men

t.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

N

LSA

resu

lts

are

used

by

so

me

stak

ehol

der

grou

ps

in

a w

ay

that

is

cons

isten

t w

ith

the

purp

oses

an

d te

chni

cal

char

acte

ristic

s of

th

e as

sess

men

t. 22

NLS

A in

form

atio

n is

used

by

al

l st

akeh

olde

r gr

oups

in

a

way

th

at

is co

nsist

ent

with

th

e pu

rpos

es

and

tech

nica

l ch

arac

teris

tics

of

the

asse

ssm

ent.

Ther

e ar

e no

mec

hani

sms

in p

lace

to

mon

itor t

he c

onse

quen

ces o

f the

NLS

A. 2

3 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Ther

e ar

e so

me

mec

hani

sms

in p

lace

to

mon

itor t

he c

onse

quen

ces o

f the

NLS

A.

Ther

e ar

e a

varie

ty o

f m

echa

nism

s in

pl

ace

to m

onito

r the

con

sequ

ence

s of t

he

NLS

A.

* * *

*

*

*

Page 36: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

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36

Natio

nal (

of S

yste

m-L

evel

) Lar

ge S

cale

Ass

essm

ent (

NLSA

): D

evel

opm

ent-

Leve

l Rat

ing

Just

ifica

tions

1.

The

Nat

iona

l Sta

ndar

dize

d Ex

amin

atio

n's m

ain

purp

oses

are

mon

itorin

g ed

ucat

ion

qual

ity a

t the

syst

em le

vel,

and

hold

ing

gove

rnm

ent o

r pol

itica

l aut

horit

ies,

scho

ols o

r edu

cato

rs, a

nd st

uden

ts a

ccou

ntab

le. I

n ad

ditio

n, th

e as

sess

men

t sup

port

s pol

icy

desig

n, e

valu

atio

n, o

r dec

ision

mak

ing.

A re

pres

enta

tive

rand

om

sam

ple

of st

uden

ts in

gra

des 4

, 8, a

nd 1

0 ar

e as

sess

ed in

Ara

bic

lang

uage

, mat

hem

atic

s, sc

ienc

e, a

nd E

nglis

h la

ngua

ge. T

he a

sses

smen

t was

adm

inist

ered

in a

ll pr

ovin

ces i

n Eg

ypt t

wo

times

in th

e pa

st fi

ve y

ears

. 2.

An

info

rmal

or d

raft

polic

y do

cum

ent a

utho

rized

the

NLS

A, w

hich

was

car

ried

out b

y th

e N

atio

nal C

ente

r for

Exa

min

atio

ns a

nd E

duca

tiona

l Eva

luat

ion

in

coop

erat

ion

with

the

Min

istry

of E

duca

tion.

3.

The

info

rmal

pol

icy

docu

men

t aut

horiz

ing

the

NLS

A is

not a

vaila

ble

to th

e pu

blic

. 4.

The

gov

ernm

ent d

oes n

ot h

ave

a la

rge-

scal

e as

sess

men

t pla

n fo

r the

com

ing

year

s or f

utur

e as

sess

men

t rou

nds.

5.

Alth

ough

pol

icy

mak

ers s

tron

gly

supp

ort t

he N

LSA,

and

edu

cato

rs a

nd th

ink

tank

s and

NGO

s sup

port

it a

s wel

l, te

ache

r uni

ons,

stud

ents

, par

ents

, and

med

ia

are

neut

ral t

o it.

It is

unc

lear

whe

ther

uni

vers

ities

and

em

ploy

ers s

uppo

rt o

r opp

ose

the

asse

ssm

ent.

6.

Irre

gula

r fun

ding

from

the

gove

rnm

ent i

s allo

cate

d fo

r the

NLS

A.

7. F

undi

ng fo

r the

NLS

A co

vers

all

core

NLS

A ac

tiviti

es, i

nclu

ding

ass

essm

ent d

esig

n an

d ad

min

istra

tion,

dat

a an

alys

is an

d re

port

ing,

long

- or m

ediu

m-te

rm

plan

ning

of p

rogr

am m

ilest

ones

, and

staf

f tra

inin

g.

