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THE WORLD BANK
United Arab Emirates
STUDENT ASSESSMENT SABER Country Report 2013
Key Policy Areas for Student Assessment Status
1. Classroom AssessmentIn the United Arab Emirates, a formal, publicly available system-level document provides guidelines for classroom assessment. In addition, there are some system-wide resources and materials (such as scoring criteria for evaluating students’ work) available to teachers for carrying out classroom assessment activities. While there are varied and systematic mechanisms in place to monitor the quality of classroom assessment practices, these practices are considered to be of weak quality due to issues such as grade inflation and the uneven application of standards for grading students’ work.
2. ExaminationsThe Twelfth Grade Examination has been administered to grade 12 students since 1967. Students are assessed in mandatory subjects (Islamic education, Arabic language, English language, mathematics, physics, and biology) along with other subjects depending on their section. Examination results are used to certify student completion of the school cycle and to determine selection to higher-education institutions. Examination results are officially recognized by certification and selection systems in the UAE and abroad. In addition, regular funding for the examination is provided by the government and covers all core examination activities. Although expert review groups are in place to monitor the consequences of the examination, there are very limited options for students who do not perform well on the examination.
3. National Large Scale Assessment (NLSA)The United Arab Emirates National Assessment Program (UAENAP) has been operating since 2003 and on a regular basis since 2010, assessing students in grades 3, 5, 7, and 9. A formal, publicly available policy document authorizes the NLSA, and there is a written plan for future NLSA activities. In addition, there is regular government funding covering all core NLSA activities and research and development. Opportunities for teachers to learn about the NLSA are occasionally made available.
4. International Large Scale Assessment (ILSA)In the last five years, the UAE has participated in PIRLS (2011), TIMSS (2011), and PISA (2009). At the time of data collection, the UAE had taken concrete steps to participate in PIRLS (2016), TIMSS (2015), and PISA (2012, 2015). Funding for ILSAs is provided through regular government budget and covers all core ILSA activities. Some opportunities to learn about ILSAs are made available in the UAE to a wide audience. While UAE-specific ILSA results are regularly and widely disseminated in the country, it is not known at the time of data collection whether decisions based on ILSA results have had a positive impact on achievement levels.
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Introduction
The United Arab Emirates has focused on increasingstudent learning outcomes by improving the quality ofeducation in the country. An effective studentassessment system is an important component toimproving education quality and learning outcomes as itprovides the necessary information to meetstakeholders’ decision making needs. In order to gain abetter understanding of the strengths and weaknessesof its existing assessment system, United Arab Emirateshave decided to benchmark this system usingstandardized tools developed under The World Bank’sSystems Approach for Better Education Results (SABER)program. SABER is an evidence based program to helpcountries systematically examine and strengthen theperformance of different aspects of their educationsystems.
What is SABER Student Assessment?
SABER Student Assessment is a component of theSABER program that focuses specifically onbenchmarking student assessment policies and systems.The goal of SABER Student Assessment is to promotestronger assessment systems that contribute toimproved education quality and learning for all.
National governments and international agencies areincreasingly recognizing the key role that assessment ofstudent 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 andlearning; and
(iv) holding stakeholders accountable for results.
SABER Student Assessment methodology
The SABER Student Assessment framework is built onthe available evidence base for what an effectiveassessment system looks like. The framework providesguidance on how countries can build more effectivestudent assessment systems. The framework isstructured around two main dimensions of assessmentsystems: the types/purposes of assessment activitiesand the quality of those activities.
Assessment types and purposes
Assessment systems tend to be comprised of threemain types of assessment activities, each of whichserves a different purpose and addresses differentinformation needs. These three main types are:classroom assessment, examinations, and large scale,system level assessments.
Classroom assessment provides real time informationto support ongoing teaching and learning in individualclassrooms. Classroom assessments use a variety offormats, including observation, questioning, and paperand pencil tests, to evaluate student learning, generallyon a daily basis.
Examinations provide a basis for selecting or certifyingstudents as they move from one level of the educationsystem to the next (or into the workforce). All eligiblestudents are tested on an annual basis (or more often ifthe system allows for repeat testing). Examinationscover the main subject areas in the curriculum andusually involve essays and multiple choice questions.
Large scale, system level assessments provide feedbackon the overall performance of the education system atparticular grades or age levels. These assessmentstypically cover a few subjects on a regular basis (such asevery 3 to 5 years), are often sample based, and usemultiple choice and short answer formats. They may benational or international in scope.
Appendix 1 summarizes the key features of these maintypes of assessment activities.
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Quality drivers of an assessment system
The key considerations when evaluating a studentassessment system are the individual and combinedquality of assessment activities in terms of theadequacy of the information generated to supportdecision making. There are three main drivers ofinformation quality in an assessment system: enablingcontext, system alignment, and assessment quality.
Enabling context refers to the broader context in whichthe assessment activity takes place and the extent towhich that context is conducive to, or supportive of, theassessment. It covers such issues as the legislative orpolicy framework for assessment activities; institutionaland organizational structures for designing, carryingout, or using results from the assessment; theavailability of sufficient and stable sources of funding;and the presence of trained assessment staff.
System alignment refers to the extent to which theassessment is aligned with the rest of the educationsystem. This includes the degree of congruencebetween assessment activities and system learninggoals, standards, curriculum, and pre and in serviceteacher training.
Assessment quality refers to the psychometric quality ofthe instruments, processes, and procedures for theassessment activity. It covers such issues as design andimplementation of assessment activities, analysis andinterpretation of student responses to those activities,and the appropriateness of how assessment results arereported and used.
Crossing the quality drivers with the differentassessment types/purposes provides the frameworkand broad indicator areas shown in Table 1. Thisframework is a starting point for identifying indicatorsthat can be used to review assessment systems andplan for their improvement.
The indicators are identified based on a combination ofcriteria, including:
professional standards for assessment;empirical research on the characteristics of effectiveassessment systems, including analysis of thecharacteristics that differentiate between theassessment systems of low versus high performingnations; andtheory — that is, general consensus amongexperts that it contributes to effectiveassessment.
Levels of development
The World Bank has developed a set ofstandardized questionnaires and rubrics for collectingand evaluating data on the three assessment typesand related quality drivers.
The questionnaires are used to collect data on thecharacteristics of the assessment system in a particularcountry. The information from the questionnaires isthen applied to the rubrics in order to judge thedevelopment level of the country’s assessment systemin different areas.
The basic structure of the rubrics for evaluatingdata collected using the standardized questionnairesis summarized in Appendix 2. The goal of the rubrics isto provide a country with some sense of thedevelopment level of its assessment activities comparedto best or recommended practice in each area. For
Table 1: Framework for building an effectiveassessment system, with indicator areas
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each indicator, the rubric displays four developmentlevels—Latent, Emerging, Established, and Advanced.These levels are artificially constructed categorieschosen to represent key stages on the underlyingcontinuum for each indicator. Each level isaccompanied by a description of what performance onthe indicator looks like at that level.
Latent is the lowest level of performance; itrepresents absence of, or deviation from, thedesired attribute.Emerging is the next level; it represents partialpresence of the attribute.Established represents the acceptable minimumstandard.Advanced represents the ideal or current bestpractice.
A summary of the development levels for eachassessment type is presented in Appendix 3.
In reality, assessment systems are likely to be atdifferent levels of development in different areas. Forexample, a system may be Established in the area ofexaminations, but Emerging in the area of largescale, system level assessment, and vice versa. Whileintuition suggests that it is probably better to befurther along in as many areas as possible, theevidence is unclear as to whether it is necessary tobe functioning at Advanced levels in all areas.Therefore, one might view the Established level as adesirable minimum outcome to achieve in all areas, butonly aspire beyond that in those areas that mostcontribute to the national vision or priorities foreducation. In line with these considerations, the ratingsgenerated by the rubrics are not meant to be additiveacross assessment types (that is, they are not meant tobe added to create an overall rating for an assessmentsystem; they are only meant to produce an overallrating for each assessment type). The methodology forassigning development levels is summarized inAppendix 4.
Education in the United Arab Emirates
The United Arab Emirates (UAE) is a high incomecountry in the Middle East region. GDP per capita
(current, US$) is $39,058, with annual growth ofapproximately 4.4 percent.
The UAE spends 25 percent of total governmentexpenditure on the education sector, and publiceducation is free through the university level forchildren who are citizens. The education system iscomprised of kindergarten (for children between theages of 4 5 years); elementary (for students 6 11 yearsold); intermediate (for students 12 14 years old); andsecondary (15 17 years old). The net primaryenrollment rate is approximately 90 percent, with a 100percent completion rate. In addition, the netenrollment rate at the secondary level is 81 percent.The UAE has one of the lowest student to teacher ratios(15:1) in the world and has made significant progress toensure high literacy (which was 91 percent for theoverall population in 2005), to increase the use ofmodern technology in education programs, and topromote and encourage women’s education.
Government priorities for education reform areoutlined in the Ministry of Education Strategy 20102020. In this strategy, the Ministry identified 20comprehensive initiatives to improve the currenteducation system. Some of these initiatives include: thedevelopment of curricula aligned with higher educationand job market requirements; supporting theprofessional development of all teachers and educationstaff; aligning compulsory school age with internationalstandards; improving national assessments andparticipating in international examinations; andsupporting the technical development of schoolinfrastructure, especially with respect to informationtechnology.
Detailed information was collected on the UAE’sstudent assessment system using the SABER StudentAssessment questionnaires and rubrics in 2011. It isimportant to remember that these tools primarily focuson benchmarking a country’s policies and arrangementsfor assessment activities at the system or macro level.Additional data would need to be collected todetermine actual, on the ground practices in the UAE,particularly by teachers and students in schools. Whilethe UAE is a federal system comprised of sevenemirates, this report analyzes policies only at thenational level, and additional data would need to be
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collected to evaluate policies within each emirate (theMinistry of Education in the UAE oversees publicschooling in the country, and each emirate oversees itsprivate schools). The following sections discuss thefindings by each assessment type, accompanied bysuggested policy options. The suggested policy optionswere determined in collaboration with key localstakeholders based on the UAE’s immediate interestsand needs. Detailed, completed rubrics for eachassessment type in the UAE are provided in Appendix 5.
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Classroom Assessment
Level of development: EMERGING
In the United Arab Emirates, The Guidelines to theImplementing of On going Assessment Tools document,authorized by the Ministry of Education's Directorate ofEvaluation and Examinations in 2010, providesguidelines for classroom assessment.
There are some system wide resources available forteachers to engage in classroom assessment, including adocument that outlines what students are expected tolearn in different subject areas at different grade levelsand textbooks that provide support for classroomassessment. Scoring criteria or rubrics for gradingstudents' work are also available in an electronic systemthat is accessible to all schools.
