THE WORLD BANK
Ghana
STUDENT ASSESSMENT SABER Country Report2013
Key Policy Areas for Student Assessment Status1. Classroom Assessment
National syllabi, which are formal documents authorized by the Ministry of Education, include guidelines for classroom assessment. There are some system-level mechanisms in place to ensure that teachers develop skills and expertise in classroom assessment; however, there are limited resources(such as tools and materials) available to teachers for conducting classroom assessment activities. Classroom assessment practices are generally known to be weak, and there are limited formal mechanisms in place to monitor their quality.
2. ExaminationsThe Basic Education Certificate Examination (BECE) is taken by students in Grade 9 for school cycle completion and admission to senior high school. The West African Secondary School Certificate Examination (WASSCE) is administered to students at the end of senior high school, and is used for certification of senior high school completion and admission to an institution of higher education. There is regular funding allocated to the West African Examinations Council (WAEC), which oversees both examinations. Funding covers all core examination activities as well as research and development and staff training. In addition, there is an adequate number of full-time and part-time staff to carry out the examinations effectively, with minimal issues.
3. National Large-Scale Assessment (NLSA)The National Education Assessment (NEA) has been operating on a regular schedule (2005, 2007, 2009, 2011). There is regular (continuous and predictable) funding for the exercise, albeit allocated by non-government sources (specifically, USAID). This funding covers core NEA activities, but notresearch and development. The NEA measures performance against the national curriculum, and is largely accepted by stakeholder groups. However, the office in charge of carrying out the NEA is inadequately staffed to effectively carry out the assessment.
4. International Large-Scale Assessment (ILSA) Ghana has participated in TIMSS 2003, 2007, and 2011. However, Ghana will not participate in TIMSS 2015, and there is no policy document that addresses the country's future participation in ILSAs. Funding for participation in TIMSS has come from World Bank loans. Although TIMSS results have been used for tracking the impact of reforms and informing curriculum improvement, it is still unclear whether decisions based on the results have had a positive impact on student achievement levels.
THE WORLD BANK
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2
Introduction Ghana has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important contribution to improving education quality and learning outcomes as it provides the necessary information to meet stakeholders’ decision-making needs. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Ghana 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 3 to 5 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.
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3
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, and Advanced. These levels are
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4
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 Ghana Ghana is a lower-middle-income country in Sub-Saharan Africa. GDP per capita (current US$) is $1,570, and average annual growth from 2001 to 2011 was 4 percent, although growth in 2011 reached over 14 percent.
In order to sustain its impressive growth and further its goals of poverty reduction, Ghana recognizes the need to improve access to and quality of basic education. Ghana has made significant progress in primary school enrollment, which has risen from 61 percent in 2002 to 84 percent in 2011 (net enrollment rates). The abolition of school fees, and the introduction of capitation grants in the 2005-2006 school year, were among the initiatives that helped to facilitate enrollment gains. Additionally, secondary school enrollment reached 58 percent in 2011, while tertiary enrollment was 12 percent (gross enrollment rates). Ghana’s commitment to education is reflected in its government expenditure, of which 24 percent is spent on education. Ghana’s Education Strategic Plan for 2003-2015 laid out a number of policies to further improve access to and quality of basic education, including through increased provision of teaching and learning materials, improved teacher recruitment, preparation, and deployment, and the development of a reliable student assessment system. Detailed information was collected on Ghana’s student assessment system using the SABER-Student Assessment questionnaires and rubrics. 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 macro level. Additional data would need to be collected to determine actual, on-the-ground practices in Ghana, 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 Ghana’s immediate interests and needs. Detailed, completed rubrics for each assessment type are provided in Appendix 5.
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5
Classroom Assessment In Ghana, national syllabi, which are formal system-level documents authorized by the Ministry of Education, include guidelines for classroom assessment (referred to as school-based assessment). Every school is provided with one copy of each syllabus. However, there are not enough copies of the syllabi for all teachers to access. There are scarce system-wide resources available to teachers for conducting classroom assessment activities. While the national syllabi outline what students are expected to learn in different subject areas at different grade and age levels, they do not contain information on tools or approaches that teachers can use to monitor or accommodate differences in student learning levels. Other useful resources for classroom assessment activities, such as scoring criteria or rubrics for evaluating students’ work, and item banks or pools with examples of multiple-choice or open-ended test questions, also are not available to teachers. There are some system-level mechanisms in place to ensure that teachers develop skills and expertise in classroom assessment, including pre- and in-service teacher training, and opportunities to participate in conferences and workshops. All teacher training programs include a required course on classroom assessment, and teacher supervision includes a component focused on classroom assessment. However, there are no on-line training resources on classroom assessment. Classroom assessment activities are known to be weak. They commonly rely on multiple-choice, selection-type questions, and are mainly about recalling information. Teachers typically do not use explicit or a priori criteria for scoring or grading students' work. Uneven application of standards for grading students' work is also a serious problem as is grade inflation. Classroom assessment activities are commonly used as administrative or control tools rather than as a pedagogical resource. At the same time, assessment practices tend to be aligned with the curricular
framework and provide some useful feedback to students in this regard. Apart from classroom assessment being a required component of a teacher’s performance evaluation, and of school inspection (which is the responsibility of head teachers and circuit supervisors), there are limited systematic mechanisms in place to monitor the quality of classroom assessment practices. Classroom assessment information is required to be disseminated to all key stakeholders. Schools are required to report on an individual student's performance to district education offices and Ministry of Education officials, parents, students, and School Management Committees (SMC). (Despite this, parents in particular are often poorly informed about students’ grades). SMCs, along with school heads, are expected to hold School Performance Appraisal Meetings (SPAM) to discuss, among other topics, a school's reports on assessment activities. There are adequate required uses (at least on paper) of classroom assessment to support student learning, including its use as an input for external examination results, diagnosing student learning issues, providing feedback to students on their learning, informing parents about their child's learning, planning next steps in instruction, and grading students for internal classroom uses. Suggested policy options:
1. Introduce a variety of resources and materials at the system level to support teachers in their classroom assessment activities. For example, ensure that students’ cumulative record books for each of the levels of pre-tertiary education are standardized and allow teachers and schools to keep meaningful assessment records on students’ learning and progress across the education levels.
2. Introduce a variety of system-level mechanisms to
ensure that teachers develop skills and expertise in classroom assessment. For example, introduce legislation for instituting yearly in-service teacher training opportunities in classroom assessment
Level of development
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6
that are made available to all teachers on a regular basis. Additionally, review existing pre-service training mechanisms and adjust them to ensure that teachers receive sufficient training in classroom assessment.
3. Improve the quality of classroom assessment
practices by clearly communicating to teachers criteria for evaluating students’ work as currently the syllabi do not specify these. Additionally, ensure that classroom assessment practices focus on higher-order thinking skills, and train teachers to apply a variety of assessment mechanisms, including observation, oral questioning and feedback, or student presentations, in addition to multiple-choice, selection-type questions, to evaluate students’ knowledge and skills. Also, introduce guidelines for conducting classroom assessment given the specific needs of student groups, including overage children; children from poor families; children from families with little exposure to education; and children in poor, remote, rural communities and deprived districts. In addition, develop products and training opportunities to clearly specify to teachers the purposes and uses of classroom assessment information, including the importance of even application of standards for grading students’ work, informing parents of students’ grades, and using classroom assessment as a pedagogical resource. Likewise, introduce monitoring mechanisms to ensure that teachers’ classroom assessment practices are aligned with official purposes and uses of classroom assessment activities.
4. Introduce varied and systematic mechanisms to monitor the quality of classroom assessment practices. For example, allocate government funding for conducting system-wide reviews on the quality of classroom assessment practices in Ghana and for identifying steps on how to improve them. Additionally, strengthen supervision mechanisms by ensuring that head teachers, curriculum leaders, and circuit supervisors focus on evaluating and strengthening teachers’ classroom assessment practices.
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7
Examinations The Basic Education Certificate Examination (BECE) is administered to students in Grade 9 for student certification for school cycle completion and student selection to senior high school. Subjects assessed include the English Language, Ghanaian Language and Culture, Social Studies, Integrated Science, Mathematics, Basic Design and Technology, Information and Communication Technology, French (optional), and Religious and Moral Education. In addition to the BECE, the West African Secondary School Certificate Examination (WASSCE) is administered to Grade 12 student at the end of senior high school. Students take the WASSCE in topics relevant to their fields of study, with results used for certifying senior high school completion and determining selection to university or other higher-education institutions. Results are also used for monitoring education quality levels and planning education policy reforms. The legislative assembly of the Gold Coast authorized the BECE and WASSCE through West African Examination Council (WAEC) Ordinance No. 40 of 1951. WAEC is a semi-autonomous council, accountable to the Ministry of Education, that has been in charge of running the BECE and WASSCE since 1990. BECE was first administered in 1990 and WASSCE was first administered in 1993. The policy document authorizing these examinations describes their purpose; authorized uses of the results; procedures to investigate and address security breaches, cheating, or other forms of inappropriate behavior; who can sit for the examinations; rules about preparation for the examinations; alignment with curricula and standards; and the format of the examination questions. The policy document does not outline the governance structure or distribution of power and responsibilities among key entities; funding sources; or procedures for special or disadvantaged student populations. There are coordinated attempts to improve the examinations by stakeholder groups. For example, WAEC provides opportunities for researchers to make presentations at monthly seminars and workshops on
the examinations, and WAEC leadership discusses recommendations directly related to improving the examinations. WAEC receives regular funding from the Ministries of Education of the participating countries as well as through the collection of student fees. This funding covers all core examination activities, as well as long- or medium-term planning of program milestones, staff training, and research and development. WAEC has state-of-the-art facilities and is adequately staffed with full- and part-time staff to carry out the examinations effectively. Apart from some cases of examination malpractice, largely due to the laxity of some supervisors, there have been minimal issues in carrying out the examinations effectively. University graduate programs and university courses on educational measurement and evaluation provide opportunities that prepare individuals for work on both the BECE and WASSCE. University of Cape Coast (UCC) offers a post-graduate program in educational measurement and evaluation; and UCC, University of Education, Winneba (UEW), and colleges of education offer introductory courses in educational measurement and evaluation. Funding is available to staff of examination units and centers as well as lecturers in universities for attending international programs, courses, and workshops on educational measurement and evaluation. Teachers are involved in some examination-related tasks, including scoring and supervising the examinations. Teachers are generally hired as temporary or part-time staff to perform these examination-related activities. There are up-to-date, compulsory courses and workshops on the exams available to teachers who are appointed as examiners (marking scripts) and item writers (chief examiners). There is a clear understanding of what the BECE and WASSCE measure, although some stakeholder groups question the meaning of the results. For example, in the case of BECE, some parents complain that even though their children may receive good aggregate scores, they do not receive a passing grade or obtain placement in their first-choice schools. This situation occurs due to the fact that the number of students receiving a passing grade on the BECE depends on the number of places available in particular high schools (and not on the
Level of development
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8
students’ mastery of the material being tested). Stakeholder groups also expressed concern about the use of WASSCE results when the National Council for Tertiary Education advised against admitting students with D7 grades (low-passing grades) into university. This created concern among the heads of private universities that had admitted a number of students with D7 grades. Although inappropriate behavior surrounding the examination process is high, in the case of the WASSCE, stakeholder groups perceive the exam as credible because there is no alternative to it for selection to tertiary education, and because stakeholder groups do not believe the scale of malpractice to be large enough to affect the credibility of the results. Inappropriate behavior for both the BECE and WASSCE has included leakage of the content of an examination paper or part of a paper prior to the examination; impersonation (when an individual other than the registered candidate takes the examination); copying from other candidates; using unauthorized materials such as prepared answers and notes; collusion among candidates via mobile phones, passing of papers or equivalent; issuing forged certificates or altering results information; and provision of external assistance via the supervisor or mobile phone. Both BECE and WASSCE results are used by most stakeholder groups in an appropriate way, although some candidates fake their examination results when applying for further education or jobs. WAEC is taking steps to prevent the use of fake result slips for admission to higher education institutions and other fraudulent practices by issuing certificates that contain security features. Only limited systematic mechanisms, including internal and external reviews, and field testing, are in place to ensure the quality of the BECE and WASSCE. Comprehensive materials are available to prepare for both examinations. These materials are accessible by virtually all students (over 90 percent) in a variety of learning contexts. However, there are very limited options for students who do not perform well on the examinations. At the same time, a permanent oversight committee and an expert review group are in place to
help ensure positive consequences of both examinations for students and the education system. Suggested policy options:
1. Provide teachers with a wider range of opportunities to be involved in examination-related tasks, such as selecting or creating examination questions and scoring guides.
2. Introduce varied and systematic mechanisms to
ensure the quality of the examinations. For example, through capacity building, improve the quality of test questions developed by WAEC to ensure that the examinations adequately assess knowledge, application, and reasoning. Additionally, fund research and analysis of the examination results to ensure that their use is as intended.