8. F

undi

ng fo

r the

NLS

A do

es n

ot c

over

rese

arch

and

dev

elop

men

t act

iviti

es.

9. T

he N

atio

nal C

ente

r for

Exa

min

atio

ns a

nd E

duca

tiona

l Eva

luat

ion

is a

perm

anen

t uni

t cre

ated

for r

unni

ng th

e N

LSA.

10

. Pol

itica

l con

sider

atio

ns so

met

imes

ham

per t

echn

ical

con

sider

atio

ns w

ith re

spec

t to

issue

s in

sam

plin

g, lo

gist

ics,

and

adm

inist

ratio

n. H

owev

er, l

arge

-sca

le

asse

ssm

ent r

esul

ts h

ave

neve

r bee

n w

ithhe

ld fr

om p

ublic

atio

n be

caus

e of

pol

itica

l rea

sons

. 11

. The

Nat

iona

l Cen

ter f

or E

xam

inat

ions

and

Edu

catio

nal E

valu

atio

n is

acco

unta

ble

to th

e M

inist

er o

f Edu

catio

n, w

ho is

also

the

chai

rman

of t

he C

ente

r's B

oard

of

Dire

ctor

s.

12. T

he N

atio

nal C

ente

r for

Exa

min

atio

ns a

nd E

duca

tiona

l Eva

luat

ions

is a

dequ

atel

y st

affe

d w

ith p

erm

anen

t and

full-

time

staf

f to

carr

y ou

t the

NLS

A ef

fect

ivel

y,

with

no

issue

s ide

ntifi

ed w

ith th

e pe

rfor

man

ce o

f the

hum

an re

sour

ces t

hat a

re re

spon

sible

for t

he a

sses

smen

t.

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37

13. E

gypt

offe

rs so

me

oppo

rtun

ities

to p

repa

re in

divi

dual

s for

wor

k on

the

NLS

A, in

clud

ing

univ

ersit

y gr

adua

te p

rogr

ams a

nd u

nive

rsity

cou

rses

on

educ

atio

nal

mea

sure

men

t and

eva

luat

ion

in fa

culti

es o

f edu

catio

n at

Egy

ptia

n un

iver

sitie

s. A

lthou

gh n

onun

iver

sity

cour

ses o

r wor

ksho

ps o

n ed

ucat

iona

l mea

sure

men

t and

ev

alua

tion

also

are

offe

red

durin

g in

-ser

vice

trai

ning

, no

inte

rnsh

ips o

r sho

rt-te

rm e

mpl

oym

ent o

ppor

tuni

ties a

re o

ffere

d in

the

larg

e-sc

ale

asse

ssm

ent o

ffice

, an

d no

fund

ing

is av

aila

ble

for a

tten

ding

inte

rnat

iona

l pro

gram

, cou

rses

, or w

orks

hops

on

educ

atio

nal m

easu

rem

ent a

nd e

valu

atio

n.

14. T

he N

LSA

mea

sure

s per

form

ance

aga

inst

nat

iona

l and

inte

rnat

iona

lly re

cogn

ized

curr

icul

um o

r lea

rnin

g st

anda

rds.

15

. Som

e st

akeh

olde

r gro

ups,

incl

udin

g st

uden

ts a

nd te

ache

rs, q

uest

ion

wha

t the

ass

essm

ent m

easu

res.

16

. Reg

ular

inte

rnal

and

regu

lar i

ndep

ende

nt re

view

s are

per

form

ed b

y qu

alifi

ed e

xper

ts o

n th

e al

ignm

ent b

etw

een

the

asse

ssm

ent i

nstr

umen

t and

wha

t it i

s su

ppos

ed to

mea

sure

. 17

. No

cour

ses o

r wor

ksho

ps fo

r tea

cher

s are

offe

red

on th

e N

LSA.

18

. Spe

cial

pla

ns a

re m

ade

to e

nsur

e th

at th

e la

rge-

scal

e as

sess

men

t is a

dmin

ister

ed to

stud

ents

in h

ard-

to-r

each

and

rem

ote

area

s and

that

the

larg

e-sc

ale

asse

ssm

ent i

s offe

red

in th

e Ar

abic

lang

uage

, whi

ch is

the

lang

uage

of i

nstr

uctio

n fo

r alm

ost a

ll st

uden

t gro

ups.

