arab republic of egypt - world...
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Arab Republic of Egypt
STUDENT ASSESSMENT SABER Country Report 2013
Key Policy Areas for Student Assessment Status
1. Classroom Assessment In the Arab Republic of Egypt, a formal, publicly available, system-level document provides guidelines for classroom assessment. System-wide resources and materials are also available to teachers for carrying out their assessment activities. These include documents that describe expected learning outcomes for students in different subject areas and grades, as well as student workbooks. At the same time, classroom assessment activities are viewed as relying too much on information recall and are generally considered to be weak. In addition, although classroom assessment information must be disseminated to key stakeholders, required uses of the data to support student learning are limited.
2. Examinations The Certificate of Completion of General Secondary Education has been administered to grade 12 students since 1954. The examination results are officially recognized by certification and selection systems in Egypt and abroad. Regular funding for the examination is provided by the government and covers all core activities. At the same time, limited mechanisms are in place to ensure the quality of the examination. In this regard, a recent OECD/World Bank study (forthcoming) noted that because of the lack of pilot testing of examination questions, ascertaining their difficulty level and comparability across examination cohorts is problematic.
3. National Large-Scale Assessment (NLSA) The National Standardized Examination has been administered twice in the past five years to a random sample of students in grades 4, 8, and 10 in the subject areas of Arabic language, English language, mathematics, and science. An informal policy document authorizes the NLSA but is not available to the public. In addition, no formal plan is in place for future activities. Funding covers core NLSA activities but is provided on an irregular basis by the government. NLSA results are poorly disseminated, and no mechanisms are in place to monitor the consequences of the assessment in terms of its overall impact on education quality or student learning.
4. International Large-Scale Assessment (ILSA) In the last 10 years, Egypt has participated in Trends in the International Mathematics and Science Study (TIMSS) 2003 and TIMSS 2007. Currently Egypt has no formal policy document that addresses participation in ILSAs and no official plan to participate in future ILSAs. Funding for TIMSS 2007 was provided by the government. Egypt offers limited opportunities to learn about ILSAs, and these have been made available only to ILSA team members. ILSA results and information have not been systematically disseminated throughout the country.
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Introduction The Arab Republic of Egypt has focused on increasing student learning outcomes by improving the quality of education in the country. An effective student assessment system is an important component of efforts to improve the quality of education and learning outcomes because it provides the necessary information to meet stakeholders’ decision-making needs. To gain a better understanding of the strengths and weaknesses of its existing assessment system, Egypt decided to benchmark this system using standardized tools developed under The World Bank’s Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems.
What is SABER-Student Assessment? SABER-Student Assessment is a component of the SABER program that focuses specifically on benchmarking student assessment policies and systems. The goal of SABER-Student Assessment is to promote stronger assessment systems that contribute to improved education quality and learning for all. National governments and international agencies are increasingly recognizing the key role that assessment of student learning plays in an effective education system. The importance of assessment is linked to its role in: (i) providing information on levels of student
learning and achievement in the system; (ii) monitoring trends in education quality over
time; (iii) supporting educators and students with real-
time information to improve teaching and learning; and
(iv) holding stakeholders accountable for results.
SABER-Student Assessment Methodology The SABER-Student Assessment framework is built on the available evidence base for what an effective assessment system looks like. The framework provides guidance on how countries can build more effective student assessment systems. The framework is structured around two main dimensions of assessment systems: the types/purposes of assessment activities and the quality of those activities. Assessment Types and Purposes Assessment systems tend to be comprised of three main types of assessment activities, each of which serves a different purpose and addresses different information needs. These three main types are: classroom assessment, examinations, and large-scale, system level assessments. Classroom assessment provides real-time information to support ongoing teaching and learning in individual classrooms. Classroom assessments use a variety of formats, including observation, questioning, and paper-and-pencil tests, to evaluate student learning, generally on a daily basis. Examinations provide a basis for selecting or certifying students as they move from one level of the education system to the next (or into the workforce). All eligible students are tested on an annual basis (or more often if the system allows for repeat testing). Examinations cover the main subject areas in the curriculum and usually involve essays and multiple-choice questions. Large-scale, system-level assessments provide feedback on the overall performance of the education system at particular grades or age levels. These assessments typically cover a few subjects on a regular basis (such as every three to five years), are often sample-based, and use multiple-choice and short-answer formats. They may be national or international in scope. Appendix 1 summarizes the key features of these main types of assessment activities.
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Quality Drivers of an Assessment System The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context, system alignment, and assessment quality. Enabling context refers to the broader context in which the assessment activity takes place and the extent to which that context is conducive to, or supportive of, the assessment. It covers such issues as the legislative or policy framework for assessment activities; institutional and organizational structures for designing, carrying out, or using results from the assessment; the availability of sufficient and stable sources of funding; and the presence of trained assessment staff. System alignment refers to the extent to which the assessment is aligned with the rest of the education system. This includes the degree of congruence between assessment activities and system learning goals, standards, curriculum, and pre- and in-service teacher training. Assessment quality refers to the psychometric quality of the instruments, processes, and procedures for the assessment activity. It covers such issues as design and implementation of assessment activities, analysis and interpretation of student responses to those activities, and the appropriateness of how assessment results are reported and used. Crossing the quality drivers with the different assessment types/purposes provides the framework and broad indicator areas shown in Table 1. This framework is a starting point for identifying indicators that can be used to review assessment systems and plan for their improvement.
Table 1: Framework for Building an Effective Assessment System, with Indicator Areas
The indicators are identified based on a combination of criteria, including: professional standards for assessment; empirical research on the characteristics of
effective assessment systems, including analysis of the characteristics that differentiate between the assessment systems of low- versus high-performing nations; and
theory — that is, general consensus among experts that it contributes to effective assessment.
Levels of Development The World Bank has developed a set of standardized questionnaires and rubrics for collecting and evaluating data on the three assessment types and related quality drivers. The questionnaires are used to collect data on the characteristics of the assessment system in a particular country. The information from the questionnaires is then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is to provide a country with some sense of the development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established,
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and Advanced. These levels are artificially constructed categories chosen to represent key stages on the underlying continuum for each indicator. Each level is accompanied by a description of what performance on the indicator looks like at that level. Latent is the lowest level of performance; it
represents absence of, or deviation from, the desired attribute.
Emerging is the next level; it represents partial presence of the attribute.
Established represents the acceptable minimum standard.
Advanced represents the ideal or current best practice.
A summary of the development levels for each assessment type is presented in Appendix 3. In reality, assessment systems are likely to be at different levels of development in different areas. For example, a system may be Established in the area of examinations, but Emerging in the area of large-scale, system-level assessment, and vice versa. While intuition suggests that it is probably better to be further along in as many areas as possible, the evidence is unclear as to whether it is necessary to be functioning at Advanced levels in all areas. Therefore, one might view the Established level as a desirable minimum outcome to achieve in all areas, but only aspire beyond that in those areas that most contribute to the national vision or priorities for education. In line with these considerations, the ratings generated by the rubrics are not meant to be additive across assessment types (that is, they are not meant to be added to create an overall rating for an assessment system; they are only meant to produce an overall rating for each assessment type). The methodology for assigning development levels is summarized in Appendix 4.
Education in Egypt The Arab Republic of Egypt is a lower-middle-income country in North Africa. GDP per capita is $3,187, with annual growth of approximately 2.2 percent. Egypt has undergone political changes since the 2011 revolution. The political situation remains precarious, with an interim government currently in place.
Egypt made significant progress in educational attainment in the last two decades, particularly in expanding access to basic education and closing the gap between boys’ and girls’ enrollment. Egypt has attained a primary school net enrollment rate of 96 percent and has managed to close the gender gap at the secondary and higher education levels. However, Egypt faces significant disparities in the area of education quality. Student performance on the 2007 Trends in International Mathematics and Science Study (TIMSS) showed large gaps between the top and bottom achievers, and analysis of the scores showed that performance depends to a large extent on parental education, wealth, and geographic location. Egypt is committed to investing in education, as illustrated in the National Strategic Plan in which education is considered to be a major pillar of economic and social development as well as national security. Government priorities for educational reform include institutionalized decentralization, strengthening partnerships with civil society and the private sector, promoting community participation in the management of schools, and upgrading teachers’ socioeconomic and professional status. Detailed information was collected on Egypt’s student assessment system using the SABER-Student Assessment questionnaires and rubrics in 2011. It is important to remember that these tools primarily focus on benchmarking a country’s policies and arrangements for assessment activities at the system or macrolevel. Additional data would need to be collected to determine actual, on-the-ground practices in Egypt, particularly by teachers and students in schools. The following sections discuss the findings by each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key local stakeholders based on Egypt’s immediate interests and needs. Detailed, completed rubrics for each assessment type in Egypt are provided in Appendix 5.
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Classroom Assessment Level of development
In Egypt, the Ministerial Decision Number 313 document, authorized by the Ministry of Education in 2011, provides guidelines for classroom assessment. Some system-wide resources are available to help teachers engage in classroom assessment activities, including workbooks that provide support for classroom assessment and a document that outlines what students are expected to learn in different subject areas at different grade levels. Some system-level mechanisms are in place to ensure that teachers develop skills and expertise in classroom assessment. Such mechanisms include in-service teacher training, online resources on classroom assessment, and a component on classroom assessment in teacher supervision. Required uses of classroom assessment to support student learning are limited. Although classroom assessment activities are required to be used in diagnosing student learning issues, providing feedback to students on their learning, and planning next steps in instruction, they are not required to be used to inform parents about their child's learning. In Egypt, classroom assessment practices are known to be weak. Although classroom assessment activities tend to be aligned with the curriculum framework, and grade inflation is not a serious problem, it is common for these assessment activities to be mainly about information recall. It is also common for classroom assessment activities to rely mainly on multiple-choice, selection-type questions and for teachers not to use explicit criteria for scoring students' work. Some mechanisms are in place to monitor the quality of classroom assessment practices; for example, classroom assessment is a required component of a teacher's performance evaluation and supervision.
Suggested policy options 1. Provide teachers with a greater variety of system-level resources to engage in classroom assessment, including a document that outlines the levels of performance that students are expected to reach in different subject areas at different grade and age levels, and scoring criteria or rubrics for evaluating students’ work. 2. Introduce more system-level mechanisms to ensure that teachers develop skills and expertise in classroom assessment, such as a required course on classroom assessment in all teacher-training programs, opportunities to participate in conferences and workshops, and opportunities to develop or score items for large-scale assessments or exams.
3. Ensure that national reviews of the quality of education include a systematic focus on classroom assessment. Introduce additional, systematic mechanisms, such as an external moderation system and government funding for research on how to improve and ensure the quality of classroom assessment practices.
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Examinations Level of development
The Certificate of Completion of General Secondary Education was first administered in 1954 and formally authorized in 2012 by the Presidency of the Republic via the Law 20 of 2012 document. The examination is administered to students in grade 12 and covers Arabic language, religious education, civic education, foreign languages, mathematics, sciences, and social sciences. The government allocates regular funding for the examination. Funding covers examination design and administration, data analysis, and reporting but does not cover long- or medium-term planning of program milestones, staff training, or research and development activities. The General Directorate for Examinations and the General Administration of Examinations are two departments within the Ministry of Education that have had primary responsibility for running the examination since 1955. They have all of the required facilities for conducting the examination and are adequately staffed with permanent and full-time staff. Reportedly, there are frequent errors in data processing, but no real issues have been identified with other aspects of the examination. However, a study discussed in the report, “Review of National Policies for Education: Schools for Skills—A New Learning Agenda for Egypt,” prepared by the Organisation for Economic Co-operation and Development (OECD) and the World Bank, found that because examinations are scored by readers who have little or no training in essay scoring, inconsistencies may arise in scores within a cohort (OECD/World Bank, forthcoming, 142).
Policy makers, teacher unions, and parents strongly support the examination, along with educators and the media. Although think tanks and nongovernmental organizations (NGOs) oppose the examination, students and employers appear neutral toward it. Some attitudes toward the examination may be informed by the prevalence of private tutoring. The
OECD/World Bank report found that private tutoring can be expensive relative to the average family income and consume students’ time (OECD/World Bank, forthcoming, 140–1). Egypt offers some opportunities to prepare individuals for work on the examination, including university graduate programs and courses on educational measurement and evaluation in university faculties of education. Nonuniversity training courses and workshops on educational measurement and evaluation are also offered. At the same time, no courses or workshops on the examination are available to teachers. In general, teachers are involved in very few examination tasks, which include administering and scoring the examination and supervising examination procedures. Teachers are not involved in creating or selecting examination questions or scoring guides, acting as a judge, or resolving inconsistencies between examination scores and school grades. Inappropriate behavior surrounding the examination process is moderate and has included leakage of the content of an examination paper before the examination and the use of unauthorized materials, such as prepared answers and notes. Student results are confidential. However, the only mechanism in place to monitor the consequences of the examination for students’ learning and educational opportunities is a set of studies that are regularly updated by the National Center for Examination and Educational Evaluation. Only limited systematic mechanisms are in place to ensure the quality of the examination, including external and internal reviews conducted by committees responsible for preparing the examination (by the National Center for Examinations, which is external to the Ministry of Education, as well as a committee internal to the Ministry of Education) and external certifications and audits. However, other desirable mechanisms, such as pilots, field testing, or translation verifications, are not in place. The OECD/World Bank report found that because of the lack of pilot testing of the examination questions, the real difficulty level of the questions and their comparability across cohorts is difficult to evaluate (OECD/World Bank, forthcoming, 142).
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Suggested policy options
1. Introduce a document that specifies fair examination practices and test takers’ rights, and make it available to all stakeholders to ensure that examination practices are consistent across the country.
2. Provide teachers with opportunities to learn about the examination by developing and making available up-to-date, compulsory courses or workshops on examinations for teachers, and by involving teachers in a variety of examination-related tasks.
3. Introduce varied, systematic mechanisms to ensure the quality of the examination, such as pilots or field testing.
4. Introduce varied and systematic mechanisms to monitor the consequences of the examination, such as funding for independent research on the examination, a permanent oversight committee, regular focus groups or surveys of key stakeholders, or expert review groups.