3. Ensure the credibility of the examinations by
putting in place appropriate preventive and reactive measures against inappropriate behaviors that are clearly communicated to all key stakeholders, and that are monitored and consistently enforced. For example, strengthen protocol around the confidentiality of the examination paper in order to prevent its leakage prior to administration, and introduce provisions that make it more difficult for candidates to use mobile phones to receive assistance while taking the examination.
4. Provide more options for students who do not
perform well on the examinations, including the options to repeat a grade or opt for a less selective school.
5. Introduce a greater variety of mechanisms to
monitor the consequences of the examinations. For example, conduct a review to ensure that the use of examination results is fully aligned with the intended purposes and uses. Additionally, provide funding for independent research on the impact of the examinations, and regularly conduct focus groups or surveys with key stakeholders.
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9
National Large-Scale Assessment (NLSA)
The National Education Assessment (NEA) is a stable NLSA program that has been operating on a regular basis for several years (2005, 2007, 2009, 2011). The assessment is administered to a representative sample of students in English language and mathematics in Grades 3 and 6. The Education Sector Plan for 2003-2015, authorized in 2004 by the Ministry of Education and the Ghana Education Service, called for the establishment of such a program to monitor the quality of basic education in the country. The Ghana All Children Reading Plan, which will soon be shared with stakeholders, outlines the plan for the NEA in the next five years. Most stakeholder groups support the NEA. Policymakers, teacher unions, educators, students, think tanks, NGOs, and universities all support the NEA, while the media and employers tend to be neutral towards it. There is regular (continuous and predictable) funding for the NEA program, albeit allocated by non-government sources (specifically, USAID). Funding covers assessment design and administration, data analysis (which is generally carried out by a contracted USAID supplier who conducts the analysis with the Government of Ghana) and reporting, long- and medium-term planning of program milestones, and staff training. Funding does not cover research and development activities. There are no courses or workshops to provide teachers with the opportunity to learn about the NEA. The Assessment Services Unit (ASU) is a permanent unit specifically created to run the NEA program. However, the office is inadequately staffed to effectively carry out the required assessment activities. Although there is a permanent, full-time staff of six people, it is insufficient to meet the needs of the program. The NEA measures performance against national curriculum guidelines and learning standards. This measurement focus is largely accepted by stakeholder groups. Additionally, there is both regular independent and regular internal review by qualified experts of the
alignment between the assessment instrument and what it is supposed to measure. Special plans are made to ensure that students in hard-to-reach areas are covered by the NEA; however, students in Special Schools (schools for children with visual impairments, hearing impairments, and severe learning needs) do not participate in the NEA. Additionally, some mechanisms are in place to ensure the technical quality of the assessment instrument. A comprehensive technical report on the instrument is produced, but its circulation is restricted. NEA results are disseminated within twelve months after the assessment is administered. Dissemination includes workshops for key stakeholders on the results. At the same time, there is very little public engagement around the results because, although there is a large dissemination effort to stakeholders at the Ministry of Education, the media often are not involved. The Ministry of Education and other development partners have used the NEA results in ways consistent with the stated purposes of the assessment. Additionally, expert review groups are in place to monitor the consequences of the NEA in terms of how the data are used to improve education quality. Box 1 describes the School Education Assessment (SEA), another type of NLSA administered in Ghana that is meant to support educators at the school level to improve instruction.
Box 1: School Education Assessment (SEA)
Level of development
In Ghana, the School Education Assessment (SEA) was administered to students in Grades 2 and 4 in 2006, 2008, and 2010. Its primary purposes were to monitor education quality at the system level, enhance student accountability, and support schools and teachers. The SEA measured student performance in English language and mathematics, with results indicating the degree of attainment of specific curricular objectives in the two subjects. SEA results supported schools and teachers in identifying areas of the curriculum that require improvement at the school level; however, they were not intended for comparison across schools and regions. Parents were able to access results of the SEA through Circuit Supervisors at the School Performance Appraisal Meetings (SPAMs).
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10
Suggested policy options:
1. Introduce government funding, possibly initially in combination with donor funding, for carrying out key NLSA activities, such as design, administration, analysis, and reporting of results.
2. Review the structure of the ASU, as well as hiring
timelines and practices, to ensure that it has sufficient staff and resources, particularly during the key stages of the NLSA process.
3. Provide teachers with opportunities to learn
about the NLSA. For example, introduce a compulsory, regularly updated, high quality measurement and evaluation course, which addresses the NLSA and its use for monitoring students’ learning, in all in-service teacher training opportunities offered through teacher education universities and for all pre-service teacher training offered through Colleges of Education.
4. Introduce products, such as technical documents
and reports with assessment results that are directly targeted and disseminated to key stakeholder groups. Additionally, introduce system-level mechanisms to ensure dissemination of those products to stakeholder groups at, among others, the district, cluster, and community levels. For example, host media briefings to discuss the results and work with media to feature results in diverse outlets.
5. Clearly define a strategy and concrete goals for
monitoring student learning through the NLSA and introduce measures to monitor progress over time. Mechanisms may include providing funding for independent research on the impact of the NLSA, as well as instituting a permanent oversight committee.
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11
International Large-Scale Assessment (ILSA) Ghana participated in the Trends in International Mathematics and Science Study (TIMSS) at the Grade 8 level in 2003, 2007, and 2011. However, Ghana will not participate in TIMSS 2015 and there is no policy document that addresses the country’s future participation in ILSAs. To date, funding for participation in ILSAs has been provided by loans, such as a 13 million USD ten-year loan facility from the World Bank for Ghana's participation in TIMSS 2003, 2007, and 2011. This loan facility covered all core activities of the ILSA as well as research and development. There is a team at the TIMSS National Centre, along with math and science experts, that is responsible for carrying out the TIMSS exercise in Ghana. The team is sufficiently staffed, both in terms of the quantity and quality of staff, because Circuit Supervisors working in the District Education Offices are selected and trained to help with carrying out the assessment exercise. The TIMSS National Coordinator has taken part in a “Capacity in Assessment” course and has been invited by other TIMSS participating countries to join their training on ILSA. Nonetheless, issues that have been identified in the carrying out of the TIMSS exercise in Ghana include errors or delays in the printing or layout of the test booklets, and errors or delays in scoring student responses to questions. The ILSA team has attended some international workshops and meetings, an average of nine per assessment cycle. Higher attendance has been prevented by visa issues. Ghana offers opportunities to learn about TIMSS to a wide audience of interested parties. For example, seminars are organized at the Ministry of Education for key stakeholders, including the media. The Ministry of Education also supports a series of in-service education and training workshops organized by the TIMSS
National Team for Junior High School mathematics and science teachers across the country. To date, Ghana has met all technical standards required to have its data presented in the main displays of the TIMSS international reports. The TIMSS 2003 and 2007 national and international reports were widely disseminated in Ghana, and articles by well-known academics that drew on these results were published in journals. The TIMSS 2011 report is underway and will be disseminated in the same manner as the previous years' (2003 and 2007) reports. Additionally, results for TIMSS 2003 and 2007 were provided to some, but not all, schools and educators. The media coverage of TIMSS 2003 and 2007 results has been limited, although there have been editorials, columns, and several small articles commenting on the results. Although there is general recognition that Ghana’s results improved from TIMSS 2003 to TIMSS 2007, there has been little discussion in the country about how this happened. Although TIMSS results have been used for tracking the impact of reforms on student achievement levels, informing curriculum improvement, and informing other assessment activities in Ghana, it is not yet clear that decisions based on TIMSS results have had an overall positive impact on students' achievement levels. Suggested policy options:
1. Develop and make publically available a policy document that addresses Ghana’s participation in ILSAs.
2. Introduce regular government funding for ILSA
activities, particularly for core ILSA activities. 3. Ensure that the Assessment Services Unit (ASU) is
adequately staffed to carry out ILSA activities to a high standard. This could be done by enhancing the capacity and efficacy of ASU staff in, for example, scoring student responses to questions and designing the layout of the test booklets.
Level of development
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12
4. Introduce a system-level strategy and monitoring mechanisms to ensure that ILSA information is communicated effectively to all key stakeholders. For example, include provisions for all schools and educators to receive feedback on ILSA results, and make national reports based on the ILSA results available online so that they may reach a wider audience.
5. Introduce mechanisms to ensure that results from
the ILSA are used in a variety of ways to inform decision making in Ghana, such as to inform
teacher training programs and resource allocation decisions.
6. Introduce funding for research on Ghana’s
participation in ILSAs, including in TIMSS, to evaluate the impact of ILSAs on teaching and learning in the country and to identify how ILSA results can better inform decisions that can improve student achievement levels.
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13
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
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14
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 CONTEXTEC1—Policies
EC2—Leadership, public engagement
EC3—Funding
EC4—Institutional arrangements
EC5—Human resources
SA—SYSTEM ALIGNMENTSA1—Learning/quality goals
SA2—Curriculum
SA3—Pre-, in-service teacher training
AQ—ASSESSMENT QUALITY
AQ1—Ensuring quality (design, administration, analysis)
AQ2—Ensuring effective uses
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15
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 andimpact 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 NLSAin 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.
GHANA STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16
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 is 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 3 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.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 17
Appe
ndix
5: S
ABER
-Stu
dent
Ass
essm
ent R
ubri
cs fo
r Gh
ana
This
appe
ndix
pro
vide
s the
com
plet
ed S
ABER
-Stu
dent
Ass
essm
ent r
ubric
s for
eac
h ty
pe o
f ass
essm
ent a
ctiv
ity in
Gha
na. I
n ea
ch ro
w o
f the
rubr
ic, t
he re
leva
nt
sele
ctio
n is
indi
cate
d by
a th
ick
bord
er a
nd a
n as
teris
k. T
he se
lect
ion
may
incl
ude
a su
pers
crip
t num
ber t
hat r
efer
s to
the
just
ifica
tion
or e
xpla
natio
n of
the
sele
ctio
n (a
s ind
icat
ed b
y a
thic
k bo
rder
and
an
aste
risk)
, whi
ch is
pro
vide
d in
the
“Dev
elop
men
t lev
el ra
ting
just
ifica
tions
” se
ctio
n at
the
end
of e
ach
rubr
ic. I
f a
row
incl
udes
a su
pers
crip
t but
not
a th
ick
bord
er a
nd a
n as
teris
k, su
ch su
pers
crip
t ind
icat
es th
at in
suffi
cien
t inf
orm
atio
n w
as a
vaila
ble
to d
eter
min
e th
e re
leva
nt
sele
ctio
n in
the
row
.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 18
GH
ANA
Clas
sroo
m A
sses
smen
t
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 19
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
Ove
rall
polic
y an
d re
sour
ce fr
amew
ork
with
in w
hich
clas
sroo
m a
sses
smen
t act
ivity
take
s pla
ce in
a co
untr
y or
syst
em, a
nd th
e de
gree
to w
hich
clas
sroo
m
asse
ssm
ent a
ctiv
ity 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
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 in
form
al 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
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. 2
Th
e do
cum
ent i
s wid
ely
avai
labl
e.
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
teac
hers
for c
lass
room
ass
essm
ent. 3
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 Th
ere
are
a va
riety
of
sy
stem
-wid
e re
sour
ces
avai
labl
e fo
r te
ache
rs
for
clas
sroo
m a
sses
smen
t.
Ther
e is
no
offic
ial
curr
icul
um
or
stan
dard
s doc
umen
t. Th
ere
is an
offi
cial
cur
ricul
um o
r st
anda
rds
docu
men
t, bu
t it
is no
t cl
ear
wha
t st
uden
ts
are
expe
cted
to
lear
n or
to
wha
t le
vel
of
perf
orm
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
pe
rfor
man
ce
requ
ired
is no
t cl
ear.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
sys
tem
-leve
l m
echa
nism
s to
ens
ure
that
tea
cher
s de
velo
p sk
ills
and
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 m
echa
nism
s to
en
sure
th
at
teac
hers
de
velo
p sk
ills
and
expe
rtise
in c
lass
room
as
sess
men
t.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.
* *
*
* *
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 20
ASSE
SSM
ENT
QU
ALIT
Y Q
ualit
y of
clas
sroo
m a
sses
smen
t des
ign,
adm
inist
ratio
n, a
naly
sis, a
nd u
se.
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
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 Cl
assr
oom
as
sess
men
t pr
actic
es
are
know
n to
be
of m
oder
ate
qual
ity.
Clas
sroo
m
asse
ssm
ent
prac
tices
ar
e kn
own
to b
e ge
nera
lly o
f hig
h qu
ality
.
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.
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.7
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.
Clas
sroo
m
asse
ssm
ent
info
rmat
ion
is re
quire
d to
be
diss
emin
ated
to
all
key
stak
ehol
ders
.8
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
asse
ssm
ent
to
supp
ort
stud
ent l
earn
ing.
Ther
e ar
e ad
equa
te
requ
ired
uses
of
cl
assr
oom
as
sess
men
t to
su
ppor
t st
uden
t le
arni
ng, e
xclu
ding
its
use
as a
n in
put f
or e
xter
nal e
xam
inat
ion
resu
lts.