How

ever

, acc

omm

odat

ions

or a

ltern

ativ

e as

sess

men

ts a

re n

ot p

rovi

ded

for s

tude

nts w

ith d

isabi

litie

s.

19. S

ome

mec

hani

sms,

such

as t

rain

ing

for a

ll pr

octo

rs o

r adm

inist

rato

rs a

ccor

ding

to a

pro

toco

l, a

stan

dard

ized

man

ual f

or la

rge-

scal

e as

sess

men

t ad

min

istra

tors

, a re

quire

men

t for

all

book

lets

to b

e nu

mbe

red,

and

trai

ning

for s

core

rs to

ens

ure

high

inte

rrat

er re

liabi

lity,

are

in p

lace

to e

nsur

e th

e qu

ality

of

the

NLS

A. H

owev

er, d

iscre

panc

ies a

re n

ot re

quire

d to

be

reco

rded

on

a st

anda

rd sh

eet,

no d

oubl

e sc

orin

g or

pro

cess

ing

of d

ata

is do

ne, n

o ex

tern

al o

r int

erna

l re

view

ers o

r obs

erve

rs a

re in

pla

ce, a

nd n

o ex

tern

al c

ertif

icat

ion

or a

udits

are

per

form

ed.

20. A

lthou

gh a

com

preh

ensiv

e te

chni

cal r

epor

t is a

vaila

ble,

its c

ircul

atio

n is

rest

ricte

d.

21. A

lthou

gh th

e m

ain

repo

rts o

n th

e N

LSA

resu

lts c

onta

in in

form

atio

n on

ove

rall

achi

evem

ent l

evel

s and

by

subg

roup

s, a

nd a

lthou

gh w

orks

hops

or

pres

enta

tions

are

hel

d fo

r key

stak

ehol

ders

on

the

resu

lts, r

esul

ts a

re n

ot d

issem

inat

ed w

ithin

12

mon

ths a

fter t

he la

rge-

scal

e as

sess

men

t is a

dmin

ister

ed a

nd

repo

rts w

ith re

sults

are

not

mad

e av

aila

ble

for a

ll st

akeh

olde

r gro

ups.

In a

dditi

on, t

he m

ain

repo

rts o

n th

e re

sults

do

not c

onta

in in

form

atio

n on

tren

ds o

ver

time

over

all a

nd fo

r sub

grou

ps a

nd d

o no

t pro

vide

stan

dard

err

ors.

No

med

ia b

riefin

g is

orga

nize

d to

disc

uss r

esul

ts, a

nd re

sults

are

not

feat

ured

in n

ewsp

aper

s,

mag

azin

es, r

adio

, or t

elev

ision

. 22

. Som

e st

akeh

olde

r gro

ups u

se N

LSA

resu

lts in

a w

ay th

at is

con

siste

nt w

ith th

e st

ated

pur

pose

s or t

echn

ical

cha

ract

erist

ics o

f the

ass

essm

ent.

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38

23. M

echa

nism

s to

mon

itor t

he c

onse

quen

ces o

f the

NLS

A, su

ch a

s fun

ding

for i

ndep

ende

nt re

sear

ch o

n th

e im

pact

of t

he la

rge-

scal

e as

sess

men

t, a

perm

anen

t ov

ersig

ht c

omm

ittee

, reg

ular

focu

s gro

ups o

r sur

veys

of k

ey st

akeh

olde

rs, t

hem

ed c

onfe

renc

es th

at p

rovi

de a

foru

m to

disc

uss r

esea

rch

and

othe

r dat

a on

the

cons

eque

nces

of t

he la

rge-

scal

e as

sess

men

t, an

d ex

pert

revi

ew g

roup

s, a

re n

ot in

pla

ce.

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FOR

BETT

ER E

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39

Egyp

t, Ar

ab R

ep.