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National Large-Scale Assessment (NLSA) Level of development
The National Standardized Examination has been administered twice in the last five years to a representative random sample of students in grades 4, 8, and 10 in Arabic language, English language, mathematics, and science. The main purposes of this NLSA are to monitor education quality at the system level and hold political authorities, educators, and students accountable. The assessment also supports policy design, evaluation, and decision making. The government allocates irregular funding for the NLSA. The funding covers all core activities, including assessment design and administration, data analysis and reporting, long- and medium-term planning of program milestones, and staff training. However, the funding does not cover research and development activities. The National Center for Examinations and Educational Evaluation is a permanent unit created for running the NLSA. It is adequately staffed with permanent and full-time staff. Egypt offers some opportunities to prepare individuals for work on the NLSA, including university graduate programs and courses on educational measurement and evaluation in university faculties of education. Nonuniversity courses and workshops on educational measurement and evaluation are offered during in-service training. However, no internships or short-term employment opportunities are offered in the NLSA office, and no funding is available for attending international programs, courses, or workshops on educational measurement and evaluation. Mechanisms are in place to ensure the quality of the NLSA, including a standardized manual for assessment administrators and training of scorers to ensure high interrater reliability. However, discrepancies are not required to be recorded on a standard sheet, and no double scoring or processing of data take place. Although the main reports on the NLSA results contain useful information on achievement levels overall and by subgroups, these results are not disseminated until
more than 12 months after the assessment is administered. In addition, the reports are not made available to all stakeholder groups. The reports do not contain information on trends over time and do not provide standard errors. Furthermore, there is no media briefing organized to discuss the results, and results are not featured in newspapers or magazines or on radio or television. No mechanisms are in place as well to monitor the consequences of the NLSA in terms of its overall impact on education quality levels in the system. Suggested policy options
1. Develop a formal policy document that authorizes the NLSA and provides a timeline for when key NLSA activities are to take place.
2. Ensure that NLSA results are made available to stakeholders and researchers in a timely manner so that they can use them to study the effectiveness and efficiency of the national education system and to inform curriculum, teaching practices, and teacher training programs.
3. Evaluate how NLSA and ILSA results compare to inform curriculum development as well as teaching and learning practices.
4. Introduce mechanisms to monitor the consequences of the NLSA, including expert review groups and funding for independent research on the impact of the NLSA.
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International Large-Scale Assessment (ILSA) Level of development
Egypt has participated in two ILSAs in the past 10 years: the Trends in International Mathematics and Science Study (TIMSS) 2003 and TIMSS 2007. However, the country has not taken concrete steps to participate in another ILSA in the next five years, and no policy document addresses its participation in ILSAs. Funding for TIMSS 2007 was provided by the Ministry of Education. Funding covered all core activities, including international participation fees, implementation of the assessment exercise in Egypt, processing and analysis of data collected from implementation of the assessment exercise, reporting and dissemination of the assessment results in Egypt, and attendance at international expert meetings for the assessment exercise. However, funding did not cover research and development activities. Egypt’s ILSA office is adequately staffed and trained to carry out the international assessment. The ILSA team has previous experience working on international assessments, and ILSA team members have attended some of the international expert meetings related to the assessment. However, Egypt offers very limited opportunities for individuals to learn about ILSAs. Although workshops are available on using international assessment databases, no university courses include the topic of international assessments.
Egypt-specific results and information from ILSAs have been disseminated irregularly in the country. Although copies of the international reports were distributed to key stakeholders, copies of the national reports were not distributed, and a national report was not made available online. In addition, media coverage of Egypt's results was limited. Results from ILSAs have been used in a variety of ways to inform decision making in Egypt. Results have been used to track the impact of reforms on student achievement levels and to inform curriculum improvement, teacher training programs, and other assessment activities in the country. For example, results have been used to modify the mathematics and science curricula and train teachers on teaching methods aligned with the modifications. Suggested policy options
1. Develop a formal policy document that addresses Egypt’s participation in ILSAs.
2. Allocate government funding for ILSA activities to ensure that all ILSA activities are completed correctly and in a timely manner. Provide technical information to decision makers regarding the quality of the outcomes of the Egyptian education system compared with those of other countries.
3. Ensure that targeted reports on ILSA results are disseminated to key stakeholders at the school, district, and governorate levels to support continuous improvement plans.
4. Evaluate how NLSA and ILSA results compare to inform curriculum development as well as teaching and learning practices.
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Appendix 1: Assessment Types and Their Key Differences
Classroom Large-scale assessment surveys
Examinations
National International Exit Entrance Purpose
To provide immediate feedback to inform classroom instruction
To provide feedback on overall health of the system at particular grade/age level(s), and to monitor trends in learning
To provide feedback on the comparative performance of the education system at particular grade/age level(s)
To certify students as they move from one level of the education system to the next (or into the workforce)
To select students for further educational opportunities
Frequency Daily For individual subjects offered on a regular basis (such as every 3-5 years)
For individual subjects offered on a regular basis (such as every 3-5 years)
Annually and more often where the system allows for repeats
Annually and more often where the system allows for repeats
Who is tested?
All students Sample or census of students at a particular grade or age level(s)
A sample of students at a particular grade or age level(s)
All eligible students
All eligible students
Format Varies from observation to questioning to paper-and-pencil tests to student performances
Usually multiple choice and short answer
Usually multiple choice and short answer
Usually essay and multiple choice
Usually essay and multiple choice
Coverage of curriculum
All subject areas Generally confined to a few subjects
Generally confined to one or two subjects
Covers main subject areas
Covers main subject areas
Additional information collected from students?
Yes, as part of the teaching process
Frequently Yes Seldom Seldom
Scoring Usually informal and simple
Varies from simple to more statistically sophisticated techniques
Usually involves statistically sophisticated techniques
Varies from simple to more statistically sophisticated techniques
Varies from simple to more statistically sophisticated techniques
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Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System
Dimension
Development level
LATENT (Absence of, or deviation from,
attribute)
EMERGING (On way to meeting minimum standard)
ESTABLISHED (Acceptable
minimum standard)
ADVANCED (Best practice) Justification
EC—Enabling Context EC1—Policies EC2—Leadership, public engagement
EC3—Funding EC4—Institutional arrangements
EC5—Human resources SA—System Alignment
SA1—Learning/quality goals SA2—Curriculum SA3—Pre- and in-service teacher training
AQ—Assessment Quality AQ1—Ensuring quality (design, administration, analysis)
AQ2—Ensuring effective uses
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Appendix 3: Summary of the Development Levels for Each Assessment Type
Assessment type LATENT EMERGING ESTABLISHED
ADVANCED
Absence of, or deviation from, the attribute
On way to meeting minimum standard
Acceptable minimum standard
Best practice
Classroom assessment
There is no system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is weak system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is sufficient system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
There is strong system-wide institutional capacity to support and ensure the quality of classroom assessment practices.
Examinations
There is no standardized examination in place for key decisions.
There is a partially stable standardized examination in place, and a need to develop institutional capacity to run the examination. The examination typically is of poor quality and is perceived as unfair or corrupt.
There is a stable standardized examination in place. There is institutional capacity and some limited mechanisms to monitor it. The examination is of acceptable quality and is perceived as fair for most students and free from corruption.
There is a stable standardized examination in place and institutional capacity and strong mechanisms to monitor it. The examination is of high quality and is perceived as fair and free from corruption.
National (or system-level) large-scale assessment
There is no NLSA in place.
There is an unstable NLSA in place and a need to develop institutional capacity to run the NLSA. Assessment quality and impact are weak.
There is a stable NLSA in place. There is institutional capacity and some limited mechanisms to monitor it. The NLSA is of moderate quality and its information is disseminated, but not always used in effective ways.
There is a stable NLSA in place and institutional capacity and strong mechanisms to monitor it. The NLSA is of high quality and its information is effectively used to improve education.
International large-scale assessment
There is no history of participation in an ILSA nor plans to participate in one.
Participation in an ILSA has been initiated, but there still is need to develop institutional capacity to carry out the ILSA.
There is more or less stable participation in an ILSA. There is institutional capacity to carry out the ILSA. The information from the ILSA is disseminated, but not always used in effective ways.
There is stable participation in an ILSA and institutional capacity to run the ILSA. The information from the ILSA is effectively used to improve education.
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Appendix 4: Methodology for Assigning Development Levels 1. The country team or consultant collects information about the assessment system in the country. 2. Based on the collected information, a level of development and score are assigned to each dimension in the rubrics:
Latent = 1 score point Emerging = 2 score points Established = 3 score points Advanced = 4 score points
3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, ‘Enabling Context,’ in the case of ILSA, has three dimensions on which a hypothetical country receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s overall score for this quality driver would be: (2+2+3)/3 = 2.33 4. A preliminary level of development is assigned to each quality driver. 5. The preliminary development level is validated using expert judgment in cooperation with the country team and The World Bank Task Team Leader. For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriate level. 6. Scores for certain key dimensions under ‘Enabling Context’ (in the case of EXAM, NLSA, and ILSA) and under ‘System Alignment’ (in the case of CLASS) were set as ceiling scores, i.e., the overall mean score for the
particular assessment type cannot be greater than the score for these key dimensions. These key variables include formal policy, regular funding, having a permanent assessment unit, and the quality of assessment practices.
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th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
avai
labi
lity
of
the
docu
men
t is
rest
ricte
d.
The
docu
men
t is w
idel
y av
aila
ble.
2
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
2:
Alig
ning
clas
sroo
m a
sses
smen
t with
syst
em le
arni
ng g
oals
Ther
e ar
e no
sys
tem
-wid
e re
sour
ces
for
teac
hers
for c
lass
room
ass
essm
ent.
Ther
e ar
e sc
arce
sys
tem
-wid
e re
sour
ces
for t
each
ers f
or c
lass
room
ass
essm
ent.
Ther
e ar
e so
me
syst
em-w
ide
reso
urce
s fo
r tea
cher
s for
cla
ssro
om a
sses
smen
t. 3
Ther
e ar
e a
varie
ty
of
syst
em-w
ide
reso
urce
s av
aila
ble
for
teac
hers
fo
r cl
assr
oom
ass
essm
ent.
Ther
e is
no
offic
ial
curr
icul
um
or
stan
dard
s doc
umen
t. Th
ere
is an
of
ficia
l cu
rric
ulum
or
st
anda
rds
docu
men
t, bu
t it
is no
t cl
ear
wha
t stu
dent
s are
exp
ecte
d to
lear
n or
to
wha
t lev
el o
f per
form
ance
.
Ther
e is
an
offic
ial
curr
icul
um
or
stan
dard
s do
cum
ent
that
spe
cifie
s w
hat
stud
ents
are
exp
ecte
d to
lear
n, b
ut t
he
leve
l of p
erfo
rman
ce re
quire
d is
not c
lear
.
4
Ther
e is
an
offic
ial
curr
icul
um
or
stan
dard
s do
cum
ent
that
spe
cifie
s w
hat
stud
ents
are
exp
ecte
d to
lea
rn a
nd t
o w
hat l
evel
of p
erfo
rman
ce.
ENAB
LIN
G CO
NTE
XT A
ND
SYS
TEM
ALI
GNM
ENT
3:
Hav
ing
effe
ctiv
e hu
man
res
ourc
es to
carr
y ou
t cla
ssro
om a
sses
smen
t act
iviti
es
Ther
e ar
e no
syst
em-le
vel m
echa
nism
s to
ensu
re t
hat
teac
hers
dev
elop
ski
lls a
nd
expe
rtise
in c
lass
room
ass
essm
ent.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
are
som
e sy
stem
-leve
l mec
hani
sms
to e
nsur
e th
at te
ache
rs d
evel
op sk
ills a
nd
expe
rtise
in c
lass
room
ass
essm
ent.5
Ther
e ar
e a
varie
ty
of
syst
em-le
vel
mec
hani
sms
to
ensu
re
that
te
ache
rs
deve
lop
skill
s an
d ex
pert
ise in
cla
ssro
om
asse
ssm
ent.
*
*
* * *
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
17
AS
SESS
MEN
T Q
UAL
ITY
Qua
lity
of cl
assr
oom
ass
essm
ent d
esig
n, a
dmin
istra
tion,
ana
lysis
, and
use
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
clas
sroo
m a
sses
smen
t
Clas
sroo
m
asse
ssm
ent
prac
tices
su
ffer
from
wid
espr
ead
wea
knes
ses
or t
here
is
no i
nfor
mat
ion
avai
labl
e on
cla
ssro
om
asse
ssm
ent p
ract
ices
.
Clas
sroo
m
asse
ssm
ent
prac
tices
ar
e kn
own
to b
e w
eak.
6
Clas
sroo
m
asse
ssm
ent
prac
tices
ar
e kn
own
to b
e of
mod
erat
e qu
ality
. Cl
assr
oom
as
sess
men
t pr
actic
es
are
know
n to
be
gene
rally
of h
igh
qual
ity.
Ther
e ar
e no
mec
hani
sms
to m
onito
r the
qu
ality
of
cl
assr
oom
as
sess
men
t pr
actic
es.
Ther
e ar
e ad
hoc
mec
hani
sms
to m
onito
r th
e qu
ality
of
cl
assr
oom
as
sess
men
t pr
actic
es. 7
Ther
e ar
e lim
ited
syst
emat
ic m
echa
nism
s to
m
onito
r th
e qu
ality
of
cl
assr
oom
as
sess
men
t pra
ctic
es.
Ther
e ar
e va
ried
and
syst
emat
ic
mec
hani
sms
in
plac
e to
m
onito
r th
e qu
ality
of
cl
assr
oom
as
sess
men
t pr
actic
es.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of c
lass
room
ass
essm
ent
Clas
sroo
m a
sses
smen
t inf
orm
atio
n is
not
requ
ired
to
be
diss
emin
ated
to
ke
y st
akeh
olde
rs.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Cl
assr
oom
as
sess
men
t in
form
atio
n is
requ
ired
to b
e di
ssem
inat
ed to
som
e ke
y st
akeh
olde
rs. 8
Clas
sroo
m
asse
ssm
ent
info
rmat
ion
is re
quire
d to
be
diss
emin
ated
to
all
key
stak
ehol
ders
.
