THE WORLD BANK

Papua New Guinea

STUDENT ASSESSMENT SABER Country Report 2014

Key Policy Areas for Student Assessment Status

1. Classroom Assessment The National Assessment and Reporting Policy (2003) and the National Curriculum Statement (2003) provide high-level guidance on assessment. In addition, teachers receive in-service training at the primary level; they are also provided with syllabi and corresponding teaching guides at the lower-primary, upper-primary, and secondary levels. There are some formal mechanisms in place to monitor the quality of classroom assessment practices, including reviews of how teachers design and use classroom assessment. Nonetheless, classroom assessment practices are known to be weak and vary significantly between schools and classrooms.

2. Examinations Papua New Guinea’s Higher School Certificate (HSC) examination has been operating on an annual basis for over 20 years. It assesses students in Year 12 in various subjects, including language and literature, mathematics, science, history, information and communication technology, and computer studies. The HSC provides certification for secondary school and is used for student selection into tertiary education. It is also used to inform teachers and pedagogical practices. The unit overseeing the HSC is insufficiently staffed to fulfill its mandate. There are also no mechanisms in place to monitor the consequences of the examination in terms of its positive and negative impacts on students, teachers, and schools.

3. National Large-Scale Assessment (NLSA) The Curriculum Standards Monitoring Test (CSMT), which assesses numeracy and literacy, was piloted in 2003–2004 and fully administered to Year 5 and 7 students in 2008 and 2010. Its purpose is to monitor education quality and student progress towards goals defined in the national curriculum. Several official policy documents outline the objectives of the CSMT as well as its implementation, monitoring, and reporting standards. However, there are no formal mechanisms in place to ensure its quality. In addition, the unit in charge of the CSMT had only a few of the required facilities to carry out the assessment.

4. International Large-Scale Assessment (ILSA) In 2012, Papua New Guinea took part for the first time in the Pacific Islands Literacy and Numeracy Assessment (PILNA). A total of 14 countries in the Pacific region participated. There were minimal quality problems identified with its implementation in Papua New Guinea. The country complied with all required technical standards for PILNA. Therefore, it is it is expected that the country’s results will be presented in the main section of the international report when it is released.

2

Introduction

Papua New Guinea 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 education quality and learning outcomes because it provides the necessary information to meet stakeholders’ decision-making needs. In order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Papua New Guinea 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 these 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.

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

3

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, and/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, the 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. Information from the questionnaires is then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in appendix 2. The goal of the rubrics is to provide a country with some sense of the development level of its assessment activities compared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established, and Advanced. These levels are 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.

4

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 aspire beyond that only 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 Papua New Guinea

Papua New Guinea is a lower-middle-income Pacific Island nation that occupies the eastern half of the island of New Guinea. Its GDP per capita is US$ 2,184 and its annual economic growth in 2012 was 8 percent. Although Papua New Guinea is a rich and diverse country with substantial cultural and natural resources, it faces relatively low levels of human development due to challenges associated with high population growth, the spread of the rural population across a difficult terrain, language barriers, and high prevalence of HIV/AIDS. As a result of high population growth, the number of school-aged children in Papua New Guinea has grown dramatically over the last decade. Between 2006 and 2009, the number of students in basic education expanded by 31 percent. Such a surge in school enrollment has created challenges for the education sector in terms of absorption, as well as improving the quality of service delivery. However, the primary net enrollment rate of 53 percent reflects that a large portion of children are either still out of school or not enrolled at all. Of those children who do enroll, almost 60 percent do not complete the basic education cycle. Given these challenges, Papua New Guinea’s Universal Basic Education Plan (UBE) for 2010–2019 identifies several long-term strategic policy directions for improving access and retention. The UBE lays out future goals, such as increasing the primary net

enrollment rate to 90 percent by 2019 and having 90 percent of Year 8 graduates meet the minimum standards of the UBE learning objectives by the same year. In order to achieve such goals, the plan identifies five key education results: (i) improved access in 2019; (ii) enhanced retention; (iii) improved quality of education; (iv) enhanced basic education management; and (v) enhanced equity. Detailed information was collected on Papua New Guinea’s student assessment system using the SABER-Student Assessment questionnaires and rubrics in 2013. It is important to remember that these tools primarily focus on benchmarking a country’s policies and arrangements for assessment activities at the system, or macro, level. Additional data would need to be collected to determine actual, on-the-ground practices in the schools of Papua New Guinea, particularly by teachers and students. The following sections discuss the findings for each assessment type, accompanied by suggested policy options. The suggested policy options were determined in collaboration with key local stakeholders based on the country’s immediate interests and needs. Detailed, completed rubrics for each assessment type in Papua New Guinea are provided in appendix 5.

5

Classroom Assessment

Level of development The National Assessment and Reporting Policy (2003) and the National Curriculum Statement (2003) provide high-level guidance on assessment (both classroom assessment and assessment in general), including objectives, guiding principles, reporting and evaluation approaches, and roles and responsibilities associated with assessment activities. There are syllabi for each subject area at the lower-primary, upper-primary, and secondary levels, which are complemented by Teaching Guides that indicate expected learning outcomes. The Guides include sample learning and assessment plans. Pre- and in-service training that addresses competencies in classroom assessment is available to teachers. In-service teacher training is managed at the provincial level through the Standards and Guidance Division within the Provincial Division of Education. Standards officers are responsible, together with schools, for identifying training needs to be addressed by a given provincial division. This decentralization results in training disparities across provinces and from school to school, together with inconsistencies in the specific criteria and standards used by teachers in conducting assessments. At the national level, in-service training is provided by the Department of Education (DoE) on an as-needed basis determined by the Provincial Division of Education. Additionally, the Certificate of Basic Education Assessment and Examinations Handbook provides guiding principles for markers, who are always classroom teachers, for the Year 8 examination. Finally, the Measurement Service Branch relies on teachers to develop questions for the assessment. In Papua New Guinea, national policy indicates that assessment results should be used to inform and enhance teaching and learning practices, as well as to provide feedback to students and parents. However, classroom assessment practices are generally considered weak. It is common for classroom assessment activities to rely mainly on multiple-choice, selection-type questions and to focus mainly on the recall of information. Grade inflation and uneven application of standards when grading student work

are both of great concern. It is also common to observe errors in the grading of student work. At the same time, parents tend to be well informed about their children’s grades and classroom assessment activities are rarely used as administrative tools. Senior teachers at the primary level and department heads at the secondary level are responsible for reviewing the design and use of classroom assessment by other teachers on their respective staffs. Standards officers also evaluate teachers based on the DoE Teacher’s Inspection/Personal Report, which includes a section on assessment, recording, and reporting. National policy states that schools must formally report individual student performance. Classroom assessment results for individual students are recorded at the primary level in graded student workbooks; for Year 7 and below, in teachers’ record books; and for Year 8 and above, in aggregated subject assessment period and summary sheets.

Suggested policy options:

1. Make resources for classroom assessment widely available to teachers. For instance, provide sample activities and scoring guides aligned with the national curriculum. Scoring guides could be accompanied by examples of scored and unscored student responses. In addition, scoring guides could be accompanied by an analysis of common mistakes, as well as examples of the types of feedback that a teacher may provide to a student. Videos could be used to demonstrate best practices in using classroom assessment to improve learning.

2. Improve the quality of classroom assessment

practices by, for example, requiring schools to use the national assessment resources made available by the Department of Education. In addition, set up a moderation panel where teachers can discuss and agree on student scores.

3. Ensure that teachers develop competencies in

classroom assessment. For example, require pre-service teacher programs to include a core classroom assessment course in their curriculum. In addition, set up a forum where teachers can develop assessments and share them with teachers in different schools. At the same time, provide supervisors with clear guidelines on how to monitor and support teachers in classroom assessment practices.