Inte

rnat

iona

l Lar

ge-S

cale

Ass

essm

ent (

ILSA

)

Page 40: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

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40

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

org

aniza

tiona

l str

uctu

res,

and

fisca

l and

hum

an re

sour

ces i

n w

hich

ILSA

take

s pla

ce in

a co

untr

y or

syst

em a

nd th

e ex

tent

to w

hich

that

fram

ewor

k is

cond

uciv

e to

, or s

uppo

rtiv

e of

, ILS

A ac

tivity

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 1

: Se

ttin

g cl

ear

polic

ies f

or IL

SA

The

coun

try/

syst

em h

as n

ot p

artic

ipat

ed

in a

n IL

SA in

the

last

10

year

s.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

has

par

ticip

ated

in a

t le

ast o

ne IL

SA in

the

last

10

year

s.

The

coun

try/

syst

em h

as p

artic

ipat

ed i

n tw

o or

mor

e IL

SA in

the

last

10

year

s.1

The

coun

try/

syst

em

has

not

take

n co

ncre

te st

eps t

o pa

rtic

ipat

e in

an

ILSA

in

the

next

5 y

ears

. 2

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

has

tak

en c

oncr

ete

step

s to

part

icip

ate

in a

t lea

st o

ne IL

SA in

th

e ne

xt 5

yea

rs.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Ther

e is

no

polic

y do

cum

ent

that

ad

dres

ses p

artic

ipat

ion

in IL

SA. 3

Th

ere

is an

in

form

al

or

draf

t po

licy

docu

men

t tha

t add

ress

es p

artic

ipat

ion

in

ILSA

.

Ther

e is

a fo

rmal

pol

icy

docu

men

t th

at

addr

esse

s par

ticip

atio

n in

ILSA

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

4

The

polic

y do

cum

ent

is no

t av

aila

ble

to

the

publ

ic.

The

polic

y do

cum

ent

is av

aila

ble

to t

he

publ

ic.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g re

gula

r fu

ndin

g fo

r IL

SA

Ther

e is

no f

undi

ng f

or p

artic

ipat

ion

in

ILSA

. Th

ere

is fu

ndin

g fr

om l

oans

or

exte

rnal

do

nors

. Th

ere

is re

gula

r fu

ndin

g al

loca

ted

at

disc

retio

n. 5

Th

ere

is re

gula

r fun

ding

app

rove

d by

law

, de

cree

or n

orm

.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Fu

ndin

g co

vers

som

e co

re a

ctiv

ities

of t

he

ILSA

. Fu

ndin

g co

vers

all

core

act

iviti

es o

f th

e IL

SA. 6

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Fund

ing

does

not

cov

er r

esea

rch

and

deve

lopm

ent a

ctiv

ities

. 7

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Fund

ing

cove

rs

rese

arch

an

d de

velo

pmen

t act

iviti

es.

*

* *

* *

**

Page 41: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

EGYP

T ǀ S

ABER

-STU

DEN

T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

41

(CO

NTI

NU

ED)

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 3

: H

avin

g ef

fect

ive

hum

an r

esou

rces

for

ILSA

Ther

e is

no

team

or

na

tiona

l/sys

tem

co

ordi

nato

r to

ca

rry

out

the

ILSA

ac

tiviti

es.

Ther

e is

a te

am

or

natio

nal/s

yste

m

coor

dina

tor

to

carr

y ou

t th

e IL

SA

activ

ities

.

Ther

e is

a te

am

and

natio

nal/s

yste

m

coor

dina

tor

to

carr

y ou

t th

e IL

SA

activ

ities

. 8

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e na

tiona

l/sys

tem

coo

rdin

ator

or o

ther

de

signa

ted

team

mem

ber

may

not

be

fluen

t in

the

lang

uage

of t

he a

sses

smen

t.

The

natio

nal/s

yste

m c

oord

inat

or is

flue

nt

in th

e la

ngua

ge o

f the

ass

essm

ent. 9

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e IL

SA o

ffice

is in

adeq

uate

ly s

taffe

d or

tr

aine

d to

ca

rry

out

the

asse

ssm

ent

effe

ctiv

ely.

The

ILSA

offi

ce i

s ad

equa

tely

sta

ffed

or

trai

ned

to c

arry

out

the

ILSA

effe

ctiv

ely,

w

ith m

inim

al is

sues

. 10

The

ILSA

offi

ce is

ade

quat

ely

staf

fed

and

trai

ned

to c

arry

out

the

ILSA

effe

ctiv

ely,

w

ith n

o iss

ues.