Ther
e ar
e ad
equa
te
requ
ired
uses
of
cl
assr
oom
as
sess
men
t to
su
ppor
t st
uden
t le
arni
ng,
incl
udin
g its
use
as
an
inpu
t for
ext
erna
l exa
min
atio
n re
sults
. 9
*
*
* *
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 21
Clas
sroo
m A
sses
smen
t: Developmen
t-level rating j
ustifications
1.
Ther
e is
a se
t of
nat
iona
l syl
labi
(fo
rmal
sys
tem
-leve
l doc
umen
ts a
utho
rized
by
the
Min
istry
of
Educ
atio
n), w
hich
incl
ude
com
preh
ensiv
e gu
idel
ines
for
cl
assr
oom
ass
essm
ent,
refe
rred
to a
s sch
ool-b
ased
ass
essm
ent.
Thes
e in
clud
e th
e Cu
rric
ulum
Res
earc
h an
d De
velo
pmen
t Div
ision
Tea
chin
g Sy
llabi
from
200
7 fo
r a)
Mat
hem
atic
s (P
rimar
y 1-
6), b
) Nat
ural
Sci
ence
(Prim
ary
1-3)
, c) I
CT (P
rimar
y 1-
6), d
) Mat
hem
atic
s (Ju
nior
Hig
h Sc
hool
1-3
), e)
Inte
grat
ed S
cien
ce (J
unio
r Hig
h Sc
hool
1-3
), f)
Chris
tian
Relig
ious
Stu
dies
(Sen
ior H
igh
Scho
ol 1
-3),
and
g) E
nglis
h La
ngua
ge (S
enio
r Hig
h Sc
hool
1-4
).
2. E
very
sch
ool i
s pr
ovid
ed w
ith o
ne c
opy
of e
ach
sylla
bus.
How
ever
, the
re a
re n
ot e
noug
h co
pies
of t
he s
ylla
bi fo
r al
l tea
cher
s to
acc
ess.
At
the
Seni
or H
igh
Scho
ol le
vel,
sylla
bi a
re m
ade
avai
labl
e on
CD,
alth
ough
not
all
scho
ols
have
tec
hnol
ogic
al c
apab
ility
to
acce
ss t
hem
. The
CDs
are
also
dist
ribut
ed t
o Di
stric
t Ed
ucat
ion
offic
es a
nd a
re m
ade
avai
labl
e on
line
on th
e Gh
ana
Educ
atio
n Se
rvice
web
site,
alth
ough
mos
t sch
ools
lack
inte
rnet
con
nect
ivity
to a
cces
s the
web
site.
Ad
ditio
nally
, the
sylla
bi a
re a
vaila
ble
in c
olle
ges o
f edu
catio
n an
d in
in-s
ervi
ce c
ours
es fo
r tea
cher
s. 3.
The
nat
iona
l syl
labi
out
line
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
ge le
vels.
How
ever
, tex
tboo
ks o
r wor
kboo
ks a
nd
scor
ing
crite
ria a
re n
ot a
vaila
ble
for t
each
ers f
or th
eir c
lass
room
act
iviti
es.
4. T
he n
atio
nal s
ylla
bi o
utlin
e w
hat
stud
ent
at d
iffer
ent
grad
e/ag
e le
vels
are
expe
cted
to
lear
n, b
ut t
hey
do n
ot t
ake
into
acc
ount
indi
vidu
al d
iffer
ence
s in
st
uden
t abi
lity
leve
ls.
5. S
yste
m-le
vel m
echa
nism
s to
ensu
re th
at te
ache
rs d
evel
op sk
ills a
nd e
xper
tise
in c
lass
room
ass
essm
ent i
nclu
de p
re-s
ervi
ce te
ache
r tra
inin
g, in
-ser
vice
teac
her
trai
ning
, req
uire
men
ts fo
r a c
ours
e on
cla
ssro
om a
sses
smen
t in
all c
olle
ges o
f edu
catio
n, o
ppor
tuni
ties t
o pa
rtic
ipat
e in
con
fere
nces
and
wor
ksho
ps, a
nd te
ache
r su
perv
ision
. How
ever
, the
re a
re n
o on
-line
res
ourc
es a
vaila
ble
on c
lass
room
ass
essm
ent.
Addi
tiona
lly, n
ot a
ll te
ache
rs h
ave
oppo
rtun
ities
to
part
icip
ate
in
conf
eren
ces (
few
er th
an 0
.005
per
cent
of t
each
ers a
t eac
h le
vel p
artic
ipat
e) a
nd se
cond
ary
scho
ol te
ache
rs h
ave
very
litt
le in
-ser
vice
trai
ning
. 6.
Cla
ssro
om a
sses
smen
t act
iviti
es a
re k
now
n to
be
wea
k. It
is v
ery
com
mon
that
cla
ssro
om a
sses
smen
t act
iviti
es re
ly m
ainl
y on
mul
tiple
-cho
ice,
sel
ectio
n-ty
pe
ques
tions
, and
are
mai
nly
abou
t rec
allin
g in
form
atio
n. T
each
ers
very
com
mon
ly d
o no
t use
exp
licit
or a
prio
ri cr
iteria
for s
corin
g or
gra
ding
stu
dent
s' w
ork
and
unev
en a
pplic
atio
n of
sta
ndar
ds fo
r gr
adin
g st
uden
ts' w
ork
is a
serio
us p
robl
em. G
rade
infla
tion
is a
serio
us p
robl
em, a
nd p
aren
ts a
re o
ften
poor
ly in
form
ed
abou
t st
uden
ts' g
rade
s. C
lass
room
ass
essm
ent
activ
ities
are
ver
y co
mm
only
use
d as
adm
inist
rativ
e or
con
trol
too
ls ra
ther
tha
n as
a p
edag
ogic
al r
esou
rce.
Ho
wev
er, a
sses
smen
t pr
actic
es a
re g
ener
ally
alig
ned
with
the
cur
ricul
ar fr
amew
ork
and
clas
sroo
m a
sses
smen
t ac
tiviti
es g
ener
ally
pro
vide
use
ful f
eedb
ack
to
stud
ents
. It i
s also
not
com
mon
to o
bser
ve e
rror
s in
the
scor
ing
or g
radi
ng o
f stu
dent
s' w
ork.
7.
Cla
ssro
om a
sses
smen
t is a
requ
ired
com
pone
nt o
f a te
ache
r's p
erfo
rman
ce e
valu
atio
n an
d of
scho
ol in
spec
tion
or te
ache
r sup
ervi
sion.
8.
Sch
ools
or t
each
ers
are
requ
ired
to r
epor
t on
an
indi
vidu
al s
tude
nt's
perf
orm
ance
to
scho
ol d
istric
t/M
inist
ry o
f Edu
catio
n of
ficia
ls, p
aren
ts, s
tude
nts,
and
Sc
hool
Man
agem
ent
Com
mitt
ees
(SM
C). S
MCs
, alo
ng w
ith s
choo
l hea
ds, a
re e
xpec
ted
to h
old
Scho
ol P
erfo
rman
ce A
ppra
isal M
eetin
gs (
SPAM
) to
disc
uss
a
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 22
scho
ol's
perf
orm
ance
on
the
Scho
ol R
epor
t Car
d, re
port
s fr
om a
sses
smen
t act
iviti
es, a
s w
ell a
s st
rate
gies
to im
prov
e fu
ture
sch
ool p
erfo
rman
ce. S
PAM
invo
lve
scho
ol te
ache
rs a
nd th
e en
tire
com
mun
ity, w
ith C
ircui
t Sup
ervi
sors
in a
tten
danc
e.
9. C
lass
room
ass
essm
ent a
ctiv
ities
are
requ
ired
for d
iagn
osin
g st
uden
t lea
rnin
g iss
ues,
pro
vidi
ng fe
edba
ck to
stud
ents
on
thei
r lea
rnin
g, in
form
ing
pare
nts a
bout
th
eir c
hild
's le
arni
ng, p
lann
ing
next
step
s in
inst
ruct
ion,
gra
ding
stud
ents
for i
nter
nal c
lass
room
use
s, a
nd p
rovi
ding
inpu
t to
an e
xter
nal e
xam
inat
ion
prog
ram
.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 23
GH
ANA
Exam
inat
ions
– B
asic
Edu
catio
n Ce
rtifi
cate
Exa
min
atio
n (B
ECE)
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 24
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
org
aniza
tiona
l str
uctu
res,
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 sy
stem
an
d 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
:
Sett
ing
clea
r po
licie
s
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.
Ther
e is
a fo
rmal
pol
icy
docu
men
t th
at
auth
orize
s the
exa
min
atio
n.2
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 Th
e po
licy
docu
men
t is
avai
labl
e to
the
pu
blic
. 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
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
polic
y do
cum
ent
addr
esse
s so
me
key
aspe
cts o
f the
exa
min
atio
n. 4
The
polic
y do
cum
ent
addr
esse
s al
l ke
y as
pect
s of t
he e
xam
inat
ion.
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.
Al
l st
akeh
olde
r gr
oups
su
ppor
t th
e ex
amin
atio
n. 5
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
.
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.6
Effo
rts
to i
mpr
ove
the
exam
inat
ion
are
not
wel
com
ed
by
the
lead
ersh
ip
in
char
ge o
f the
exa
min
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.
*
*
*
*
**
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 25
(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 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. 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. 10
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
is 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
acco
unta
ble
to
an
exte
rnal
bo
ard
or
agen
cy.
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 r
ecog
nize
d by
any
cer
tific
atio
n or
sele
ctio
n sy
stem
. Ex
amin
atio
n re
sults
are
rec
ogni
zed
by
cert
ifica
tion
or s
elec
tion
syst
em i
n th
e co
untr
y. 13
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.
The
exam
inat
ion
offic
e do
es n
ot h
ave
the
requ
ired
faci
litie
s to
car
ry o
ut t
he
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.
The
exam
inat
ion
offic
e ha
s st
ate
of t
he
art
faci
litie
s to
ca
rry
out
the
exam
inat
ion.
14
(CO
NTI
NU
ED)
* *
*
**
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 26
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.
**
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 27
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
asse
ssm
ent i
s coh
eren
t 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 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 un
ders
tand
ing
of w
hat
the
exam
inat
ion
mea
sure
s.17
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Wha
t th
e ex
amin
atio
n m
easu
res
is qu
estio
ned
by
som
e st
akeh
olde
r gr
oups
.18
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.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Mat
eria
l to
prep
are
for
the
exam
inat
ion
is m
inim
al a
nd i
t is
only
acc
essib
le t
o ve
ry fe
w st
uden
ts.
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.
Ther
e is
com
preh
ensiv
e m
ater
ial
to
prep
are
for
the
exam
inat
ion
that
is
acce
ssib
le to
mos
t stu
dent
s.
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
.19
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.
Ther
e ar
e no
up
-to-
date
co
urse
s or
w
orks
hops
on
exam
inat
ions
ava
ilabl
e to
te
ache
rs.
Ther
e ar
e up
-to-
date
vol
unta
ry c
ours
es
or w
orks
hops
on
exam
inat
ions
ava
ilabl
e 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. 2
0
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.
Te
ache
rs
are
invo
lved
in
so
me
exam
inat
ion-
rela
ted
task
s. 2
1 Te
ache
rs
are
invo
lved
in
m
ost
exam
inat
ion-
rela
ted
task
s.
*
*
* *
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 28
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 re
port
but
with
rest
ricte
d ci
rcul
atio
n. 2
2 Th
ere
is a
com
preh
ensiv
e, h
igh
qual
ity
tech
nica
l rep
ort
avai
labl
e to
the
gen
eral
pu
blic
.
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
in
plac
e to
en
sure
th
e qu
ality
of t
he e
xam
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.
24
Inap
prop
riate
beh
avio
r su
rrou
ndin
g th
e ex
amin
atio
n pr
oces
s is m
oder
ate.
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
prop
ortio
n of
st
uden
ts
(10%
-50%
) may
not
take
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)
* *
*
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 29
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. 2
7 Ex
amin
atio
n re
sults
ar
e us
ed
by
all
stak
ehol
der g
roup
s in
a pr
oper
way
.
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
stu
dent
s w
ho
do n
ot p
erfo
rm w
ell o
n th
e ex
amin
atio
n,
or s
tude
nts
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.
* *
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 30
Exam
inat
ions
– B
asic
Edu
catio
n Ce
rtifi
cate
Exa
min
atio
n (B
ECE)
: Developmen
t-level rating j
ustifications
1. T
he B
asic
Edu
catio
n Ce
rtifi
cate
Exa
min
atio
n (B
ECE)
was
firs
t adm
inist
ered
in 1
990.