6

Examinations Level of development

Papua New Guinea’s Higher School Certificate (HSC) has operated annually for over 20 years to certify secondary school completion and select students into tertiary education. Examination results are also used to inform teachers and pedagogical practices. Since 2003, oversight and administration of the HSC has been managed by the DoE. The examination is administered in Year 12 and evaluates students’ skills in English, mathematics, and over 15 other subjects. The HSC is officially authorized by the National Assessment and Reporting Policy, which is available online and distributed to schools. Some procedures are in place to ensure standardization of the examination. For example, the HSC Examinations Handbook is distributed to schools and provides guidance on assessment design, administration, scoring, and reporting. The handbook defines marking procedures, including specific responsibilities for members of a marking panel. In addition, each year the DoE trains provincial examination coordinators, who are required to train the school examination supervisor and subject-specific invigilators. However, there is no national training for teachers on the HSC, although ad-hoc workshops are occasionally offered and schools can request the Measurement Service Branch (MSB) of the DoE to conduct training on the examination. The MSB, which is part of the Curriculum Development and Assessment Division of the DoE, oversees the development of the HSC examination (it is responsible for the agenda, management, and budgeting for the Years 8, 10, and 12 examinations). General oversight of examinations is the responsibility of the Board of Studies (BoS), a semi-autonomous group composed of representatives from a broad range of stakeholders, including five ex-officio DoE members, two heads of secondary schools, one superintendent of secondary school inspections, one PNG Teachers Association representative, one church representative, four university representatives, two community representatives (appointed by the Minister of Education), and two business representatives (also appointed by the minister). Regular funding for the HSC covers design, administration, data analysis, and data reporting and planning. Funding is provided through

the DoE budget at the discretion of the government and partners. All students may take the HSC. However, policy does not mandate that HSC preparatory materials be made available to students. Instead, teachers are expected to review previous exam papers with students to prepare them for the types of questions and formats that will be on the examination. Students who do not perform well on the examination can attend remedial education offered through universities. They cannot retake the examination or repeat a year. There are no mechanisms in place to monitor the consequences of the examination in terms of its positive and negative effects on students, teachers, and schools. There are some formal mechanisms in place to ensure the quality of the examination. During its administration, exam booklets are numbered and color coded, and all subjective questions are double marked. Examination results are regarded as credible by most stakeholders. National and international universities use HSC results to determine admissions, and employers often request the results of job applicants.

Suggested policy options:

1. Consider reducing the size of the examination program in Papua New Guinea. For instance, the examinations at Years 8 or 10 could be dropped, or fewer subject areas could be included for the examinations at Year 12. This would free up resources (human and financial) for conducting the national large-scale assessment. The freed-up resources could also be used to improve other aspects of the examinations.

2. Monitor the consequences of the examinations.

For example, focus groups could be conducted with teachers and students in order to gather information on the examination, addressing questions such as: How does the examination influence pedagogy? How effective is the examination in selecting students into tertiary education?

3. Make preparation materials for the examination

widely available at the national level. For example, the MSB could publish sample test questions, which could also be distributed to schools. This material could then be used by both teachers and students.

7

National Large-Scale Assessment (ILSA) Level of development

The Curriculum Standards Monitoring Test (CSMT) was first introduced in 2008 after being piloted in 2003–2004; it was administered again in 2010. Although policy states that it should be administered every two years, it was not implemented in 2012. The CSMT uses multiple-choice and open-ended questions to monitor education quality and student progress towards the learning goals outlined in the national curriculum. Several DoE policy documents pertain to the CSMT. The National Education Policy 2005–2014 outlines what the CSMT should evaluate and when it should be administered. The National Assessment and Reporting Policy (2003) indicates that the MSB is responsible for monitoring and reporting standards. Universal Basic Education 2010–2019: Achieving Universal Education for a Better Future recognizes the purpose of the assessment as a measure and mechanism to ensure quality of learning. Additionally, Education Sector Strategic Plan 2011–2030: A Roadmap to the Future refers to the CSMT as one of the primary strategies for monitoring the quality of curriculum implementation on a regular basis. The development and implementation of the CSMT is led by DoE management (specifically, the CSMT section within the MSB and the BoS) and external donors. The Australian Council for Educational Research (ACER) provided support during the pilot and the first cycle of the CSMT. Funding was sufficient for the initial piloting process, as well as for the assessment’s implementation in 2008 and 2010. In addition, once-off funding and independent research was provided by ACER to monitor the CSMT. Funding to carry out CSMT activities would have been available in 2012; however, the MSB did not have sufficient human capacity to implement the assessment. No annual opportunities to learn about the CSMT are offered in the country. There are few formal mechanisms in place to ensure the quality of the CSMT. A “train-the-trainer” model is used by the provincial officer in each province to train teachers how to administer the CSMT in participating schools. The Handbook for Head Teachers and Teachers of Year 5 and Year 7 of the CMST provides further guidance. In addition, test booklets are

numbered, double-data processing is instituted, and open-ended questions are double scored. Results for the CSMT have been disseminated to participating schools only on a limited basis, such as through an official technical report reviewing the 2008 CSMT, Curriculum Standards Monitoring Test Analysis of Data (December 2009), which was prepared by ACER. However, educational practitioners found the report too technical and abstract for use in the classroom. Results from the 2010 CSMT have not been analyzed and the 2012 CSMT was not conducted. Despite the nonavailability of the 2010 CSMT report, DoE used the 2008 CSMT report and preliminary 2010 data to develop the new National Education Plan (NEP) and the Universal Basic Education Plan (UBE) at the national level.

Suggested policy options:

1. Secure stable funding and human resources for the NLSA. This could be done by diverting resources from the examinations program to the CSMT.

2. Ensure effective communication of findings.

Secure the participation of educators in the design of school reports; design the reports to answer simple, yet relevant, policy questions, such as how student performance varies across regions.

3. Align the assessment with the national curriculum.

This could be done, for example, by involving the individuals who developed the curriculum in the development of the assessment framework and questions.

8

International Large-Scale Assessment (ILSA)

Level of development In 2012, Papua New Guinea participated in the Pacific Islands Literacy and Numeracy Assessment (PILNA). A total of 14 countries in the Pacific region participated. PILNA is a regional tool developed by the South Pacific Board for Educational Assessment (SPBEA, now known as the Education Quality and Assessment Programme, or EQAP) with the participation of UNESCO. PILNA is designed to measure benchmarking indicators that were agreed upon by participating countries and endorsed at the Forum Education Ministers Meeting (FEdMM). The international large-scale assessment will be implemented in Papua New Guinea every three years, with the next assessment scheduled for 2015. There is currently no country-level policy document that addresses participation in PILNA. However, in 2006, SPBEA received a mandate from FEdMM to develop PILNA. As a result, two documents have been created to guide implementation: Pacific Islands Forum Secretariat Education Initiatives (2006) and PILNA Implementation Manual (2012). The latter outlines the purpose of the assessment, its framework and approach, as well as the responsibilities associated with its implementation. Funding for the administration of PILNA is supported by Papua New Guinea through its examinations program budget. Scoring activities are funded by the Australian Agency for International Development (AusAID) through the Pacific Benchmarking for Education Results (PaBER) project. Funding covered processing, analysis of data, and reporting and dissemination of assessment results. Implementation of PILNA at the national level is overseen by a national coordinator. A school coordinator manages the administration of the text at the school level for selected schools, and test supervisors (teachers) administer the assessment at the classroom level in the selected schools. For each assessment area—literacy and numeracy—a panel is responsible for marking student responses. There were significant issues during the initial implementation of PILNA, largely due to transport, weather, and

geographical issues. These issues resulted in a low participation rate: approximately 50 percent of selected schools implemented PILNA in full. There were several opportunities to learn about PILNA in Papua New Guinea. MSB staff gave presentations about the assessment to senior standard officers from all provinces of the country. In addition, key personnel participated in workshops organized by SPBEA for all PILNA-participating countries. SPBEA also provided in-country training on scoring to panel leaders and members. PILNA was sufficiently aligned with Papua New Guinea’s learning goals. Classroom lessons, textbooks, and learning resources cover content similar to the content covered by PILNA. As a result, students had extensive previous exposure to the type of content and skills measured by PILNA. Papua New Guinea complied with all technical standards for PILNA and it is expected that its results will be presented in the main section of the international report.