There are some mechanisms available systematically toensure that teachers develop skills and expertise inclassroom assessment. For example, in service teachertraining is available to all teachers, and online resourceson classroom assessment include question banks. Someteachers also have the opportunity to participate inconferences and workshops, and in item developmentfor, or scoring of, large scale assessments or exams.However, not all teacher training programs include arequired course on classroom assessment, and thereare no pre service teacher training opportunitiesrelated to building skills in classroom assessment.
In general, classroom assessment practices areperceived to be weak. Teachers commonly rely onmultiple choice or selection type questions, andclassroom assessment activities tend to be aboutrecalling information. In addition, grade inflation andthe uneven application of standards for gradingstudents' work are serious problems.
However, there are varied and systematic mechanismsin place to monitor the quality of classroom assessmentpractices. For example, government funding is availablefor research on the quality of classroom assessmentactivities and how to improve classroom assessment,and national reviews of the quality of education includea focus on classroom assessment. Although the weightof classroom assessment in a teacher's performance
evaluation is low, it is indeed a required component of ateacher's performance evaluation and schoolinspection.
In addition, there are a number of required uses ofclassroom assessment to support student learning,including its use as an input for external examinationresults. Classroom assessment activities are used todiagnose student learning issues, develop students' selfevaluation skills, provide feedback to students on theirlearning, and inform parents about their child'slearning.
Suggested policy options:
1. Introduce various mechanisms to ensure thatteachers develop skills and expertise in classroomassessment. For example, make available pre serviceteacher training opportunities that focus on classroomassessment methodologies, and introduce a requiredcourse on classroom assessment for all teachers duringin service teacher training. Ensure that teacher trainingopportunities address the importance of consistentlyapplying standards for grading across student groups.
2. Introduce a variety of system wide resources to helpteachers improve their classroom assessment practices.For example, develop a document that clearly outlinesthe levels of performance that students are expected toreach in different subject areas at different grade or agelevels, which should be made available to all teachers.Additionally, conduct monitoring of classroomassessment activities to ensure that classroomassessment practices are in line with their intendedpurposes and uses.
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Examinations
Level of development: ESTABLISHED
The Twelfth Grade Examination's main purposes are forstudent certification of school cycle completion andstudent selection to higher education institutions. Itwas authorized by the Ministry of Education in 2010with a formal, system level document, the Assessmentand Examination System for Grades 1 12. The TwelfthGrade Examination was first administered in 1967, andit continues to be administered to grade 12 students inmandatory subjects, as well as subjects relevant to thestudent's section. Specifically, all students are assessedin Islamic education, Arabic language, English language,mathematics, physics, and biology. Although studentshave the option to retake the examination or repeat thegrade, they do not have the options to attend remedialor preparatory courses in order to prepare to retake theexamination or to opt for less selective schools,universities, or tracks.
Regular funding is allocated by the government for theexamination, which covers all core examinationactivities, including examination design andadministration, data analysis and reporting, and long ormedium term planning of program milestones.However, funding does not cover staff training, orresearch and development activities.
The Assessment and Examinations Administration, aunit within the Ministry of Education, has had primaryresponsibility for running the Twelfth GradeExamination since 1972. While it has state of the artfacilities to carry out the examination, the allocatedstaff is insufficient to meet the needs of theexamination. However, this lack of permanent staff isoffset by utilizing assistance from technical teams in theEducational Supervision Department within the Ministryof Education and by forming temporary committees toperform the tasks required during examination periods.
The UAE also offers a wide range of opportunities thatprepare for work on the examination, includinguniversity graduate programs, university courses, andnon university training courses or workshops oneducational measurement and evaluation. In addition,internships are offered in the examination office, and
funding is available for attending internationalprograms, courses, or workshops on educationalmeasurement and evaluation.
There is only one systematic mechanism, internalreview or observers, in place to ensure the quality ofthe examination. Other mechanisms, such as pilot orfield testing, are not in place.
At the same time, inappropriate behavior surroundingthe examination process is low. For example, examtakers’ use of unauthorized materials and the provisionof external assistance via the supervisor or mobilephone do not typically occur. When they do occur,inappropriate behaviors are dealt with by the legalaffairs department on a case by case basis.
Only one systematic mechanism, expert review groups,is in place to monitor the consequences of theexamination.
Suggested policy options:
1. Introduce varied systematic mechanisms to ensurethe quality of the examination. Mechanisms to considerinclude carrying out pilot or field testing, translationverification, and external review and certification.
2. Introduce more options for students who do notperform well on the examination, such as allowingstudents to choose to attend less selective universities,or continue their studies in a vocational track.
3. Ensure that varied and systematic mechanisms are inplace to monitor the consequences of the examination.Such mechanisms include holding regular focus groupsor surveys of key stakeholders, commissioning studiesthat are updated regularly, instituting a permanentoversight committee, and providing regular funding forindependent research on the impact of theexamination.
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National Large Scale Assessment (NLSA)
Level of development: ESTABLISHED
The United Arab Emirates National Assessment Program(UAENAP) was first administered in 2003 to students ingrade 5. Since 2010, students in grades 3, 5, 7, and 9have been assessed in the following subjects: Arabic,English, mathematics, and science. The main purposesof the UAENAP include monitoring education quality atthe system level, evaluation, decision making, andsupporting schools, teachers, and policy design. TheMinistry of Education authorized the UAENAP with theImplementing the National Assessment Programdocument in 2010.
There is regular funding allocated by the governmentfor the UAENAP. Funding covers all core activities ofthe assessment, including assessment design andadministration, data analysis and reporting, long ormedium term planning of program milestones, and stafftraining. Funding for the UAENAP also covers researchand development activities.
The NLSA office is a permanent unit created for runningthe assessment within the Administration of Evaluationand Examinations under the supervision of the Ministryof Education. It is adequately staffed with permanentand full time staff to carry out the assessmenteffectively.
The UAE also offers a wide range of opportunities toprepare individuals for work on the UAENAP, includinguniversity graduate programs, university courses, andnon university courses or workshops on educationalmeasurement and evaluation. In addition, funding forattending international programs, as well as internshipsor short term employment in the large scaleassessment office, are available.
Some mechanisms are in place to ensure the quality ofthe NLSA. For example, all proctors or administratorsare trained according to a protocol, all booklets arenumbered, and there is double scoring of data.
In addition, NLSA results are disseminated effectively.Reports with the results are made available to allstakeholder groups and contain information on overall
achievement levels and subgroups, as well as trendsover time overall and by subgroups. There is also amedia briefing organized to discuss results, and resultsare featured in newspapers, magazines, radio, ortelevision.
However, only two mechanisms are in place to monitorthe consequences of the NLSA: expert review groupsand themed conferences that provide a forum todiscuss research and other data on the consequences ofthe large scale assessment.
Suggested policy options:
1. Introduce additional mechanisms to ensure thequality of the NLSA. For example, conduct a pilot beforethe main data collection takes place, and require thedouble processing of data.
2. Introduce a variety of system level mechanisms tomonitor the quality of the NLSA. For example, introduceregular focus groups or surveys of key stakeholders, apermanent oversight committee, and funding forindependent research on the impact of the large scaleassessment.
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International Large Scale Assessment(ILSA)
Level of development: ESTABLISHED
The United Arab Emirates has participated in threeILSAs in the past five years, the Progress in InternationalReading Literacy Study (PIRLS) and Trends inInternational Mathematics and Science Study (TIMSS) in20111, as well as the Programme for InternationalStudent Assessment (PISA) in 2009. In addition, at thetime of data collection, the UAE has taken concretesteps to participate in several ILSAs in the next 5 years,including PISA 2012 and 2015, TIMSS 2015, and PIRLS2016. A formal policy document, Ministerial Council forServices Decision Number (73/6S/2) authorized by theUAE Cabinet in 2010, addresses participation in ILSAs.
Regular funding for international assessmentparticipation is approved by law. Funding covers allcore activities of ILSAs, including internationalparticipation fees, implementation of the assessmentexercise, processing and analyzing data from theimplementation of the assessment exercise, andreporting and disseminating assessment results.Research and development activities are also coveredby funding for ILSAs.
The ILSA office is adequately staffed and trained tocarry out ILSAs effectively, as team members haveattended all international meetings related to theassessment and have previous experience working oninternational assessments. However, there have beensome issues with the translation of the assessmentinstruments. For example, there are some difficultieswhen translating the original PISA questions fromEnglish to Arabic, given that there are strict guidelinesfor the number of words used in questions.
The UAE also offers some opportunities to learn aboutILSAs, including workshops on using internationalassessment databases, funding for attendinginternational workshops or training on internationalassessments, and online courses on internationalassessments. However, online courses are only
1 In addition, two emirates, Dubai and Abu Dhabi, were benchmarkingparticipants for TIMSS 2011. Dubai was also a benchmarking participant forTIMSS 2007.
periodically available, and there are no stand aloneuniversity courses or workshops on the topic ofinternational assessments.
Country specific ILSA results and information areregularly and widely disseminated in the UAE, andproducts providing feedback to schools and educatorsabout ILSA results are systematically made available.
Results from ILSAs are used in a variety of ways toinform decision making in the UAE, including trackingthe impact of reforms on student achievement levels,and informing curriculum improvement, teachertraining programs, and other assessment activities inthe system. However, at the time of data collection, itwas not known whether decisions based on ILSA resultshave had a positive impact on students' achievementlevels in the UAE.
Suggested policy options:
1. Make available workshops or presentations aboutinternational assessments in the UAE to governmentofficials, and professionals and university staffinterested in assessment.
2. Introduce a variety of opportunities to learn aboutthe ILSA that are regularly available, including onlinecourses that are updated, as well as stand aloneuniversity courses or workshops on the topic ofinternational assessments.
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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 immediatefeedback 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 informationcollected from students?
Yes, as part of the teaching process
Frequently Yes Seldom Seldom
Scoring Usually informal and simple
Varies from simple to more statistically sophisticatedtechniques
Usually involves statistically sophisticatedtechniques
Varies from simple to more statistically sophisticatedtechniques
Varies from simple to more statistically sophisticatedtechniques
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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-, 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 SYSTEMLEVEL) LARGE SCALEASSESSMENT
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 LARGESCALE 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 AssigningDevelopment Levels
1. The country team or consultant collects informationabout the assessment system in the country.
2. Based on the collected information, a level ofdevelopment and score is assigned to each dimension inthe rubrics:
Latent = 1 score pointEmerging = 2 score pointsEstablished = 3 score pointsAdvanced = 4 score points
3. The score for each quality driver is computed byaggregating the scores for each of its constituentdimensions. For example:
The quality driver, ‘Enabling Context,’ in the case ofILSA, has 3 dimensions on which a hypothetical countryreceives the following scores: Dimension A = 2 points;Dimension B = 2 points; Dimension C = 3 points. Thehypothetical country’s overall score for this qualitydriver would be: (2+2+3)/3 = 2.33
4. A preliminary level of development is assigned toeach quality driver.
5. The preliminary development level is validated usingexpert judgment in cooperation with the country teamand The World Bank Task Team Leader.