* * *

Page 42: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

EGYP

T ǀ S

ABER

-STU

DEN

T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

42

SYST

EM A

LIGN

MEN

T

Degr

ee to

whi

ch th

e IL

SA m

eets

tech

nica

l qua

lity

stan

dard

s, is

fair,

and

is u

sed

in a

n ef

fect

ive

way

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

SYST

EM A

LIGN

MEN

T 1:

Pr

ovid

ing

oppo

rtun

ities

to le

arn

abou

t ILS

A

The

ILSA

te

am

has

not

atte

nded

in

tern

atio

nal w

orks

hops

or m

eetin

gs.

The

ILSA

te

am

atte

nded

so

me

inte

rnat

iona

l wor

ksho

ps o

r mee

tings

. 11

The

ILSA

tea

m a

tten

ded

all i

nter

natio

nal

wor

ksho

ps o

r mee

tings

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

The

coun

try/

syst

em

offe

rs

no

oppo

rtun

ities

to le

arn

abou

t ILS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

of

fers

so

me

oppo

rtun

ities

to le

arn

abou

t ILS

A. 1

2 Th

e co

untr

y/sy

stem

offe

rs a

wid

e ra

nge

of o

ppor

tuni

ties t

o le

arn

abou

t ILS

A.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Opp

ortu

nitie

s to

lea

rn a

bout

ILS

A ar

e av

aila

ble

to t

he c

ount

ry's/

syst

em's

ILSA

te

am m

embe

rs o

nly.

13

Opp

ortu

nitie

s to

lea

rn a

bout

ILS

A ar

e av

aila

ble

to a

wid

e au

dien

ce, i

n ad

ditio

n to

th

e co

untr

y's/

syst

em's

ILSA

te

am

mem

bers

.

*

* *

Page 43: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

EGYP

T ǀ S

ABER

-STU

DEN

T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

43

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

ILSA

mee

ts te

chni

cal q

ualit

y st

anda

rds,

is fa

ir, a

nd is

use

d in

an

effe

ctiv

e w

ay.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ASSE

SSM

ENT

QU

ALIT

Y 1:

En

suri

ng th

e qu

alit

y of

ILSA

Data

fr

om

the

ILSA

ha

s no

t be

en

publ

ished

. Th

e co

untr

y/sy

stem

m

et

suffi

cien

t st

anda

rds

to h

ave

its d

ata

pres

ente

d be

neat

h th

e m

ain

disp

lay

of

the

inte

rnat

iona

l rep

ort o

r in

an a

nnex

.

The

coun

try/

syst

em

met

al

l te

chni

cal

stan

dard

s re

quire

d to

ha

ve

its

data

pr

esen

ted

in t

he m

ain

disp

lays

of

the

inte

rnat

iona

l rep

ort. 1

4

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

The

coun

try/

syst

em h

as n

ot c

ontr

ibut

ed

new

kno

wle

dge

on IL

SA. 1

5 Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

e co

untr

y/sy

stem

has

con

trib

uted

new

kn

owle

dge

on IL

SA.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of I

LSA

If an

y,

coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

not

diss

emin

ated

in

the

coun

try/

syst

em.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

diss

emin

ated

irre

gula

rly

in th

e co

untr

y/sy

stem

. 16

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

regu

larly

diss

emin

ated

in

the

coun

try/

syst

em.

Coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

are

regu

larly

an

d w

idel

y di

ssem

inat

ed in

the

coun

try/

syst

em.

Prod

ucts

to

prov

ide

feed

back

to

scho

ols

and

educ

ator

s ab

out t

he IL

SA r

esul

ts a

re

not m

ade

avai

labl

e.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Pr

oduc

ts t

o pr

ovid

e fe

edba

ck t

o sc

hool

s an

d ed

ucat

ors

abou

t the

ILSA

res

ults

are

so

met

imes

mad

e av

aila

ble.

17

Prod

ucts

to

prov

ide

feed

back

to

scho

ols

and

educ

ator

s ab

out

ILSA

res

ults

ar

e sy

stem

atic

ally

mad

e av

aila

ble.