Suggested policy options:

1. Develop and authorize a policy document that formalizes the participation of Papua New Guinea in international assessments.

2. Secure sufficient resources for a thorough

implementation of PILNA. For example, divert resources (human and financial) from the examinations program to PILNA.

3. Ensure high participation rates in PILNA so that

results may be used to make inferences at the national level. Develop an implementation plan that considers the weather and geographical constraints that may impact assessment administration.

4. Ensure effective dissemination and use of PILNA

2012 results. Produce reports and brochures for different audiences, including teachers and policy makers. Respond to key policy questions, such as how the students of Papua New Guinea perform compared to other countries.

9

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 performance

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

10

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

Dimension

Development Level

LATENT (Absence of, or deviation from,

attribute)

EMERGING (On way to meeting minimum standard)

ESTABLISHED (Acceptable

minimum standard)

ADVANCED (Best practice) Justification

EC—ENABLING CONTEXT EC1—Policies EC2—Leadership, public engagement

EC3—Funding EC4—Institutional arrangements EC5—Human resources

SA—SYSTEM ALIGNMENT SA1—Learning/quality goals SA2—Curriculum SA3—Pre-, in-service teacher training

AQ—ASSESSMENT QUALITY AQ1—Ensuring quality (design, administration, analysis)

AQ2—Ensuring effective uses

11

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 is still a 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.

12

Appendix 4: Methodology for Assigning Development Levels

1. The country team or consultant collects information about the assessment system in the country. 2. Based on the collected information, a level of development and score is assigned to each dimension in the rubrics:

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

3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, “Enabling Context,” in the case of ILSA, has 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 must 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 examinations, NLSA, and ILSA) and under “System Alignment” (in the case of classroom assessment) were set as ceiling scores, that is, 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.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

13

Appe

ndix

5: S

ABER

-Stu

dent

Ass

essm

ent R

ubri

cs fo

r Pa

pua

New

Gui

nea

PA

PUA

NEW

GU

INEA

Cl

assr

oom

Ass

essm

ent

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

14

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

O

vera

ll po

licy

and

reso

urce

fram

ewor

k w

ithin

whi

ch cl

assr

oom

ass

essm

ent a

ctiv

ity ta

kes p

lace

in a

coun

try

or sy

stem

, and

the

degr

ee to

whi

ch cl

assr

oom

as

sess

men

t act

ivity

is co

here

nt w

ith o

ther

com

pone

nts o

f the

edu

catio

n sy

stem

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

1:

Sett

ing

clea

r gu

idel

ines

for

clas

sroo

m a

sses

smen

t (Q

1) T

here

is n

o co

untr

y-le

vel d

ocum

ent

that

pro

vide

s gu

idel

ines

for

cla

ssro

om

asse

ssm

ent.

(Q1-

3)

Ther

e is

an

info

rmal

or

dr

aft

coun

try -

leve

l do

cum

ent

that

pr

ovid

es

guid

elin

es fo

r cla

ssro

om a

sses

smen

t.

(Q1-

3) T

here

is

a fo

rmal

cou

ntry

-leve

l do

cum

ent

that

pro

vide

s gu

idel

ines

for

cla

ssro

om a

sses

smen

t, bu

t the

doc

umen

t is

not

avai

labl

e on

line

to

anyb

ody

inte

rest

ed.

(Q1-

3) T

here

is

a fo

rmal

cou

ntry

-leve

l do

cum

ent

that

pro

vide

s gu

idel

ines

for

cla

ssro

om a

sses

smen

t, pu

blicl

y av

aila

ble

onlin

e to

any

body

inte

rest

ed.1

ENAB

LIN

G CO

NTE

XT A

ND

SYS

TEM

ALI

GNM

ENT

2:

Alig

ning

clas

sroo

m a

sses

smen

t with

cou

ntry

lear

ning

goa

ls

(Q4)

The

re a

re n

o co

untr

y-w

ide

reso

urce

s fo

r tea

cher

s for

clas

sroo

m a

sses

smen

t.

(Q4)

The

re a

re v

ery

few

cou

ntry

-wid

e re

sour

ces

for

teac

hers

fo

r cla

ssro

om

asse

ssm

ent. 2

(Q4)

Th

ere

are

som

e co

untr

y-w

ide

reso

urce

s fo

r te

ache

rs

for

class

room

as

sess

men

t.

(Q4)

The

re a

re a

var

iety

of c

ount

ry-w

ide

reso

urce

s fo

r te

ache

rs

for

class

room

as

sess

men

t.

(Q5)

The

re i

s no

offi

cial

curr

iculu

m o

r st

anda

rds d

ocum

ent.

(Q

5) T

here

is

an o

fficia

l cu

rricu

lum

or

stan

dard

s do

cum

ent,

but

it is

not

clear

w

hat s

tude

nts a

re e

xpec

ted

to le

arn.

(Q5)

The

re i

s an

offi

cial

curr

iculu

m o

r st

anda

rds

docu

men

t th

at s

pecif

ies

wha

t st

uden

ts a

re e

xpec

ted

to le

arn,

but

the

de

sired

leve

l of p

erfo

rman

ce is

not

clea

r.

(Q5)

The

re i

s an

offi

cial

curr

iculu

m o

r st

anda

rds

docu

men

t th

at s

pecif

ies

wha

t st

uden

ts a

re e

xpec

ted

to le

arn

and

the

desir

ed le

vel o

f per

form

ance

. 3

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

(Q6)

The

re a

re n

o fo

rmal

cou

ntry

-leve

l m

echa

nism

s to

en

sure

th

at

teac

hers

de

velo

p co

mpe

tenc

ies

in

class

room

as

sess

men

t.

(Q6)

Th

ere

are

very

m

inim

al

form

al

coun

try-

leve

l mec

hani

sms

to e

nsur

e th

at

teac

hers

de

velo

p co

mpe

tenc

ies

in

class

room

ass

essm

ent. 4

(Q6)

The

re a

re so

me

form

al c

ount

ry-le

vel

mec

hani

sms

to

ensu

re

that

te

ache

rs

deve

lop

com

pete

ncie

s in

cla

ssro

om

asse

ssm

ent.

(Q6)

Th

ere

are

a va

riety

of

fo

rmal

co

untr

y-le

vel m

echa

nism

s to

ens

ure

that

te

ache

rs

deve

lop

com

pete

ncie

s in

cla

ssro

om a

sses

smen

t.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

15

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 (Q

7) C

lass

room

ass

essm

ent p

ract

ices

are

very

wea

k, o

r th

ere

is no

inf

orm

atio

n av

aila

ble

on

class

room

as

sess

men

t pr

actic

es.

(Q7)

Cla

ssro

om a

sses

smen

t pra

ctice

s ar

e kn

own

to b

e w

eak.

5

(Q7)

Cla

ssro

om a

sses

smen

t pra

ctice

s ar

e kn

own

to b

e of

mod

erat

e qu

ality

. (Q

7) C

lass

room

ass

essm

ent p

ract

ices

are

know

n to

be

of h

igh

qual

ity.

(Q8)

The

re a

re n

o fo

rmal

cou

ntry

-leve

l m

echa

nism

s to

mon

itor

the

qual

ity o

f cla

ssro

om a

sses

smen

t pra

ctice

s.

(Q8)

The

re a

re m

inim

al f

orm

al c

ount

ry-

leve

l mec

hani

sms

to m

onito

r th

e qu

ality

of

clas

sroo

m a

sses

smen

t pra

ctice

s.