Ther
e ar
e no
req
uire
d us
es o
f cla
ssro
om
asse
ssm
ent t
o su
ppor
t stu
dent
lear
ning
. Th
ere
are
limite
d re
quire
d us
es
of
clas
sroo
m a
sses
smen
t to
supp
ort s
tude
nt
lear
ning
. 9
Ther
e ar
e ad
equa
te
requ
ired
uses
of
cl
assr
oom
ass
essm
ent t
o su
ppor
t stu
dent
le
arni
ng, e
xclu
ding
its
use
as a
n in
put f
or
exte
rnal
exa
min
atio
n re
sults
.
Ther
e ar
e ad
equa
te
requ
ired
uses
of
cl
assr
oom
ass
essm
ent t
o su
ppor
t stu
dent
le
arni
ng, i
nclu
ding
its
use
as a
n in
put
for
exte
rnal
exa
min
atio
n re
sults
.
* *
*
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
18
Clas
sroo
m A
sses
smen
t: D
evel
opm
ent-
Leve
l Rat
ing
Just
ifica
tions
1.
The
Min
istry
of E
duca
tion
auth
orize
d th
e do
cum
ent M
inist
eria
l Dec
ision
Num
ber 3
13 in
201
1 to
pro
vide
form
al g
uide
lines
for c
lass
room
ass
essm
ent.
2.
The
doc
umen
t Min
ister
ial D
ecisi
on N
umbe
r 313
is a
vaila
ble
to th
e pu
blic
onl
ine
at th
e Eg
yptia
n M
inist
ry o
f Edu
catio
n's w
ebsit
e, in
in-s
ervi
ce c
ours
es fo
r te
ache
rs, a
nd in
scho
ols,
Dire
ctor
ates
of E
duca
tion,
and
the
Prov
inci
al E
duca
tion
Adm
inist
ratio
ns.
3. S
ome
syst
em-w
ide
reso
urce
s are
ava
ilabl
e fo
r tea
cher
s to
enga
ge in
cla
ssro
om a
sses
smen
t act
iviti
es. F
or e
xam
ple,
text
book
s or w
orkb
ooks
that
pro
vide
su
ppor
t for
cla
ssro
om a
sses
smen
t and
the
docu
men
t tha
t out
lines
wha
t stu
dent
s are
exp
ecte
d to
lear
n in
diff
eren
t sub
ject
are
as a
t diff
eren
t gra
de a
nd a
ge
leve
ls ar
e av
aila
ble.
How
ever
, the
doc
umen
t tha
t out
lines
the
leve
ls of
per
form
ance
that
stud
ents
are
exp
ecte
d to
reac
h in
diff
eren
t sub
ject
are
as a
t diff
eren
t gr
ade
or a
ge le
vels,
scor
ing
crite
ria o
r rub
rics f
or st
uden
ts' w
ork,
item
ban
ks o
r poo
ls w
ith e
xam
ples
of s
elec
tion/
mul
tiple
-cho
ice
or su
pply
/ope
n-en
ded
ques
tions
, onl
ine
asse
ssm
ent r
esou
rces
, and
com
pute
r-ba
sed
test
ing
with
inst
ant r
epor
ts o
n st
uden
ts' p
erfo
rman
ce a
re n
ot a
vaila
ble.
4.
An
offic
ial c
urric
ulum
or s
tand
ards
doc
umen
t tha
t spe
cifie
s wha
t stu
dent
s at d
iffer
ent g
rade
or a
ge le
vels
are
expe
cted
to le
arn
is av
aila
ble,
but
it d
oes n
ot
spec
ify to
wha
t per
form
ance
leve
l.
5. S
ome
syst
em-le
vel m
echa
nism
s, in
clud
ing
in-s
ervi
ce te
ache
r tra
inin
g, o
nlin
e re
sour
ces o
n cl
assr
oom
ass
essm
ent,
and
scho
ol in
spec
tion
or te
ache
r sup
ervi
sion,
w
hich
incl
udes
a c
ompo
nent
focu
sed
on c
lass
room
ass
essm
ent,
are
in p
lace
to e
nsur
e th
at te
ache
rs d
evel
op sk
ills a
nd e
xper
tise
in c
lass
room
ass
essm
ent.
For
exam
ple,
the
Prof
essio
nal A
cade
my
of T
each
ers t
rain
s tea
cher
s on
clas
sroo
m a
sses
smen
t pro
cedu
res.
How
ever
, oth
er m
echa
nism
s, su
ch a
s pre
serv
ice
teac
her
trai
ning
, a re
quire
d co
urse
on
clas
sroo
m a
sses
smen
t in
all t
each
er tr
aini
ng p
rogr
ams,
and
opp
ortu
nitie
s to
part
icip
ate
in c
onfe
renc
es a
nd w
orks
hops
or i
tem
de
velo
pmen
t for
, or s
corin
g of
, lar
ge-s
cale
ass
essm
ents
or e
xam
s, ar
e no
t in
plac
e.
6. C
lass
room
ass
essm
ent p
ract
ices
are
kno
wn
to b
e w
eak.
Cla
ssro
om a
ctiv
ities
are
rare
ly n
ot a
ligne
d w
ith a
ped
agog
ical
or c
urric
ular
fram
ewor
k, a
nd it
is n
ot
com
mon
for g
rade
infla
tion
to b
e a
serio
us p
robl
em. A
dditi
onal
ly, i
t is n
ot c
omm
on fo
r par
ents
to b
e po
orly
info
rmed
abo
ut st
uden
ts' g
rade
s. It
is a
lso n
ot
com
mon
for c
lass
room
act
iviti
es to
pro
vide
litt
le u
sefu
l fee
dbac
k to
stud
ents
and
to m
ainl
y be
use
d as
adm
inist
rativ
e or
con
trol
tool
s rat
her t
han
as p
edag
ogic
al
reso
urce
s. H
owev
er, i
t is v
ery
com
mon
for c
lass
room
ass
essm
ent a
ctiv
ities
to b
e m
ainl
y ab
out r
ecal
ling
info
rmat
ion,
and
it is
com
mon
for c
lass
room
ass
essm
ent
activ
ities
to re
ly m
ainl
y on
mul
tiple
-cho
ice,
sele
ctio
n-ty
pe q
uest
ions
. It i
s also
com
mon
for t
each
ers t
o no
t use
exp
licit
or a
prio
ri cr
iteria
for s
corin
g or
gra
ding
st
uden
ts' w
ork.
7.
Ad
hoc m
echa
nism
s are
in p
lace
to m
onito
r the
qua
lity
of c
lass
room
ass
essm
ent p
ract
ices
. Cla
ssro
om a
sses
smen
t is a
requ
ired
com
pone
nt o
f a te
ache
r's
perf
orm
ance
eva
luat
ion
and
teac
her s
uper
visio
n. A
lthou
gh li
mite
d in
scop
e, c
lass
room
ass
essm
ent p
ract
ices
are
revi
ewed
by
exte
rnal
aud
it co
mm
ittee
s, w
hich
ar
e pa
rt o
f the
Nat
iona
l Aut
horit
y fo
r Qua
lity
Assu
ranc
e an
d Ac
cred
itatio
n in
Edu
catio
n in
Egy
pt (N
AQQ
AE).
How
ever
, no
gove
rnm
ent f
undi
ng is
ava
ilabl
e fo
r re
sear
ch o
n th
e qu
ality
of c
lass
room
ass
essm
ent a
ctiv
ities
or o
n ho
w to
impr
ove
clas
sroo
m a
sses
smen
t, an
d no
ext
erna
l mod
erat
ion
syst
em is
set u
p to
revi
ew
the
diffi
culty
of c
lass
room
ass
essm
ent a
ctiv
ities
and
the
appr
opria
tene
ss o
f sco
ring
crite
ria.
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
19
8. S
choo
ls or
teac
hers
are
requ
ired
to re
port
on
indi
vidu
al st
uden
ts' p
erfo
rman
ce to
par
ents
and
stud
ents
. Cla
ssro
om a
sses
smen
t inf
orm
atio
n is
not r
equi
red
to
be d
issem
inat
ed to
scho
ol d
istric
t or M
inist
ry o
f Edu
catio
n of
ficia
ls.
9. A
lthou
gh c
lass
room
ass
essm
ent a
ctiv
ities
are
requ
ired
for u
se in
dia
gnos
ing
stud
ent l
earn
ing
issue
s, pr
ovid
ing
feed
back
to st
uden
ts o
n th
eir l
earn
ing,
and
pl
anni
ng n
ext s
teps
in in
stru
ctio
n, th
ey a
re n
ot re
quire
d to
be
used
in in
form
ing
pare
nts a
bout
thei
r chi
ld's
lear
ning
, gra
ding
stud
ents
for i
nter
nal c
lass
room
us
es, o
r pro
vidi
ng in
put t
o an
ext
erna
l exa
min
atio
n pr
ogra
m.
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
20
Egyp
t, Ar
ab R
ep.
Exam
inat
ions
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
21
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
org
aniza
tiona
l str
uctu
res,
and
fisca
l and
hum
an re
sour
ces i
n w
hich
ass
essm
ent a
ctiv
ity ta
kes p
lace
in a
coun
try
or
syst
em a
nd th
e ex
tent
to w
hich
that
fram
ewor
k is
cond
uciv
e to
, or s
uppo
rtiv
e of
, the
ass
essm
ent a
ctiv
ity.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 1
: Se
ttin
g cl
ear
polic
ies
No
stan
dard
ized
exam
inat
ion
has
take
n pl
ace.
Th
e st
anda
rdize
d ex
amin
atio
n ha
s be
en
oper
atin
g on
an
irreg
ular
bas
is.
The
exam
inat
ion
is a
stab
le p
rogr
am th
at
has b
een
oper
atin
g re
gula
rly.1
This
optio
n do
es
not
appl
y to
th
is di
men
sion
Ther
e is
no
polic
y do
cum
ent
that
au
thor
izes t
he e
xam
inat
ion.
Th
ere
is an
in
form
al
or
draf
t po
licy
docu
men
t th
at
auth
orize
s th
e ex
amin
atio
n.
The
re is
a f
orm
al p
olic
y do
cum
ent
that
au
thor
izes t
he e
xam
inat
ion.
2 Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e po
licy
docu
men
t is
not
avai
labl
e to
th
e pu
blic
. Th
e po
licy
docu
men
t is
avai
labl
e to
the
pu
blic
. 3
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
polic
y do
cum
ent a
ddre
sses
som
e ke
y as
pect
s of t
he e
xam
inat
ion.
4 Th
e po
licy
docu
men
t ad
dres
ses
all
key
aspe
cts o
f the
exa
min
atio
n.
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g st
rong
lead
ersh
ip
All
stak
ehol
der
grou
ps s
tron
gly
oppo
se
the
exam
inat
ion
or a
re in
diffe
rent
to it
. M
ost
stak
ehol
der
grou
ps
oppo
se
the
exam
inat
ion.
M
ost
stak
ehol
ders
gro
ups
supp
ort
the
exam
inat
ion.
5
All
stak
ehol
der
grou
ps
supp
ort
the
exam
inat
ion.
Ther
e ar
e no
att
empt
s to
im
prov
e th
e ex
amin
atio
n by
stak
ehol
der g
roup
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
are
inde
pend
ent
atte
mpt
s to
im
prov
e th
e ex
amin
atio
n by
sta
keho
lder
gr
oups
. 6
Ther
e ar
e co
ordi
nate
d at
tem
pts
to
impr
ove
the
exam
inat
ion
by s
take
hold
er
grou
ps.
Effo
rts
to i
mpr
ove
the
exam
inat
ion
are
not w
elco
med
by
the
lead
ersh
ip in
char
ge
of th
e ex
amin
atio
n
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Ef
fort
s to
im
prov
e th
e ex
amin
atio
n ar
e ge
nera
lly w
elco
med
by
the
lead
ersh
ip in
ch
arge
of t
he e
xam
inat
ion.
7
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
* * * * * **
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
22
(CO
NTI
NU
ED)
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g re
gula
r fu
ndin
g
Ther
e is
no f
undi
ng a
lloca
ted
for
the
exam
inat
ion.
Th
ere
is irr
egul
ar f
undi
ng a
lloca
ted
for
the
exam
inat
ion.
Th
ere
is re
gula
r fun
ding
allo
cate
d fo
r the
ex
amin
atio
n.8
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
som
e co
re e
xam
inat
ion
activ
ities
: de
sign,
ad
min
istra
tion,
da
ta
proc
essin
g or
repo
rtin
g.
Fund
ing
cove
rs
all
core
ex
amin
atio
n ac
tiviti
es:
desig
n,
adm
inist
ratio
n,
data
pr
oces
sing
and
repo
rtin
g. 9
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g do
es n
ot c
over
res
earc
h an
d de
velo
pmen
t.10
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
re
sear
ch
and
deve
lopm
ent.
ENAB
LIN
G CO
NTE
XT 4
: H
avin
g st
rong
org
aniz
atio
nal s
truc
ture
s
The
exam
inat
ion
offic
e do
es n
ot e
xist
or i
s ne
wly
est
ablis
hed.
Th
e ex
amin
atio
n of
fice
is ne
wly
es
tabl
ished
. Th
e ex
amin
atio
n of
fice
is a
stab
le
orga
niza
tion.
11
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
The
exam
inat
ion
offic
e is
not a
ccou
ntab
le
to a
n ex
tern
al b
oard
or a
genc
y.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e ex
amin
atio
n of
fice
is ac
coun
tabl
e to
an
ext
erna
l boa
rd o
r age
ncy.
12
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Exam
inat
ion
resu
lts a
re n
ot re
cogn
ized
by
any
cert
ifica
tion
or se
lect
ion
syst
em.