For scores that allow a margin of discretion (i.e., tochoose between two levels of development), a finaldecision has to be made based on expert judgment. Forexample, the aforementioned hypothetical country hasan ‘Enabling Context’ score of 2.33, corresponding to apreliminary level of development of ‘Emerging orEstablished.’ Based on qualitative information notcaptured in the rubric, along with expert judgment, thecountry team chooses ‘Emerging’ as the mostappropriate level.
6. Scores for certain key dimensions under ‘EnablingContext’ (in the case of EXAM, NLSA, and ILSA) andunder ‘System Alignment’ (in the case of CLASS) were
set as ceiling scores, i.e., the overall mean score for theparticular assessment type cannot be greater than thescore for these key dimensions. These key variablesinclude formal policy, regular funding, having apermanent assessment unit, and the quality ofassessment practices.
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ocum
entthat
provides
guidelines
for
classroo
massessmen
t.
There
isan
inform
alsystem
level
documen
tthat
provides
guidelines
for
classroo
massessmen
t.
Thereisaform
alsystem
leveld
ocum
ent
that
provides
guidelines
forclassroo
massessmen
t.1
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
availability
ofthe
documen
tis
restricted.
Thedo
cumen
tisw
idelyavailable.
2
Aligningclassroomassessmentwith
system
learninggoals
Thereareno
system
wideresourcesfor
teache
rsforclassroom
assessmen
t.Therearescarce
system
wideresources
forteachersfor
classroo
massessmen
t.Therearesomesystem
wideresources
forteachersfor
classroo
massessmen
t.3
There
are
avarie
tyof
system
wide
resources
available
for
teache
rsfor
classroo
massessmen
t.
There
isno
official
curriculum
orstandardsd
ocum
ent.
There
isan
official
curriculum
orstandardsdo
cumen
t,bu
titis
notclear
whatstud
ents
areexpe
cted
tolearnor
towhatlevelof
performance.
There
isan
official
curriculum
orstandardsdo
cumen
tthat
specifies
what
stud
ents
areexpe
cted
tolearn,
butthe
levelof
performance
requ
ired
isno
tclear.
4
There
isan
official
curriculum
orstandardsdo
cumen
tthat
specifies
what
stud
ents
areexpe
cted
tolearn
and
towhatlevelof
performance.
ENABLINGCONTEXT
ANDSYSTEM
ALIGNMENT3:
Havingeffectivehuman
resourcestocarryoutclassroom
assessmentactivities
Thereareno
system
levelmechanism
sto
ensure
that
teache
rsde
velop
skills
andexpe
rtise
inclassroo
massessmen
t.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
There
are
some
system
level
mechanism
sto
ensure
that
teache
rsde
velopskillsandexpe
rtise
inclassroo
massessmen
t.5
There
are
avarie
tyof
system
level
mechanism
sto
ensure
that
teache
rsde
velopskillsandexpe
rtise
inclassroo
massessmen
t.
*
*
* * *
UNITED
ARAB
EMIRAT
ESSA
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ASSESSMENTQUALITY
Qua
lityof
classroo
massessmentd
esign,ad
ministratio
n,an
alysis,
anduse.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
thequality
ofclassroomassessment
Classroo
massessmen
tpractices
suffe
rfrom
widespreadweaknessesor
thereis
noinform
ation
available
onclassroo
massessmen
tpractices.
Classroo
massessmen
tpractices
are
know
nto
beweak.
6Classroo
massessmen
tpractices
are
know
nto
beof
mod
eratequ
ality
.Classroo
massessmen
tpractices
are
know
nto
begene
rally
ofhigh
quality
.
Thereareno
mechanism
sto
mon
itorthe
quality
ofclassroo
massessmen
tpractices.
Therearead
hocmechanism
sto
mon
itor
the
quality
ofclassroo
massessmen
tpractices.
Therearelim
itedsystem
aticmechanism
sto
mon
itor
the
quality
ofclassroo
massessmen
tpractices.
There
are
varie
dand
system
atic
mechanism
sin
place
tomon
itor
the
quality
ofclassroo
massessmen
tpractices.7
ASSESSMENTQUALITY2:
Ensuring
effectiveusesofclassroomassessment
Classroo
massessmen
tinformationisno
trequ
ired
tobe
dissem
inated
tokey
stakeh
olde
rs.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Classroo
massessmen
tinform
ation
isrequ
iredto
bedissem
inated
tosomekey
stakeh
olde
rs.
Classroo
massessmen
tinform
ation
isrequ
iredto
bedissem
inated
toallkey
stakeh
olde
rs.8
Thereareno
requ
ireduses
ofclassroo
massessmen
ttosupp
ortstude
ntlearning.
There
are
limite
drequ
ired
uses
ofclassroo
massessmen
tto
supp
ort
stud
entlearning.
There
are
adeq
uate
requ
ired
uses
ofclassroo
massessmen
tto
supp
ort
stud
entlearning,e
xcluding
itsuseas
aninpu
tfor
externalexam
inationresults.
There
are
adeq
uate
requ
ired
uses
ofclassroo
massessmen
tto
supp
ort
stud
entlearning,including
itsuseas
aninpu
tfor
externalexam
inationresults.9
*
* * *
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ARAB
EMIRAT
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ClassroomAssessment
1.TheGu
idelines
totheIm
plem
entin
gof
Ongo
ingAssessmentToolsdo
cumen
t,authorize
dby
theMinistry
ofEd
ucation'sDirectorateof
Evaluatio
nand
Exam
inations
in20
10,provide
sguide
lines
forclassroom
assessmen
t.
2.TheGu
idelines
totheIm
plem
entin
gof
Ongo
ingAssessment T
oolsdo
cumen
tisa
vailableon
lineandinin
servicecoursesfor
teache
rs.
3.Somesystem
wideresourcesareavailableto
teache
rsto
engage
inclassroo
massessmen
t,includ
ingado
cumen
tthato
utlines
whatstude
ntsareexpe
cted
tolearnin
diffe
rent
subjectareasat
diffe
rent
gradeor
agelevelsandtextbo
oksthat
providesupp
ortforclassroo
massessmen
t.Scoringcrite
riaor
rubricsfor
stud
ents'w
orkarealso
availablein
anelectron
icsystem
that
isaccessibleto
allschoo
ls.Ho
wever,teachersdo
have
asaresource
ado
cumen
tthato
utlines
the
levelsof
performance
stud
entsareexpe
cted
toreachin
diffe
rent
subjecta
reas
atdiffe
rent
gradeor
agelevels,
item
banksor
poolswith
exam
ples
ofselection
and
multip
lechoice
orsupp
lyand
open
ende
dqu
estio
ns,on
line
assessmen
tresources,
orcompu
terbased
testingwith
instantrepo
rtson
stud
ents'
performance.
4.Th
ereisan
officialcurriculum
orstandardsd
ocum
entthatspe
cifie
swhatstude
ntsa
reexpe
cted
tolearnat
diffe
rent
gradeor
agelevels,
butitd
oesn
otspecify
towhatp
erform
ance
level.
5.Th
erearesomesystem
levelm
echanism
sin
placeto
ensure
that
teache
rsde
veloptheskillsandexpe
rtise
inclassroo
massessmen
t.Forexam
ple,
inservice
teache
rtraining
isavailableto
allteachers,andon
lineresourceson
classroo
massessmen
tinclude
resourcessuch
asqu
estio
nbanks.Someteache
rshave
the
oppo
rtun
ityto
participateinconferen
cesa
ndworksho
ps,and
inite
mde
velopm
entfor,orscorin
gof,large
scaleassessmen
tsor
exam
s.Ho
wever,not
allteacher
training
programsinclud
earequ
iredcourse
onclassroo
massessmen
t;scho
olinspectio
nor
teache
rsupe
rvision
does
notinclud
eacompo
nent
focusedon
classroo
massessmen
t;andthereareno
preserviceteache
rtrainingop
portun
ities
relatedto
buildingskillsinclassroo
massessmen
t.
6.Classroo
massessmen
tpractices
aregene
rally
considered
tobe
weak.
Teache
rscommon
lyrelyon
multip
lechoice,selectio
ntype
questio
ns,a
ndclassroo
massessmen
tactiv
ities
aremainlyabou
trecalling
inform
ation.
Classroo
massessmen
tinform
ationalso
provides
little
useful
feed
back
tostud
ents.Inadditio
n,gradeinfla
tionandtheun
even
applicationof
standardsforgradingstud
ents'w
orkareserio
usprob
lems.Ho
wever,itisno
tcommon
forparentsto
bepo
orly
inform
edabou
tstud
ents'g
rade
s,forteache
rsto
notuseexplicitor
aprioricrite
riaforscoringor
gradingstud
ents'w
ork,
toob
serveerrors
inthescoringor
gradingof
stud
ents'w
ork,or
forclassroom
assessmen
tactivities
tono
tbealigne
dwith
thepe
dagogicalorcurricular
fram
ework.
7.Therearevarie
dandsystem
aticmechanism
sinplaceto
mon
itorthe
quality
ofclassroo
massessmen
tpractices.For
exam
ple,governmen
tfun
ding
isavailable
forresearch
onthequ
ality
ofclassroo
massessmen
tactiv
ities
andho
wto
improveclassroo
massessmen
t,andnatio
nalreviewsof
thequ
ality
ofed
ucation
includ
eafocuso
nclassroo
massessmen
t.Althou
ghtheweighto
fclassroom
assessmen
tinateache
r'spe
rformance
evaluatio
nislow,itisa
requ
iredcompo
nent
ofateache
r'spe
rformance
evaluatio
nandscho
olinspectio
nor
teache
rsup
ervisio
n.Ho
wever,the
reisno
externalmod
erationsystem
that
review
sthe
difficulty
ofclassroo
massessmen
tpractices
andtheapprop
riatene
ssof
scoringcrite
ria.
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ARAB
EMIRAT
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8.Classroo
massessmen
tinformationisrequ
iredto
bedissem
inated
toallkey
stakeh
olde
rs,including
scho
oldistricto
rMinistry
ofEducationofficials,
parents,
andstud
ents.