(Q8)

The

re a

re so

me

form

al co

untr

y-le

vel

mec

hani

sms

to m

onito

r th

e qu

ality

of

class

room

ass

essm

ent p

ract

ices. 6

(Q8)

The

re a

re v

arie

d fo

rmal

cou

ntry

-le

vel m

echa

nism

s to

mon

itor

the

qual

ity

of cl

assr

oom

ass

essm

ent p

ract

ices.

ASSE

SSM

ENT

QUA

LITY

2:

Ensu

ring

effe

ctiv

e us

es o

f cla

ssro

om a

sses

smen

t (Q

10)

Ther

e ar

e no

req

uire

d us

es o

f cla

ssro

om a

sses

smen

t. (Q

10) T

here

are

min

imal

requ

ired

uses

of

class

room

ass

essm

ent.

(Q10

) Th

ere

are

varie

d re

quire

d us

es o

f cla

ssro

om a

sses

smen

t. (Q

10)

Ther

e ar

e va

ried

requ

ired

uses

of

class

room

ass

essm

ent,

inclu

ding

its u

se a

s an

inpu

t for

sele

ctio

n or

cert

ifica

tion.

7

(Q11

) Sch

ools

are

not r

equi

red

to re

port

in

form

atio

n on

in

divi

dual

st

uden

t pe

rform

ance

.

(Q11

-12)

At

le

ast

som

e sc

hool

s ar

e re

quire

d to

re

port

in

form

atio

n on

in

divi

dual

stud

ent p

erfo

rman

ce.

(Q11

-12)

Al

l sc

hool

s ar

e re

quire

d to

re

port

info

rmat

ion

on in

divi

dual

stu

dent

pe

rform

ance

to p

aren

ts. 8

(Q11

-12)

Al

l sc

hool

s ar

e re

quire

d to

re

port

info

rmat

ion

on in

divi

dual

stu

dent

pe

rform

ance

to

pare

nts

and

othe

r ke

y st

akeh

olde

rs.

(Q11

) In

form

atio

n on

st

uden

t pe

rform

ance

is

not

requ

ired

to

be

repo

rted

.

(Q13

-14)

Min

imal

info

rmat

ion

on st

uden

t pe

rform

ance

is re

quire

d to

be

repo

rted

. (Q

13-1

4) S

ome

info

rmat

ion

on s

tude

nt

perfo

rman

ce is

requ

ired

to b

e re

port

ed in

sc

hool

repo

rt ca

rds. 9

(Q13

-14)

A v

arie

ty o

f in

form

atio

n ab

out

stud

ent

perfo

rman

ce i

s re

quire

d to

be

repo

rted

in sc

hool

repo

rt ca

rds.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

16

Clas

sroo

m A

sses

smen

t: D

evel

opm

ent-

Leve

l Rat

ing

Just

ifica

tions

1.

Sev

eral

Dep

artm

ent o

f Edu

catio

n (D

oE) d

ocum

ents

are

use

d to

info

rm a

nd g

uide

clas

sroo

m a

sses

smen

t and

are

pub

licly

ava

ilabl

e. T

he N

atio

nal A

sses

smen

t and

Re

port

ing

Polic

y (2

003)

pro

vide

s hig

h-le

vel p

ersp

ectiv

e on

the

purp

oses

, gui

ding

prin

ciple

s, as

sess

men

t, re

port

ing

and

eval

uatio

n ap

proa

ches

, and

the

role

s and

re

spon

sibili

ties a

ssoc

iate

d w

ith a

sses

smen

ts (n

ot o

nly i

n th

e cla

ssro

om).

The

Natio

nal C

urric

ulum

Sta

tem

ent (

2003

) com

plem

ents

the

Natio

nal P

olicy

and

pro

vide

s an

ove

rarc

hing

ratio

nale

, goa

ls, sp

ecifi

c aim

s, a

curr

iculu

m o

verv

iew

, and

ass

essm

ent a

nd re

port

ing r

equi

rem

ents

for t

he e

duca

tion

syst

em a

s a w

hole

. Ass

essm

ent

and

Repo

rtin

g: L

ower

and

Upp

er P

rimar

y (2

006)

is s

pecif

ic to

prim

ary

educ

atio

n an

d pr

ovid

es te

ache

rs w

ith g

uida

nce,

reso

urce

s, an

d ex

ampl

es w

ith re

spec

t to

asse

ssin

g, re

cord

ing,

and

mak

ing

judg

men

ts a

bout

stud

ent a

chie

vem

ent,

as w

ell a

s rep

ortin

g to

par

ents

and

gua

rdia

ns. F

inal

ly, t

he S

ylla

bus a

nd it

s cor

resp

ondi

ng

Teac

hing

Gui

de d

etai

l lear

ning

and

teac

hing

app

roac

hes f

or e

ach

subj

ect a

nd ye

ar, in

cludi

ng su

bjec

t req

uire

men

ts a

nd le

arni

ng o

bjec

tives

, per

form

ance

stan

dard

s, sa

mpl

e as

sess

men

t tas

ks, l

earn

ing

activ

ities

and

ass

essm

ent t

asks

, rec

ordi

ng a

nd re

port

ing

met

hods

and

requ

irem

ents

, and

reso

urce

s. 2.

A c

ompi

latio

n of

doc

umen

ts is

use

d to

out

line

wha

t stu

dent

s ar

e ex

pect

ed to

lear

n in

eac

h su

bjec

t are

a. In

add

ition

to th

e Na

tiona

l Cur

ricul

um S

tate

men

t—w

hich

pro

vide

s an

ove

rarc

hing

ratio

nale

, goa

ls, s

pecif

ic ai

ms,

a cu

rricu

lum

ove

rvie

w, a

nd a

sses

smen

t and

repo

rtin

g re

quire

men

ts fo

r the

edu

catio

n sy

stem

as a

w

hole

—th

ere

is a

sylla

bus f

or e

ach

subj

ect a

rea

at th

e lo

wer

-prim

ary,

upp

er-p

rimar

y, a

nd se

cond

ary

leve

l. As

socia

ted

with

eac

h sy

llabu

s is a

Tea

cher

Gui

de, w

hich

de

tails

lear

ning

out

com

es a

nd e

xpec

tatio

ns. T

he su

bjec

t syl

labu

s and

teac

hing

gui

delin

e ou

tline

the

leve

l of p

erfo

rman

ce th

at st

uden

ts a

re e

xpec

ted

to re

ach

at

each

gra

de le

vel.

The

DoE

also

pro

vide

s tex

tboo

ks a

nd m

ater

ials

to sc

hool

s tha

t pro

vide

supp

ort f

or cl

assr

oom

ass

essm

ent.

3. T

here

is a

Nat

iona

l Cur

ricul

um, a

ssoc

iate

d sy

llabu

s, an

d Te

ache

r Gui

de fo

r eac

h su

bjec

t. Th

e Te

ache

r Gui

de h

ighl

ight

s th

e ex

pect

ed le

arni

ng o

utco

mes

and

pr

esen

ts p

erfo

rman

ce st

anda

rds.

The

Teac

her G

uide

also

pro

vide

s exa

mpl

es o

f lea

rnin

g pl

ans a

nd e

xam

ples

of a

sses

smen

t pla

ns.

4. T

here

is n

o st

anda

rdize

d co

urse

stru

ctur

e sp

ecifi

c to

a B

ache

lor’s

of E

duca

tion

degr

ee, w

hich

is th

e re

quire

men

t to

beco

me

a te

ache

r. Ea

ch u

nive

rsity

des

igns

its

ow

n pr

ogra

m, r

esul

ting i

n so

me

varia

nce

acro

ss u

nive

rsiti

es, a

lthou

gh al

l uni

vers

ity p

rogr

ams i

n Pa

pua N

ew G

uine

a are

alig

ned

with

sim

ilar f

ound

atio

nal le

arni

ng

conc

epts

, nor

ms,

and

skill

s re

late

d to

the

teac

hing

pro

fess

ion.