Exam
inat
ion
resu
lts a
re r
ecog
nize
d by
ce
rtifi
catio
n or
sel
ectio
n sy
stem
in
the
coun
try.
Exam
inat
ion
resu
lts a
re r
ecog
nize
d by
on
e ce
rtifi
catio
n or
sel
ectio
n sy
stem
in
anot
her c
ount
ry.
Exam
inat
ion
resu
lts a
re r
ecog
nize
d by
tw
o or
mor
e ce
rtifi
catio
n or
sel
ectio
n sy
stem
in a
noth
er c
ount
ry.13
The
exam
inat
ion
offic
e do
es n
ot h
ave
the
requ
ired
faci
litie
s to
ca
rry
out
the
exam
inat
ion.
The
exam
inat
ion
offic
e ha
s so
me
of t
he
requ
ired
faci
litie
s to
ca
rry
out
the
exam
inat
ion.
The
exam
inat
ion
offic
e ha
s al
l of
the
re
quire
d fa
cilit
ies
to
carr
y ou
t th
e ex
amin
atio
n. 1
4
The
exam
inat
ion
offic
e ha
s sta
te o
f the
art
fa
cilit
ies t
o ca
rry
out t
he e
xam
inat
ion.
(CO
NTI
NU
ED)
* *
*
* * *
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
23
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 5
:
Hav
ing
effe
ctiv
e hu
man
res
ourc
es
Ther
e is
no
staf
f to
ca
rry
out
the
exam
inat
ion.
Th
e ex
amin
atio
n of
fice
is in
adeq
uate
ly
staf
fed
to
effe
ctiv
ely
carr
y ou
t th
e ex
amin
atio
n, is
sues
are
per
vasiv
e.
The
exam
inat
ion
offic
e is
adeq
uate
ly
staf
fed
to
carr
y ou
t th
e ex
amin
atio
n ef
fect
ivel
y, w
ith m
inim
al is
sues
. 15
The
exam
inat
ion
offic
e is
adeq
uate
ly
staf
fed
to
carr
y ou
t th
e as
sess
men
t ef
fect
ivel
y, w
ith n
o iss
ues.
The
coun
try
does
not
offe
r opp
ortu
nitie
s th
at
prep
are
for
wor
k on
th
e ex
amin
atio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y of
fers
som
e op
port
uniti
es
that
pr
epar
e fo
r w
ork
on
the
exam
inat
ion.
16
The
coun
try
offe
rs
a w
ide
rang
e of
op
port
uniti
es t
hat
prep
are
for
wor
k on
th
e ex
amin
atio
n.
**
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
24
SYST
EM A
LIGN
MEN
T
Degr
ee to
whi
ch th
e as
sess
men
t is c
oher
ent w
ith o
ther
com
pone
nts o
f the
edu
catio
n sy
stem
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng e
xam
inat
ions
wit
h le
arni
ng g
oals
and
opp
ortu
nitie
s to
lear
n
It is
not
clea
r w
hat
the
exam
inat
ion
mea
sure
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
is a
clea
r und
erst
andi
ng o
f wha
t the
ex
amin
atio
n m
easu
res.
17
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Wha
t th
e ex
amin
atio
n m
easu
res
is qu
estio
ned
by so
me
stak
ehol
der g
roup
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
W
hat
is m
easu
red
by t
he e
xam
inat
ion
is la
rgel
y ac
cept
ed b
y st
akeh
olde
r gro
ups.
18
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Mat
eria
l to
prep
are
for t
he e
xam
inat
ion
is m
inim
al a
nd it
is o
nly
acce
ssib
le t
o ve
ry
few
stud
ents
.
Ther
e is
som
e m
ater
ial t
o pr
epar
e fo
r the
ex
amin
atio
n th
at i
s ac
cess
ible
to
som
e st
uden
ts. 1
9
Ther
e is
com
preh
ensiv
e m
ater
ial
to
prep
are
for
the
exam
inat
ion
that
is
ac
cess
ible
to m
ost s
tude
nts.
Ther
e is
com
preh
ensiv
e m
ater
ial
to
prep
are
for
the
exam
inat
ion
that
is
acce
ssib
le to
all
stud
ents
.
SYST
EM A
LIGN
MEN
T 2:
Pr
ovid
ing
teac
hers
wit
h op
port
uniti
es to
lear
n ab
out t
he e
xam
inat
ion
Ther
e ar
e no
cou
rses
or
wor
ksho
ps o
n ex
amin
atio
ns a
vaila
ble
to te
ache
rs. 2
0 Th
ere
are
no
up-t
o-da
te
cour
ses
or
wor
ksho
ps o
n ex
amin
atio
ns a
vaila
ble
to
teac
hers
.
Ther
e ar
e up
-to-
date
vol
unta
ry co
urse
s or
wor
ksho
ps o
n ex
amin
atio
ns a
vaila
ble
to
teac
hers
.
Ther
e ar
e up
-to-
date
com
pulso
ry c
ours
es
or
wor
ksho
ps
on
exam
inat
ions
fo
r te
ache
rs.
Teac
hers
ar
e ex
clud
ed
from
al
l ex
amin
atio
n-re
late
d ta
sks.
Te
ache
rs
are
invo
lved
in
ve
ry
few
ex
amin
atio
n-re
late
d ta
sks.
21
Teac
hers
ar
e in
volv
ed
in
som
e ex
amin
atio
n-re
late
d ta
sks.
Te
ache
rs
are
invo
lved
in
m
ost
exam
inat
ion-
rela
ted
task
s.
* *
*
*
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
25
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
asse
ssm
ent m
eets
qua
lity
stan
dard
s, is
fair,
and
is u
sed
in a
n ef
fect
ive
way
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng q
ualit
y
Ther
e is
no t
echn
ical
rep
ort
or o
ther
do
cum
enta
tion.
Th
ere
is so
me
docu
men
tatio
n on
the
ex
amin
atio
n, b
ut i
t is
not
in a
for
mal
re
port
form
at.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l rep
ort
but w
ith re
stric
ted
circ
ulat
ion.
22
Ther
e is
a co
mpr
ehen
sive,
hig
h qu
ality
te
chni
cal r
epor
t av
aila
ble
to t
he g
ener
al
publ
ic.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
ensu
re th
e qu
ality
of t
he e
xam
inat
ion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e ar
e lim
ited
syst
emat
ic m
echa
nism
s in
pla
ce t
o en
sure
the
qua
lity
of t
he
exam
inat
ion.
23
Ther
e ar
e va
ried
and
syst
emat
ic
mec
hani
sms i
n pl
ace
to e
nsur
e th
e qu
ality
of
the
exam
inat
ion.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng fa
irne
ss
Inap
prop
riate
beh
avio
r su
rrou
ndin
g th
e ex
amin
atio
n pr
oces
s is h
igh.
In
appr
opria
te b
ehav
ior
surr
ound
ing
the
exam
inat
ion
proc
ess i
s mod
erat
e. 2
4 In
appr
opria
te b
ehav
ior
surr
ound
ing
the
exam
inat
ion
proc
ess i
s low
. In
appr
opria
te b
ehav
ior
surr
ound
ing
the
exam
inat
ion
proc
ess i
s mar
gina
l.
The
exam
inat
ion
resu
lts l
ack
cred
ibili
ty
for a
ll st
akeh
olde
r gro
ups.
Th
e ex
amin
atio
n re
sults
are
cre
dibl
e fo
r so
me
stak
ehol
der g
roup
s.
The
exam
inat
ion
resu
lts a
re c
redi
ble
for
all s
take
hold
er g
roup
s.25
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
maj
ority
of
the
stud
ents
(ov
er 5
0%)
may
not
take
the
exam
inat
ion
beca
use
of
lang
uage
, ge
nder
, or
oth
er e
quiv
alen
t ba
rrie
rs.
A sig
nific
ant p
ropo
rtio
n of
stud
ents
(10%
-50
%)
may
no
t ta
ke
the
exam
inat
ion
beca
use
of l
angu
age,
gen
der,
or o
ther
eq
uiva
lent
bar
riers
.
A sm
all p
ropo
rtio
n of
stu
dent
s (le
ss th
an
10%
) m
ay
not
take
th
e ex
amin
atio
n be
caus
e of
lan
guag
e, g
ende
r, or
oth
er
equi
vale
nt b
arrie
rs.
All
stud
ents
can
tak
e th
e ex
amin
atio
n;
ther
e ar
e no
lang
uage
, ge
nder
or
othe
r eq
uiva
lent
bar
riers
.26
(CO
NTI
NU
ED)
* *
*
*
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
26
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ASSE
SSM
ENT
QU
ALIT
Y 3:
Us
ing
exam
inat
ion
info
rmat
ion
in a
fair
way
Exam
inat
ion
resu
lts a
re n
ot u
sed
in a
pr
oper
way
by
all s
take
hold
er g
roup
s.
Exam
inat
ion
resu
lts a
re u
sed
by s
ome
stak
ehol
der g
roup
s in
a pr
oper
way
. Ex
amin
atio
n re
sults
are
use
d by
mos
t st
akeh
olde
r gro
ups i
n a
prop
er w
ay.
Exam
inat
ion
resu
lts
are
used
by
al
l st
akeh
olde
r gro
ups i
n a
prop
er w
ay. 2
7
Stud
ent n
ames
and
resu
lts a
re p
ublic
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Stud
ents
’ res
ults
are
con
fiden
tial. 2
8 Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
ASSE
SSM
ENT
QU
ALIT
Y 4:
En
suri
ng p
ositi
ve c
onse
quen
ces o
f the
exa
min
atio
n
Ther
e ar
e no
opt
ions
for s
tude
nts w
ho d
o no
t pe
rfor
m w
ell o
n th
e ex
amin
atio
n, o
r st
uden
ts
mus
t le
ave
the
educ
atio
n sy
stem
.
Ther
e ar
e ve
ry
limite
d op
tions
fo
r st
uden
ts w
ho d
o no
t per
form
wel
l on
the
exam
inat
ion.
29
Ther
e ar
e so
me
optio
ns fo
r stu
dent
s who
do
not
per
form
wel
l on
the
exam
inat
ion.
Th
ere
is a
varie
ty o
f opt
ions
for
stud
ents
w
ho
do
not
perf
orm
w
ell
on
the
exam
inat
ion.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
mon
itor
the
cons
eque
nces
of
th
e ex
amin
atio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
ere
are
som
e m
echa
nism
s in
pla
ce t
o m
onito
r th
e co
nseq
uenc
es
of
the
exam
inat
ion.
30
Ther
e is
a va
riety
of m
echa
nism
s in
pla
ce
to
mon
itor
the
cons
eque
nces
of
th
e ex
amin
atio
n.
*
*
*
*
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TIO
N R
ESU
LTS
27
Exam
inat
ions
: Dev
elop
men
t-Le
vel R
atin
g Ju
stifi
catio
ns
1. T
he C
ertif
icat
e of
Com
plet
ion
of th
e Ge
nera
l Sec
onda
ry E
duca
tion
was
firs
t adm
inist
ered
in 1
954.
The
exa
min
atio
n is
adm
inist
ered
to g
rade
12
stud
ents
, and
it
cove
rs th
e fo
llow
ing
subj
ects
: Ara
bic
lang
uage
, rel
igio
us e
duca
tion,
civ
ic e
duca
tion,
fore
ign
lang
uage
s, m
athe
mat
ics,
scie
nces
, and
soci
al sc
ienc
es.
2. T
he P
resid
ency
of t
he R
epub
lic a
utho
rized
the
Cert
ifica
te o
f Com
plet
ion
of th
e Ge
nera
l Sec
onda
ry E
duca
tion
with
the
docu
men
t Law
20
of 2
012
(whi
ch
amen
ds c
erta
in p
rovi
sions
to E
duca
tion
Law
139
of 1
981)
. 3.
The
Law
20
of 2
012
docu
men
t was
pub
lishe
d in
the
wid
ely
avai
labl
e O
ffici
al Jo
urna
l and
is p
oste
d on
the
Min
istry
of E
duca
tion'
s web
site.
4.
The
Law
20
of 2
012
docu
men
t add
ress
es so
me
key
aspe
cts o
f the
exa
min
atio
n. F
or e
xam
ple,
it d
escr
ibes
the
purp
ose
of th
e ex
amin
atio
n an
d au
thor
ized
uses
of
resu
lts, s
peci
fies w
ho c
an si
t for
the
exam
inat
ion,
and
iden
tifie
s rul
es a
bout
pre
para
tion.
How
ever
, the
doc
umen
t doe
s not
out
line
gove
rnan
ce, d
istrib
utio
n of
po
wer
, or r
espo
nsib
ilitie
s am
ong
key
entit
ies,
stat
e fu
ndin
g so
urce
s, o
utlin
e pr
oced
ures
to in
vest
igat
e an
d ad
dres
s sec
urity
bre
ache
s, ch
eatin
g, o
r oth
er fo
rms o
f in
appr
opria
te b
ehav
ior,
outli
ne p
roce
dure
s for
spec
ial o
r disa
dvan
tage
d st
uden
ts, o
r exp
lain
alig
nmen
t with
cur
ricul
um a
nd st
anda
rds o
r the
form
at o
f the
ex
amin
atio
n qu
estio
ns.
5. P
olic
y m
aker
s, te
ache
r uni
ons,
and
par
ents
stro
ngly
supp
ort t
he e
xam
inat
ion,
and
edu
cato
rs a
nd th
e m
edia
supp
ort i
t as w
ell.
Alth
ough
thin
k ta
nks a
nd N
GOs
oppo
se th
e ex
amin
atio
n, st
uden
ts a
nd e
mpl
oyer
s are
neu
tral
to it
. Som
e at
titud
es to
war
d th
e ex
amin
atio
n m
ay b
e in
form
ed b
y th
e pr
eval
ence
of p
rivat
e tu
torin
g. A
rece
nt O
ECD/
Wor
ld B
ank
repo
rt fo
und
that
priv
ate
tuto
ring
can
be e
xpen
sive
for t
he a
vera
ge fa
mily
inco
me
and
cons
ume
stud
ents
’ tim
e (O
ECD/
W
orld
Ban
k, fo
rthc
omin
g, 1
40–1
).