9.Th
ereareadeq
uate
requ
ireduses
ofclassroo
massessmen
tto
supp
ortstud
entlearning,includ
ingits
useas
aninpu
tforexternal
exam
inationresults.
Classroo
massessmen
tactiv
ities
areused
todiagno
sestud
entlearning
issue
s,de
velopstud
ents'selfe
valuationskills,providefeed
back
tostud
ents
ontheir
learning,inform
parentsabou
tthe
irchild'slearning,e
valuateteache
rs'p
erform
ance,p
lanne
xtstep
sin
instruction,
gradestud
entsforinternalclassroom
uses,
andprovideinpu
t toan
externalexam
inationprogram.
UNITED
ARAB
EMIRAT
ESSA
BERSTUDE
NTAS
SESSMEN
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UNITED
ARAB
EMIRATES
Exam
inations
UNITED
ARAB
EMIRAT
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SULTS
20
ENABLINGCONTEXT
Overallfram
eworkof
policies,lead
ership,organ
izatio
nalstructures,fiscaland
human
resourcesinwhich
assessmenta
ctivity
takesp
lace
inacoun
tryor
system
andtheextent
towhich
that
fram
eworkiscond
uciveto,orsup
portiveof,the
assessmenta
ctivity.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
1:Settingclearpolicies
Nostandardize
dexam
inationhastaken
place.
Thestandardize
dexam
inationhasbe
enop
eratingon
anirregular
basis.
Theexam
inationisastableprogram
that
hasb
eenop
eratingregularly
.1This
optio
ndo
esno
tapply
tothis
dimen
sion
There
isno
policy
documen
tthat
authorize
sthe
exam
ination.
There
isan
inform
alor
draft
policy
documen
tthat
authorize
sthe
exam
ination.
Thereis
aform
alpo
licydo
cumen
tthat
authorize
sthe
exam
ination.
2This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thepo
licydo
cumen
tisno
tavailableto
thepu
blic.
Thepo
licydo
cumen
tisavailableto
the
public.3
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
policy
documen
taddresses
some
keyaspe
ctso
fthe
exam
ination.
4Thepo
licydo
cumen
taddressesallkey
aspe
ctso
fthe
exam
ination.
ENABLINGCONTEXT
2:Havingstrong
leadership
Allstakeh
olde
rgrou
psstrongly
oppo
setheexam
inationor
areindiffe
rent
toit.
Most
stakeh
olde
rgrou
psop
pose
the
exam
ination.
Moststakeh
olde
rsgrou
pssupp
ortthe
exam
ination.
5All
stakeh
olde
rgrou
pssupp
ort
the
exam
ination.
Thereareno
attemptsto
improvethe
exam
inationby
stakeh
olde
rgroup
s.This
optio
ndo
esno
tapply
tothis
dimen
sion.
There
are
inde
pend
ent
attempts
toim
provetheexam
inationby
stakeh
olde
rgrou
ps.
There
are
coordinated
attempts
toim
provetheexam
inationby
stakeh
olde
rgrou
ps.6
Effortsto
improvetheexam
inationare
not
welcomed
bythe
leadership
incharge
oftheexam
ination.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Effortsto
improvetheexam
inationare
gene
rally
welcomed
bytheleadership
incharge
oftheexam
ination.
7
This
optio
ndo
esno
tapply
tothis
dimen
sion.
(CONTINUE
D)
* * * *
*
**
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LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
3:Havingregularfunding
There
isno
fund
ing
allocated
forthe
exam
ination.
Thereis
irregular
fund
ingallocatedfor
theexam
ination.
Thereisregularfun
ding
allocatedforthe
exam
ination.
8This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ingcovers
somecore
exam
ination
activities:de
sign,
administratio
n,data
processin
gor
repo
rting.
Fund
ing
covers
allcore
exam
ination
activities:de
sign,
administratio
n,data
processin
gandrepo
rting.
9
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
does
notcoverresearch
and
developm
ent.1
0This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
research
and
developm
ent.
Havingstrongorganizationalstructures
Theexam
inationofficedo
esno
texist
orisne
wlyestablish
ed.
The
exam
ination
office
isne
wly
establish
ed.
The
exam
ination
office
isa
stable
organizatio
n.11
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
exam
ination
office
isno
taccoun
table
toan
external
board
oragen
cy.1
2
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Theexam
inationofficeisaccoun
tableto
anexternalbo
ardor
agen
cy.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Exam
inationresults
areno
trecognize
dby
anycertificatio
nor
selectionsystem
.Exam
ination
results
are
recognize
dby
certificatio
nor
selectionsystem
inthe
coun
try.
Exam
ination
results
are
recognize
dby
onecertificatio
nor
selectionsystem
inanothe
rcou
ntry.
Exam
ination
results
are
recognize
dby
two
ormore
certificatio
nor
selection
system
inanothe
rcou
ntry.13
The
exam
ination
office
does
nothave
therequ
ired
facilitiesto
carryou
tthe
exam
ination.
Theexam
inationofficehassomeof
the
requ
ired
facilities
tocarry
out
the
exam
ination.
The
exam
ination
office
hasallof
the
requ
ired
facilities
tocarry
out
the
exam
ination.
Theexam
inationofficehasstateof
the
artfacilitie
stocarryou
tthe
exam
ination.
14
(CONTINUE
D)
* *
*
*
*
**
UNITED
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EMIRAT
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22
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
5:Havingeffectivehuman
resources
There
isno
staff
tocarry
out
the
exam
ination.
Theexam
ination
officeis
inadeq
uately
staffed
toeffectively
carry
out
the
exam
ination,issue
sare
pervasive.
The
exam
ination
office
isadeq
uately
staffed
tocarry
outthe
exam
ination
effectively,with
minim
alissue
s.15
The
exam
ination
office
isadeq
uately
staffed
tocarry
out
the
assessmen
teffectively,with
noissue
s.
Thecoun
trydo
esno
toffe
ropp
ortunitie
sthat
prep
are
for
work
onthe
exam
ination.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
coun
tryoffers
someop
portun
ities
that
prep
are
for
work
onthe
exam
ination.
The
coun
try
offers
awide
range
ofop
portun
ities
that
prep
areforworkon
theexam
ination.
16
*
*
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ARAB
EMIRAT
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SULTS
23
SYSTEM
ALIGNMENT
Degree
towhich
theassessmentisc
oherentw
ithothercom
ponentso
fthe
educationsystem
.LATENT
EMERGING
ESTABLISHED
ADVANCED
SYSTEM
ALIGNMENT1:
Aligning
exam
inationswith
learning
goalsand
opportunitiestolearn
Itis
notclearwhatthe
exam
ination
measures.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereis
aclearun
derstand
ingof
what
theexam
inationmeasures.17
This
optio
ndo
esno
tapply
tothis
dimen
sion.
What
the
exam
ination
measures
isqu
estio
nedby
somestakeh
olde
rgroup
s.This
optio
ndo
esno
tapply
tothis
dimen
sion.
Whatismeasuredby
theexam
inationis
largelyaccepted
bystakeh
olde
rgroup
s.18
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Materialtoprep
arefortheexam
ination
isminim
aland
itis
only
accessible
tovery
fewstud
ents.
Thereissomematerialtoprep
areforthe
exam
inationthat
isaccessible
tosome
stud
ents.
There
iscompreh
ensiv
ematerial
toprep
are
for
the
exam
ination
that
isaccessibleto
moststude
nts.
There
iscompreh
ensiv
ematerial
toprep
are
for
the
exam
ination
that
isaccessibleto
allstude
nts.
19
SYSTEM
ALIGNMENT2:
Providingteacherswith
opportunitiestolearnabouttheexam
ination
Thereareno
coursesor
worksho
pson
exam
inations
availableto
teache
rs.
There
are
noup
todate
courses
orworksho
pson
exam
inations
availableto
teache
rs.
Thereareup
todate
voluntarycourses
orworksho
pson
exam
inations
available
toteache
rs.
Thereareup
todate
compu
lsory
courses
orworksho
pson
exam
inations
for
teache
rs.2
0
Teache
rsare
exclud
edfrom
all
exam
inationrelatedtasks.
Teache
rsare
involved
invery
few
exam
inationrelatedtasks.
21Teache
rsare
involved
insome
exam
inationrelatedtasks.
Teache
rsare
involved
inmost
exam
inationrelatedtasks.
* *
* *
*
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ARAB
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ASSESSMENTQUALITY
Degree
towhich
theassessmentm
eetsqu
ality
stan
dards,isfair,
andisused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
quality
There
isno
technicalrepo
rtor
othe
rdo
cumen
tatio
n.There
issome
documen
tatio
non
the
exam
ination,
butit
isno
tin
aform
alrepo
rtform
at.
There
isa
compreh
ensiv
etechnical
repo
rtbu
twith
restrictedcirculation.
22Thereis
acompreh
ensiv
e,high
quality
technicalrep
ortavailableto
thegene
ral
public.
There
are
nomechanism
sin
place
toen
sure
thequ
ality
oftheexam
ination.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearelim
itedsystem
aticmechanism
sin
place
toen
sure
the
quality
ofthe
exam
ination.
23
There
are
varie
dand
system
atic
mechanism
sin
place
toen
sure
the
quality
oftheexam
ination.
Ensuringfairness
Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessish
igh.
Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessism
oderate.
Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessislow
.24Inapprop
riate
behavior
surrou
ndingthe
exam
inationprocessism
arginal.
Theexam
ination
results
lack
cred
ibility
fora
llstakeh
olde
rgroup
s.Theexam
inationresults
arecred
ible
for
somestakeh
olde
rgroup
s.Theexam
inationresults
arecred
ible
for
allstakeho
lder
grou
ps.25
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Themajority
ofthestud
ents
(over50%)
may
nottaketheexam
inationbe
causeof
language,gend
er,or
othe
req
uivalent
barriers.
Asig
nificant
prop
ortio
nof
stud
ents
(10%
50%)m
ayno
ttaketheexam
ination
becauseof
language,gend
er,or
othe
req
uivalent
barriers.
Asm
allp
ropo
rtionof
stud
ents(le
ssthan
10%)may
not
take
the
exam
ination
becauseof
language,gend
er,or
othe
req
uivalent
barriers.
Allstud
ents
cantake
theexam
ination;
thereareno
language,gend
eror
othe
req
uivalent
barriers.26
(CONTINUE
D)
* * * *
*
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LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY3:
Usingexam
inationinform
ationinafairway
Exam
ination
results
are
notused
ina
prop
erway
byallstakeho
lder
grou
ps.