Its p
rimar
y pu
rpos
es a
re fo
r stu
dent
cer
tific
atio
n fo
r gra
de o
r sch
ool c
ycle
co
mpl
etio
n an
d st
uden
t sel
ectio
n to
seco
ndar
y sc
hool
. Sec
onda
ry p
urpo
ses i
nclu
de sc
hool
or e
duca
tor a
ccou
ntab
ility
and
pro
mot
ing
com
petit
ion
amon
g sc
hool
s. S
tude
nts i
n Gr
ade
9 ar
e as
sess
ed in
Eng
lish
Lang
uage
, Gha
naia
n La
ngua
ge a
nd C
ultu
re, S
ocia
l Stu
dies
, Int
egra
ted
Scie
nce,
Mat
hem
atic
s, B
asic
Des
ign
and
Tech
nolo
gy, I
nfor
mat
ion
and
Com
mun
icat
ion
Tech
nolo
gy, F
renc
h (o
ptio
nal),
and
Rel
igio
us a
nd M
oral
Edu
catio
n.
2. T
he le
gisla
tive
asse
mbl
y of
the
Gold
Coa
st a
utho
rized
the
exam
inat
ion
thro
ugh
Wes
t Afr
ican
Exa
min
atio
n Co
unci
l (W
AEC)
Ord
inan
ce N
o. 4
0 of
195
1.
3. T
he p
olic
y do
cum
ent i
s not
ava
ilabl
e to
the
publ
ic. H
owev
er, c
erta
in in
form
atio
n ab
out t
he p
olic
y do
cum
ent i
s mad
e av
aila
ble
on th
e ht
tp:/
/ww
w.g
hana
wae
c.or
g/ a
nd h
ttp:
//w
ww
.gha
naw
eb.c
om/G
hana
Hom
ePag
e/ed
ucat
ion/
wae
c.ht
ml w
ebsit
es.
4.Th
e po
licy
docu
men
t des
crib
es th
e pu
rpos
e of
the
exam
inat
ion,
des
crib
es a
utho
rized
use
of r
esul
ts, o
utlin
es p
roce
dure
s to
inve
stig
ate
and
addr
ess s
ecur
ity
brea
ches
, che
atin
g, o
r oth
er fo
rms o
f ina
ppro
pria
te b
ehav
ior,
spec
ifies
who
can
sit f
or th
e ex
amin
atio
n, id
entif
ies r
ules
abo
ut p
repa
ratio
n, e
xpla
ins a
lignm
ent
with
cur
ricul
a an
d st
anda
rds,
and
exp
lain
s the
form
at o
f the
exa
min
atio
n qu
estio
ns. T
he p
olic
y do
cum
ent d
oes n
ot o
utlin
e go
vern
ance
, dist
ribut
ion
of p
ower
, re
spon
sibili
ties a
mon
g ke
y en
titie
s, fu
ndin
g so
urce
s, o
r out
line
the
proc
edur
es fo
r spe
cial
/disa
dvan
tage
d st
uden
ts.
5. T
here
is a
n in
suffi
cien
t am
ount
of i
nfor
mat
ion
to b
e ab
le to
iden
tify
a de
velo
pmen
t lev
el ra
ting.
6.
The
re a
re c
oord
inat
ed a
ttem
pts t
o im
prov
e th
e ex
amin
atio
n by
stak
ehol
der g
roup
s.
7. E
ffort
s to
impr
ove
the
exam
inat
ion
are
gene
rally
wel
com
ed b
y th
e le
ader
ship
in c
harg
e of
the
exam
inat
ion.
8.
The
re is
regu
lar f
undi
ng a
lloca
ted
by th
e go
vern
men
t and
from
stud
ent f
ees f
or th
e ex
amin
atio
n.
9. F
undi
ng c
over
s lon
g - o
r med
ium
- ter
m p
lann
ing
of p
rogr
am m
ilest
ones
and
staf
f tra
inin
g.
10. F
undi
ng c
over
s res
earc
h an
d de
velo
pmen
t. 11
. WAE
C is
a se
mi-a
uton
omou
s cou
ncil
that
has
bee
n in
cha
rge
of ru
nnin
g th
e ex
amin
atio
n sin
ce 1
990.
12
. WAE
C is
acco
unta
ble
to th
e M
inist
ry o
f Edu
catio
n.
13. E
xam
inat
ion
resu
lts a
re o
ffici
ally
reco
gnize
d in
Gha
na.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 31
14. W
AEC
has c
ompu
ters
for a
ll te
chni
cal s
taff,
a se
cure
bui
ldin
g, se
cure
stor
age
faci
litie
s, a
cces
s to
adeq
uate
com
pute
r ser
vers
, an
abili
ty to
bac
kup
data
, and
ad
equa
te c
omm
unic
atio
n to
ols.
15. T
here
is a
n ad
equa
te n
umbe
r (in
term
s of q
ualit
y an
d qu
antit
y) o
f ful
l-tim
e an
d pa
rt-t
ime
staf
f. Pa
rt-t
ime
staf
f mem
bers
are
resp
onsib
le fo
r act
iviti
es su
ch a
s pa
per s
ettin
g, m
arki
ng, a
nd sc
ript c
heck
ing.
The
re h
ave
been
min
imal
issu
es in
car
ryin
g ou
t the
exa
min
atio
n ef
fect
ivel
y, a
lthou
gh th
ere
has b
een
conf
usio
n in
in
terp
reta
tion
of th
e gr
adin
g sy
stem
and
cas
es o
f exa
min
atio
n m
alpr
actic
es, l
arge
ly d
ue to
the
laxi
ty o
f sup
ervi
sors
. 16
. 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
prov
ide
oppo
rtun
ities
that
pre
pare
for w
ork
on th
e ex
amin
atio
n. U
nive
rsity
of C
ape
Coas
t (U
CC) h
as a
pos
t gra
duat
e pr
ogra
m in
edu
catio
nal m
easu
rem
ent a
nd e
valu
atio
n, a
nd U
CC, U
nive
rsity
of E
duca
tion,
W
inne
ba (U
EW),
and
colle
ges o
f Edu
catio
n of
fer c
ours
es in
intr
oduc
tory
edu
catio
nal m
easu
rem
ent a
nd e
valu
atio
n. A
lso, f
undi
ng is
ava
ilabl
e fo
r att
endi
ng
inte
rnat
iona
l pro
gram
s, c
ours
es, a
nd w
orks
hops
on
educ
atio
nal m
easu
rem
ent a
nd e
valu
atio
n, w
hich
is la
rgel
y av
aila
ble
to st
aff o
f Exa
min
atio
n un
its a
nd
cent
res,
as w
ell a
s lec
ture
rs in
uni
vers
ities
. 17
. The
exa
min
atio
n m
easu
res t
he n
atio
nal s
choo
l cur
ricul
um g
uide
lines
or s
tand
ards
as t
he e
xam
inat
ion
sylla
bus i
s des
igne
d ba
sed
on th
e te
achi
ng sy
llabu
ses
of v
ario
us n
atio
ns, i
nclu
ding
Gha
na.
18
. Som
e st
akeh
olde
r gro
ups q
uest
ion
wha
t the
exa
min
atio
n m
easu
res.
For
exa
mpl
e, so
me
pare
nts c
ompl
ain
that
thei
r chi
ldre
n re
ceiv
e go
od a
ggre
gate
scor
es,
but d
o no
t obt
ain
plac
emen
t in
the
scho
ols o
f the
ir fir
st c
hoic
e. T
he so
-cal
led
"pas
s" in
BEC
E is
defin
ed a
s gai
ning
an
aggr
egat
e sc
ore
in th
e ra
nge
of 6
-30
in th
e be
st si
x su
bjec
ts w
ith a
gra
de 5
or b
ette
r in
the
core
subj
ects
(Mat
hem
atic
s, E
nglis
h, In
tegr
ated
Sci
ence
, and
Soc
ial S
tudi
es).
How
ever
, onl
y th
e ra
w B
ECE
exam
sc
ore
is us
ed fo
r sel
ectio
n/pl
acem
ent t
o se
nior
hig
h sc
hool
, and
the
num
ber o
f stu
dent
s who
rece
ive
a "p
ass"
in B
ECE
depe
nds o
n th
e nu
mbe
r of p
lace
s ava
ilabl
e in
seni
or h
igh
scho
ols.
19. T
he m
ater
ial i
s wid
ely
acce
ssib
le b
y al
l stu
dent
s (ov
er 9
0 pe
rcen
t) in
a v
arie
ty o
f lea
rnin
g co
ntex
ts. E
xam
ples
of t
he ty
pes o
f que
stio
ns th
at a
re o
n th
e ex
amin
atio
n ar
e av
aila
ble
for s
ale
to th
e pu
blic
. Inf
orm
atio
n on
how
to p
repa
re fo
r the
exa
min
atio
n is
avai
labl
e on
line,
and
a re
port
on
the
stre
ngth
s and
w
eakn
esse
s in
stud
ent p
erfo
rman
ce is
sent
to k
ey st
akeh
olde
rs a
nd a
vaila
ble
for s
ale
onlin
e.
20. T
here
are
up-
to-d
ate
com
pulso
ry c
ours
es o
r wor
ksho
ps o
n ex
amin
atio
ns fo
r tea
cher
s. T
each
ers w
ho a
re in
volv
ed in
invi
gila
tion
and
supe
rvisi
on o
f exa
ms
atte
nd w
orks
hops
bef
ore
the
exam
s at e
xam
cen
ters
. Also
, tea
cher
s who
are
invo
lved
in sc
orin
g th
e co
nstr
ucte
d re
spon
se p
aper
s of t
he e
xam
are
trai
ned
at
Coor
dina
tion
wor
ksho
ps.
21. T
each
ers a
re h
ired
as te
mpo
rary
/par
t-tim
e st
aff f
or a
dmin
ister
ing,
supe
rvisi
ng, a
nd sc
orin
g th
e ex
amin
atio
n.
22. T
here
is a
com
preh
ensiv
e te
chni
cal r
epor
t, ho
wev
er, i
ts c
ircul
atio
n is
rest
ricte
d.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 32
23. I
nter
nal r
evie
w o
r obs
erva
tion
by o
ffici
als o
f the
Dist
rict D
irect
orat
e of
Edu
catio
n, e
xter
nal r
evie
w o
r obs
erva
tion
by W
AEC
offic
ials,
and
pilo
t or f
ield
test
ing
by th
e W
AEC
Test
Dev
elop
men
t Div
ision
are
in p
lace
to e
nsur
e th
e qu
ality
of t
he e
xam
inat
ion.
24
. Ina
ppro
pria
te b
ehav
iors
incl
ude:
leak
age
of th
e co
nten
t of a
n ex
amin
atio
n pa
per o
r par
t of a
pap
er p
rior t
o th
e ex
amin
atio
n, im
pers
onat
ion
(whe
n an
in
divi
dual
oth
er th
an th
e re
gist
ered
can
dida
te ta
kes t
he e
xam
inat
ion)
, cop
ying
from
oth
er c
andi
date
s, us
ing
unau
thor
ized
mat
eria
ls su
ch a
s pre
pare
d an
swer
s an
d no
tes,
collu
sion
amon
g ca
ndid
ates
via
mob
ile p
hone
s, p
assin
g of
pap
er, o
r equ
ival
ent,
issui
ng fo
rged
cer
tific
ates
or a
lterin
g re
sults
info
rmat
ion,
and
the
prov
ision
of e
xter
nal a
ssist
ance
via
the
supe
rviso
r, m
obile
pho
ne, e
tc. S
ensit
izatio
n pr
ogra
ms a
re b
eing
org
anize
d fo
r sta
keho
lder
s to
addr
ess t
he in
appr
opria
te
beha
vior
s.
25. S
take
hold
er g
roup
s per
ceiv
e th
e ex
am a
s cre
dibl
e.
26. A
ll st
uden
ts c
an ta
ke th
e ex
amin
atio
n; th
ere
are
no la
ngua
ge, g
ende
r or o
ther
equ
ival
ent b
arrie
rs.
27. E
xam
inat
ion
resu
lts a
re u
sed
by m
ost s
take
hold
er g
roup
s in
a pr
oper
way
. How
ever
, som
e ca
ndid
ates
fake
thei
r res
ults
whe
n ap
plyi
ng fo
r fur
ther
edu
catio
n or
jobs
. 28
. Onl
y 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 m
ay re
take
the
exam
inat
ion
(in th
e fo
llow
ing
year
(s))
or a
tten
d re
med
ial o
r pre
para
tory
cou
rses
in
orde
r to
prep
are
to re
take
it.
30. T
here
is a
per
man
ent o
vers
ight
com
mitt
ee a
nd e
xper
t rev
iew
gro
ups t
o m
onito
r the
con
sequ
ence
s of t
he e
xam
inat
ion.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 33
GH
ANA
Exam
inat
ions
– W
est A
fric
an S
econ
dary
Sch
ool C
ertif
icat
e Ex
am (W
ASSC
E)
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 34
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
org
aniza
tiona
l str
uctu
res,
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 sy
stem
an
d 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
:
Sett
ing
clea
r po
licie
s
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.
Ther
e is
a fo
rmal
pol
icy
docu
men
t th
at
auth
orize
s the
exa
min
atio
n.2
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 Th
e po
licy
docu
men
t is
avai
labl
e to
the
pu
blic
. 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
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.
Al
l st
akeh
olde
r gr
oups
su
ppor
t th
e ex
amin
atio
n. 5
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
.