Ther

e is

no m

edia

cov

erag

e of

the

ILS

A re

sults

. Th

ere

is lim

ited

med

ia c

over

age

of t

he

ILSA

resu

lts. 1

8 Th

ere

is so

me

med

ia c

over

age

of th

e IL

SA

resu

lts.

Ther

e is

wid

e m

edia

cov

erag

e of

the

ILSA

re

sults

.

If an

y,

coun

try/

syst

em-s

peci

fic

resu

lts

and

info

rmat

ion

from

the

ILS

A ar

e no

t us

ed t

o in

form

dec

ision

mak

ing

in t

he

coun

try/

syst

em.

Resu

lts fr

om th

e IL

SA a

re u

sed

in a

lim

ited

way

to

info

rm d

ecisi

on m

akin

g in

the

co

untr

y/sy

stem

.

Resu

lts f

rom

the

ILS

A ar

e us

ed in

som

e w

ays

to i

nfor

m d

ecisi

on m

akin

g in

the

co

untr

y/sy

stem

.

Resu

lts fr

om th

e IL

SA a

re u

sed

in a

var

iety

of

way

s to

info

rm d

ecisi

on m

akin

g in

the

coun

try/

syst

em. 1

9

It is

not c

lear

that

dec

ision

s bas

ed o

n IL

SA

resu

lts h

ave

had

a po

sitiv

e im

pact

on

stud

ents

' ach

ieve

men

t lev

els.

20

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

Deci

sions

bas

ed o

n th

e IL

SA r

esul

ts h

ave

had

a po

sitiv

e im

pact

on

st

uden

ts'

achi

evem

ent l

evel

s.

*

*

*

*

*

*

*

Page 44: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

EGYP

T ǀ S

ABER

-STU

DEN

T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

44

Inte

rnat

iona

l Lar

ge S

cale

Ass

essm

ent (

ILSA

): D

evel

opm

ent-

Leve

l Rat

ing

Just

ifica

tions

1.

In th

e la

st 1

0 ye

ars,

Egy

pt p

artic

ipat

ed in

two

ILSA

s, in

TIM

SS 2

003

and

TIM

SS 2

007.

2.

Egy

pt h

as n

ot ta

ken

conc

rete

step

s to

part

icip

ate

in a

n IL

SA in

the

next

five

yea

rs.

3. N

o po

licy

docu

men

t add

ress

es E

gypt

's pa

rtic

ipat

ion

in IL

SAs.

4.

Thi

s opt

ion

does

not

app

ly to

this

dim

ensio

n.

5. F

undi

ng fo

r the

adm

inist

ratio

n of

TIM

SS in

200

7 w

as p

rovi

ded

by M

inist

ry o

f Edu

catio

n.

6. F

undi

ng c

over

s all

core

act

iviti

es o

f the

ILSA

, inc

ludi

ng in

tern

atio

nal p

artic

ipat

ion

fees

, im

plem

enta

tion

of th

e as

sess

men

t exe

rcise

in E

gypt

, pro

cess

ing

and

anal

yzin

g da

ta c

olle

cted

from

impl

emen

tatio

n of

the

asse

ssm

ent e

xerc

ise, r

epor

ting

and

diss

emin

atin

g as

sess

men

t res

ults

in E

gypt

, and

att

enda

nce

at

inte

rnat

iona

l exp

ert m

eetin

gs fo

r the

ass

essm

ent e

xerc

ise.

7. R

esea

rch

and

deve

lopm

ent i

s not

am

ong

the

activ

ities

cov

ered

und

er IL

SA fu

ndin

g.

8. A

team

and

nat

iona

l coo

rdin

ator

are

resp

onsib

le fo

r car

ryin

g ou

t the

ILSA

act

iviti

es.

9. T

he n

atio

nal c

oord

inat

or is

flue

nt in

the

lang

uage

in w

hich

the

inte

rnat

iona

l-lev

el m

eetin

gs a

re c

ondu

cted

and

rela

ted

docu

men

tatio

n is

avai

labl

e.