Spe

cific

cour

ses o

r com

pone

nts o

f cou

rses

per

tain

to a

sses

smen

t, an

d in

par

ticul

ar, t

o th

e us

e of

cla

ssro

om a

sses

smen

t tec

hniq

ues.

In-s

ervi

ce tr

aini

ng is

prim

arily

man

aged

at t

he p

rovi

ncia

l lev

el th

roug

h th

e St

anda

rds

and

Guid

ance

Div

ision

of t

he P

rovi

ncia

l Di

visio

n of

Edu

catio

n. H

ouse

d in

eac

h Pr

ovin

cial D

ivisi

on o

f Edu

catio

n ar

e st

anda

rds o

ffice

rs, w

ho a

re re

spon

sible

, in

colla

bora

tion

with

scho

ols,

for i

dent

ifyin

g in

-se

rvice

trai

ning

nee

ds. B

ecau

se tr

aini

ng is

dec

entr

alize

d to

the

prov

incia

l leve

l, th

ere

are

varia

nces

am

ong

in-s

ervi

ce tr

aini

ng p

rogr

ams,

both

with

in a

pro

vinc

e an

d na

tiona

lly. I

n ad

ditio

n, tr

aini

ng a

t the

nat

iona

l lev

el is

pro

vide

d by

the

DoE

on a

n as

-nee

ded

basis

(det

erm

ined

by

each

resp

ectiv

e Pr

ovin

cial D

ivisi

on o

f Edu

catio

n).

This

trai

ning

gen

eral

ly a

ccom

pani

es th

e in

trod

uctio

n of

a n

ew cu

rricu

lum

or s

ylla

bus.

In-s

ervi

ce tr

aini

ngs a

re o

ften

poor

ly fu

nded

, lea

ving

teac

hers

resp

onsib

le fo

r fu

ndin

g m

any

of t

heir

own

cost

s, in

cludi

ng t

rans

port

atio

n an

d pe

r di

em. I

n-se

rvice

tra

inin

g op

port

uniti

es p

rovi

ded

by P

rovi

ncia

l Div

ision

s of

Edu

catio

n ar

e m

anda

tory

for t

each

ers.

The

Cert

ifica

te o

f Bas

ic Ed

ucat

ion

Asse

ssm

ent a

nd E

xam

inat

ions

Han

dboo

k pr

ovid

es g

uidi

ng p

rincip

les f

or m

arki

ng th

e Ye

ar 8

exa

m.

5. T

he a

ppro

ach

to cl

assr

oom

ass

essm

ent i

s dec

entr

alize

d to

the

scho

ol le

vel (

and

to te

ache

rs in

par

ticul

ar);

ther

efor

e, d

iffer

ent a

ppro

ache

s are

use

d in

diff

eren

t sc

hool

s. It

is co

mm

on fo

r cla

ssro

om a

sses

smen

t act

iviti

es to

rely

on

mul

tiple

-cho

ice a

nd se

lect

ion-

type

que

stio

ns a

nd fo

r tea

cher

s to

subm

it as

sess

men

ts to

the

asse

ssm

ent

supe

rviso

r fo

r re

view

. It

is di

fficu

lt to

mea

sure

how

rig

orou

sly s

pecif

ic cr

iteria

or

stan

dard

s ar

e ap

plie

d w

hen

asse

ssin

g st

uden

t w

ork.

Cla

ssro

om

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

17

asse

ssm

ent a

ctiv

ities

are

not

alw

ays

desig

ned

to b

e ad

min

ister

ed c

ontin

uous

ly, n

or a

re th

ey d

esig

ned

to b

e us

ed b

y te

ache

rs to

pro

vide

feed

back

on

a re

gula

r ba

sis. T

hey

are

rare

ly u

sed

as a

dmin

istra

tive

or co

ntro

l too

ls.

6. A

t the

prim

ary

leve

l, se

nior

teac

hers

, and

at t

he se

cond

ary

leve

l, he

ads o

f dep

artm

ents

for e

ach

subj

ect,

are

resp

onsib

le fo

r rev

iew

ing

a te

ache

r’s d

esig

n an

d us

e of

cla

ssro

om a

sses

smen

t. In

add

ition

, sta

ndar

ds o

ffice

rs (w

ho a

re h

ouse

d at

the

prov

incia

l lev

el a

nd re

port

to th

e na

tiona

l DoE

) car

ry o

ut a

DoE

Tea

cher

’s In

spec

tion/

Pers

onal

Rep

ort f

or e

ach

teac

her.

This

repo

rt e

ncom

pass

es a

per

form

ance

eva

luat

ion

and

cons

titut

es a

requ

ired

com

pone

nt o

f tea

cher

sup

ervi

sion.

Th

e “r

epor

t” co

vers

mul

tiple

sect

ions

, one

of w

hich

is e

ntitl

ed “A

sses

smen

t, Re

cord

ing,

and

Rep

ortin

g.”

Natio

nal r

evie

ws o

f the

qua

lity

of e

duca

tion

inclu

de a

focu

s on

class

room

ass

essm

ent.

Whe

n th

e Do

E re

view

s the

Nat

iona

l Cur

ricul

um, s

tron

g em

phas

is is

plac

ed

on th

e re

view

of s

ylla

bi a

nd su

bjec

t mat

ter,

and

inte

r alia

, lea

rnin

g ou

tcom

es a

nd e

xpec

tatio

ns. T

hese

revi

ews i

nclu

de a

stro

ng re

view

of p

erfo

rman

ce st

anda

rds

and

the

purp

ose

of cl

assr

oom

asse

ssm

ent.

In 2

013

the D

oE te

sted

and

intr

oduc

ed an

appr

oach

to sc

hool

asse

ssm

ent e

ntitl

ed th

e “W

hole

Scho

ol Q

ualit

y Ass

essm

ent

Form

(WSQ

AF).”

The

WSQ

AF is

a h

olist

ic ap

proa

ch to

scho

ol a

sses

smen

t and

inclu

des f

ive

sect

ions

: (i)

inte

rvie

w w

ith th

e he

ad te

ache

r or t

each

er in

cha

rge

and

the

Boar

d of

Man

agem

ent c

hairm

an; (

ii) o

bser

ving

a ta

ught

less

on in

the

class

room

, whi

ch in

clude

s a c

ompo

nent

on

class

room

ass

essm

ent;

(iii)

inte

rvie

ws w

ith

prim

ary

scho

ol st

uden

ts a

nd te

ache

rs, (

iv) a

n el

emen

tary

read

ing

test

; (v)

inte

rvie

ws w

ith p

aren

t and

com

mun

ity m

embe

rs; a

nd (v

) Aw

ardi

ng th

e sc

hool

a to

tal

scor

e ou

t of 2

20 m

arks

and

giv

ing

the

scho

ol a

Who

le S

choo

l Qua

lity

Asse

ssm

ent R

ecom

men

datio

ns R

epor

t. 7.

The

Nat

iona

l Ass

essm

ent a

nd R

epor

ting

Polic

y is

not s

pecif

ic to

cla

ssro

om a

sses

smen

t, bu

t rat

her,

is a

high

er-le

vel p

olicy

doc

umen

t tha

t doe

s not

dist

ingu

ish

betw

een

type

s of a

sses

smen

t. Na

tiona

l pol

icy d

oes n

ot c

lear

ly s

tate

that

cla

ssro

om in

form

atio

n sh

ould

be

used

to d

iagn

ose

stud

ent l

earn

ing

issue

s; ho

wev

er, i

t do

es in

dica

te th

at te

ache

rs sh

ould

use

ass

essm

ent i

nfor

mat

ion

to in

form

and

enh

ance

thei

r tea

chin

g an

d le

arni

ng p

ract

ices,

whi

ch sh

ould

resp

ond

to th

e le

arni

ng

need

s of s

tude

nts.