6. A
ttem
pts h
ave
been
mad
e to
impr
ove
the
exam
inat
ion
by st
akeh
olde
r gro
ups;
how
ever
, sta
keho
lder
gro
ups h
ave
not c
oord
inat
ed th
eir e
ffort
s.
7. L
eade
rshi
p in
cha
rge
of th
e ex
amin
atio
n ge
nera
lly w
elco
mes
effo
rts t
o im
prov
e th
e ex
amin
atio
n.
8. R
egul
ar fu
ndin
g is
allo
cate
d fo
r the
exa
min
atio
n by
the
gove
rnm
ent.
9.
Fun
ding
from
the
Min
istry
of E
duca
tion
for t
he e
xam
inat
ion
cove
rs e
xam
inat
ion
desig
n an
d ad
min
istra
tion
as w
ell a
s dat
a an
alys
is an
d re
port
ing.
How
ever
, fu
ndin
g do
es n
ot c
over
long
- or m
ediu
m-t
erm
pla
nnin
g of
pro
gram
mile
ston
es o
r sta
ff tr
aini
ng.
10. F
undi
ng fo
r the
exa
min
atio
n do
es n
ot c
over
rese
arch
and
dev
elop
men
t act
iviti
es.
11. T
he G
ener
al D
irect
orat
e fo
r Exa
min
atio
ns a
nd th
e Ge
nera
l Adm
inist
ratio
n of
Exa
min
atio
ns a
re d
epar
tmen
ts w
ithin
the
Min
istry
of E
duca
tion
that
hav
e be
en
resp
onsib
le fo
r the
exa
min
atio
n sin
ce 1
955.
EGYP
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SABE
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REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
28
12. T
he G
ener
al D
irect
orat
e fo
r Exa
min
atio
ns h
as b
een
acco
unta
ble
to th
e O
ffice
of t
he M
inist
er o
f Edu
catio
n sin
ce 2
012.
13
. Res
ults
of t
he e
xam
inat
ion
are
reco
gnize
d by
cer
tific
atio
n an
d se
lect
ion
syst
em in
Egy
pt, a
s abr
oad,
in c
ount
ries s
uch
as G
erm
any,
Rom
ania
, and
the
Uni
ted
Stat
es.
14. T
he e
xam
inat
ion
offic
e ha
s com
pute
rs fo
r all
tech
nica
l sta
ff, a
secu
re b
uild
ing,
secu
re st
orag
e fa
cilit
ies,
acce
ss to
ade
quat
e co
mpu
ter s
erve
rs, t
he a
bilit
y to
ba
ck u
p da
ta, a
nd a
dequ
ate
com
mun
icat
ion
tool
s.
15. T
he n
umbe
r of p
erm
anen
t and
full-
time
staf
f to
carr
y ou
t the
exa
min
atio
n ef
fect
ivel
y is
adeq
uate
, with
min
imal
issu
es. A
lthou
gh e
rror
s in
data
pro
cess
ing
are
freq
uent
ly m
ade,
oth
er is
sues
such
as f
requ
ent e
rror
s in
the
exam
inat
ion
ques
tions
, om
issio
n of
cur
ricul
ar to
pics
, wea
knes
ses i
n te
st d
esig
n, e
rror
s in
scor
ing
that
lead
to d
elay
s in
repo
rtin
g of
resu
lts, p
oor t
rain
ing
of te
st a
dmin
istra
tors
, and
del
ays i
n ad
min
ister
ing
the
exam
inat
ion
due
to is
sues
with
the
desig
n of
the
exam
inat
ion
ques
tions
hav
e no
t bee
n id
entif
ied.
How
ever
, a st
udy
by th
e O
ECD/
Wor
ld B
ank
foun
d th
at b
ecau
se e
xam
inat
ions
are
scor
ed b
y re
ader
s who
hav
e lit
tle o
r no
trai
ning
in e
ssay
scor
ing,
inco
nsist
enci
es m
ay b
e fo
und
in sc
ores
with
in a
coh
ort (
OEC
D/W
orld
Ban
k, fo
rthc
omin
g, 1
42).
16
. Egy
pt o
ffers
uni
vers
ity g
radu
ate
prog
ram
s and
uni
vers
ity c
ours
es o
n ed
ucat
iona
l mea
sure
men
t and
eva
luat
ion
at a
ll fa
culti
es o
f edu
catio
n w
ithin
un
iver
sitie
s. A
lthou
gh n
onun
iver
sity
trai
ning
cou
rses
or w
orks
hops
on
educ
atio
nal m
easu
rem
ent a
nd e
valu
atio
n ar
e al
so a
vaila
ble,
no
inte
rnsh
ips a
re o
pen
in
the
exam
inat
ion
offic
e. A
dditi
onal
ly, f
undi
ng is
not
ava
ilabl
e fo
r att
endi
ng in
tern
atio
nal p
rogr
ams,
cou
rses
, or w
orks
hops
on
educ
atio
nal m
easu
rem
ent a
nd
eval
uatio
n.
17. T
here
is a
cle
ar u
nder
stan
ding
that
the
exam
inat
ion
mea
sure
s nat
iona
l sch
ool c
urric
ulum
gui
delin
es a
nd st
anda
rds.
18
. Sta
keho
lder
gro
ups,
incl
udin
g te
ache
rs, s
tude
nts,
and
pare
nts,
larg
ely
acce
pt w
hat i
s mea
sure
d by
the
exam
inat
ion.
19
. Alth
ough
exa
mpl
es o
f the
type
s of q
uest
ions
on
the
exam
inat
ion
are
the
only
mat
eria
l ava
ilabl
e to
pre
pare
for t
he e
xam
inat
ion,
they
are
ava
ilabl
e to
mos
t st
uden
ts th
roug
h te
xtbo
oks d
istrib
uted
free
of c
harg
e, fo
reig
n te
xtbo
oks l
icen
sed
by th
e M
inist
ry o
f Edu
catio
n, a
nd C
Ds. O
ther
mat
eria
l, su
ch a
s inf
orm
atio
n on
ho
w to
pre
pare
for t
he e
xam
inat
ion,
the
fram
ewor
k do
cum
ent e
xpla
inin
g w
hat i
s mea
sure
d on
the
exam
inat
ion,
and
the
repo
rt o
n th
e st
reng
ths a
nd
wea
knes
ses i
n st
uden
t per
form
ance
, is n
ot a
vaila
ble.
20
. No
cour
ses o
r wor
ksho
ps o
n th
e ex
amin
atio
n ar
e av
aila
ble
to te
ache
rs; h
owev
er, c
ours
es a
re a
vaila
ble
that
pro
vide
inst
ruct
ions
on
the
rule
s rel
ated
to
disc
iplin
e, m
onito
ring,
and
scor
ing
of th
e ex
amin
atio
n.
21. T
each
ers a
re in
volv
ed in
ver
y fe
w e
xam
inat
ion
task
s, w
hich
incl
ude
adm
inist
erin
g an
d sc
orin
g th
e ex
amin
atio
n an
d su
perv
ising
exa
min
atio
n pr
oced
ures
. For
ex
ampl
e, te
ache
rs a
re c
omm
issio
ned
by th
e Ge
nera
l Dire
ctor
ate
for E
xam
inat
ion
to p
artic
ipat
e in
the
disc
iplin
e, m
onito
ring,
and
scor
ing
com
mitt
ees.
Tea
cher
s ar
e no
t inv
olve
d in
sele
ctin
g or
cre
atin
g ex
amin
atio
n qu
estio
ns o
r sco
ring
guid
es, a
ctin
g as
a ju
dge,
or r
esol
ving
inco
nsist
enci
es b
etw
een
exam
inat
ion
scor
es a
nd
scho
ol g
rade
s.
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S AP
PRO
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FOR
BETT
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DUCA
TIO
N R
ESU
LTS
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22. A
lthou
gh it
s circ
ulat
ion
is re
stric
ted,
ther
e is
a co
mpr
ehen
sive
tech
nica
l rep
ort a
vaila
ble
on th
e ex
amin
atio
n.
23. A
lthou
gh e
xter
nal a
nd in
tern
al re
view
s are
con
duct
ed b
y co
mm
ittee
s res
pons
ible
for p
repa
ring
the
exam
inat
ion
(by
the
Nat
iona
l Cen
ter f
or E
xam
inat
ions
, w
hich
is e
xter
nal t
o th
e M
inist
ry o
f Edu
catio
n, a
s wel
l as a
com
mitt
ee in
tern
al to
the
Min
istry
of E
duca
tion)
, and
ext
erna
l cer
tific
atio
ns a
nd a
udits
take
pla
ce,
mec
hani
sms s
uch
as p
ilots
, fie
ld te
stin
g, o
r tra
nsla
tion
verif
icat
ions
are
not
in p
lace
to m
onito
r the
qua
lity
of th
e ex
amin
atio
n. A
rece
nt st
udy
from
the
OEC
D/W
orld
Ban
k re
port
s tha
t bec
ause
of t
he la
ck o
f pilo
t tes
ting
of th
e ite
ms o
n th
e ex
amin
atio
n, th
e re
al d
iffic
ulty
leve
l of t
he q
uest
ions
and
thei
r co
mpa
rabi
lity
acro
ss c
ohor
ts is
diff
icul
t to
unde
rsta
nd (O
ECD/
Wor
ld B
ank,
fort
hcom
ing,
142
).
24. I
napp
ropr
iate
beh
avio
r sur
roun
ding
the
exam
inat
ion
proc
ess i
s mod
erat
e, b
ecau
se le
akag
e of
the
cont
ent o
f an
exam
inat
ion
pape
r or p
art o
f a p
aper
bef
ore
the
exam
inat
ion,
cop
ying
from
oth
er c
andi
date
s, u
se o
f una
utho
rized
mat
eria
ls su
ch a
s pre
pare
d an
swer
s and
not
es, a
nd in
timid
atio
n of
exa
min
atio
n su
perv
isors
, mar
kers
, or o
ffici
als d
oes o
ccur
. How
ever
, im
pers
onat
ion
(whe
n an
indi
vidu
al o
ther
than
the
regi
ster
ed c
andi
date
take
s the
exa
min
atio
n), c
ollu
sion
amon
g ca
ndid
ates
via
mob
ile p
hone
or p
assin
g of
not
es, i
ssua
nce
of fo
rged
cer
tific
ates
or a
ltera
tion
of in
form
atio
n on
resu
lts, a
nd p
rovi
sion
of e
xter
nal
assis
tanc
e vi
a th
e su
perv
isor o
r a m
obile
pho
ne d
o no
t typ
ical
ly o
ccur
dur
ing
the
exam
inat
ion
proc
ess.
The
doc
umen
t Min
ister
ial D
ecisi
on 3
19 fr
om 2
012
outli
nes m
echa
nism
s to
addr
ess i
napp
ropr
iate
beh
avio
r dur
ing
the
exam
inat
ion.
25
. All
stak
ehol
der g
roup
s per
ceiv
e ex
amin
atio
n re
sults
as c
redi
ble.
26
. All
stud
ents
, reg
ardl
ess o
f bac
kgro
und,
loca
tion,
and
abi
lity
to p
ay, c
an ta
ke th
e ex
amin
atio
n.
27. A
ll st
akeh
olde
r gro
ups u
se e
xam
inat
ion
resu
lts in
a p
rope
r way
. 28
. Stu
dent
resu
lts a
re c
onfid
entia
l, be
caus
e on
ly th
e st
uden
t and
per
sons
with
a le
gitim
ate,
pro
fess
iona
l int
eres
t in
the
test
take
r can
kno
w th
e re
sults
. 29
. Stu
dent
s who
do
not p
erfo
rm w
ell o
n th
e ex
amin
atio
n ca
n re
take
the
exam
inat
ion
or re
peat
the
grad
e. H
owev
er, s
tude
nts d
o no
t hav
e th
e op
tion
to a
tten
d re
med
ial o
r pre
para
tory
cou
rses
to p
repa
re to
reta
ke th
e ex
amin
atio
n or
opt
for l
ess s
elec
tive
scho
ols,
univ
ersit
ies,
or tr
acks
. 30
. Onl
y on
e m
echa
nism
, stu
dies
that
are
upd
ated
regu
larly
(by
the
Nat
iona
l Cen
ter f
or E
xam
inat
ion
and
Educ
atio
nal E
valu
atio
n), i
s in
plac
e to
mon
itor t
he
cons
eque
nces
of t
he e
xam
inat
ion.
Oth
er m
echa
nism
s, su
ch a
s fun
ding
for i
ndep
ende
nt re
sear
ch o
n th
e ex
amin
atio
n, a
per
man
ent o
vers
ight
com
mitt
ee, r
egul
ar
focu
s gro
ups o
r sur
veys
of k
ey st
akeh
olde
rs, a
nd e
xper
t rev
iew
gro
ups,
are
not
in p
lace
.
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
30
Egyp
t, Ar
ab R
ep.
Natio
nal (
or S
yste
m-L
evel
) Lar
ge-S
cale
Ass
essm
ent (
NLSA
)
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
31
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
org
aniza
tiona
l str
uctu
res,
and
fisca
l and
hum
an re
sour
ces i
n w
hich
NLS
A ac
tivity
take
s pla
ce in
a co
untr
y or
syst
em a
nd
the
exte
nt to
whi
ch th
at fr
amew
ork
is co
nduc
ive
to, o
r sup
port
ive
of, t
he N
LSA
activ
ity.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 1
: Se
ttin
g cl
ear
polic
ies f
or N
LSA
No
NLS
A ex
erci
se h
as ta
ken
plac
e.
The
NLS
A ha
s be
en
oper
atin
g on
an
irr
egul
ar b
asis.
1 Th
e N
LSA
is a
stab
le p
rogr
am t
hat
has
been
ope
ratin
g re
gula
rly.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Ther
e is
no p
olic
y do
cum
ent p
erta
inin
g to
N
LSA.