10. T

he IL

SA o

ffice

is a

dequ

atel

y st

affe

d an

d tr

aine

d to

car

ry o

ut th

e in

tern

atio

nal a

sses

smen

t effe

ctiv

ely,

and

the

ILSA

team

has

pre

viou

s exp

erie

nce

wor

king

on

inte

rnat

iona

l ass

essm

ents

. Min

imal

issu

es h

ave

been

iden

tifie

d, in

clud

ing

erro

rs o

r del

ays i

n sc

orin

g st

uden

t res

pons

es to

que

stio

ns a

nd is

sues

with

tran

slatio

n of

ass

essm

ent i

nstr

umen

ts. H

owev

er, n

o er

rors

or d

elay

s hav

e be

en se

en in

, for

exa

mpl

e, th

e pr

intin

g or

layo

ut o

f the

test

boo

klet

s or i

n th

e ad

min

istra

tion

of

the

asse

ssm

ent,

and

com

plai

nts a

bout

poo

r tra

inin

g of

test

adm

inist

rato

rs h

ave

been

rece

ived

. 11

. ILS

A te

am m

embe

rs h

ave

atte

nded

som

e m

eetin

gs re

late

d to

the

asse

ssm

ent.

12

. Egy

pt o

ffers

ver

y lim

ited

oppo

rtun

ities

to le

arn

abou

t ILS

As. A

lthou

gh w

orks

hops

or m

eetin

gs a

re a

vaila

ble

on u

sing

inte

rnat

iona

l ass

essm

ent d

atab

ases

, no

univ

ersit

y co

urse

s are

offe

red

on th

e to

pic

of in

tern

atio

nal a

sses

smen

ts, f

undi

ng fo

r att

endi

ng in

tern

atio

nal w

orks

hops

or t

rain

ing

on in

tern

atio

nal a

sses

smen

ts,

or o

nlin

e co

urse

s on

inte

rnat

iona

l ass

essm

ent.

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EGYP

T ǀ S

ABER

-STU

DEN

T AS

SESS

MEN

T

SABE

R CO

UN

TRY

REPO

RT |

2013

SY

STEM

S AP

PRO

ACH

FOR

BETT

ER E

DUCA

TIO

N R

ESU

LTS

45

13. O

nly

indi

vidu

als w

orki

ng d

irect

ly o

n th

e in

tern

atio

nal a

sses

smen

t exe

rcise

ben

efit

from

opp

ortu

nitie

s to

lear

n ab

out I

LSAs

. Uni

vers

ity st

uden

ts st

udyi

ng

asse

ssm

ent o

r a re

late

d ar

ea a

nd p

rofe

ssio

nals

or u

nive

rsity

staf

f int

eres

ted

in a

sses

smen

t also

do

not b

enef

it fr

om su

ch o

ppor

tuni

ties.

14

. Egy

pt m

et a

ll te

chni

cal s

tand

ards

requ

ired

to h

ave

its d

ata

pres

ente

d in

the

mai

n di

spla

ys o

f the

inte

rnat

iona

l rep

ort.

15

. Egy

pt h

as n

ot c

ontr

ibut

ed to

the

glob

al k

now

ledg

e ba

se o

n in

tern

atio

nal a

sses

smen

ts b

y ge

nera

ting

new

kno

wle

dge

and

mak

ing

it av

aila

ble

thro

ugh

publ

icat

ions

or p

rese

ntat

ions

. 16

. Alth

ough

cop

ies o

f the

inte

rnat

iona

l rep

ort w

ere

dist

ribut

ed to

key

stak

ehol

ders

, cop

ies o

f the

nat

iona

l rep

ort w

ere

not d

istrib

uted

to k

ey st

akeh

olde

rs, a

nd

a na

tiona

l rep

ort w

as n

ot m

ade

avai

labl

e on

line.

In a

dditi

on, E

gypt

's re

sults

wer

e no

t com

mun

icat

ed th

roug

h a

pres

s rel

ease

or c

over

ed in

tele

visio

n, ra

dio,

or

new

spap

ers.

Bro

chur

es a

nd P

ower

Poin

t pre

sent

atio

ns w

ith E

gypt

's re

sults

wer

e al

so n

ot m

ade

avai

labl

e on

line

or d

istrib

uted

to k

ey st

akeh

olde

rs.