Acco

rdin

g to

nat

iona

l pol

icy, c

lass

room

ass

essm

ent i

nfor

mat

ion

shou

ld a

lso b

e us

ed to

pro

vide

feed

back

to st

uden

ts a

nd in

form

thei

r par

ents

on

thei

r lea

rnin

g. A

side

from

Yea

r 8, 1

0, a

nd 1

2 ex

amin

atio

ns, c

lass

room

ass

essm

ent i

s the

onl

y ty

pe o

f ass

essm

ent u

sed

in P

NG. A

s suc

h, it

is th

e pr

imar

y m

eans

fo

r det

erm

inin

g gr

ade

adva

ncem

ent.

For Y

ears

8, 1

0, a

nd 1

2, c

lass

room

ass

essm

ent r

esul

ts a

re u

sed

in c

onju

nctio

n w

ith e

xam

inat

ion

resu

lts to

sel

ect s

tude

nts

into

hig

her e

duca

tion

inst

itutio

ns.

8. T

he N

atio

nal A

sses

smen

t and

Rep

ortin

g Po

licy

clear

ly o

utlin

es th

at sc

hool

s mus

t for

mal

ly re

port

on

indi

vidu

al st

uden

t per

form

ance

(alth

ough

the

polic

y is

not

spec

ific t

o cla

ssro

om a

sses

smen

t). A

part

from

the

natio

nwid

e ex

amin

atio

ns a

t Yea

rs 8

, 10,

and

12,

clas

sroo

m a

sses

smen

t is t

he o

nly

form

al a

sses

smen

t typ

e.

9. In

form

atio

n co

llect

ed th

roug

h cla

ssro

om a

sses

smen

t is r

equi

red

as p

art o

f stu

dent

per

form

ance

repo

rtin

g in

all

subj

ect a

reas

. Cla

ssro

om a

sses

smen

t res

ults

for

indi

vidu

al st

uden

ts a

re re

cord

ed a

t the

prim

ary

leve

l in

each

indi

vidu

al st

uden

t’s w

orkb

ook.

For

Yea

r 7 a

nd b

elow

, res

ults

are

reco

rded

in a

teac

her’s

reco

rd b

ook,

an

d fo

r Yea

r 8 a

nd a

bove

, in

resp

ectiv

e su

bjec

t ass

essm

ent p

erio

d sh

eets

for e

ach

term

and

in su

bjec

t ass

essm

ent s

umm

ary

shee

ts fo

r eac

h ac

adem

ic ye

ar.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

18

PAPU

A N

EW G

UIN

EA

Exam

inat

ions

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

19

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

inst

itutio

nal a

rran

gem

ents

, fisc

al a

nd h

uman

reso

urce

s in

whi

ch th

e as

sess

men

t act

ivity

take

s pla

ce in

a co

untr

y, a

nd

the

exte

nt to

whi

ch th

at fr

amew

ork

is di

rect

ly co

nduc

ive

to, o

r sup

port

ive

of, t

he a

sses

smen

t act

ivity

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r po

licie

s for

the

exam

inat

ion

(Q1_

III-IV

) The

re is

no

exam

inat

ion.

(Q

1_III

-IV)

The

exam

inat

ion

has

been

op

erat

ing

on a

n irr

egul

ar b

asis.

(Q

1_III

-IV)

The

exam

inat

ion

has

been

op

erat

ing

regu

larly

. 1

This

optio

n do

es

not

appl

y to

th

is di

men

sion

(Q3)

The

re is

no

exam

inat

ion,

or t

here

is

no p

olicy

per

tain

ing

to t

he e

xam

inat

ion.

(Q3-

5) T

here

is a

n in

form

al o

r dra

ft po

licy

that

aut

horiz

es th

e ex

amin

atio

n; o

r the

re

is a

form

al p

olicy

that

is n

ot a

vaila

ble.

(Q3-

5)

Ther

e is

a fo

rmal

po

licy

that

au

thor

izes

the

exam

inat

ion,

av

aila

ble

upon

requ

est o

r with

rest

ricte

d ac

cess

.

(Q3-

5)

Ther

e is

a fo

rmal

po

licy

that

au

thor

izes

the

exam

inat

ion,

pu

blicl

y av

aila

ble

onlin

e to

any

one

inte

rest

ed. 2

(Q6)

The

re i

s no

exa

min

atio

n, o

r th

e ex

amin

atio

n is

not s

tand

ardi

zed.

(Q

6-7)

Th

e ex

amin

atio

n is

part

ially

st

anda

rdize

d.

(Q6-

7) T

he e

xam

inat

ion

is fu

lly o

r par

tially

st

anda

rdize

d,

with

at

le

ast

som

e pr

oced

ures

in

pl

ace

to

ensu

re

stan

dard

izatio

n.3

(Q6-

7)

The

exam

inat

ion

is fu

lly

stan

dard

ized,

and

a v

arie

ty o

f pro

cedu

res

are

in p

lace

to e

nsur

e st

anda

rdiza

tion.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g le

ader

ship

for

the

exam

inat

ion

(Q8-

9) T

here

is

no e

xam

inat

ion,

or

the

coun

try

does

not

hav

e le

ader

ship

for t

he

exam

inat

ion.

(Q8-

9) T

he c

ount

ry h

as w

eak

lead

ersh

ip

for t

he e

xam

inat

ion.

(Q

8-9)

The

cou

ntry

has

str

ong

lead

ersh

ip

for

the

exam

inat

ion,

fro

m a

n in

divi

dual

pe

rson

or f

rom

a st

akeh

olde

r bod

y.

(Q8-

9) T

he c

ount

ry h

as s

tron

g le

ader

ship

fo

r th

e ex

amin

atio

n fr

om

both

an

in

divi

dual

pe

rson

an

d a

perm

anen

t st

akeh

olde

r bod

y. 4

(C

ONT

INUE

D)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

20

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 fo

r th

e ex

amin

atio

n (Q

10) T

here

is n

o ex

amin

atio

n, o

r the

re is

no

fund

ing

allo

cate

d fo

r the

exa

min

atio

n.

(Q10

-11)

The

re is

irre

gula

r fun

ding

for t

he

exam

inat

ion,

or

th

e fu

ndin

g is

not

allo

cate

d by

law

or r

egul

atio

n. 5

(Q10

-11)

The

re is

a re

gula

r fun

ding

for t

he

exam

inat

ion

that

is a

lloca

ted

by la

w o

r re

gula

tion.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q12

) The

re is

no

exam

inat

ion,

or t

here

is

no fu

ndin

g co

min

g fro

m th

e go

vern

men

t, st

uden

t fee

s, or

don

ors.

(Q12

) Th

e fu

ndin

g fo

r th

e ex

amin

atio

n co

mes

prim

arily

from

don

ors o

r loa

ns.

(Q12

) Th

e fu

ndin

g fo

r th

e ex

amin

atio

n co

mes

prim

arily

from

the

gove

rnm

ent o

r st

uden

t fee

s. 6

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q13

) The

re is

no

exam

inat

ion,

or t

here

is

no fu

ndin

g to

cove

r act

iviti

es.

(Q13

) Th

ere

is fu

ndin

g to

cov

er a

t le

ast

som

e of

the

core

act

iviti

es.

(Q13

) The

re is

fund

ing

to co

ver a

ll or m

ost

core

act

iviti

es. 7

(Q

13)

Ther

e is

fund

ing

to c

over

all

core

ac

tiviti

es,

plus

re

sear

ch

and

deve

lopm

ent.

ENAB

LIN

G CO

NTE

XT 4

: H

avin

g in

stitu

tiona

l cap

acit

y fo

r th

e ex

amin

atio

n Th

ere

is no

exa

min

atio

n, o

r th

ere

is no

ex

amin

atio

n un

it.

(Q14

-15)

The

re is

a t

empo

rary

uni

t, or

a

unit

with

min

imum

exp

erie

nce,

in c

harg

e of

the

exam

inat

ion.