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.6
Effo
rts
to i
mpr
ove
the
exam
inat
ion
are
not
wel
com
ed
by
the
lead
ersh
ip
in
char
ge o
f the
exa
min
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.
*
*
*
* *
**
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 35
(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. 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. 10
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
is 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
acco
unta
ble
to
an
exte
rnal
bo
ard
or
agen
cy.
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 r
ecog
nize
d by
any
cer
tific
atio
n or
sele
ctio
n sy
stem
. Ex
amin
atio
n re
sults
are
rec
ogni
zed
by
cert
ifica
tion
or s
elec
tion
syst
em i
n th
e co
untr
y.
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
car
ry o
ut t
he
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.
The
exam
inat
ion
offic
e ha
s st
ate
of t
he
art
faci
litie
s to
ca
rry
out
the
exam
inat
ion.
14
* *
*
**
* *
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 36
(CO
NTI
NU
ED)
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.
**
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 37
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
asse
ssm
ent i
s coh
eren
t 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 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 un
ders
tand
ing
of w
hat
the
exam
inat
ion
mea
sure
s.17
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Wha
t th
e ex
amin
atio
n m
easu
res
is qu
estio
ned
by
som
e st
akeh
olde
r gr
oups
.18
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.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Mat
eria
l to
prep
are
for
the
exam
inat
ion
is m
inim
al a
nd i
t is
only
acc
essib
le t
o ve
ry fe
w st
uden
ts.
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.
Ther
e is
com
preh
ensiv
e m
ater
ial
to
prep
are
for
the
exam
inat
ion
that
is
acce
ssib
le to
mos
t stu
dent
s.
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
.19
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.
Ther
e ar
e no
up
-to-
date
co
urse
s or
w
orks
hops
on
exam
inat
ions
ava
ilabl
e to
te
ache
rs.
Ther
e ar
e up
-to-
date
vol
unta
ry c
ours
es
or w
orks
hops
on
exam
inat
ions
ava
ilabl
e 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. 2
0
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.
Te
ache
rs
are
invo
lved
in
so
me
exam
inat
ion-
rela
ted
task
s. 2
1 Te
ache
rs
are
invo
lved
in
m
ost
exam
inat
ion-
rela
ted
task
s.
*
*
* *
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 38
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 re
port
but
with
rest
ricte
d ci
rcul
atio
n. 2
2 Th
ere
is a
com
preh
ensiv
e, h
igh
qual
ity
tech
nica
l rep
ort
avai
labl
e to
the
gen
eral
pu
blic
.
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
in
plac
e to
en
sure
th
e qu
ality
of t
he e
xam
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.
24
Inap
prop
riate
beh
avio
r su
rrou
ndin
g th
e ex
amin
atio
n pr
oces
s is m
oder
ate.
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
prop
ortio
n of
st
uden
ts
(10%
-50%
) may
not
take
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)
* *
*
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 39
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. 2
7 Ex
amin
atio
n re
sults
ar
e us
ed
by
all
stak
ehol
der g
roup
s in
a pr
oper
way
.
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
stu
dent
s w
ho
do n
ot p
erfo
rm w
ell o
n th
e ex
amin
atio
n,
or s
tude
nts
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.
* *
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 40
Exam
inat
ions
– W
est A
fric
an S
econ
dary
Sch
ool C
ertif
icat
e Ex
amin
atio
n (W
ASSC
E): Devel
opment-level
rating justifica
tions 1.
The
Wes
t Afr
ican
Sec
onda
ry S
choo
l Cer
tific
ate
Exam
inat
ion
(WAS
SCE)
is ta
ken
at th
e en
d of
seni
or h
igh
scho
ol in
Gha
na a
nd fo
ur o
ther
Ang
loph
one
coun
trie
s, w
hich
incl
ude
Nig
eria
, Sie
rra
Leon
e, L
iber
ia, a
nd G
ambi
a. W
ASSC
E w
as f
irst
adm
inist
ered
in D
ecem
ber
1993
and
cov
ers
core
sub
ject
s in
Sen
ior
High
Sch
ool,
whi
ch a
re E
nglis
h la
ngua
ge, M
athe
mat
ics,
Inte
grat
ed S
cien
ce, a
nd S
ocia
l Stu
dies
, and
ele
ctiv
e su
bjec
ts, w
hich
incl
ude
topi
cs r
elat
ed t
o Ag
ricul
ture
, Sci
ence
, Ge
nera
l Art
s, Bu
sines
s, an
d Vo
catio
nal.
Stud
ents
in G
rade
12
take
the
exam
in th
e to
pics
rele
vant
to th
eir c
hose
n fie
lds
of s
tudy
, with
resu
lts u
sed
in c
ertif
ying
se
nior
hig
h sc
hool
com
plet
ion
and
dete
rmin
ing
sele
ctio
n to
uni
vers
ity o
r oth
er h
ighe
r-ed
ucat
ion
inst
itutio
ns, a
s w
ell a
s fo
r mon
itorin
g ed
ucat
ion
qual
ity le
vels,
an
d pl
anni
ng e
duca
tion
polic
y re
form
s.
2. T
he W
est
Afric
an E
xam
inat
ion
Coun
cil (
WAE
C) O
rdin
ance
No.
40
of 1
951,
from
The
Leg
islat
ive
Asse
mbl
y of
the
Gol
d Co
ast,
auth
orize
d th
e ex
amin
atio
n in
19
51.
3.
The
polic
y do
cum
ent
is no
t av
aila
ble
to
the
publ
ic.
How
ever
, ce
rtai
n in
form
atio
n ab
out
the
polic
y do
cum
ent
is m
ade
avai
labl
e on
th
e ht
tp:/
/ww
w.g
hana
wae
c.or
g/ a
nd h
ttp:
//w
ww
.gha
naw
eb.c
om/G
hana
Hom
ePag
e/ed
ucat
ion/
wae
c.ht
ml w
ebsit
es.
4. T
he p
olic
y do
cum
ent d
escr
ibes
the
purp
ose
of th
e ex
amin
atio
n, d
escr
ibes
aut
horiz
ed u
se o
f res
ults
, out
lines
pro
cedu
res
to in
vest
igat
e an
d ad
dres
s se
curit
y br
each
es, c
heat
ing,
or
othe
r fo
rms
of in
appr
opria
te b
ehav
ior,
spec
ifies
who
can
sit
for
the
exam
inat
ion,
iden
tifie
s ru
les
abou
t pr
epar
atio
n, e
xpla
ins
alig
nmen
t w
ith c
urric
ula
and
stan
dard
s, a
nd e
xpla
ins
the
form
at o
f the
exa
min
atio
n qu
estio
ns. T
he p
olic
y do
cum
ent d
oes
not o
utlin
e go
vern
ance
, dist
ribut
ion
of p
ower
, re
spon
sibili
ties a
mon
g ke
y en
titie
s, fu
ndin
g so
urce
s, o
r out
line
the
proc
edur
es fo
r spe
cial
/disa
dvan
tage
d st
uden
ts.
5. P
olic
ymak
ers,
teac
hers
uni
ons,
edu
cato
rs, s
tude
nts,
par
ents
, med
ia, t
hink
-tank
s, N
GOs,
univ
ersit
ies,
and
em
ploy
ers a
ll st
rong
ly su
ppor
t the
WAE
C.
6.
Ther
e ar
e co
ordi
nate
d at
tem
pts
to im
prov
e th
e ex
amin
atio
n by
sta
keho
lder
gro
ups.
The
Con
fere
nce
of H
eads
of A
ssist
ed S
econ
dary
Sch
ools
(CHA
SS) h
as
take
n st
eps
to c
urb
exam
inat
ion
irreg
ular
ities
, and
pro
min
ent
educ
atio
nist
s, t
each
er u
nion
s, an
d re
sear
cher
s fr
om W
AEC
and
tert
iary
inst
itutio
ns, a
re r
aisin
g aw
aren
ess t
hrou
gh sp
eech
es, r
esea
rch,
and
mee
tings
.
7. W
AEC
prov
ides
opp
ortu
nitie
s fo
r res
earc
hers
to m
ake
pres
enta
tions
at m
onth
ly s
emin
ars
and
wor
ksho
ps, a
nd W
AEC
lead
ersh
ip d
iscus
ses
reco
mm
enda
tions
di
rect
ly re
late
d to
impr
ovin
g th
e ex
amin
atio
n.
8. A
ll pa
rtic
ipat
ing
WAE
C co
untr
ies c
ontr
ibut
e go
vern
men
t fun
ding
to W
AEC.
Fun
ding
is a
lso p
rovi
ded
thro
ugh
stud
ent f
ees.
9.
Fun
ding
also
cov
ers l
ong
- or m
ediu
m- t
erm
pla
nnin
g of
pro
gram
mile
ston
es, a
nd st
aff t
rain
ing.
10
. Fu
ndin
g co
vers
rese
arch
and
dev
elop
men
t.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 41
11.
WAE
C is
a se
mi-a
uton
omou
s cou
ncil
that
has
bee
n in
cha
rge
of ru
nnin
g th
e ex
amin
atio
n sin
ce 1
951.
12
. W
AEC
is ac
coun
tabl
e to
the
Min
istry
of E
duca
tion.
13
. Ex
amin
atio
n re
sults
are
offi
cial
ly re
cogn
ized
in G
hana
and
in th
e co
untr
ies o
f the
Wes
t Afr
ican
sub
regi
on.
14. W
AEC
has
com
pute
rs fo
r al
l tec
hnic
al s
taff,
a s
ecur
e bu
ildin
g, s
ecur
e st
orag
e fa
cilit
ies,
acce
ss t
o ad
equa
te c
ompu
ter
serv
ers,
abi
lity
to b
acku
p da
ta, a
nd
adeq
uate
com
mun
icat
ion
tool
s.
15.
Ther
e is
an a
dequ
ate
num
ber
(in t
erm
s of
qua
lity
and
quan
tity)
of
full-
time
and
part
-tim
e st
aff,
man
y of
who
m h
ave
rece
ived
tra
inin
g ov
erse
as o
n ex
amin
atio
n m
anag
emen
t. Pa
rt-t
ime
staf
f m
embe
rs t
ake
on w
ork
rela
ted
to p
aper
set
ting,
mar
king
, scr
ipt
chec
king
, etc
. The
re h
ave
been
min
imal
issu
es in
ca
rryi
ng o
ut th
e ex
amin
atio
n ef
fect
ivel
y, th
ough
ther
e ha
ve b
een
case
s of e
xam
inat
ion
mal
prac
tices
larg
ely
due
to th
e la
xity
of s
uper
viso
rs.
16.
Uni
vers
ity g
radu
ate
prog
ram
s an
d un
iver
sity
cour
ses
on e
duca
tiona
l mea
sure
men
t an
d ev
alua
tion
prov
ide
oppo
rtun
ities
tha
t pr
epar
e fo
r w
ork
on t
he
exam
inat
ion.
Uni
vers
ity o
f Ca
pe C
oast
(U
CC)
has
a po
st-g
radu
ate
prog
ram
in e
duca
tiona
l mea
sure
men
t an
d ev
alua
tion,
and
UCC
, U
nive
rsity
of
Educ
atio
n,
Win
neba
(UE
W),
and
colle
ges
of E
duca
tion
offe
r co
urse
s in
intr
oduc
tory
edu
catio
nal m
easu
rem
ent
and
eval
uatio
n. A
lso,
fund
ing
is av
aila
ble
for
atte
ndin
g in
tern
atio
nal p
rogr
ams,
cou
rses
, and
wor
ksho
ps o
n ed
ucat
iona
l mea
sure
men
t an
d ev
alua
tion,
whi
ch is
larg
ely
for
staf
f of E
xam
inat
ion
units
and
cen
tres
and
le
ctur
ers i
n un
iver
sitie
s who
hav
e re
sear
ched
or w
ritte
n pa
pers
. 17
. Th
e ex
amin
atio
n m
easu
res
the
inte
rnat
iona
lly r
ecog
nize
d an
d na
tiona
l sch
ool c
urric
ulum
gui
delin
es o
r st
anda
rds,
as
the
exam
inat
ion
sylla
bus
is de
signe
d ba
sed
on th
e te
achi
ng s
ylla
buse
s of
var
ious
nat
ions
, inc
ludi
ng G
hana
. How
ever
, mos
t tea
cher
s do
not
see
the
WAE
C ex
amin
atio
n sy
llabu
s, a
s it
is on
ly a
vaila
ble
to th
e ex
amin
ers.
The
exa
min
atio
n al
so m
easu
res
the
inte
rnat
iona
lly re
cogn
ized
curr
icul
um g
uide
lines
or s
tand
ards
. One
of t
he m
ajor
role
s of
WAE
C's
subj
ect
pane
ls fo
r th
e va
rious
WAS
SCE
subj
ects
is t
o en
sure
a g
ood
alig
nmen
t or
mat
ch b
etw
een
the
requ
irem
ents
of t
he W
AEC
exam
inat
ion
sylla
bus
and
the
CRDD
of
ficia
l cur
ricul
um.