Exam
ination
results
are
used
bysome
stakeh
olde
rgroup
sinaprop
erway.
Exam
ination
results
are
used
bymost
stakeh
olde
rgroup
sinaprop
erway.
Exam
ination
results
are
used
byall
stakeh
olde
rgroup
sinaprop
erway.2
7
Stud
entn
ames
andresults
arepu
blic.28
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Stud
ents’resultsareconfidentia
l.This
optio
ndo
esno
tapply
tothis
dimen
sion.
ASSESSMENTQUALITY4:
Ensuring
positiveconsequencesoftheexam
ination
Thereareno
optio
nsforstud
ents
who
dono
tperform
wello
ntheexam
ination,
orstud
ents
mustleave
the
education
system
.
There
are
very
limite
dop
tions
for
stud
entswho
dono
tperform
wellonthe
exam
ination.
29
Therearesomeop
tions
forstude
ntsw
hodo
notp
erform
wellontheexam
ination.
Thereisavarie
tyof
optio
nsforstud
ents
who
dono
tpe
rform
well
onthe
exam
ination.
There
are
nomechanism
sin
place
tomon
itor
the
conseq
uences
ofthe
exam
ination.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearesomemechanism
sin
placeto
mon
itor
the
conseq
uences
ofthe
exam
ination.
30
Thereisavarie
tyof
mechanism
sin
place
tomon
itor
the
conseq
uences
ofthe
exam
ination.
*
*
*
*
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Exam
inations
1.Th
eTw
elfthGradeExam
ination'smainpu
rposes
includ
estud
entcertificatio
nforscho
olcyclecompletionandstud
entselectionto
higher
education
institu
tions.The
TwelfthGradeExam
inationwas
firstadministered
in19
67,and
itcontinue
sto
beadministered
toGrade12
stud
entsin
mandatory
subjects,as
wella
ssubjects
relevant
tothestud
ent's
sectionselection.
Specifically,allstud
ents
areassessed
inIslamic
education,
Arabic
language,En
glish
language,
mathe
matics,ph
ysics,andbiology.Forstud
ents
inthescientificsection,
theexam
inationalso
covers
chem
istry
andgeology,while
forstud
ents
intheliterary
section,theexam
inationcoversgeograph
y,history,psycho
logy,and
econ
omics.
2.Th
eMinistry
ofEd
ucation'sA
ssessm
enta
ndExam
inationSystem
forG
rades1
12do
cumen
tfrom
2010
authorize
sthe
TwelfthGradeExam
ination.
3.Th
eAssessmenta
ndExam
inationSystem
forG
rades1
12do
cumen
tisa
vailableto
andeasilyaccessibleby
thepu
blic.
4.TheAssessment a
ndExam
inationSystem
forG
rades112
documen
tadd
resses
very
fewkeyaspe
ctsof
theexam
ination.
Thedo
cumen
toutlines
governance,
distrib
utionof
power,a
ndrespon
sibilitie
sam
ongkeyen
tities;de
scrib
esthepu
rposeof
theexam
ination;
andexplains
alignm
entw
ithcurriculaandstandards.
However,itd
oesn
otde
scrib
etheauthorize
duses
ofresults;state
fund
ingsources;ou
tline
proced
ures
toinvestigateandaddresss
ecurity
breaches,che
ating,or
othe
rform
sof
inapprop
riate
behavior;o
utlineproced
ures
forspecialo
rdisadvantagedstud
ents;spe
cify
who
cansit
fortheexam
ination;
iden
tifyrulesabou
tprep
aration;
orexplaintheform
atof
theexam
inationqu
estio
ns.
5.Po
licym
akersandun
iversitiesstronglysupp
orttheexam
ination,
andteache
run
ions,e
ducators,m
edia,think
tanksandNGO
ssupp
ortitas
well.Stud
ents,
parents,andem
ployersa
rene
utraltotheexam
ination.
6.Co
ordinatedeffortsh
avebe
enmadeby
stakeh
olde
rgroup
stoim
provetheexam
ination.
7.Leadershipincharge
oftheexam
inationgene
rally
welcomes
effortstoim
provetheexam
ination.
8.Re
gularfun
ding
isallocatedby
thegovernmen
tfor
theexam
ination.
9.Fund
ingcovers
allc
oreexam
inationactiv
ities,including
exam
inationde
signandadministratio
n,data
analysisandrepo
rting,
andlong
ormed
ium
term
planning
ofprogram
mileston
es.H
owever,stafftraining
isno
tcovered
bythefund
ing.
10.Re
search
andde
velopm
entactiv
ities
areno
tcoveredby
thefund
ingfortheexam
ination.
Training
andresearch
budgetsareallocatedby
specialized
executiveen
titiesa
ndareun
relatedto
thefund
ingof
exam
inations.
11.The
Assessmen
tand
Exam
inations
Administratio
n,aun
itwith
intheMinistry
ofEducation,hasb
eenincharge
oftheTw
elfthGradeExam
inationsin
ce19
72.
12.The
Assessmen
tand
Exam
inations
Administratio
nisno
taccou
ntableto
anexternalbo
ardor
agen
cy.
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ARAB
EMIRAT
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13.Examinationresults
arerecognize
dby
certificatio
nor
selectionsystem
sintheUAE
andabroad,including
intheUSA
,UK,Ge
rmany,andothe
rArabcoun
tries.
14.The
Assessmen
tand
Exam
inations
Administratio
nhasstate
oftheartfacilitie
stocarryou
tthe
exam
ination,which
includ
ecompu
tersfora
lltechnicalstaff,
asecure
building,secure
storagefacilities,accessto
adeq
uate
compu
terservers,the
ability
tobackup
data,and
adeq
uate
commun
icationtools.
15.T
heAssessmen
tand
Exam
inations
Administratio
nhaspe
rmanen
tand
fulltim
estaff,bu
titisinsufficien
tto
meetthe
need
sof
theexam
ination.
However,
thislack
ofpe
rmanen
tstaffisoffset
byutilizin
gassistancefrom
technicalteamsintheEducationalSup
ervisio
nDe
partmen
twith
intheMinistry
ofEducationan
dby
form
ingtempo
rary
committeesto
perform
thene
cessarytasksrequ
ireddu
ringexam
inationpe
riods.Issue
s,such
asfreq
uent
errors
indata
processin
gor
intheexam
inationqu
estio
ns,haveno
tbeeniden
tifiedwith
thepe
rformance
ofthehu
man
resourcesrespo
nsibleforthe
exam
ination.
16.The
UAE
offersawiderangeof
oppo
rtun
ities
toprep
areforw
orkon
theexam
ination,
includ
ingun
iversitygraduate
programs,un
iversitycourses,andno
nun
iversitytraining
courseso
rworksho
pson
educationalm
easuremen
tand
evaluatio
n.In
additio
n,internshipsa
reofferedintheexam
inationoffice,andfund
ing
isavailablefora
tten
ding
internationalprogram
s,courses,or
worksho
pson
educationalm
easuremen
tand
evaluatio
n.
17.The
reisaclearu
nderstanding
that
theexam
inationmeasuresn
ationalschoo
lcurriculum
guidelines
orstandards.
18.Stakeho
lder
grou
pslargelyaccept
whatism
easuredby
theexam
ination.
19.C
ompreh
ensiv
ematerialtoprep
arefortheexam
inationisavailableandaccessible
toallstude
nts.Forexam
ple,
inform
ationon
how
toprep
areforthe
exam
ination,
exam
ples
ofthetype
sof
questio
nsthat
areon
theexam
ination,
andtherepo
rton
thestrengthsandweaknessesin
stud
entpe
rformance
are
available.Ho
wever,the
fram
eworkdo
cumen
texplainingwhatism
easuredon
theexam
inationisno
tavailable.
20.U
pto
date
compu
lsory
courseso
rworksho
pson
theexam
inationareavailableto
teache
rs.
21.Althou
ghteache
rsareinvolved
inscoringtheexam
inationandsupe
rvising
exam
inationproced
ures,they
areno
tinvolved
inselectingor
creatin
gexam
inationqu
estio
nsor
scoringguides,adm
inisteringtheexam
ination,
actin
gas
ajudge,
orresolvinginconsisten
cies
betw
eenexam
inationscores
andscho
olgrades.
22.A
lthou
ghacompreh
ensiv
etechnicalrep
ortisa
vailable,its
circulationisrestricted.
23.O
nlyon
esystem
aticmechanism
,internalreviewor
observers,isin
placeto
ensure
thequ
ality
oftheexam
ination.
Other
system
aticmechanism
s,such
aspiloto
rfieldtesting,externalcertificatio
nor
audits,and
externalreview
orob
servers,areno
tinplace.
24.Inapp
ropriate
behavior
surrou
ndingtheexam
inationprocessislow.A
lthou
ghcopyingfrom
othe
rcand
idates
andcollusio
nam
ongcand
idates
viamob
ileph
ones
orpassingof
pape
roccurs, leakage
oftheconten
tof
anexam
inationpape
ror
part
ofapape
rpriorto
theexam
ination,
impe
rson
ation(w
henan
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ARAB
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28
individu
alothe
rthan
theregistered
cand
idatetakestheexam
ination),usingun
authorize
dmaterials
such
asprep
ared
answ
ersandno
tes,
intim
idationof
exam
inationsupe
rviso
rs,issuing
forged
certificatesor
alterin
gresults
inform
ation,
orprovision
ofexternalassistanceviathesupe
rviso
rorm
obile
phon
edo
not
occur.Inapprop
riate
behaviorsa
rede
altw
ithby
thelegalaffa
irsde
partmen
tonacase
bycase
basis
.
25.A
llstakeh
olde
rgroup
sperceiveexam
inationresults
ascred
ible.
26.R
egardlesso
fbackgroun
d,locatio
n,or
theability
topay,allstude
ntsm
aytake
theexam
ination.
27.A
llstakeh
olde
rgroup
suse
exam
inationresults
inaprop
erway.
28.Stud
entresults
areno
tconfiden
tial,as
stud
entnames
andresults
arepu
blic.Stud
ents
arefirst
inform
edof
theresults
viaSM
Sfrom
theMinistry
ofEducation'se
learning
system
,after
which
theresults
aremadeavailableto
themed
iaford
issem
inationto
thepu
blic.
29.A
lthou
ghstud
entshave
theop
tionto
retake
theexam
inationor
repe
atthegrade,they
dono
thavetheop
tions
toattend
remed
ialorp
reparatory
coursesin
orde
rtoprep
areto
retake
theexam
inationor
toop
tfor
less
selectivescho
ols,un
iversities,or
tracks.