Th
ere
is an
in
form
al
or
draf
t po
licy
docu
men
t tha
t aut
horiz
es th
e N
LSA.
2
Ther
e is
a fo
rmal
pol
icy
docu
men
t th
at
auth
orize
s the
NLS
A.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e po
licy
docu
men
t is
not
avai
labl
e to
th
e pu
blic
. 3
The
polic
y do
cum
ent
is av
aila
ble
to t
he
publ
ic.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Ther
e is
no p
lan
for N
LSA
activ
ity. 4
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e is
a ge
nera
l und
erst
andi
ng th
at th
e N
LSA
will
take
pla
ce.
Ther
e is
a w
ritte
n N
LSA
plan
for
the
co
min
g ye
ars.
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g st
rong
pub
lic e
ngag
emen
t for
NLS
A
All
stak
ehol
der
grou
ps s
tron
gly
oppo
se
the
NLS
A or
are
indi
ffere
nt to
it.
Som
e st
akeh
olde
r gr
oups
op
pose
th
e N
LSA.
M
ost
stak
ehol
ders
gro
ups
supp
ort
the
NLS
A. 5
Al
l sta
keho
lder
gro
ups s
uppo
rt th
e N
LSA.
(CO
NTI
NU
ED)
* * *
*
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
32
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g re
gula
r fu
ndin
g fo
r NL
SA
Ther
e is
no fu
ndin
g al
loca
ted
to th
e N
LSA.
Th
ere
is irr
egul
ar fu
ndin
g al
loca
ted
to th
e N
LSA.
6
Ther
e is
regu
lar
fund
ing
allo
cate
d to
the
N
LSA.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
som
e co
re N
LSA
activ
ities
: de
sign,
ad
min
istra
tion,
an
alys
is an
d re
port
ing.
Fund
ing
cove
rs a
ll co
re N
LSA
activ
ities
: de
sign,
ad
min
istra
tion,
an
alys
is an
d re
port
ing.
7
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g do
es n
ot c
over
res
earc
h an
d de
velo
pmen
t act
iviti
es. 8
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Fund
ing
cove
rs
rese
arch
an
d de
velo
pmen
t act
iviti
es.
ENAB
LIN
G CO
NTE
XT 4
: H
avin
g st
rong
org
aniz
atio
nal s
truc
ture
s for
NLS
A
Ther
e is
no N
LSA
offic
e, a
d ho
c un
it or
te
am.
The
NLS
A of
fice
is a
tem
pora
ry a
genc
y or
gr
oup
of p
eopl
e.
The
NLS
A of
fice
is a
perm
anen
t ag
ency
, in
stitu
tion
or u
nit.9
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Po
litic
al c
onsid
erat
ions
reg
ular
ly h
ampe
r te
chni
cal c
onsid
erat
ions
. Po
litic
al
cons
ider
atio
ns
som
etim
es
ham
per t
echn
ical
con
sider
atio
ns. 1
0 Po
litic
al
cons
ider
atio
ns
neve
r ha
mpe
r te
chni
cal c
onsid
erat
ions
.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e N
LSA
offic
e is
not
acco
unta
ble
to a
cl
early
reco
gniz
ed b
ody.
Th
e N
LSA
offic
e is
acco
unta
ble
to a
clea
rly
reco
gnize
d bo
dy. 1
1 Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
(CO
NTI
NU
ED)
* *
* * **
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
33
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ENAB
LIN
G CO
NTE
XT 5
:
Hav
ing
effe
ctiv
e hu
man
res
ourc
es fo
r NL
SA
Ther
e is
no s
taff
allo
cate
d fo
r ru
nnin
g an
N
LSA.
Th
e N
LSA
offic
e is
inad
equa
tely
staf
fed
to
effe
ctiv
ely
carr
y ou
t the
ass
essm
ent.
The
NLS
A of
fice
is ad
equa
tely
sta
ffed
to
carr
y ou
t th
e N
LSA
effe
ctiv
ely,
w
ith
min
imal
issu
es.
The
NLS
A of
fice
is ad
equa
tely
sta
ffed
to
carr
y ou
t th
e N
LSA
effe
ctiv
ely,
with
no
issue
s. 1
2
The
coun
try
does
not
offe
r opp
ortu
nitie
s th
at
prep
are
indi
vidu
als
for
wor
k on
N
LSA.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y of
fers
som
e op
port
uniti
es to
pr
epar
e in
divi
dual
s for
wor
k on
the
NLS
A.
13
The
coun
try
offe
rs
a w
ide
rang
e of
op
port
uniti
es t
o pr
epar
e in
divi
dual
s fo
r w
ork
on th
e N
LSA.
*
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
34
SYST
EM A
LIGN
MEN
T
Degr
ee to
whi
ch th
e NL
SA is
cohe
rent
with
oth
er co
mpo
nent
s of t
he e
duca
tion
syst
em.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
SYST
EM A
LIGN
MEN
T 1:
Al
igni
ng th
e NL
SA w
ith le
arni
ng g
oals
It is
not
clea
r if
the
NLS
A is
base
d on
cu
rric
ulum
or l
earn
ing
stan
dard
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e N
LSA
mea
sure
s pe
rfor
man
ce a
gain
st
curr
icul
um o
r lea
rnin
g st
anda
rds.
14
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Wha
t th
e N
LSA
mea
sure
s is
gene
rally
qu
estio
ned
by st
akeh
olde
r gro
ups.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Wha
t the
NLS
A m
easu
res i
s que
stio
ned
by
som
e st
akeh
olde
r gro
ups.
15
Wha
t th
e N
LSA
mea
sure
s is
larg
ely
acce
pted
by
stak
ehol
der g
roup
s.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
ensu
re
that
th
e N
LSA
accu
rate
ly
mea
sure
s wha
t it i
s sup
pose
d to
mea
sure
.
Ther
e ar
e ad
hoc
rev
iew
s of
the
NLS
A to
en
sure
th
at
it m
easu
res
wha
t it
is in
tend
ed to
mea
sur e
.
Ther
e ar
e re
gula
r in
tern
al r
evie
ws
of th
e N
LSA
to e
nsur
e th
at it
mea
sure
s wha
t it i
s in
tend
ed to
mea
sure
. 16
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
SYST
EM A
LIGN
MEN
T 2:
Pr
ovid
ing
teac
hers
wit
h op
port
uniti
es to
lear
n ab
out t
he N
LSA
Ther
e ar
e no
cour
ses o
r wor
ksho
ps o
n th
e N
LSA.
17
Ther
e ar
e oc
casio
nal
cour
ses
or
wor
ksho
ps o
n th
e N
LSA.
Th
ere
are
som
e co
urse
s or
wor
ksho
ps o
n th
e N
LSA
offe
red
on a
regu
lar b
asis.
Th
ere
are
wid
ely
avai
labl
e hi
gh q
ualit
y co
urse
s or
w
orks
hops
on
th
e N
LSA
offe
red
on a
regu
lar b
asis.
* * *
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
35
ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
NLSA
mee
ts te
chni
cal s
tand
ards
, is f
air,
and
is us
ed in
an
effe
ctiv
e w
ay.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
the
NLSA
No
optio
ns a
re o
ffere
d to
inc
lude
all
grou
ps o
f stu
dent
s in
the
NLS
A.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
At
leas
t one
opt
ion
is of
fere
d to
incl
ude
all
grou
ps o
f stu
dent
s in
the
NLS
A.18
Di
ffere
nt o
ptio
ns a
re o
ffere
d to
incl
ude
all
grou
ps o
f stu
dent
s in
the
NLS
A.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
ensu
re th
e qu
ality
of t
he N
LSA.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e ar
e so
me
mec
hani
sms
in p
lace
to
ensu
re th
e qu
ality
of t
he N
LSA.
19
Ther
e ar
e a
varie
ty o
f m
echa
nism
s in
pl
ace
to e
nsur
e th
e qu
ality
of t
he N
LSA.
Ther
e is
no t
echn
ical
rep
ort
or o
ther
do
cum
enta
tion
abou
t the
NLS
A.
Ther
e is
som
e do
cum
enta
tion
abou
t th
e te
chni
cal a
spec
ts o
f the
NLS
A, b
ut it
is n
ot
in a
form
al re
port
form
at.
Ther
e is
a co
mpr
ehen
sive
tech
nica
l rep
ort
but w
ith re
stric
ted
circ
ulat
ion.
20
Ther
e is
a co
mpr
ehen
sive,
hig
h qu
ality
te
chni
cal r
epor
t av
aila
ble
to t
he g
ener
al
publ
ic.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of t
he N
LSA
NLS
A re
sults
are
not
diss
emin
ated
. N
LSA
resu
lts a
re p
oorly
diss
emin
ated
. 21
NLS
A re
sults
ar
e di
ssem
inat
ed
in
an
effe
ctiv
e w
ay.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
NLS
A in
form
atio
n is
not u
sed
or is
use
d in
w
ays
inco
nsist
ent
with
the
pur
pose
s or
th
e te
chni
cal
char
acte
ristic
s of
th
e as
sess
men
t.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
N
LSA
resu
lts
are
used
by
so
me
stak
ehol
der
grou
ps
in
a w
ay
that
is
cons
isten
t w
ith
the
purp
oses
an
d te
chni
cal
char
acte
ristic
s of
th
e as
sess
men
t. 22
NLS
A in
form
atio
n is
used
by
al
l st
akeh
olde
r gr
oups
in
a
way
th
at
is co
nsist
ent
with
th
e pu
rpos
es
and
tech
nica
l ch
arac
teris
tics
of
the
asse
ssm
ent.
Ther
e ar
e no
mec
hani
sms
in p
lace
to
mon
itor t
he c
onse
quen
ces o
f the
NLS
A. 2
3 Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Ther
e ar
e so
me
mec
hani
sms
in p
lace
to
mon
itor t
he c
onse
quen
ces o
f the
NLS
A.
Ther
e ar
e a
varie
ty o
f m
echa
nism
s in
pl
ace
to m
onito
r the
con
sequ
ence
s of t
he
NLS
A.
* * *
*
*
*
EGYP
T ǀ S
ABER
-STU
DEN
T AS
SESS
MEN
T
SABE
R CO
UN
TRY
REPO
RT |
2013
SY
STEM
S AP
PRO
ACH
FOR
BETT
ER E
DUCA
TIO
N R
ESU
LTS
36
Natio
nal (
of S
yste
m-L
evel
) Lar
ge S
cale
Ass
essm
ent (
NLSA
): D
evel
opm
ent-
Leve
l Rat
ing
Just
ifica
tions
1.
The
Nat
iona
l Sta
ndar
dize
d Ex
amin
atio
n's m
ain
purp
oses
are
mon
itorin
g ed
ucat
ion
qual
ity a
t the
syst
em le
vel,
and
hold
ing
gove
rnm
ent o
r pol
itica
l aut
horit
ies,
scho
ols o
r edu
cato
rs, a
nd st
uden
ts a
ccou
ntab
le. I
n ad
ditio
n, th
e as
sess
men
t sup
port
s pol
icy
desig
n, e
valu
atio
n, o
r dec
ision
mak
ing.
A re
pres
enta
tive
rand
om
sam
ple
of st
uden
ts in
gra
des 4
, 8, a
nd 1
0 ar
e as
sess
ed in
Ara
bic
lang
uage
, mat
hem
atic
s, sc
ienc
e, a
nd E
nglis
h la
ngua
ge. T
he a
sses
smen
t was
adm
inist
ered
in a
ll pr
ovin
ces i
n Eg
ypt t
wo
times
in th
e pa
st fi
ve y
ears
. 2.
An
info
rmal
or d
raft
polic
y do
cum
ent a
utho
rized
the
NLS
A, w
hich
was
car
ried
out b
y th
e N
atio
nal C
ente
r for
Exa
min
atio
ns a
nd E
duca
tiona
l Eva
luat
ion
in
coop
erat
ion
with
the
Min
istry
of E
duca
tion.
3.
The
info
rmal
pol
icy
docu
men
t aut
horiz
ing
the
NLS
A is
not a
vaila
ble
to th
e pu
blic
. 4.
The
gov
ernm
ent d
oes n
ot h
ave
a la
rge-
scal
e as
sess
men
t pla
n fo
r the
com
ing
year
s or f
utur
e as
sess
men
t rou
nds.
5.
Alth
ough
pol
icy
mak
ers s
tron
gly
supp
ort t
he N
LSA,
and
edu
cato
rs a
nd th
ink
tank
s and
NGO
s sup
port
it a
s wel
l, te
ache
r uni
ons,
stud
ents
, par
ents
, and
med
ia
are
neut
ral t
o it.
It is
unc
lear
whe
ther
uni
vers
ities
and
em
ploy
ers s
uppo
rt o
r opp
ose
the
asse
ssm
ent.
6.
Irre
gula
r fun
ding
from
the
gove
rnm
ent i
s allo
cate
d fo
r the
NLS
A.
7. F
undi
ng fo
r the
NLS
A co
vers
all
core
NLS
A ac
tiviti
es, i
nclu
ding
ass
essm
ent d
esig
n an
d ad
min
istra
tion,
dat
a an
alys
is an
d re
port
ing,
long
- or m
ediu
m-te
rm
plan
ning
of p
rogr
am m
ilest
ones
, and
staf
f tra
inin
g.
8. F
undi
ng fo
r the
NLS
A do
es n
ot c
over
rese
arch
and
dev
elop
men
t act
iviti
es.
9. T
he N
atio
nal C
ente
r for
Exa
min
atio
ns a
nd E
duca
tiona
l Eva
luat
ion
is a
perm
anen
t uni
t cre
ated
for r
unni
ng th
e N
LSA.