18.
Som
e st
akeh
olde
r gro
ups
ques
tion
wha
t the
exa
min
atio
n m
easu
res.
For
exa
mpl
e, h
eads
of p
rivat
e un
iver
sitie
s ex
pres
sed
conc
ern
over
the
non-
acce
ptan
ce
of th
e D7
WAS
SCE
grad
es.
19. E
xam
ples
of t
he ty
pes o
f que
stio
ns th
at a
re o
n th
e ex
amin
atio
n ar
e av
aila
ble
for s
ale
to th
e pu
blic
. Som
e in
form
atio
n on
how
to p
repa
re fo
r the
exa
min
atio
n is
avai
labl
e on
line,
and
a re
port
on
the
stre
ngth
s and
wea
knes
ses i
n st
uden
t per
form
ance
is se
nt to
key
stak
ehol
ders
and
ava
ilabl
e fo
r sal
e on
line.
20
. W
orks
hops
are
org
anize
d by
WAE
C fo
r te
ache
rs w
ho a
re a
ppoi
nted
as
exam
iner
s (m
arki
ng s
crip
ts) a
nd it
em w
riter
s (c
hief
exa
min
ers)
. The
wor
ksho
ps a
re
need
-bas
ed, b
ut d
epen
d on
the
avai
labi
lity
of fu
nds a
t WAE
C. W
orks
hops
are
also
offe
red
to n
ewly
app
oint
ed st
aff.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 42
21.
Teac
hers
are
hire
d on
ly a
s te
mpo
rary
/par
t-tim
e st
aff f
or a
dmin
ister
ing
the
exam
inat
ion,
sco
ring
the
exam
inat
ion,
and
sup
ervi
sing
exam
inat
ion
proc
edur
es.
Thei
r wor
k en
ds w
hen
the
task
s are
com
plet
ed, a
lthou
gh so
me
are
hire
d on
a re
gula
r bas
is.
22.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l rep
ort,
but c
ircul
atio
n is
very
rest
ricte
d. T
he re
port
is n
ot a
vaila
ble
to th
e pu
blic
and
eve
n so
me
perm
anen
t sta
ff of
the
Coun
cil d
o no
t hav
e ac
cess
to it
. 23
. In
tern
al a
nd e
xter
nal r
evie
w o
r obs
erve
rs a
nd p
ilot o
r fie
ld te
stin
g ar
e in
pla
ce to
ens
ure
the
qual
ity o
f the
exa
min
atio
n.
24.
Inap
prop
riate
beh
avio
rs o
bser
ved
incl
ude:
leak
age
of th
e co
nten
t of a
n ex
amin
atio
n pa
per o
r par
t of a
pap
er p
rior t
o th
e ex
amin
atio
n, 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
opyi
ng fr
om o
ther
can
dida
tes,
usin
g un
auth
orize
d m
ater
ials
such
as p
repa
red
answ
ers
and
note
s, c
ollu
sion
amon
g ca
ndid
ates
via
mob
ile p
hone
s, p
assin
g of
pap
er, o
r eq
uiva
lent
, iss
uing
forg
ed c
ertif
icat
es o
r al
terin
g re
sults
info
rmat
ion,
and
the
pr
ovisi
on o
f ext
erna
l ass
istan
ce v
ia th
e su
perv
isor,
mob
ile p
hone
, etc
. 25
. St
akeh
olde
r gro
ups
perc
eive
the
exam
as
cred
ible
bec
ause
ther
e is
no a
ltern
ativ
e fo
r sel
ectio
n to
tert
iary
edu
catio
n, a
nd b
ecau
se th
ey d
o no
t bel
ieve
the
scal
e of
mal
prac
tice
to b
e la
rge
enou
gh to
affe
ct th
e cr
edib
ility
of t
he re
sults
. In
2011
, WAE
C re
port
ed m
alpr
actic
es to
affe
ct 2
.83
perc
ent o
f the
tota
l num
ber o
f st
uden
ts w
ho p
artic
ipat
ed in
the
exam
. Add
ition
ally
, sta
keho
lder
s hav
e fa
ith in
the
resu
lts b
ecau
se o
ffend
ers a
re p
unish
ed se
vere
ly.
26.
All s
tude
nts c
an ta
ke th
e ex
amin
atio
n; th
ere
are
no la
ngua
ge, g
ende
r or o
ther
equ
ival
ent b
arrie
rs.
27.
Som
e ca
ndid
ates
fake
thei
r res
ults
whe
n ap
plyi
ng fo
r fur
ther
edu
catio
n or
jobs
; the
refo
re, W
AEC
prov
ides
serv
ices
for v
erifi
catio
n of
resu
lts to
org
aniza
tions
an
d in
stitu
tions
who
wan
t to
auth
entic
ate
the
exam
inat
ion
resu
lts o
f the
ir pr
ospe
ctiv
e st
uden
ts a
nd/o
r em
ploy
ees.
WAE
C is
taki
ng s
teps
to p
reve
nt th
e us
e of
fa
ke re
sults
' slip
s for
adm
issio
n to
hig
her i
nstit
utio
ns a
nd o
ther
frau
dule
nt p
ract
ices b
y iss
uing
cer
tific
ates
that
con
tain
som
e se
curit
y fe
atur
es.
28.
Onl
y 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
. St
uden
ts w
ho d
o no
t per
form
wel
l on
the
exam
inat
ion
may
reta
ke th
e ex
amin
atio
n or
att
end
rem
edia
l or p
repa
rato
ry c
ours
es in
ord
er to
pre
pare
to re
take
it.
30
. Th
e Te
st D
evel
opm
ent D
ivisi
on (T
DD) o
f the
WAE
C ac
ts a
s a p
erm
anen
t ove
rsig
ht c
omm
ittee
and
exp
ert r
evie
w g
roup
.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 43
GHAN
A Na
tiona
l (or
Sys
tem
-Lev
el) L
arge
-Sca
le A
sses
smen
t (NL
SA)
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 44
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
org
aniza
tiona
l str
uctu
res,
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 th
e ex
tent
to w
hich
that
fram
ewor
k is
cond
uciv
e to
, or s
uppo
rtiv
e of
, the
NLS
A ac
tivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s for
NLS
A
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.
Th
e N
LSA
is a
stab
le p
rogr
am t
hat
has
been
ope
ratin
g re
gula
rly. 1
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e is
no p
olic
y do
cum
ent
pert
aini
ng
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.
Th
ere
is a
form
al p
olic
y do
cum
ent
that
au
thor
izes t
he N
LSA.
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 Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e is
no p
lan
for N
LSA
activ
ity.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
is a
gene
ral u
nder
stan
ding
that
the
NLS
A w
ill ta
ke p
lace
. Th
ere
is a
writ
ten
NLS
A pl
an f
or t
he
com
ing
year
s. 4
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)
* * *
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 45
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 f
undi
ng a
lloca
ted
to t
he
NLS
A.
Ther
e is
irreg
ular
fun
ding
allo
cate
d to
th
e N
LSA.
6 Th
ere
is re
gula
r fu
ndin
g al
loca
ted
to t
he
NLS
A 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
so
me
core
N
LSA
activ
ities
: des
ign,
adm
inist
ratio
n, a
naly
sis
and
repo
rtin
g.
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
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 a
ctiv
ities
.
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 cl
early
reco
gniz
ed b
ody.
11
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
(CO
NTI
NU
ED)
* *
* * **
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 46
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
sta
ffed
to e
ffect
ivel
y ca
rry
out t
he a
sses
smen
t.12
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.
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 fo
r w
ork
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.
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 47
SYST
EM A
LIGN
MEN
T De
gree
to w
hich
the
NLSA
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
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng th
e NL
SA w
ith
lear
ning
goa
ls
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 th
e N
LSA
mea
sure
s is
ques
tione
d by
som
e st
akeh
olde
r gro
ups.
W
hat
the
NLS
A m
easu
res
is la
rgel
y ac
cept
ed b
y st
akeh
olde
r gro
ups.
15
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 w
hat
it is
supp
osed
to
m
easu
re.
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
sure
.
Ther
e ar
e re
gula
r in
tern
al r
evie
ws
of t
he
NLS
A to
ens
ure
that
it m
easu
res
wha
t it
is 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
cou
rses
or
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.
*
*
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 48
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 on
e op
tion
is of
fere
d to
incl
ude
all g
roup
s of s
tude
nts i
n th
e N
LSA.
18
Diffe
rent
opt
ions
are
offe
red
to i
nclu
de
all g
roup
s of s
tude
nts i
n th
e N
LSA.
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
aspe
cts
of t
he N
LSA,
but
it
is no
t in
a fo
rmal
repo
rt fo
rmat
.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l re
port
but
with
rest
ricte
d ci
rcul
atio
n. 2
0 Th
ere
is a
com
preh
ensiv
e, h
igh
qual
ity
tech
nica
l rep
ort
avai
labl
e to
the
gen
eral
pu
blic
.
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
. N
LSA
resu
lts
are
diss
emin
ated
in
an
ef
fect
ive
way
. 21
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
NLS
A in
form
atio
n is
not
used
or
is us
ed
in w
ays
inco
nsist
ent
with
the
pur
pose
s or
the
tec
hnic
al c
hara
cter
istic
s of
the
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 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.23
Th
ere
are
a va
riety
of
mec
hani
sms
in
plac
e to
mon
itor
the
cons
eque
nces
of
the
NLS
A.
* * * * * *
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 49
Natio
nal (
or S
yste
m-L
evel
) Lar
ge S
cale
Ass
essm
ent (
NLSA
): Developmen
t-level rating j
ustifications
1. T
he N
atio
nal E
duca
tion
Asse
ssm
ent (
NEA
) was
hel
d in
200
5, 2
007,
200
9, a
nd 2
011.
A re
pres
enta
tive
rand
om sa
mpl
e of
stud
ents
(inc
ludi
ng th
ose
enro
lled
in
priv
ate
scho
ols)
in G
rade
s 3 a
nd 6
wer
e te
sted
in b
oth
Engl
ish la
ngua
ge a
nd M
athe
mat
ics,
with
the
purp
ose
of m
onito
ring
educ
atio
n qu
ality
at t
he sy
stem
leve
l, an
d in
form
ing
polic
y de
sign,
eva
luat
ion,
and
dec
ision
-mak
ing.
2.
The
Edu
catio
n Se
ctor
Pla
n (E
SP) f
or 2
003-
2015
, aut
horiz
ed in
200
4 by
the
Min
istry
of E
duca
tion
and
the
Ghan
a Ed
ucat
ion
Serv
ice
(GES
), ca
lled
for t
he
esta
blish
men
t of a
n as
sess
men
t sys
tem
to m
onito
r the
qua
lity
of b
asic
edu
catio
n.
3. T
he E
SP w
as d
istrib
uted
to st
akeh
olde
r ins
titut
ions
, uni
vers
ities
, and
pub
lic li
brar
ies.
Add
ition
ally
, sta
keho
lder
diss
emin
atio
n m
eetin
gs re
late
d to
the
polic
y do
cum
ent w
ere
held
. 4.
The
Gha
na A
ll Ch
ildre
n Re
adin
g Pl
an, w
hich
will
soon
be
shar
ed w
ith st
akeh
olde
rs, o
utlin
es a
sses
smen
ts p
lann
ed fo
r the
nex
t fiv
e ye
ars.
Ass
essm
ents
pla
nned
in
clud
e th
e N
EA (a
s wel
l as t
he E
arly
Gra
de R
eadi
ng A
sses
smen
t (EG
RA) a
nd th
e Ea
rly G
rade
Mat
hem
atic
s Ass
essm
ent (
EGM
A)).
5. P
olic
ymak
ers,
teac
her u
nion
s, e
duca
tors
, stu
dent
s, th
ink
tank
s and
NGO
s, an
d un
iver
sitie
s sup
port
the
NEA,
whi
le th
e m
edia
and
em
ploy
ers a
re n
eutr
al to
it.
6. T
here
is re
gula
r (co
ntin
uous
and
pre
dict
able
) fun
ding
allo
cate
d on
ly b
y no
n-go
vern
men
t sou
rces
, spe
cific
ally
by
USA
ID.
7. F
undi
ng c
over
s 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 p
lann
ing
for p
rogr
am m
ilest
ones
, and
staf
f tra
inin
g.
8. F
undi
ng d
oes n
ot c
over
rese
arch
and
dev
elop
men
t act
iviti
es.
9. T
he N
LSA
offic
e, th
e As
sess
men
t Ser
vice
s Uni
t (AS
U), i
s a p
erm
anen
t uni
t cre
ated
for r
unni
ng th
e as
sess
men
t. 10
. Di
ssem
inat
ion
of N
EA re
sults
is so
met
imes
hin
dere
d by
pol
itica
l con
sider
atio
ns th
ough
resu
lts h
ave
been
pub
lishe
d by
inte
rnat
iona
l org
aniza
tions
. 11
. The
Ass
essm
ent S
ervi
ces U
nit (
ASU
) is a
ccou
ntab
le to
the
Depu
ty D
irect
or-G
ener
al fo
r Qua
lity
& A
cces
s and
the
Dire
ctor
of t
he C
urric
ulum
Res
earc
h an
d De
velo
pmen
t Div
ision
(CRD
D) in
the
GES,
the
Divi
sion
resp
onsib
le fo
r pre
-ter
tiary
edu
catio
n in
the
Min
istry
of E
duca
tion.