30.O
nlyon
esystem
aticmechanism
,expertreviewgrou
ps, isinplaceto
mon
itorthe
conseq
uences
oftheexam
ination.Other
mechanism
s,such
asregularfocus
grou
psor
surveysof
keystakeh
olde
rs,studies
that
areup
datedregularly
,ape
rmanen
toversig
htcommittee,a
ndfund
ingforinde
pend
entresearch
onthe
impactof
theexam
ination,areno
tinplace.
UNITED
ARAB
EMIRAT
ESSA
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SULTS
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UNITED
ARAB
EMIRATES
National(orSystem
Level)LargeScaleAssessment(NLSA)
UNITED
ARAB
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ENABLINGCONTEXT
Overallfram
eworkof
policies,lead
ership,organ
izatio
nalstructures,fiscaland
human
resourcesinwhich
NLSAactivity
takesp
lace
inacoun
tryor
system
andthe
extent
towhich
that
fram
eworkiscond
uciveto,orsup
portiveof,the
NLSAactiv
ity.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
1:SettingclearpoliciesforNLSA
NoNLSAexercise
hastaken
place.
The
NLSA
has
been
operating
onan
irregular
basis.
TheNLSA
isastable
program
that
has
been
operatingregularly
.1This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereis
nopo
licydo
cumentpe
rtaining
toNLSA.
There
isan
inform
alor
draft
policy
documen
tthata
utho
rizes
theNLSA.
Thereis
aform
alpo
licydo
cumen
tthat
authorize
sthe
NLSA.
2This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thepo
licydo
cumen
tisno
tavailableto
thepu
blic.
Thepo
licydo
cumen
tisavailableto
the
public.3
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereisno
plan
forN
LSAactivity
.This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thereisagene
ralund
erstanding
that
the
NLSAwilltake
place.
There
isa
written
NLSA
plan
forthe
comingyears.
4
ENABLINGCONTEXT
2:Havingstrong
publicengagementforNLSA
Allstakeh
olde
rgrou
psstrongly
oppo
setheNLSAor
areindiffe
rent
toit.
Some
stakeholde
rgrou
psop
pose
the
NLSA.
Moststakeh
olde
rsgrou
pssupp
ortthe
NLSA.
5Allstakeho
lder
grou
pssupp
ortthe
NLSA.
(CONTINUE
D)
* * *
*
*
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ARAB
EMIRAT
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LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
3:HavingregularfundingforNLSA
There
isno
fund
ing
allocated
tothe
NLSA.
There
isirregular
fund
ingallocated
totheNLSA.
Thereisregularfund
ingallocatedto
the
NLSA.
6This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
some
core
NLSA
activities:d
esign,administratio
n,analysis
andrepo
rting.
Fund
ingcovers
allcore
NLSA
activities:
desig
n,administratio
n,analysis
and
repo
rting.
7
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
does
notcoverresearch
and
developm
enta
ctivities.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
research
and
developm
enta
ctivities.8
ENABLINGCONTEXT
4:Havingstrong
organizationalstructuresforNLSA
Thereis
noNLSAoffice,
adho
cun
itor
team
.TheNLSAofficeisatempo
rary
agen
cyor
grou
pof
peop
le.
TheNLSAofficeisape
rmanen
tagen
cy,
institu
tionor
unit.
9This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Political
considerations
regularly
hampe
rtechnicalcon
siderations.
Political
considerations
sometim
eshampe
rtechn
icalconsiderations.
Political
considerations
never
hampe
rtechnicalcon
siderations.1
0
This
optio
ndo
esno
tapply
tothis
dimen
sion.
TheNLSAofficeisno
taccoun
tableto
aclearly
recognize
dbo
dy.
The
NLSA
office
isaccoun
table
toa
clearly
recognize
dbo
dy.1
1This
optio
ndo
esno
tapply
tothis
dimen
sion.
(CONTINUE
D)
*
*
*
*
**
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LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
5:Havingeffectivehuman
resourcesforNLSA
Thereisno
staffa
llocatedforrun
ning
anNLSA.
TheNLSAofficeis
inadeq
uately
staffed
toeffectivelycarryou
tthe
assessmen
t.TheNLSAofficeisadeq
uately
staffedto
carry
out
the
NLSA
effectively,
with
minim
alissue
s.
TheNLSAofficeisadeq
uately
staffedto
carryou
ttheNLSA
effectively,
with
noissue
s.12
Thecoun
trydo
esno
toffe
ropp
ortunitie
sthat
prep
are
individu
als
forwork
onNLSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
tryofferssomeop
portun
ities
toprep
are
individu
als
for
work
onthe
NLSA.
The
coun
try
offers
awide
range
ofop
portun
ities
toprep
areindividu
alsfor
workon
theNLSA.
13
* *
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SYSTEM
ALIGNMENT
Degree
towhich
theNLSAiscoherent
with
othercom
ponentso
fthe
educationsystem
.LATENT
EMERGING
ESTABLISHED
ADVANCED
SYSTEM
ALIGNMENT1:
Aligning
theNLSA
with
learning
goals
Itis
notcleariftheNLSA
isbasedon
curriculum
orlearning
standards.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
TheNLSAmeasurespe
rformance
against
curriculum
orlearning
standards.
14This
optio
ndo
esno
tapply
tothis
dimen
sion.
Whatthe
NLSA
measuresis
gene
rally
questio
nedby
stakeh
olde
rgroup
s.This
optio
ndo
esno
tapply
tothis
dimen
sion.
WhattheNLSAmeasuresis
questio
ned
bysomestakeh
olde
rgroup
s.What
the
NLSA
measures
islargely
accepted
bystakeh
olde
rgroup
s.15
There
are
nomechanism
sin
place
toen
sure
that
the
NLSA
accurately
measures
what
itis
supp
osed
tomeasure.
Therearead
hocreview
sof
theNLSAto
ensure
that
itmeasures
what
itis
intend
edto
measure.
Thereareregularinternalreview
sof
the
NLSAto
ensure
that
itmeasureswhatit
isintend
edto
measure.16
This
optio
ndo
esno
tapply
tothis
dimen
sion.
SYSTEM
ALIGNMENT2:
Providingteacherswith
opportunitiestolearnabouttheNLSA
Thereareno
coursesor
worksho
pson
theNLSA.
There
are
occasio
nal
courses
orworksho
pson
theNLSA.
17Therearesomecoursesor
worksho
pson
theNLSAofferedon
aregularb
asis.
Therearewidelyavailablehigh
quality
courses
orworksho
pson
the
NLSA
offeredon
aregularb
asis.
*
*
*
*
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ASSESSMENTQUALITY
Degree
towhich
theNLSAmeetstechnicalstand
ards,isfair,an
disused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
thequality
oftheNLSA
No
optio
nsare
offered
toinclud
eall
grou
psof
stud
entsintheNLSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Atleaston
eop
tionisofferedto
includ
eallgroup
sofstude
ntsintheNLSA.
18Diffe
rent
optio
nsareofferedto
includ
eallgroup
sofstude
ntsintheNLSA.
There
are
nomechanism
sin
place
toen
sure
thequ
ality
oftheNLSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearesomemechanism
sin
placeto
ensure
thequ
ality
oftheNLSA.
19There
are
avarie
tyof
mechanism
sin
placeto
ensure
thequ
ality
oftheNLSA.
There
isno
technicalrepo
rtor
othe
rdo
cumen
tatio
nabou
tthe
NLSA.
Thereissomedo
cumen
tatio
nabou
tthe
technicalaspe
ctsof
theNLSA,
butitis
notinaform
alrepo
rtform
at.
There
isa
compreh
ensiv
etechnical
repo
rtbu
twith
restrictedcirculation.
Thereis
acompreh
ensiv
e,high
quality
technicalrep
ortavailableto
thegene
ral
public.2
0
ASSESSMENTQUALITY2:
Ensuring
effectiveusesoftheNLSA
NLSAresults
areno
tdissem
inated
.NLSAresults
arepo
orlydissem
inated
.NLSA
results
are
dissem
inated
inan
effectiveway.2
1This
optio
ndo
esno
tapply
tothis
dimen
sion.
NLSAinform
ationisno
tused
orisused
inwaysinconsisten
twith
thepu
rposes
orthe
technicalcharacteristicsof
the
assessmen
t.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
NLSA
results
are
used
bysome
stakeh
olde
rgrou
psin
away
that
isconsisten
twith
the
purposes
and
technical
characteristics
ofthe
assessmen
t.
NLSA
inform
ation
isused
byall
stakeh
olde
rgrou
psin
away
that
isconsisten
twith
the
purposes
and
technical
characteristics
ofthe
assessmen
t.22
There
are
nomechanism
sin
place
tomon
itorthe
conseq
uences
oftheNLSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Therearesomemechanism
sin
placeto
mon
itortheconseq
uences
oftheNLSA.
23
There
are
avarie
tyof
mechanism
sin
place
tomon
itorthe
conseq
uences
oftheNLSA.
* *
*
*
*
*
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National(ofSystem
Level)LargeScaleAssessment(NLSA)
1.Th
eUnitedArab
Emira
tesNationalA
ssessm
entProgram
(UAE
NAP
)was
first
administered
in20
03as
theNationalA
ssessm
entof
Stud
entAchievem
enta
ndProgress
(NAS
AP)to
stud
ents
inGrade5,
andsubseq
uently
administered
in20
05to
stud
ents
inGrades
5and7,
tostud
ents
inGrades
312
in20
09as
the
ExternalMeasuremen
tofS
tude
ntAchievem
ent(EM
SA),andto
stud
ents
inGrades
3,5,
7,and9in
2010
astheUAE
NAP
.(Th
eNAS
AP,E
MSA
,ANDUAE
NAP
all
refertothesamenatio
nalassessm
ent.)
Themainpu
rposes
oftheassessmen
tprogram
includ
emon
itorin
gtheed
ucationqu
ality
atthesystem
level,supp
ortin
gscho
ols,
teache
rs,andpo
licyde
sign,
evaluatio
n,andde
cisio
nmaking.
Alls
tude
ntsat
specified
gradelevels
areassessed
inthefollowingsubjects:Arabic
language,Englishlanguage,m
athe
matics,andscience.
2.Th
eMinistry
ofEd
ucationauthorize
dtheUAE
NAP
with
theIm
plem
entin
gtheNationa
lAssessm
entP
rogram
documen
tin20
10.
3.Th
eIm
plem
entin
gtheNationa
lAssessm
entP
rogram
documen
tisa
vailableto
thepu
blic.
4.Thereisapu
bliclyavailablewrittenplan
specifyingwho
willbe
tested
andinwhich
subjecta
reas.The
plan
isavailableto,and
easilyaccessible,bythepu
blic.