17. P

rodu

cts p

rovi

ding

feed

back

to sc

hool

s and

edu

cato

rs a

bout

ILSA

resu

lts a

re so

met

imes

mad

e av

aila

ble

thro

ugh,

for e

xam

ple,

a su

mm

ary

of re

sults

that

is

prep

ared

and

diss

emin

ated

to sp

ecifi

c di

rect

orat

es.

18. M

edia

cov

erag

e of

ILSA

resu

lts is

lim

ited

to a

few

smal

l art

icle

s.

19. R

esul

ts fr

om IL

SAs a

re u

sed

in a

var

iety

of w

ays t

o in

form

dec

ision

mak

ing

in E

gypt

. Res

ults

are

use

d in

trac

king

the

impa

ct o

f ref

orm

s on

stud

ent

achi

evem

ent l

evel

s and

in in

form

ing

curr

icul

um im

prov

emen

t, te

ache

r tra

inin

g pr

ogra

ms,

and

oth

er a

sses

smen

t act

iviti

es in

the

coun

try.

The

Cen

ter f

or

Deve

lopi

ng C

urric

ula

and

Educ

atio

nal M

ater

ials

of th

e M

inist

ry o

f Edu

catio

n ha

s stu

died

the

resu

lts o

f TIM

SS 2

007

and

subs

eque

ntly

dev

elop

ed th

e sc

ienc

e an

d m

athe

mat

ics c

urric

ula

in li

ght o

f the

stan

dard

s on

whi

ch sa

id st

udy

was

bui

lt. T

he C

entr

al T

rain

ing

Agen

cy fo

llow

ed b

y th

e Te

chni

cal A

cade

my

for T

each

ers

offe

red

trai

ning

cou

rses

to te

ache

rs b

ased

on

TIM

SS st

anda

rds.

The

Tec

hnic

al A

cade

my

for T

each

ers t

rain

ed te

ache

rs o

n th

e cu

rric

ula

deve

lope

d ba

sed

on th

e TI

MSS

resu

lts a

nd q

uest

ions

in sc

ienc

es a

nd m

athe

mat

ics.

How

ever

, TM

SS re

sults

hav

e no

t bee

n us

ed to

info

rm re

sour

ce a

lloca

tion

20

. It i

s not

cle

ar th

at d

ecisi

ons b

ased

on

ILSA

resu

lts h

ave

had

a po

sitiv

e im

pact

on

stud

ents

' ach

ieve

men

t lev

els.

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EGYPT ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS

1

Acknowledgements This report, part of a 16-country benchmarking exercise in the Middle East & North Africa and Africa regions, was prepared by the World Bank SABER-Student Assessment team, in partnership with the Arab League Educational, Cultural, and Scientific Organization (ALECSO) and the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which led data collection efforts. This effort is part of the Arab Regional Agenda for Improving Education Quality (ARAIEQ), led by ALECSO in partnership with the World Bank. It benefited from feedback and review by Ernesto Cuadra, Lead Education Specialist, and Dina Abu-Ghaida, Task Team Leader for education projects in Egypt at the World Bank, as well as comments received during a national validation workshop held in Egypt.

References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. World Bank, Washington, DC. Ministry of Education. 2006. “National Strategic Plan—2008–2012.” Government of Egypt, Cairo. OECD and World Bank. Forthcoming. “Review of National Policies for Education: Schools for Skills—A New Learning Agenda for Egypt.” OECD and World Bank, Washington, DC. World Bank. 2012. “Arab Republic of Egypt: Inequality of Opportunity in Educational Achievement.” Report No. 70300-EG. World Bank, Washington, DC. ———. “Egypt, Arab Rep. Country Indicator Data.” World Bank, Washington, DC. Data retrieved from http://data.worldbank.org/ on October 15, 2013. ———. 2013. “Egypt Overview.” World Bank, Washington, DC. Data retrieved from http://www.worldbank.org/en/country/egypt/overview on October 15, 2013.

Page 47: Arab Republic of Egypt - World Bankwbgfiles.worldbank.org/documents/hdn/.../SAS/...Egypt_Final_2013.pdf · Arab Republic of Egypt ... of pilot testing of examination questions ,

EGYPT ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS2

The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn.

This report focuses specifically on policies in the area of student assessment.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.

www.worldbank.org/education/saber