12
. Th
ere
is pe
rman
ent o
r ful
l-tim
e st
aff,
but i
t is i
nsuf
ficie
nt to
mee
t the
nee
ds o
f the
NEA
. ASU
som
etim
es re
lies o
n CR
DD st
aff f
or a
sses
smen
t act
iviti
es.
13.
The
Uni
vers
ity o
f Cap
e Co
ast o
ffers
an
M.P
hil.
prog
ram
in E
duca
tiona
l Mea
sure
men
t and
Eva
luat
ion.
Add
ition
ally
, fun
ding
has
bee
n m
ade
avai
labl
e fo
r te
ache
rs, e
duca
tion
offic
ers,
and
lect
urer
s for
att
endi
ng in
tern
atio
nal p
rogr
ams o
r cou
rses
or w
orks
hops
on
educ
atio
nal m
easu
rem
ent a
nd e
valu
atio
n.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 50
14.
The
NLSA
mea
sure
s per
form
ance
aga
inst
nat
iona
l/sys
tem
or s
tate
-leve
l cur
ricul
um g
uide
lines
or l
earn
ing
stan
dard
s.
15.
No o
ppos
ition
to th
e NL
SA h
as b
een
expr
esse
d by
nat
iona
l or n
on-n
atio
nal s
take
hold
er g
roup
s.
16.
Ther
e is
regu
lar i
ndep
ende
nt a
s wel
l as r
egul
ar in
tern
al re
view
by
qual
ified
exp
erts
of t
he a
lignm
ent b
etw
een
the
asse
ssm
ent i
nstr
umen
t and
wha
t it i
s su
ppos
ed to
mea
sure
. At e
very
test
item
sett
ing
time,
exp
erts
take
par
t in
revi
ewin
g th
e de
sign
and
qual
ity it
ems,
and
tria
l tes
ting
is ca
rrie
d ou
t on
poor
, av
erag
e, a
nd v
ery
high
per
form
ing
stud
ents
.
17.
Ther
e ar
e no
cou
rses
or w
orks
hops
on
the
NLSA
. 18
. Sp
ecia
l pla
ns a
re m
ade
to e
nsur
e th
at st
uden
ts in
har
d to
reac
h ar
eas a
re c
over
ed b
y th
e N
EA; h
owev
er, s
tude
nts i
n Sp
ecia
l Sch
ools
(sch
ools
for c
hild
ren
with
visu
al im
pairm
ents
, hea
ring
impa
irmen
ts, a
nd se
vere
lear
ning
nee
ds) d
o no
t par
ticip
ate
in th
e N
EA.
19.
Som
e m
echa
nism
s are
in p
lace
to e
nsur
e th
e qu
ality
of t
he la
rge-
scal
e as
sess
men
t ins
trum
ent:
all p
roct
ors o
r adm
inist
rato
rs a
re tr
aine
d ac
cord
ing
to a
pr
otoc
ol, a
stan
dard
ized
man
ual f
or la
rge-
scal
e as
sess
men
t adm
inist
rato
rs e
xist
s, di
scre
panc
ies m
ust b
e re
cord
ed o
n a
stan
dard
shee
t, a
pilo
t is c
ondu
cted
be
fore
the
mai
n da
ta c
olle
ctio
n ta
kes p
lace
, int
erna
l and
ext
erna
l rev
iew
ers a
re p
art o
f the
pro
cess
, and
test
boo
klet
s iss
ued
are
colle
cted
and
not
rele
ased
into
th
e pu
blic
spac
e.
20.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l rep
ort b
ut w
ith re
stric
ted
circ
ulat
ion.
21
. Re
sults
are
diss
emin
ated
with
in tw
elve
mon
ths a
fter t
he a
sses
smen
t is a
dmin
ister
ed, a
nd th
ere
are
wor
ksho
ps o
r pre
sent
atio
ns fo
r key
stak
ehol
ders
on
the
resu
lts. T
he m
ain
repo
rts o
n th
e re
sults
con
tain
info
rmat
ion
on o
vera
ll ac
hiev
emen
t lev
els a
nd b
y su
bgro
ups,
tren
ds o
ver t
ime
over
all a
nd b
y su
bgro
ups,
and
stan
dard
err
ors.
Cop
ies o
f the
tech
nica
l rep
orts
are
diss
emin
ated
to a
ll Di
visio
nal,
Regi
onal
and
Dist
rict E
duca
tion
Offi
ces.
Cop
ies o
f the
Sum
mar
y of
the
2011
N
EA R
epor
t was
sent
to a
ll sc
hool
s, b
oth
publ
ic a
nd p
rivat
e. T
houg
h th
ere
is la
rge
stak
ehol
der d
issem
inat
ion
at th
e M
inist
ry o
f Edu
catio
n, th
e m
edia
is o
ften
not
invo
lved
. 22
. The
Min
istry
of E
duca
tion
and
othe
r Dev
elop
men
t Par
tner
s hav
e us
ed th
e NE
A re
sults
in w
ays c
onsis
tent
with
the
stat
ed p
urpo
ses o
f the
ass
essm
ent;
how
ever
, sch
ools
and
Dist
rict D
irect
orat
es o
f Edu
catio
n ha
ve fa
iled
to a
ct si
mila
rly in
effo
rts t
o m
onito
r pro
gres
s.
23. E
xper
t rev
iew
gro
ups a
re in
pla
ce to
mon
itor t
he c
onse
quen
ces o
f the
NEA
.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 51
GH
ANA
Inte
rnat
iona
l Lar
ge-S
cale
Ass
essm
ent (
ILSA
)
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 52
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
org
aniza
tiona
l str
uctu
res,
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
whi
ch th
at fr
amew
ork
is co
nduc
ive
to, o
r sup
port
ive
of, I
LSA
activ
ity.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 1
:
Sett
ing
clea
r po
licie
s for
ILSA
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
at 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
Ther
e is
an
info
rmal
or
dr
aft
polic
y do
cum
ent t
hat a
ddre
sses
par
ticip
atio
n in
IL
SA.
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.
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
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
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
.4 Th
ere
is re
gula
r fu
ndin
g al
loca
ted
at
disc
retio
n.
Ther
e is
regu
lar f
undi
ng a
ppro
ved
by la
w,
decr
ee o
r nor
m.
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
the
ILSA
. Fu
ndin
g co
vers
all
core
act
iviti
es o
f th
e IL
SA. 5
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
. 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
re
sear
ch
and
deve
lopm
ent a
ctiv
ities
. 6
*
* *
*
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 53
(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
.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.
Th
e na
tiona
l/sys
tem
co
ordi
nato
r or
ot
her
desig
nate
d te
am m
embe
r m
ay n
ot
be
fluen
t in
th
e la
ngua
ge
of
the
asse
ssm
ent.
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.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 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
. 9
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.
* * *
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 54
SYST
EM A
LIGN
MEN
T 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
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
.10
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.11
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.
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
. 12
*
*
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 55
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.
13
Thi
s op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
coun
try/
syst
em h
as n
ot c
ontr
ibut
ed
new
kno
wle
dge
on IL
SA.
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
coun
try/
syst
em h
as c
ontr
ibut
ed n
ew
know
ledg
e on
ILSA
.14
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
.
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.15
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
the
ILSA
res
ults
are
no
t mad
e av
aila
ble.
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 th
e IL
SA r
esul
ts a
re
som
etim
es m
ade
avai
labl
e.16
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
ILSA
re
sults
. Th
ere
is lim
ited
med
ia c
over
age
of t
he
ILSA
resu
lts.
Ther
e is
som
e m
edia
cov
erag
e of
the
IL
SA re
sults
. 17
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 f
rom
the
ILS
A ar
e us
ed i
n a
limite
d w
ay to
info
rm d
ecisi
on m
akin
g in
th
e co
untr
y/sy
stem
.
Resu
lts f
rom
the
ILSA
are
use
d in
som
e w
ays
to i
nfor
m d
ecisi
on m
akin
g in
the
co
untr
y/sy
stem
.18
Resu
lts
from
th
e IL
SA
are
used
in
a
varie
ty
of
way
s to
in
form
de
cisio
n m
akin
g in
the
coun
try/
syst
em.
It is
not
clea
r th
at d
ecisi
ons
base
d on
IL
SA r
esul
ts h
ave
had
a po
sitiv
e im
pact
on
stud
ents
' ach
ieve
men
t lev
els.
19
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.
*
*
* * * *
*
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 56
Inte
rnat
iona
l Lar
ge S
cale
Ass
essm
ent (
ILSA
): Developmen
t-level rating j
ustifications
1. G
hana
has
par
ticip
ated
in T
IMSS
200
3, 2
007,
and
201
1. T
his r
ubric
is c
ompl
eted
with
rega
rd to
Gha
na's
part
icip
atio
n in
TIM
SS 2
011.
2.
The
cou
ntry
will
not
par
ticip
ate
in T
IMSS
201
5. W
orld
Ban
k su
ppor
t for
its p
artic
ipat
ion
in th
e su
rvey
has
end
ed a
lthou
gh th
e TI
MSS
Nat
iona
l Cen
tre
in G
hana
is
expl
orin
g op
tions
to c
arry
out
TIM
SS in
a sm
alle
r sam
ple
of sc
hool
s.
3. T
here
is n
o po
licy
docu
men
t tha
t add
ress
es G
hana
's pa
rtic
ipat
ion
in IL
SA.
4. T
he W
orld
Ban
k al
loca
ted
13 m
illio
n U
SD a
s a te
n-ye
ar lo
an fa
cilit
y fo
r Gha
na's
part
icip
atio
n in
TIM
SS in
200
3, 2
007,
and
201
1.
5. T
he W
orld
Ban
k lo
an f
acili
ty a
lloca
ted
for
part
icip
atio
n in
TIM
SS c
over
ed a
ll ac
tiviti
es,
incl
udin
g in
tern
atio
nal p
artic
ipat
ion
fees
, im
plem
enta
tion
of t
he
asse
ssm
ent
exer
cise
, pr
oces
sing
and
anal
yzin
g da
ta c
olle
cted
fro
m i
mpl
emen
tatio
n, r
epor
ting
and
diss
emin
atin
g th
e as
sess
men
t re
sults
in
Ghan
a, a
nd
atte
ndan
ce a
t int
erna
tiona
l exp
ert m
eetin
gs fo
r the
ass
essm
ent e
xerc
ise.
6. T
he W
orld
Ban
k lo
an fa
cilit
y co
vere
d re
sear
ch a
nd d
evel
opm
ent a
ctiv
ities
. 7.
The
TIM
SS N
atio
nal C
entr
e, a
long
with
mat
h an
d sc
ienc
e ex
pert
s, ar
e pa
rt o
f the
team
resp
onsib
le fo
r car
ryin
g ou
t the
ass
essm
ent e
xerc
ise.
8. T
he n
atio
nal c
oord
inat
or is
flue
nt in
the
lang
uage
of t
he a
sses
smen
t. 9.
The
team
is s
uffic
ient
ly s
taffe
d bo
th in
term
s of
qua
ntity
and
qua
lity
beca
use
Circ
uit S
uper
viso
rs w
orki
ng in
the
Dist
rict E
duca
tion
Dire
ctor
ates
are
co-
opte
d an
d tr
aine
d to
hel
p w
ith th
e ca
rryi
ng o
ut o
f the
inte
rnat
iona
l ass
essm
ent.
Circ
uit S
uper
viso
rs (C
S) a
re w
ell t
rain
ed e
duca
tors
sta
tione
d at
the
Dist
rict E
duca
tion
offic
es, w
ho h
ave
the
resp
onsib
ility
to
visit
sch
ools
to o
ffer
cont
inui
ng p
rofe
ssio
nal a
ssist
ance
, and
mon
itor
the
activ
ities
of
scho
ols
to m
ake
them
ope
rate
ef
ficie
ntly
and
effe
ctiv
ely.
Eac
h CS
is p
ut in
cha
rge
of a
max
imum
of 2
0 sc
hool
s in
an
area
(or c
ircui
t). A
dditi
onal
ly, t
eam
mem
bers
in c
harg
e of
the
inte
rnat
iona
l as
sess
men
t exe
rcise
hav
e at
tend
ed so
me
of th
e in
tern
atio
nal m
eetin
gs. T
he T
IMSS
coo
rdin
ator
has
bee
n tr
aine
d on
Cap
acity
in A
sses
smen
t and
has
bee
n in
vite
d by
oth
er T
IMSS
par
ticip
atin
g co
untr
ies
to p
artic
ipat
e in
the
ir tr
aini
ng o
n in
tern
atio
nal l
arge
-sca
le a
sses
smen
t Ho
wev
er, i
ssue
s id
entif
ied
in c
arry
ing
out
the
inte
rnat
iona
l ass
essm
ent i
nclu
de e
rror
s or d
elay
s in
the
prin
ting
or la
yout
of t
he te
st b
ookl
ets a
nd e
rror
s or d
elay
s in
scor
ing
stud
ent r
espo
nses
to q
uest
ions
.