10
. Pol
itica
l con
sider
atio
ns so
met
imes
ham
per t
echn
ical
con
sider
atio
ns w
ith re
spec
t to
issue
s in
sam
plin
g, lo
gist
ics,
and
adm
inist
ratio
n. H
owev
er, l
arge
-sca
le
asse
ssm
ent r
esul
ts h
ave
neve
r bee
n w
ithhe
ld fr
om p
ublic
atio
n be
caus
e of
pol
itica
l rea
sons
. 11
. The
Nat
iona
l Cen
ter f
or E
xam
inat
ions
and
Edu
catio
nal E
valu
atio
n is
acco
unta
ble
to th
e M
inist
er o
f Edu
catio
n, w
ho is
also
the
chai
rman
of t
he C
ente
r's B
oard
of
Dire
ctor
s.
12. T
he N
atio
nal C
ente
r for
Exa
min
atio
ns a
nd E
duca
tiona
l Eva
luat
ions
is a
dequ
atel
y st
affe
d w
ith p
erm
anen
t and
full-
time
staf
f to
carr
y ou
t the
NLS
A ef
fect
ivel
y,
with
no
issue
s ide
ntifi
ed w
ith th
e pe
rfor
man
ce o
f the
hum
an re
sour
ces t
hat a
re re
spon
sible
for t
he a
sses
smen
t.
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S AP
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ESU
LTS
37
13. E
gypt
offe
rs so
me
oppo
rtun
ities
to p
repa
re in
divi
dual
s for
wor
k on
the
NLS
A, in
clud
ing
univ
ersit
y gr
adua
te p
rogr
ams a
nd u
nive
rsity
cou
rses
on
educ
atio
nal
mea
sure
men
t and
eva
luat
ion
in fa
culti
es o
f edu
catio
n at
Egy
ptia
n un
iver
sitie
s. A
lthou
gh n
onun
iver
sity
cour
ses o
r wor
ksho
ps o
n ed
ucat
iona
l mea
sure
men
t and
ev
alua
tion
also
are
offe
red
durin
g in
-ser
vice
trai
ning
, no
inte
rnsh
ips o
r sho
rt-te
rm e
mpl
oym
ent o
ppor
tuni
ties a
re o
ffere
d in
the
larg
e-sc
ale
asse
ssm
ent o
ffice
, an
d no
fund
ing
is av
aila
ble
for a
tten
ding
inte
rnat
iona
l pro
gram
, cou
rses
, or w
orks
hops
on
educ
atio
nal m
easu
rem
ent a
nd e
valu
atio
n.
14. T
he N
LSA
mea
sure
s per
form
ance
aga
inst
nat
iona
l and
inte
rnat
iona
lly re
cogn
ized
curr
icul
um o
r lea
rnin
g st
anda
rds.
15
. Som
e st
akeh
olde
r gro
ups,
incl
udin
g st
uden
ts a
nd te
ache
rs, q
uest
ion
wha
t the
ass
essm
ent m
easu
res.
16
. Reg
ular
inte
rnal
and
regu
lar i
ndep
ende
nt re
view
s are
per
form
ed b
y qu
alifi
ed e
xper
ts o
n th
e al
ignm
ent b
etw
een
the
asse
ssm
ent i
nstr
umen
t and
wha
t it i
s su
ppos
ed to
mea
sure
. 17
. No
cour
ses o
r wor
ksho
ps fo
r tea
cher
s are
offe
red
on th
e N
LSA.
18
. Spe
cial
pla
ns a
re m
ade
to e
nsur
e th
at th
e la
rge-
scal
e as
sess
men
t is a
dmin
ister
ed to
stud
ents
in h
ard-
to-r
each
and
rem
ote
area
s and
that
the
larg
e-sc
ale
asse
ssm
ent i
s offe
red
in th
e Ar
abic
lang
uage
, whi
ch is
the
lang
uage
of i
nstr
uctio
n fo
r alm
ost a
ll st
uden
t gro
ups.
How
ever
, acc
omm
odat
ions
or a
ltern
ativ
e as
sess
men
ts a
re n
ot p
rovi
ded
for s
tude
nts w
ith d
isabi
litie
s.
19. S
ome
mec
hani
sms,
such
as t
rain
ing
for a
ll pr
octo
rs o
r adm
inist
rato
rs a
ccor
ding
to a
pro
toco
l, a
stan
dard
ized
man
ual f
or la
rge-
scal
e as
sess
men
t ad
min
istra
tors
, a re
quire
men
t for
all
book
lets
to b
e nu
mbe
red,
and
trai
ning
for s
core
rs to
ens
ure
high
inte
rrat
er re
liabi
lity,
are
in p
lace
to e
nsur
e th
e qu
ality
of
the
NLS
A. H
owev
er, d
iscre
panc
ies a
re n
ot re
quire
d to
be
reco
rded
on
a st
anda
rd sh
eet,
no d
oubl
e sc
orin
g or
pro
cess
ing
of d
ata
is do
ne, n
o ex
tern
al o
r int
erna
l re
view
ers o
r obs
erve
rs a
re in
pla
ce, a
nd n
o ex
tern
al c
ertif
icat
ion
or a
udits
are
per
form
ed.
20. A
lthou
gh a
com
preh
ensiv
e te
chni
cal r
epor
t is a
vaila
ble,
its c
ircul
atio
n is
rest
ricte
d.
21. A
lthou
gh th
e m
ain
repo
rts o
n th
e N
LSA
resu
lts c
onta
in in
form
atio
n on
ove
rall
achi
evem
ent l
evel
s and
by
subg
roup
s, a
nd a
lthou
gh w
orks
hops
or
pres
enta
tions
are
hel
d fo
r key
stak
ehol
ders
on
the
resu
lts, r
esul
ts a
re n
ot d
issem
inat
ed w
ithin
12
mon
ths a
fter t
he la
rge-
scal
e as
sess
men
t is a
dmin
ister
ed a
nd
repo
rts w
ith re
sults
are
not
mad
e av
aila
ble
for a
ll st
akeh
olde
r gro
ups.
In a
dditi
on, t
he m
ain
repo
rts o
n th
e re
sults
do
not c
onta
in in
form
atio
n on
tren
ds o
ver
time
over
all a
nd fo
r sub
grou
ps a
nd d
o no
t pro
vide
stan
dard
err
ors.
No
med
ia b
riefin
g is
orga
nize
d to
disc
uss r
esul
ts, a
nd re
sults
are
not
feat
ured
in n
ewsp
aper
s,
mag
azin
es, r
adio
, or t
elev
ision
. 22
. Som
e st
akeh
olde
r gro
ups u
se N
LSA
resu
lts in
a w
ay th
at is
con
siste
nt w
ith th
e st
ated
pur
pose
s or t
echn
ical
cha
ract
erist
ics o
f the
ass
essm
ent.
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TIO
N R
ESU
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38
23. M
echa
nism
s to
mon
itor t
he c
onse
quen
ces o
f the
NLS
A, su
ch a
s fun
ding
for i
ndep
ende
nt re
sear
ch o
n th
e im
pact
of t
he la
rge-
scal
e as
sess
men
t, a
perm
anen
t ov
ersig
ht c
omm
ittee
, reg
ular
focu
s gro
ups o
r sur
veys
of k
ey st
akeh
olde
rs, t
hem
ed c
onfe
renc
es th
at p
rovi
de a
foru
m to
disc
uss r
esea
rch
and
othe
r dat
a on
the
cons
eque
nces
of t
he la
rge-
scal
e as
sess
men
t, an
d ex
pert
revi
ew g
roup
s, a
re n
ot in
pla
ce.
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ESU
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39
Egyp
t, Ar
ab R
ep.
Inte
rnat
iona
l Lar
ge-S
cale
Ass
essm
ent (
ILSA
)
EGYP
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TIO
N R
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LTS
40
ENAB
LIN
G CO
NTE
XT
Ove
rall
fram
ewor
k of
pol
icies
, lea
ders
hip,
org
aniza
tiona
l str
uctu
res,
and
fisca
l and
hum
an re
sour
ces i
n w
hich
ILSA
take
s pla
ce in
a co
untr
y or
syst
em a
nd th
e ex
tent
to w
hich
that
fram
ewor
k is
cond
uciv
e to
, or s
uppo
rtiv
e of
, ILS
A ac
tivity
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 1
: Se
ttin
g cl
ear
polic
ies f
or IL
SA
The
coun
try/
syst
em h
as n
ot p
artic
ipat
ed
in a
n IL
SA in
the
last
10
year
s.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
has
par
ticip
ated
in a
t le
ast o
ne IL
SA in
the
last
10
year
s.
The
coun
try/
syst
em h
as p
artic
ipat
ed i
n tw
o or
mor
e IL
SA in
the
last
10
year
s.1
The
coun
try/
syst
em
has
not
take
n co
ncre
te st
eps t
o pa
rtic
ipat
e in
an
ILSA
in
the
next
5 y
ears
. 2
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
has
tak
en c
oncr
ete
step
s to
part
icip
ate
in a
t lea
st o
ne IL
SA in
th
e ne
xt 5
yea
rs.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Ther
e is
no
polic
y do
cum
ent
that
ad
dres
ses p
artic
ipat
ion
in IL
SA. 3
Th
ere
is an
in
form
al
or
draf
t po
licy
docu
men
t tha
t add
ress
es p
artic
ipat
ion
in
ILSA
.
Ther
e is
a fo
rmal
pol
icy
docu
men
t th
at
addr
esse
s par
ticip
atio
n in
ILSA
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
4
The
polic
y do
cum
ent
is no
t av
aila
ble
to
the
publ
ic.
The
polic
y do
cum
ent
is av
aila
ble
to t
he
publ
ic.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
ENAB
LIN
G CO
NTE
XT 2
: H
avin
g re
gula
r fu
ndin
g fo
r IL
SA
Ther
e is
no f
undi
ng f
or p
artic
ipat
ion
in
ILSA
. Th
ere
is fu
ndin
g fr
om l
oans
or
exte
rnal
do
nors
. Th
ere
is re
gula
r fu
ndin
g al
loca
ted
at
disc
retio
n. 5
Th
ere
is re
gula
r fun
ding
app
rove
d by
law
, de
cree
or n
orm
.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Fu
ndin
g co
vers
som
e co
re a
ctiv
ities
of t
he
ILSA
. Fu
ndin
g co
vers
all
core
act
iviti
es o
f th
e IL
SA. 6
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Fund
ing
does
not
cov
er r
esea
rch
and
deve
lopm
ent a
ctiv
ities
. 7
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Fund
ing
cove
rs
rese
arch
an
d de
velo
pmen
t act
iviti
es.
*
* *
* *
**
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LTS
41
(CO
NTI
NU
ED)
LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
ENAB
LIN
G CO
NTE
XT 3
: H
avin
g ef
fect
ive
hum
an r
esou
rces
for
ILSA
Ther
e is
no
team
or
na
tiona
l/sys
tem
co
ordi
nato
r to
ca
rry
out
the
ILSA
ac
tiviti
es.
Ther
e is
a te
am
or
natio
nal/s
yste
m
coor
dina
tor
to
carr
y ou
t th
e IL
SA
activ
ities
.
Ther
e is
a te
am
and
natio
nal/s
yste
m
coor
dina
tor
to
carr
y ou
t th
e IL
SA
activ
ities
. 8
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e na
tiona
l/sys
tem
coo
rdin
ator
or o
ther
de
signa
ted
team
mem
ber
may
not
be
fluen
t in
the
lang
uage
of t
he a
sses
smen
t.
The
natio
nal/s
yste
m c
oord
inat
or is
flue
nt
in th
e la
ngua
ge o
f the
ass
essm
ent. 9
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e IL
SA o
ffice
is in
adeq
uate
ly s
taffe
d or
tr
aine
d to
ca
rry
out
the
asse
ssm
ent
effe
ctiv
ely.
The
ILSA
offi
ce i
s ad
equa
tely
sta
ffed
or
trai
ned
to c
arry
out
the
ILSA
effe
ctiv
ely,
w
ith m
inim
al is
sues
. 10
The
ILSA
offi
ce is
ade
quat
ely
staf
fed
and
trai
ned
to c
arry
out
the
ILSA
effe
ctiv
ely,
w
ith n
o iss
ues.
* * *
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ACH
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LTS
42
SYST
EM A
LIGN
MEN
T
Degr
ee to
whi
ch th
e IL
SA m
eets
tech
nica
l qua
lity
stan
dard
s, is
fair,
and
is u
sed
in a
n ef
fect
ive
way
. LA
TEN
T EM
ERGI
NG
ESTA
BLIS
HED
AD
VAN
CED
SYST
EM A
LIGN
MEN
T 1:
Pr
ovid
ing
oppo
rtun
ities
to le
arn
abou
t ILS
A
The
ILSA
te
am
has
not
atte
nded
in
tern
atio
nal w
orks
hops
or m
eetin
gs.
The
ILSA
te
am
atte
nded
so
me
inte
rnat
iona
l wor
ksho
ps o
r mee
tings
. 11
The
ILSA
tea
m a
tten
ded
all i
nter
natio
nal
wor
ksho
ps o
r mee
tings
. Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
The
coun
try/
syst
em
offe
rs
no
oppo
rtun
ities
to le
arn
abou
t ILS
A.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
of
fers
so
me
oppo
rtun
ities
to le
arn
abou
t ILS
A. 1
2 Th
e co
untr
y/sy
stem
offe
rs a
wid
e ra
nge
of o
ppor
tuni
ties t
o le
arn
abou
t ILS
A.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Opp
ortu
nitie
s to
lea
rn a
bout
ILS
A ar
e av
aila
ble
to t
he c
ount
ry's/
syst
em's
ILSA
te
am m
embe
rs o
nly.
13
Opp
ortu
nitie
s to
lea
rn a
bout
ILS
A ar
e av
aila
ble
to a
wid
e au
dien
ce, i
n ad
ditio
n to
th
e co
untr
y's/
syst
em's
ILSA
te
am
mem
bers
.
*
* *
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ASSE
SSM
ENT
QU
ALIT
Y De
gree
to w
hich
the
ILSA
mee
ts te
chni
cal q
ualit
y st
anda
rds,
is fa
ir, a
nd is
use
d in
an
effe
ctiv
e w
ay.