(Q14

-15)

The

re is

a p

erm

anen

t uni

t with

so

me

expe

rienc

e in

ch

arge

of

th

e ex

amin

atio

n.

(Q14

-15)

The

re is

a p

erm

anen

t uni

t with

va

st

expe

rienc

e in

ch

arge

of

th

e ex

amin

atio

n. 8

(Q16

) The

re is

no

exam

inat

ion,

or i

t is n

ot

clear

to w

hich

bod

y th

e ex

amin

atio

n un

it is

acco

unta

ble.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

16)

The

exam

inat

ion

unit

is

acco

unta

ble

to

a cle

arly

re

cogn

ized

body

.9

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q18

) Th

ere

is no

exa

min

atio

n, o

r th

e ex

amin

atio

n un

it do

es n

ot h

ave

faci

litie

s to

carr

y ou

t the

exa

min

atio

n.

(Q18

) The

exa

min

atio

n un

it ha

s onl

y a fe

w

of th

e re

quire

d fa

ciliti

es to

car

ry o

ut th

e ex

amin

atio

n. 1

0

(Q18

) The

exa

min

atio

n un

it ha

s all

of th

e re

quire

d fa

cilit

ies

to

carr

y ou

t th

e ex

amin

atio

n.

(Q18

) Th

e ex

amin

atio

n un

it ha

s up

-to-

date

ver

sions

of

all r

equi

red

faci

litie

s to

ca

rry

out t

he e

xam

inat

ion.

(CO

NTIN

UED)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

21

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Hav

ing

hum

an r

esou

rces

for

the

exam

inat

ion

(Q19

-20)

The

re i

s no

exa

min

atio

n, o

r th

ere

is no

st

aff

allo

cate

d to

th

e ex

amin

atio

n un

it.

(Q19

-20)

The

exa

min

atio

n un

it ha

s an

in

adeq

uate

num

ber

of s

taff

to c

arry

out

th

e ex

amin

atio

n. 1

1

(Q19

-20)

The

exa

min

atio

n un

it ha

s an

ad

equa

te n

umbe

r of s

taff

to ca

rry

out t

he

exam

inat

ion,

w

ith

som

e qu

ality

pr

oble

ms.

(Q19

-20)

The

exa

min

atio

n un

it ha

s an

ad

equa

te n

umbe

r of s

taff

to ca

rry

out t

he

exam

inat

ion,

with

no

qual

ity p

robl

ems.

(Q21

-22)

The

re is

no

exam

inat

ion,

or t

he

coun

try

offe

rs n

o an

nual

opp

ortu

nitie

s to

lear

n ab

out t

he e

xam

inat

ions

.

(Q21

-22)

The

cou

ntry

offe

rs v

ery

few

an

nual

opp

ortu

nitie

s to

lear

n ab

out

the

exam

inat

ions

. 12

(Q21

-22)

The

cou

ntry

offe

rs so

me

annu

al

oppo

rtun

ities

to

le

arn

abou

t ex

amin

atio

ns to

the

exam

inat

ion

staf

f.

(Q21

-22)

The

cou

ntry

offe

rs a

wid

e ra

nge

of a

nnua

l op

port

uniti

es t

o le

arn

abou

t ex

amin

atio

ns.

Thes

e op

port

uniti

es a

re

avai

labl

e to

a b

road

aud

ienc

e, in

cludi

ng

the

exam

inat

ion

staf

f. (Q

23-2

4) T

here

is

no e

xam

inat

ion,

or

teac

hers

hav

e no

opp

ortu

nitie

s to

lear

n ab

out

the

exam

inat

ion,

an

d ar

e no

t in

volv

ed in

exa

min

atio

n-re

late

d ta

sks.

(Q23

-24)

Tea

cher

s ha

ve a

t le

ast

som

e op

port

uniti

es

to

lear

n ab

out

the

exam

inat

ion,

or

are

invo

lved

in a

t le

ast

som

e ex

amin

atio

n-re

late

d ta

sks. 1

3

(Q23

-24)

Tea

cher

s ha

ve a

t le

ast

som

e op

port

uniti

es

to

lear

n ab

out

the

exam

inat

ion,

and

are

invo

lved

in a

t lea

st

som

e ex

amin

atio

n-re

late

d ta

sks.

(Q23

-24)

Tea

cher

s ha

ve o

ppor

tuni

ties

to

lear

n ab

out

diffe

rent

as

pect

s of

th

e ex

amin

atio

n, a

nd a

re i

nvol

ved

in m

ost

exam

inat

ion-

rela

ted

task

s.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

22

SYST

EM A

LIGN

MEN

T De

gree

to w

hich

the

asse

ssm

ent i

s coh

eren

t with

oth

er co

mpo

nent

s of t

he e

duca

tion

syst

em.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng th

e ex

amin

atio

n w

ith le

arni

ng g

oals

(Q

26-2

7) T

here

is n

o ex

amin

atio

n, o

r the

ex

amin

atio

n is

not

alig

ned

with

offi

cial

lear

ning

goa

ls or

curr

iculu

m.

(Q26

-27)

Th

e ex

amin

atio

n is

wea

kly

alig

ned

with

offi

cial

lea

rnin

g go

als

or

curr

iculu

m,

or

ther

e ar

e no

re

gula

r re

view

s to

ensu

re a

lignm

ent.

(Q26

-27)

Th

e ex

amin

atio

n is

at

leas

t su

fficie

ntly

alig

ned

with

offi

cial

lear

ning

go

als o

r cur

ricul

um, a

nd th

ere

are

regu

lar

revi

ews

of th

e ex

amin

atio

n ta

ke p

lace

to

ensu

re a

lignm

ent. 1

4

(Q26

-27)

The

exa

min

atio

n is

fully

alig

ned

with

offi

cial l

earn

ing

goal

s or

cur

ricul

um,

and

regu

lar e

xter

nal r

evie

ws t

ake

plac

e to

en

sure

alig

nmen

t.

(Q28

-29)

The

re i

s no

exa

min

atio

n, o

r th

ere

the

mat

eria

l to

pre

pare

for

the

ex

amin

atio

ns

is av

aila

ble

to

a sm

all

num

ber o

f stu

dent

s at m

ost.

(Q28

-29)

The

mat

eria

l to

prep

are

for t

he

exam

inat

ions

is

acce

ssib

le t

o at

lea

st

som

e st

uden

ts. 1

5

(Q28

-29)

Th

ere

is co

mpr

ehen

sive

mat

eria

l to

prep

are

for

the

exam

inat

ion

that

is a

cces

sible

to m

ost s

tude

nts.

(Q28

-29)

Th

ere

is co

mpr

ehen

sive

mat

eria

l to

prep

are

for

the

exam

inat

ion

that

is w

idel

y acc

essib

le to

all o

r alm

ost a

ll st

uden

ts.

(Q30

) Th

ere

is no

exa

min

atio

n, o

r th

e ex

amin

atio

n is

not c

onsis

tent

with

oth

er

asse

ssm

ent a

ctiv

ities

.16

(Q30

) Th

e ex

amin

atio

n is

min

imal

ly

cons

isten

t w

ith

othe

r as

sess

men

t ac

tiviti

es.

(Q30

) Th

e ex

amin

atio

n is

suffi

cien

tly

cons

isten

t w

ith

othe

r as

sess

men

t ac

tiviti

es.

(Q30

) The

exa

min

atio

n is

fully

con

siste

nt

with

oth

er a

sses

smen

t ac t

iviti

es.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

23

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

asse

ssm

ent m

eets

tech

nica

l sta

ndar

ds, i

s fai

r, an

d is

used

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 th

e qu

alit

y of

the

exam

inat

ion

(Q31

) Th

ere

is no

exa

min

atio

n, o

r th

ere

are

no f

orm

al m

echa

nism

s in

pla

ce t

o en

sure

the

qual

ity o

f the

exa

min

atio

n.