10.
Team
mem
bers
hav
e at
tend
ed a
n av
erag
e of
nin
e in
tern
atio
nal m
eetin
gs p
er a
sses
smen
t cyc
le. H
ighe
r att
enda
nce
has b
een
prev
ente
d by
visa
issu
es.
11.
Each
yea
r aft
er th
e na
tion'
s par
ticip
atio
n in
TIM
SS, a
nat
iona
l rep
ort o
n th
e su
rvey
is w
ritte
n by
a te
am o
f exp
erts
and
pub
lishe
d by
the
Min
istry
of E
duca
tion
and
Ghan
a Ed
ucat
ion
Serv
ice
(GES
). Se
min
ars
are
orga
nize
d at
the
MO
E fo
r ke
y st
akeh
olde
rs, i
nclu
ding
the
med
ia t
o di
ssem
inat
e th
e re
sults
. Add
ition
ally
, pr
esen
tatio
ns a
re m
ade
at e
duca
tion
conf
eren
ces
(i.e.
con
fere
nces
org
anize
d by
the
Mat
hem
atic
al A
ssoc
iatio
n of
Gha
na (M
AG),
Ghan
a As
soci
atio
n of
Sci
ence
Te
ache
rs (G
AST)
, Mat
hem
atic
s fo
r Nat
iona
l Edu
catio
n an
d De
velo
pmen
t (M
athN
ED))
atte
nded
larg
ely
by Ju
nior
Hig
h sc
hool
mat
hem
atic
s an
d sc
ienc
e te
ache
rs.
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 57
The
MO
E/GE
S al
so s
uppo
rts
a se
ries
of in
-ser
vice
edu
catio
n an
d tr
aini
ng (I
NSE
T) w
orks
hops
org
anize
d by
the
Nat
iona
l TIM
SS te
am fo
r Jun
ior H
igh
Scho
ol (J
HS)
mat
hem
atic
s an
d sc
ienc
e te
ache
rs a
cros
s th
e co
untr
y. F
or t
he IN
SET
trai
ning
, exp
erie
nced
JHS
mat
hem
atics
and
sci
ence
teac
hers
are
firs
t pre
pare
d in
a 3
day
tr
aini
ng o
f tr
aine
rs w
orks
hop,
afte
r w
hich
the
y re
plic
ate
the
cont
ents
of
the
wor
ksho
p to
tea
cher
s in
the
ir di
stric
ts.
Addi
tiona
lly,
pre-
serv
ice
trai
ning
pr
ogra
mm
es fo
r mat
hem
atic
s and
scie
nce
teac
hers
incl
ude
a br
ief a
nd g
ener
al o
verv
iew
of T
IMSS
and
Gha
na’s
per
form
ance
in th
e su
rvey
. 12
. M
embe
rs a
t the
Nat
iona
l TIM
SS C
entr
e ha
ve p
artic
ipat
ed in
wor
ksho
ps o
r mee
tings
on
usin
g in
tern
atio
nal a
sses
smen
t dat
abas
es in
cou
ntrie
s su
ch a
s th
e U
SA, N
ethe
rland
s, a
nd G
erm
any.
Fur
ther
mor
e, th
e na
tiona
l res
earc
h co
ordi
nato
r ha
s ta
ken
nine
teac
hers
to in
tern
atio
nal m
eetin
gs to
lear
n ab
out T
IMSS
. The
TI
MSS
Res
earc
h Ce
nter
also
tra
ins
test
adm
inist
rato
rs a
nd s
core
rs,
whi
ch c
ompr
ise o
f cl
assr
oom
tea
cher
s an
d re
tired
edu
catio
nalis
ts.
Thu
s, on
ly t
hose
in
divi
dual
s who
are
dire
ctly
par
ticip
atin
g in
the
TIM
SS re
sear
ch a
re p
rovi
ded
with
som
e op
port
uniti
es to
lear
n ab
out i
t. 13
. In
divi
dual
s wor
king
at t
he N
atio
nal T
IMSS
Cen
tre,
Uni
vers
ity st
uden
ts st
udyi
ng a
sses
smen
t, an
d pr
ofes
siona
ls in
tere
sted
in a
sses
smen
t ben
efit
from
lear
ning
op
port
uniti
es.
14.
The
coun
try/
syst
em 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.
Publ
icat
ions
incl
ude:
a)
Mer
eku,
D. K
. and
Anu
mel
, C. R
. (20
11).
Ghan
a’s
achi
evem
ent
in m
athe
mat
ics
in T
IMSS
200
7. M
athe
mat
ics
Conn
ectio
n, V
ol. 1
0. p
p81-
96.
Avai
labl
e at
M
athe
mat
ics C
onne
ctio
n, V
ol. 1
0. p
p81-
96. A
vaila
ble
at h
ttp:
//w
ww
.ajo
l.inf
o/in
dex.
php/
mc/
artic
le/v
iew
/728
01
b) A
nam
uah-
Men
sah,
J., M
erek
u, D
. K. a
nd G
hart
ey-A
mpi
ah, J
. (20
08).
TIM
SS 2
007
Ghan
a Re
port
: Fin
ding
s fr
om IE
A’s
Tren
ds in
Inte
rnat
iona
l Mat
hem
atic
s an
d Sc
ienc
e St
udy
at th
e Ei
ghth
Gra
de. A
ccra
: Min
istry
of E
duca
tion.
c)
Mer
eku,
D. K
. and
Asa
bere
-Am
eyaw
, A. (
2008
). ‘C
ompa
rativ
e an
alys
is of
per
form
ance
of e
ight
h gr
ader
s fr
om s
ix A
fric
an c
ount
ries’
. Pr
ocee
ding
of t
he IA
EA
Conf
eren
ce 2
008,
at C
ambr
idge
Uni
vers
ity, U
K. .
Avai
labl
e at
htt
p://
ww
w.ia
ea20
08.c
ambr
idge
asse
ssm
ent.o
rg.u
k/ca
. d)
Ana
mua
h-M
ensa
h,J.,
Mer
eku,
D. K
. Asa
bere
-Am
eyaw
, A. A
. (20
06).
‘The
Con
text
s fo
r Le
arni
ng a
nd In
stru
ctio
n In
fluen
cing
Gha
naia
n JS
S2 S
tude
nts'
Dism
al
Perf
orm
ance
in
TI
MSS
-200
3’.
Afric
an
Jour
nal
of
Educ
atio
nal
Stud
ies
in
Mat
hem
atic
s an
d Sc
ienc
es
Vol.
4 20
06:
pp.1
5-31
. Av
aila
ble
at:
http
://w
ww
.ajo
l.inf
o/in
dex.
php/
ajes
ms/
issue
/vie
w/5
490
e) A
nam
uah-
Men
sah,
J an
d M
erek
u, D
. K. (
2005
). ‘O
n W
hat F
ound
atio
n is
Afric
a Bu
ildin
g its
Sci
ence
and
Tec
hnol
ogy
Base
?: A
fric
a’s P
artic
ipat
ion
in T
IMSS
-200
3’
Proc
eedi
ngs
of t
he 1
st A
fric
an R
egio
nal C
onfe
renc
e of
Vic
e Ch
ance
llors
, Pro
vost
s, a
nd D
eans
of
Scie
nce,
Eng
inee
ring
and
Tech
nolo
gy p
110-
117.
Ava
ilabl
e at
ht
tp:/
/ebo
okbr
owse
.com
/ana
mua
h-m
ensa
h-an
d-m
erek
u-pa
per-
for-
vcs-
conf
eren
ce-d
oc-d
1428
5725
6
GHAN
A S
TUDE
NT
ASSE
SSM
ENT
SA
BER
COU
NTR
Y RE
PORT
|20
13
SYST
EMS
APPR
OAC
H FO
R BE
TTER
EDU
CATI
ON
RES
ULT
S 58
f) An
amua
h-M
ensa
h J.
and
Mer
eku,
D. K
., (2
005)
Gha
naia
n JS
S2 S
tude
nts’
Aby
smal
Mat
hem
atic
s Ach
ieve
men
t in
Tim
ss-2
003:
A C
onse
quen
ce o
f the
Bas
ic S
choo
l M
athe
mat
ics C
urric
ulum
WAE
C Se
min
ar P
aper
s, 20
05.
Avai
labl
e at
htt
p://
ww
w.a
jol.i
nfo/
inde
x.ph
p/m
c/iss
ue/v
iew
/277
1 g)
Ana
mua
h-M
ensa
h, J.
, Mer
eku,
D. K
. and
Asa
bere
-Am
eyaw
, A. (
2004
) Gha
naia
n Ju
nior
Sec
onda
ry S
choo
l Stu
dent
s’ A
chie
vem
ent i
n M
athe
mat
ics
and
Scie
nce:
Re
sults
from
Gha
na’s
part
icip
atio
n in
the
2003
Tre
nds
in In
tern
atio
nal M
athe
mat
ics
and
Scie
nce
Stud
y, A
ccra
: Min
istry
of E
duca
tion
Yout
h an
d Sp
orts
. Ava
ilabl
e at
htt
p://
wik
iedu
cato
r.org
/imag
es/3
/34/
Exec
utiv
e_re
port
_TIM
SS_3
_jan
uary
_20.
16.
The
TIM
SS 2
003
and
2007
nat
iona
l and
inte
rnat
iona
l rep
orts
wer
e di
strib
uted
to
key
stak
ehol
ders
, cou
ntry
res
ults
wer
e co
mm
unic
ated
thr
ough
a p
ress
re
leas
e, a
nd b
roch
ures
and
Pow
erPo
int
pres
enta
tions
with
the
res
ults
wer
e m
ade
avai
labl
e on
line
or d
istrib
uted
to
key
stak
ehol
ders
. Th
e 20
11 r
epor
t is
unde
rway
and
will
be
diss
emin
ated
in th
e sa
me
man
ner a
s the
pre
viou
s yea
rs' (
2003
and
200
7) T
IMSS
repo
rts.
17
. Re
sults
for T
IMSS
200
3 an
d 20
07 h
ave
som
etim
es b
een
prov
ided
to sc
hool
s and
edu
cato
rs.
18.
For T
IMSS
200
3 an
d 20
07, m
edia
cov
erag
e ha
s bee
n lim
ited,
thou
gh th
ere
have
bee
n ed
itoria
ls/co
lum
ns a
nd a
few
smal
l art
icle
s com
men
ting
on th
e re
sults
. Re
sults
hav
e be
en u
sed
for t
rack
ing
the
impa
ct o
f ref
orm
s on
stu
dent
ach
ieve
men
t lev
els,
info
rmin
g cu
rric
ulum
impr
ovem
ent,
and
info
rmin
g ot
her a
sses
smen
t ac
tiviti
es in
the
syst
em. I
n th
e 20
12 r
evie
w o
f prim
ary
and
juni
or h
igh
scho
ol m
ath
and
scie
nce
sylla
bi, a
num
ber
of c
hang
es w
ere
initi
ated
to th
e cu
rric
ula
in
orde
r to
addr
ess t
he c
urric
ular
issu
es b
roug
ht to
ligh
t thr
ough
the
TIM
SS e
xerc
ise.
19.
It is
not c
lear
that
dec
ision
s bas
ed o
n IL
SA re
sults
hav
e ha
d a
posit
ive
impa
ct o
n st
uden
ts' a
chie
vem
ent l
evel
s.
GHANA SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS
59
Acknowledgements This report was prepared by The World Bank SABER-Student Assessment team in collaboration with Nicole Goldstein, Education Adviser, DFID Ghana; Professor Damian Kofi Mereku, Department of Mathematics Education, University of Education, Winneba; and Mr. Jacob A.M. Kor, Director CRDD.
References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. Washington, DC: World Bank. Ministry of Education. 2003. “Education Strategic Plan – 2003-2015.” Accra: Government of Ghana. United Nations Educational, Scientific, and Cultural Organization – Institute for Statistics. 2011. UIS Statistics in Brief. “Education Profile: Ghana.” Montreal: UNESCO-UIS. United Nations Educational, Scientific, and Cultural Organization – International Bureau of Education. 2010. “World Data on Education: Ghana.” Geneva: UNESCO-IBE. World Bank. 2007. Country Partnership Strategy for Ghana for the Period FY8-FY11. Report No. 39822. Washington, DC: World Bank. ———. 2012. “Ghana at glance.” Washington, DC: World Bank. Data retrieved from http://devdata.worldbank.org/AAG/srb_aag.pdf on May 8, 2013. ———. Ghana Country Indicator Data. Washington, DC: World Bank. Data retrieved from http://data.worldbank.org/ on May 8, 2013.
GHANA SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 60
The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helpingcountries 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.
THE WORLD BANK
www.worldbank.org/education/saber