5.Moststakeh
olde
rgrou
pssupp
orttheUAE
NAP
.While
policym
akers,
teache
run
ions,anded
ucatorsstrongly
supp
orttheUAE
NAP
,andthemed
iaand
universitiess
uppo
rtitas
well,stud
ents,paren
ts,think
tanksa
ndNGO
s,andem
ployersa
rene
utraltoit.
6.Thereisregularfun
ding
allocatedby
thegovernmen
tfor
theUAE
NAP
.
7.Fund
ingfortheUAE
NAP
covers
allcoreactiv
ities
oftheassessmen
t,includ
ingassessmen
tde
signandadministratio
n,data
analysisandrepo
rting,
long
ormed
ium
term
planning
ofprogram
mileston
es,and
stafftraining.
8.Fund
ingforthe
UAE
NAP
coversresearch
andde
velopm
enta
ctivities.
9.Theofficein
charge
oftheUAE
NAP
isape
rmanen
tunitcreatedforrunn
ingtheassessmen
t.Itiswith
intheAd
ministratio
nof
Evaluatio
nandExam
inations
unde
rthe
supe
rvision
oftheMinistry
ofEd
ucation.
10.Po
litical
considerations
neverhampe
rtechnicalconsiderations;largescaleassessmen
tresults
have
neverbe
enwith
held
from
publicationbe
causeof
politicalreason
s.
11.The
officeincharge
oftheUAE
NAP
ishe
ldaccoun
tableto
thePo
licyCo
uncil,ahigher
officeintheMinistry
ofEducation.
12.The
officeincharge
oftheUAE
NAP
isadeq
uatelystaffedwith
perm
anen
tand
fulltim
estafftocarryou
tthe
assessmen
teffe
ctively,with
noissue
siden
tified
with
thepe
rformance
ofthehu
man
resourcesthata
rerespon
sibleforthe
largescaleassessmen
t.
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13.T
heUAE
offers
awiderangeof
oppo
rtun
ities
toprep
areindividu
alsforworkon
theNLSA,
includ
ingun
iversitygraduate
programs,un
iversitycourses,and
nonun
iversitycoursesor
worksho
pson
educationalmeasuremen
tandevaluatio
n.In
additio
n,fund
ingforattend
inginternationalprograms,
courses,
orworksho
pson
educationalm
easuremen
tand
evaluatio
n,andinternshipso
rsho
rtterm
employmen
tinthelargescaleassessmen
toffice
areavailableas
well.
14.The
UAE
NAP
measuresp
erform
ance
againstn
ationalcurriculum
guidelines
orlearning
standards.
15.Stakeho
lder
grou
pslargelyaccept
whatism
easuredby
theUAE
NAP
.
16.T
here
aread
hocreview
s,regularinternal
review
s,andregularinde
pend
entreview
sof
thealignm
entbe
tweentheassessmen
tinstrumen
tandwhatitis
supp
osed
tomeasure.
17.Livecoursesor
worksho
pson
theNLSAareofferedoccasio
nally,a
ndthey
areaccessible
bymostteache
rs.T
hese
coursestend
tobe
ofhigh
quality
and
provideteache
rswith
relevant
resourcesthatthe
ycanuseintheirclassroom
s.Ho
wever,teachersd
ono
thaveaccessto
courseso
nline.
18.The
largescaleassessmen
tisofferedin
thelanguage
ofinstructionfora
lmosta
llstud
entg
roup
s.Ho
wever,spe
cialplansor
accommod
ations
areno
tmade
toen
sure
that
thelargescaleassessmen
tisa
dministered
tostud
entswith
disabilitieso
rstude
ntsinhard
toreachareas.
19.The
rearesomemechanism
sinplaceto
ensure
thequ
ality
oftheNLSA.
Fore
xample,allproctorso
radm
inistratorsaretraine
daccordingto
aprotocol,the
reisastandardize
dmanualfor
largescaleassessmen
tadm
inistrators,allbo
okletsarenu
mbe
red,thereisdo
ublescoringof
data,scorersaretraine
dto
ensure
high
interraterreliability,thereareexternalandinternalreview
ersor
observers,as
wellasexternalcertificatio
nor
audits.H
owever,d
iscrepanciesareno
treq
uired
tobe
recorded
onastandard
sheet,thereisno
doub
leprocessin
gof
data,and
apilotisn
otcond
uctedbe
fore
themaindata
collectiontakesp
lace.
20.A
compreh
ensiv
e,high
quality
technicalrep
orto
nthegene
ralresultsisavailableto
thepu
blic.A
lthou
ghde
tailedrepo
rtson
theresults
arealso
prod
uced
,theircirculationisrestricted.
21.R
esults
from
theUAE
NAP
aredissem
inated
inan
effectiveway.R
eports
with
theresults
aremadeavailableto
allstakeho
lder
grou
ps.R
eports
contain
inform
ationon
overallachievemen
tlevelsa
ndsubgroup
s,as
wellastren
dsover
timeoveralland
bysubgroup
s.Althou
ghresults
areno
tdissem
inated
with
in12
mon
thsafterthe
largescaleassessmen
t isadministered
andthemainrepo
rtson
theresults
dono
tcon
tain
standard
errors,the
reisamed
iabriefin
gorganized
todiscussresults,w
orksho
psor
presen
tatio
nsareorganizedfork
eystakeh
olde
rson
theresults,and
theresults
arefeatured
inne
wspapers,magazines,radio,or
televisio
n.
22.Inform
ationon
theUAE
NAP
isused
byalls
takeho
lder
grou
psin
away
that
isconsisten
twith
thestated
purposes
ortechnicalc
haracteristicsof
the
assessmen
t.
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23.The
reareon
lytw
omechanism
sinplaceto
mon
itorthe
conseq
uences
oftheNLSA:
Expe
rtreview
grou
psareinplaceandthem
edconferen
cesthatp
rovide
aforum
todiscussresearch
andothe
rdata
ontheconseq
uences
ofthelargescaleassessmen
t are
held.R
egular
focusgrou
psor
surveysof
keystakeh
olde
rs,a
perm
anen
toversight
committee,and
fund
ingforind
epen
dent
research
ontheim
pactof
thelargescaleassessmen
tare
notinplace.
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EMIRAT
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UNITED
ARAB
EMIRATES
InternationalLarge
ScaleAssessment(ILSA)
UNITED
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ENABLINGCONTEXT
Overallfram
eworkof
policies,lead
ership,organ
izatio
nalstructures,fiscaland
human
resourcesinwhich
ILSA
takesp
lace
inacoun
tryor
system
andtheextent
towhich
that
fram
eworkiscond
uciveto,orsup
portiveof,ILSAactiv
ity.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
1:SettingclearpoliciesforILSA
Thecoun
try/system
hasno
tparticipated
inan
ILSA
inthelast10
years.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hasparticipated
inat
leasto
neILSA
inthelast10
years.
Thecoun
try/system
hasparticipated
intw
oor
moreILSA
inthelast10
years.1
The
coun
try/system
has
not
taken
concrete
step
stoparticipateinan
ILSA
inthene
xt5years.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hastakenconcrete
step
stoparticipateinat
leasto
neILSA
inthene
xt5years.
2
This
optio
ndo
esno
tapply
tothis
dimen
sion.
There
isno
policy
documen
tthat
addressesp
articipationinILSA
.There
isan
inform
alor
draft
policy
documen
tthata
ddresses
participationin
ILSA
.
Thereis
aform
alpo
licydo
cumen
tthat
addressesp
articipationinILSA
.3This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thepo
licydo
cumen
tisno
tavailableto
thepu
blic.4
Thepo
licydo
cumen
tisavailableto
the
public.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
ENABLINGCONTEXT
2:HavingregularfundingforILSA
Thereis
nofund
ingforparticipationin
ILSA
.Thereis
fund
ingfrom
loansor
external
dono
rs.
There
isregularfund
ing
allocated
atdiscretio
n.5
Thereisregularfun
ding
approved
bylaw,
decree
orno
rm.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ingcovers
somecore
activ
ities
oftheILSA
.Fund
ingcovers
allc
oreactivities
ofthe
ILSA
.6This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
does
notcoverresearch
and
developm
enta
ctivities.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Fund
ing
covers
research
and
developm
enta
ctivities.7
(CONTINUE
D)*
* *
*
*
*
*
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ARAB
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LATENT
EMERGING
ESTABLISHED
ADVANCED
ENABLINGCONTEXT
3:Havingeffectivehuman
resourcesforILSA
There
isno
team
ornatio
nal/system
coordinator
tocarry
out
the
ILSA
activities.
There
isa
team
ornatio
nal/system
coordinator
tocarry
out
the
ILSA
activities.
There
isa
team
and
natio
nal/system
coordinator
tocarry
out
the
ILSA
activities.8
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
natio
nal/system
coordinator
orothe
rdesignatedteam
mem
berm
ayno
tbe
fluen
tin
the
language
ofthe
assessmen
t.
Thenatio
nal/system
coordinatorisfluen
tinthelanguage
oftheassessmen
t.9
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
TheILSA
officeisinadeq
uatelystaffedor
traine
dto
carry
out
the
assessmen
teffectively.
TheILSA
officeis
adeq
uately
staffedor
traine
dto
carryou
ttheILSA
effectively,
with
minim
alissue
s.10
TheILSA
officeisadeq
uatelystaffedand
traine
dto
carryou
ttheILSA
effectively,
with
noissue
s.
* * *
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SYSTEM
ALIGNMENT
Degree
towhich
theILSA
meetstechnicalqua
litystan
dards,isfair,
andisused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
SYSTEM
ALIGNMENT1:
ProvidingopportunitiestolearnaboutILSA
The
ILSA
team
has
not
attend
edinternationalw
orksho
psor
meetin
gs.
The
ILSA
team
attend
edsome
internationalw
orksho
psor
meetin
gs.
TheILSA
team
attend
edallinternatio
nal
worksho
psor
meetin
gs.1
1This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
coun
try/system
offers
noop
portun
ities
tolearnabou
tILSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
The
coun
try/system
offers
some
oppo
rtun
ities
tolearnabou
tILSA.
12Thecoun
try/system
offers
awiderange
ofop
portun
ities
tolearnabou
tILSA.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Opp
ortunitie
sto
learn
abou
tILSA
are
availableto
thecoun
try's/system
'sILSA
team
mem
berson
ly.
Opp
ortunitie
sto
learn
abou
tILSA
are
availableto
awideaudien
ce,inadditio
nto
the
coun
try's/system
'sILSA
team
mem
bers.1
3
* *
*
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ASSESSMENTQUALITY
Degree
towhich
theILSA
meetstechnicalqua
litystan
dards,isfair,
andisused
inan
effectiveway.