LATE
NT
EMER
GIN
G ES
TABL
ISH
ED
ADVA
NCE
D
ASSE
SSM
ENT
QU
ALIT
Y 1:
En
suri
ng th
e qu
alit
y of
ILSA
Data
fr
om
the
ILSA
ha
s no
t be
en
publ
ished
. Th
e co
untr
y/sy
stem
m
et
suffi
cien
t st
anda
rds
to h
ave
its d
ata
pres
ente
d be
neat
h th
e m
ain
disp
lay
of
the
inte
rnat
iona
l rep
ort o
r in
an a
nnex
.
The
coun
try/
syst
em
met
al
l te
chni
cal
stan
dard
s re
quire
d to
ha
ve
its
data
pr
esen
ted
in t
he m
ain
disp
lays
of
the
inte
rnat
iona
l rep
ort. 1
4
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
The
coun
try/
syst
em h
as n
ot c
ontr
ibut
ed
new
kno
wle
dge
on IL
SA. 1
5 Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
e co
untr
y/sy
stem
has
con
trib
uted
new
kn
owle
dge
on IL
SA.
ASSE
SSM
ENT
QU
ALIT
Y 2:
En
suri
ng e
ffect
ive
uses
of I
LSA
If an
y,
coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
not
diss
emin
ated
in
the
coun
try/
syst
em.
Coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
diss
emin
ated
irre
gula
rly
in th
e co
untr
y/sy
stem
. 16
Coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
regu
larly
diss
emin
ated
in
the
coun
try/
syst
em.
Coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
are
regu
larly
an
d w
idel
y di
ssem
inat
ed in
the
coun
try/
syst
em.
Prod
ucts
to
prov
ide
feed
back
to
scho
ols
and
educ
ator
s ab
out t
he IL
SA r
esul
ts a
re
not m
ade
avai
labl
e.
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Pr
oduc
ts t
o pr
ovid
e fe
edba
ck t
o sc
hool
s an
d ed
ucat
ors
abou
t the
ILSA
res
ults
are
so
met
imes
mad
e av
aila
ble.
17
Prod
ucts
to
prov
ide
feed
back
to
scho
ols
and
educ
ator
s ab
out
ILSA
res
ults
ar
e sy
stem
atic
ally
mad
e av
aila
ble.
Ther
e is
no m
edia
cov
erag
e of
the
ILS
A re
sults
. Th
ere
is lim
ited
med
ia c
over
age
of t
he
ILSA
resu
lts. 1
8 Th
ere
is so
me
med
ia c
over
age
of th
e IL
SA
resu
lts.
Ther
e is
wid
e m
edia
cov
erag
e of
the
ILSA
re
sults
.
If an
y,
coun
try/
syst
em-s
peci
fic
resu
lts
and
info
rmat
ion
from
the
ILS
A ar
e no
t us
ed t
o in
form
dec
ision
mak
ing
in t
he
coun
try/
syst
em.
Resu
lts fr
om th
e IL
SA a
re u
sed
in a
lim
ited
way
to
info
rm d
ecisi
on m
akin
g in
the
co
untr
y/sy
stem
.
Resu
lts f
rom
the
ILS
A ar
e us
ed in
som
e w
ays
to i
nfor
m d
ecisi
on m
akin
g in
the
co
untr
y/sy
stem
.
Resu
lts fr
om th
e IL
SA a
re u
sed
in a
var
iety
of
way
s to
info
rm d
ecisi
on m
akin
g in
the
coun
try/
syst
em. 1
9
It is
not c
lear
that
dec
ision
s bas
ed o
n IL
SA
resu
lts h
ave
had
a po
sitiv
e im
pact
on
stud
ents
' ach
ieve
men
t lev
els.
20
This
optio
n do
es
not
appl
y to
th
is di
men
sion.
Th
is op
tion
does
no
t ap
ply
to
this
dim
ensio
n.
Deci
sions
bas
ed o
n th
e IL
SA r
esul
ts h
ave
had
a po
sitiv
e im
pact
on
st
uden
ts'
achi
evem
ent l
evel
s.
*
*
*
*
*
*
*
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Inte
rnat
iona
l Lar
ge S
cale
Ass
essm
ent (
ILSA
): D
evel
opm
ent-
Leve
l Rat
ing
Just
ifica
tions
1.
In th
e la
st 1
0 ye
ars,
Egy
pt p
artic
ipat
ed in
two
ILSA
s, in
TIM
SS 2
003
and
TIM
SS 2
007.
2.
Egy
pt h
as n
ot ta
ken
conc
rete
step
s to
part
icip
ate
in a
n IL
SA in
the
next
five
yea
rs.
3. N
o po
licy
docu
men
t add
ress
es E
gypt
's pa
rtic
ipat
ion
in IL
SAs.
4.
Thi
s opt
ion
does
not
app
ly to
this
dim
ensio
n.
5. F
undi
ng fo
r the
adm
inist
ratio
n of
TIM
SS in
200
7 w
as p
rovi
ded
by M
inist
ry o
f Edu
catio
n.
6. F
undi
ng c
over
s all
core
act
iviti
es o
f the
ILSA
, inc
ludi
ng in
tern
atio
nal p
artic
ipat
ion
fees
, im
plem
enta
tion
of th
e as
sess
men
t exe
rcise
in E
gypt
, pro
cess
ing
and
anal
yzin
g da
ta c
olle
cted
from
impl
emen
tatio
n of
the
asse
ssm
ent e
xerc
ise, r
epor
ting
and
diss
emin
atin
g as
sess
men
t res
ults
in E
gypt
, and
att
enda
nce
at
inte
rnat
iona
l exp
ert m
eetin
gs fo
r the
ass
essm
ent e
xerc
ise.
7. R
esea
rch
and
deve
lopm
ent i
s not
am
ong
the
activ
ities
cov
ered
und
er IL
SA fu
ndin
g.
8. A
team
and
nat
iona
l coo
rdin
ator
are
resp
onsib
le fo
r car
ryin
g ou
t the
ILSA
act
iviti
es.
9. T
he n
atio
nal c
oord
inat
or is
flue
nt in
the
lang
uage
in w
hich
the
inte
rnat
iona
l-lev
el m
eetin
gs a
re c
ondu
cted
and
rela
ted
docu
men
tatio
n is
avai
labl
e.
10. T
he IL
SA o
ffice
is a
dequ
atel
y st
affe
d an
d tr
aine
d to
car
ry o
ut th
e in
tern
atio
nal a
sses
smen
t effe
ctiv
ely,
and
the
ILSA
team
has
pre
viou
s exp
erie
nce
wor
king
on
inte
rnat
iona
l ass
essm
ents
. Min
imal
issu
es h
ave
been
iden
tifie
d, in
clud
ing
erro
rs o
r del
ays i
n sc
orin
g st
uden
t res
pons
es to
que
stio
ns a
nd is
sues
with
tran
slatio
n of
ass
essm
ent i
nstr
umen
ts. H
owev
er, n
o er
rors
or d
elay
s hav
e be
en se
en in
, for
exa
mpl
e, th
e pr
intin
g or
layo
ut o
f the
test
boo
klet
s or i
n th
e ad
min
istra
tion
of
the
asse
ssm
ent,
and
com
plai
nts a
bout
poo
r tra
inin
g of
test
adm
inist
rato
rs h
ave
been
rece
ived
. 11
. ILS
A te
am m
embe
rs h
ave
atte
nded
som
e m
eetin
gs re
late
d to
the
asse
ssm
ent.
12
. Egy
pt o
ffers
ver
y lim
ited
oppo
rtun
ities
to le
arn
abou
t ILS
As. A
lthou
gh w
orks
hops
or m
eetin
gs a
re a
vaila
ble
on u
sing
inte
rnat
iona
l ass
essm
ent d
atab
ases
, no
univ
ersit
y co
urse
s are
offe
red
on th
e to
pic
of in
tern
atio
nal a
sses
smen
ts, f
undi
ng fo
r att
endi
ng in
tern
atio
nal w
orks
hops
or t
rain
ing
on in
tern
atio
nal a
sses
smen
ts,
or o
nlin
e co
urse
s on
inte
rnat
iona
l ass
essm
ent.
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N R
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13. O
nly
indi
vidu
als w
orki
ng d
irect
ly o
n th
e in
tern
atio
nal a
sses
smen
t exe
rcise
ben
efit
from
opp
ortu
nitie
s to
lear
n ab
out I
LSAs
. Uni
vers
ity st
uden
ts st
udyi
ng
asse
ssm
ent o
r a re
late
d ar
ea a
nd p
rofe
ssio
nals
or u
nive
rsity
staf
f int
eres
ted
in a
sses
smen
t also
do
not b
enef
it fr
om su
ch o
ppor
tuni
ties.
14
. Egy
pt m
et a
ll te
chni
cal s
tand
ards
requ
ired
to h
ave
its d
ata
pres
ente
d in
the
mai
n di
spla
ys o
f the
inte
rnat
iona
l rep
ort.
15
. Egy
pt h
as n
ot c
ontr
ibut
ed to
the
glob
al k
now
ledg
e ba
se o
n in
tern
atio
nal a
sses
smen
ts b
y ge
nera
ting
new
kno
wle
dge
and
mak
ing
it av
aila
ble
thro
ugh
publ
icat
ions
or p
rese
ntat
ions
. 16
. Alth
ough
cop
ies o
f the
inte
rnat
iona
l rep
ort w
ere
dist
ribut
ed to
key
stak
ehol
ders
, cop
ies o
f the
nat
iona
l rep
ort w
ere
not d
istrib
uted
to k
ey st
akeh
olde
rs, a
nd
a na
tiona
l rep
ort w
as n
ot m
ade
avai
labl
e on
line.
In a
dditi
on, E
gypt
's re
sults
wer
e no
t com
mun
icat
ed th
roug
h a
pres
s rel
ease
or c
over
ed in
tele
visio
n, ra
dio,
or
new
spap
ers.
Bro
chur
es a
nd P
ower
Poin
t pre
sent
atio
ns w
ith E
gypt
's re
sults
wer
e al
so n
ot m
ade
avai
labl
e on
line
or d
istrib
uted
to k
ey st
akeh
olde
rs.
17. P
rodu
cts p
rovi
ding
feed
back
to sc
hool
s and
edu
cato
rs a
bout
ILSA
resu
lts a
re so
met
imes
mad
e av
aila
ble
thro
ugh,
for e
xam
ple,
a su
mm
ary
of re
sults
that
is
prep
ared
and
diss
emin
ated
to sp
ecifi
c di
rect
orat
es.
18. M
edia
cov
erag
e of
ILSA
resu
lts is
lim
ited
to a
few
smal
l art
icle
s.
19. R
esul
ts fr
om IL
SAs a
re u
sed
in a
var
iety
of w
ays t
o in
form
dec
ision
mak
ing
in E
gypt
. Res
ults
are
use
d in
trac
king
the
impa
ct o
f ref
orm
s on
stud
ent
achi
evem
ent l
evel
s and
in in
form
ing
curr
icul
um im
prov
emen
t, te
ache
r tra
inin
g pr
ogra
ms,
and
oth
er a
sses
smen
t act
iviti
es in
the
coun
try.
The
Cen
ter f
or
Deve
lopi
ng C
urric
ula
and
Educ
atio
nal M
ater
ials
of th
e M
inist
ry o
f Edu
catio
n ha
s stu
died
the
resu
lts o
f TIM
SS 2
007
and
subs
eque
ntly
dev
elop
ed th
e sc
ienc
e an
d m
athe
mat
ics c
urric
ula
in li
ght o
f the
stan
dard
s on
whi
ch sa
id st
udy
was
bui
lt. T
he C
entr
al T
rain
ing
Agen
cy fo
llow
ed b
y th
e Te
chni
cal A
cade
my
for T
each
ers
offe
red
trai
ning
cou
rses
to te
ache
rs b
ased
on
TIM
SS st
anda
rds.
The
Tec
hnic
al A
cade
my
for T
each
ers t
rain
ed te
ache
rs o
n th
e cu
rric
ula
deve
lope
d ba
sed
on th
e TI
MSS
resu
lts a
nd q
uest
ions
in sc
ienc
es a
nd m
athe
mat
ics.
How
ever
, TM
SS re
sults
hav
e no
t bee
n us
ed to
info
rm re
sour
ce a
lloca
tion
20
. It i
s not
cle
ar th
at d
ecisi
ons b
ased
on
ILSA
resu
lts h
ave
had
a po
sitiv
e im
pact
on
stud
ents
' ach
ieve
men
t lev
els.
EGYPT ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS
1
Acknowledgements This report, part of a 16-country benchmarking exercise in the Middle East & North Africa and Africa regions, was prepared by the World Bank SABER-Student Assessment team, in partnership with the Arab League Educational, Cultural, and Scientific Organization (ALECSO) and the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which led data collection efforts. This effort is part of the Arab Regional Agenda for Improving Education Quality (ARAIEQ), led by ALECSO in partnership with the World Bank. It benefited from feedback and review by Ernesto Cuadra, Lead Education Specialist, and Dina Abu-Ghaida, Task Team Leader for education projects in Egypt at the World Bank, as well as comments received during a national validation workshop held in Egypt.
References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” READ/SABER Working Paper Series. World Bank, Washington, DC. Ministry of Education. 2006. “National Strategic Plan—2008–2012.” Government of Egypt, Cairo. OECD and World Bank. Forthcoming. “Review of National Policies for Education: Schools for Skills—A New Learning Agenda for Egypt.” OECD and World Bank, Washington, DC. World Bank. 2012. “Arab Republic of Egypt: Inequality of Opportunity in Educational Achievement.” Report No. 70300-EG. World Bank, Washington, DC. ———. “Egypt, Arab Rep. Country Indicator Data.” World Bank, Washington, DC. Data retrieved from http://data.worldbank.org/ on October 15, 2013. ———. 2013. “Egypt Overview.” World Bank, Washington, DC. Data retrieved from http://www.worldbank.org/en/country/egypt/overview on October 15, 2013.
EGYPT ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2013
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS2
The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn.
This report focuses specifically on policies in the area of student assessment.
This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.
www.worldbank.org/education/saber