LATENT
EMERGING
ESTABLISHED
ADVANCED
ASSESSMENTQUALITY1:
Ensuring
thequality
ofILSA
Data
from
the
ILSA
has
not
been
publish
ed.
The
coun
try/system
met
sufficien
tstandardsto
have
itsdata
presen
ted
bene
ath
the
main
display
ofthe
internationalrep
orto
rinan
anne
x.
The
coun
try/system
met
alltechnical
standards
requ
ired
tohave
itsdata
presen
ted
inthe
main
displays
ofthe
internationalrep
ort.
14
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hasno
tcontrib
uted
newknow
ledgeon
ILSA
.This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Thecoun
try/system
hascontrib
uted
new
know
ledgeon
ILSA
.15
ASSESSMENTQUALITY2:
Ensuring
effectiveusesofILSA
Ifany,
coun
try/system
specific
results
andinform
ationareno
tdissem
inated
inthecoun
try/system
.
Coun
try/system
specific
results
and
inform
ationaredissem
inated
irregularly
inthecoun
try/system
.
Coun
try/system
specific
results
and
inform
ationareregularly
dissem
inated
inthecoun
try/system
.
Coun
try/system
specific
results
and
inform
ation
are
regularly
and
widely
dissem
inated
inthecoun
try/system
.16
Prod
ucts
toprovidefeed
back
toscho
ols
anded
ucatorsabou
tthe
ILSA
results
are
notm
adeavailable.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Prod
ucts
toprovidefeed
back
toscho
ols
anded
ucatorsabou
tthe
ILSA
results
are
sometim
esmadeavailable.
Prod
ucts
toprovidefeed
back
toscho
ols
and
educators
abou
tILSA
results
are
system
aticallymadeavailable.
17
Thereisno
med
iacoverage
oftheILSA
results.
Thereis
limite
dmed
iacoverage
ofthe
ILSA
results.
There
issome
med
iacoverage
ofthe
ILSA
results.
Thereiswidemed
iacoverage
oftheILSA
results.1
8
Ifany,
coun
try/system
specific
results
andinform
ationfrom
theILSA
areno
tused
toinform
decisio
nmakingin
the
coun
try/system
.
Results
from
the
ILSA
are
used
ina
limite
dway
toinform
decisio
nmakingin
thecoun
try/system
.
Results
from
theILSA
areused
insome
waysto
inform
decisio
nmakingin
the
coun
try/system
.
Results
from
the
ILSA
are
used
ina
varie
tyof
ways
toinform
decisio
nmakinginthecoun
try/system
.19
Itis
notclearthat
decisio
nsbasedon
ILSA
results
have
hadapo
sitiveim
pact
onstud
ents'achievemen
tlevels.
20
This
optio
ndo
esno
tapply
tothis
dimen
sion.
This
optio
ndo
esno
tapply
tothis
dimen
sion.
Decisio
nsbasedon
theILSA
results
have
had
apo
sitive
impact
onstud
ents'
achievem
entlevels.
*
* * * * *
*
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InternationalLargeScaleAssessment(ILSA)
1.Th
eUnitedArab
Emira
tes(UAE
)has
participated
inthreeILSA
sinthepastfiveyears,includ
ingPIRLSandTIMSS
in20
11,and
PISA
in20
09.
2.At
thetim
eof
data
collection,
theUAE
hadtakenconcrete
step
sto
participatein
severalILSAs
inthene
xtfiveyears,includ
ingPISA
2012
and20
15,T
IMSS
2015
,and
PIRLS20
16.
3.Th
eUAE
Cabine
tautho
rized
theMinisterialCou
ncilforS
ervicesD
ecision
Number(73
/6S/2)
documen
tin20
10to
addressp
articipationinILSA
s.
4.TheMinisterialC
ouncilforService
sDe
cisionNum
ber(73/6S/2)do
cumen
tisno
tavailableto
thepu
blic;h
owever,itisavailableto
strategicpartne
rswho
participateintheim
plem
entatio
nof
theassessmen
texercise
s.
5.Re
gularfun
ding
forILSAs
intheUAE
isapproved
bylaw,decree,or
norm
.
6.Fund
ingcoversallcoreactiv
ities
ofILSA
s,includ
inginternational participationfees,implem
entatio
nof
theassessmen
texercise
,processingandanalyzingdata
from
theim
plem
entatio
nof
theassessmen
texercise
,rep
ortin
ganddissem
inatingassessmen
tresults,and
attend
ance
atinternationalexpertm
eetin
gsforthe
assessmen
texercise
.
7.Re
search
andde
velopm
enta
ctivities
arecoveredby
fund
ingforILSAs.
8.Th
eUAE
hasa
team
andnatio
nalcoo
rdinator
respon
sibleforILSAactiv
ities.
9.Th
enatio
nalcoo
rdinator
forILSAintheUAE
isflu
entinthelanguage
oftheassessmen
t.
10.TheILSA
officeis
adeq
uately
staffedandtraine
dto
carryou
tILSA
seffectively,
with
minim
aliss
ues.
Inadditio
n,team
mem
bers
have
attend
edall
internationalm
eetin
gsrelatedto
theassessmen
tand
have
previous
expe
rienceworking
oninternationalassessm
ents.H
owever,the
rehave
been
someiss
ues
with
thetransla
tionof
theassessmen
tinstrumen
ts;for
exam
ple,
regardingthetransla
tionof
thePISA
questio
ns,g
iven
that
therearestrictguidelines
forthe
numbe
rofw
ords
used
inqu
estio
ns,the
rearesomedifficulties
encoun
teredwhe
ntransla
tingtheoriginalqu
estio
nsfrom
English
toArabic.O
ther
issue
s,such
aserrorsor
delays
intheprintin
gor
layout
ofthetestbo
okletsor
intheadministratio
nof
theassessmen
t,have
notb
eeniden
tified.
11.The
ILSA
team
hasa
tten
dedallinternatio
nalm
eetin
gsrelatedto
theassessmen
t.
12.TheUAE
offers
someop
portun
ities
tolearnabou
tILSA
s,includ
ingworksho
psor
meetin
gson
usinginternationalassessmen
tdatabases,
fund
ingfor
attend
inginternationalw
orksho
psor
training
oninternationalassessm
ents,and
onlinecourseson
internationalassessm
ents.H
owever,o
nlinecoursesareon
lype
riodically
available,andthereareno
standalon
eun
iversitycourseso
rworksho
pson
thetopicof
internationalassessm
ents.
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13.U
niversity
stud
ents
stud
ying
assessmen
torarelatedarea
andILSA
team
mem
bers
bene
fitfrom
oppo
rtun
ities
tolearnabou
tinternatio
nalassessm
ents
intheUAE
.How
ever,professionalsandun
iversitystaffinterestedinassessmen
tare
nota
bleto
bene
fitfrom
such
oppo
rtun
ities.
14.The
UAE
met
alltechn
icalstandardsreq
uiredto
have
itsdata
presen
tedinthemaindisplays
oftheinternationalrep
ort.
15.Th
eUAE
hascontrib
uted
totheglob
alknow
ledgebase
oninternationalassessmen
tsby
gene
ratin
gne
wknow
ledgeandmakingitavailablethrough
publications
andpresen
tatio
ns.
16.Cou
ntry
specificILSA
results
andinform
ationareregularly
andwidelydissem
inated
intheUAE
.
17.IntheUAE
,produ
ctsp
roviding
feed
back
toscho
olsa
nded
ucatorsa
bout
ILSA
results
aresystem
aticallymadeavailable.
18.Inadditio
nto
ILSA
results
appe
aringon
thefron
tpageof
newspapersor
asthemainstoryon
televisio
nne
ws,thereareed
itoria
lsandcolumns
commen
ting
oninternationalassessm
entresults.
19.R
esultsfrom
ILSA
sareused
toinform
decisio
nmakingby
tracking
theim
pact
ofreform
son
stud
enta
chievemen
tlevels,as
wellasby
inform
ingcurriculum
improvem
ent,teache
rtraining
programs,andothe
rassessm
enta
ctivities
inthesystem
.How
ever,ILSAresults
have
notb
eenused
toinform
resource
allocatio
n.
20.A
tthe
timeof
data
collection,
itwas
notk
nownwhe
ther
decisio
nsbasedon
ILSA
results
have
hadapo
sitiveim
pact
onstud
ents'achievemen
tlevelsin
the
UAE
.
UNITED ARAB EMIRATES SABER STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 45
Acknowledgements
This report, part of a 16 country benchmarking exercisein the Middle East & North Africa and Africa regions,was prepared by the World Bank SABER StudentAssessment team, in partnership with the Arab LeagueEducational, Cultural, and Scientific Organization(ALECSO) and the United Nations Educational, Scientific,and Cultural Organization (UNESCO), which led datacollection efforts. This effort is part of the Arab RegionalAgenda for Improving Education Quality (ARAIEQ), ledby ALECSO in partnership with the World Bank. Itbenefited from feedback and review from ErnestoCuadra, Lead Education Specialist, and Simon Thacker,Education Specialist, in the World Bank’s Middle East &North Africa region, as well as comments receivedduring a national validation workshop held in UAE.
ReferencesClarke, M. 2012. “What Matters Most for StudentAssessment Systems: A Framework Paper.”READ/SABER Working Paper Series. Washington, DC:World Bank.
Ministry of Education, 2010. “The Ministry of EducationStrategy 2010 2020.” Dubai: Government of the UnitedArab Emirates.
Ministry of Education, 2013. “Education in the UAE.”Dubai: Government of the United Arab Emirates. Dataretrieved from www.moe.gov.ae/English/Pages/UAE/UaeEdu.aspx on October 4, 2013.
———. The United Arab Emirates Country IndicatorData. Washington, DC: World Bank. Data retrieved fromhttp://data.worldbank.org/ on October 3, 2013.
UNITED ARAB EMIRATES SABER STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 45
The Systems Approach for Better Education Results (SABER) initiativeproduces comparative data and knowledge on education policies andinstitutions, with the aim of helping countries systematically strengthentheir education systems. SABER evaluates the quality of educationpolicies against evidence based global standards, using new diagnostictools and detailed policy data. The SABER country reports give allparties with a stake in educational results—from administrators,teachers, and parents to policymakers and business people—anaccessible, objective snapshot showing how well the policies of theircountry's education system are oriented toward ensuring that allchildren and youth learn.
This report focuses specifically on policies in the area of studentassessment.
This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusionsexpressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or thegovernments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Theboundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on thepart of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.
www.worldbank.org/education/saber