(Q31

) Th

ere

are

min

imal

fo

rmal

m

echa

nism

s in

plac

e to

ens

ure

the

qual

ity

of th

e ex

amin

atio

n.

(Q31

) The

re a

re so

me

form

al m

echa

nism

s in

pla

ce t

o en

sure

the

qua

lity

of t

he

exam

inat

ion.

17

(Q31

) Th

ere

are

a va

riety

of

fo

rmal

m

echa

nism

s in

plac

e to

ens

ure

the

qual

ity

of th

e ex

amin

atio

n.

(Q32

) The

re is

no

exam

inat

ion,

or t

here

is

no d

ocum

enta

tion

abou

t th

e te

chni

cal

aspe

cts o

f the

exa

min

atio

n. 1

8

(Q32

) Th

ere

is so

me

docu

men

tatio

n ab

out

the

tech

nica

l as

pect

s of

th

e ex

amin

atio

n.

(Q32

) The

re is

a c

ompr

ehen

sive

tech

nica

l re

port

abo

ut t

he e

xam

inat

ion

avai

labl

e up

on re

ques

t or w

ith re

stric

ted

acce

ss.

(Q32

) The

re is

a c

ompr

ehen

sive

tech

nica

l re

port

abo

ut t

he e

xam

inat

ion

publ

icly

avai

labl

e on

line.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng fa

irne

ss

(Q33

) Th

ere

is no

exa

min

atio

n, o

r th

e m

ajor

ity o

f the

stud

ents

may

not

take

the

exam

inat

ion

beca

use

of

lang

uage

, ge

nder

, or o

ther

equ

ival

ent b

arrie

rs.

(Q33

) A si

gnifi

cant

pro

port

ion

of st

uden

ts

may

not

take

the

exam

inat

ion

beca

use

of

lang

uage

, ge

nder

, or

oth

er e

quiv

alen

t ba

rrie

rs.

(Q33

) A sm

all p

ropo

rtio

n of

stud

ents

may

no

t ta

ke t

he e

xam

inat

ion

beca

use

of

lang

uage

, ge

nder

, or

oth

er e

quiv

alen

t ba

rrie

rs.

(Q33

) Al

l st

uden

ts

can

take

th

e ex

amin

atio

n;

ther

e ar

e no

la

ngua

ge,

gend

er o

r oth

er e

quiv

alen

t bar

riers

. 19

(Q37

; Q

33)

Ther

e is

no e

xam

inat

ion,

or

stud

ent

resu

lts a

re n

ot c

onfid

entia

l, or

in

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

is hi

gh.

(Q37

; Q

33)

Stud

ent

resu

lts

are

conf

iden

tial. 2

0 (Q

37;

Q33

) St

uden

t re

sults

ar

e co

nfid

entia

l, an

d in

appr

opria

te b

ehav

ior

surr

ound

ing

the

exam

inat

ion

is lo

w.

(Q37

; Q

33)

Stud

ent

resu

lts

are

conf

iden

tial,

and

ther

e is

no

inap

prop

riate

beh

avio

r su

rrou

ndin

g th

e ex

amin

atio

n.

(CO

NTIN

UED)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

24

LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ASSE

SSM

ENT

QU

ALIT

Y 3:

En

suri

ng a

ppro

pria

te u

ses o

f the

exa

min

atio

n (Q

34;

Q37

) Th

ere

is no

exa

min

atio

n, o

r st

uden

t re

sults

ar

e no

t pe

rcei

ved

as

cred

ible

, or

are

not

rec

ogni

zed

by a

ny

broa

der c

ertif

icatio

n or

sele

ctio

n sy

stem

.

(Q34

; Q37

) Stu

dent

resu

lts a

re p

erce

ived

as

cred

ible

by

at le

ast s

ome

stak

ehol

ders

. (Q

34; Q

37)

Stud

ent r

esul

ts a

re p

erce

ived

as

cred

ible

by

mos

t sta

keho

lder

s, an

d ar

e na

tiona

lly re

cogn

ized.

(Q34

; Q

37)

Stud

ents

’ re

sults

ar

e pe

rcei

ved

as

cred

ible

by

m

ost

stak

ehol

ders

, an

d ar

e in

tern

atio

nally

re

cogn

ized.

21

(Q39

) Th

ere

is no

exa

min

atio

n, o

r th

ere

are

no o

ptio

ns in

the

edu

catio

n sy

stem

fo

r stu

dent

s w

ho d

o no

t per

form

wel

l on

the

exam

inat

ion.

(Q39

) Th

ere

are

very

few

opt

ions

in t

he

educ

atio

n sy

stem

for

stu

dent

s w

ho d

o no

t per

form

wel

l on

the

exam

inat

ion.

22

(Q39

) Th

ere

are

som

e op

tions

in

the

educ

atio

n sy

stem

for

stu

dent

s w

ho d

o no

t per

form

wel

l on

the

exam

inat

ion.

(Q39

) The

re a

re a

varie

ty o

f opt

ions

in th

e ed

ucat

ion

syst

em fo

r stu

dent

s who

do

not

perfo

rm w

ell o

n th

e ex

amin

atio

n.

(Q40

) Th

ere

is no

exa

min

atio

n, o

r th

ere

are

no m

echa

nism

s in

pla

ce t

o m

onito

r th

e ex

amin

atio

n. 2

3

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

40)

Ther

e ar

e so

me

mec

hani

sms

in

plac

e to

mon

itor t

he e

xam

inat

ion.

(Q

40) T

here

are

a v

arie

ty o

f mec

hani

sms

in p

lace

to m

onito

r the

exa

min

atio

n.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

25

Exam

inat

ions

: Dev

elop

men

t-Le

vel R

atin

g Ju

stifi

catio

ns

1. T

he H

ighe

r Sch

ool C

ertif

icate

(HSC

) exa

min

atio

n ha

s bee

n ad

min

ister

ed o

n an

ann

ual b

asis

for o

ver 2

0 ye

ars.

Its p

urpo

se is

to ce

rtify

stud

ent c

ompl

etio

n of

the

scho

ol c

ycle

, to

info

rm t

each

ers

and

peda

gogy

, and

to

sele

ct s

tude

nts

into

ter

tiary

edu

catio

n. T

he e

xam

inat

ion

is ad

min

ister

ed in

Yea

r 12

and

can

inclu

de

asse

ssm

ents

of a

ccou

ntin

g, a

pplie

d En

glish

, adv

ance

d m

athe

mat

ics, a

pplie

d na

tura

l res

ourc

e m

anag

emen

t, ap

plie

d sc

ienc

e, b

iolo

gy, b

usin

ess s

tudi

es, c

hem

istry

, de

sign

and

tech

nolo

gy, e

cono

mics

, gen

eral

mat

hem

atics

, geo

grap

hy, g

eolo

gy, h

istor

y, in

form

atio

n an

d co

mm

unica

tion

tech

nolo

gy, c

ompu

ter s

tudi

es, l

angu

age

and

liter

atur

e, le

gal s

tudi

es, m

usic,

per

sona

l dev

elop

men

t, ph

ysica

l edu

catio

n, p

hysic

s, th

eatr

e, to

urism

stud

ies,

and

visu

al a

rts.

The

only

com

pulso

ry e

xam

inat

ion

is th

at fo

r lan

guag

e an

d lit

erat

ure.

2.

The

Nat

iona

l Ass

essm

ent a

nd R

epor

ting

Polic

y of

ficia

lly a

utho

rizes

the

exam

inat

ion

at th

e co

untr

y le

vel.

It ha

s bee

n m

anag

ed b

y th

e Do

E sin

ce 2

003.

The

pol

icy

docu

men

t is a

vaila

ble

onlin

e on

the

DoE

web

site

and

dist

ribut

ed to

scho

ols f

or u

se b

y te

ache

rs a

nd p

aren

ts. T

he H

SC E

xam

inat

ions

Han

dboo

k is

also

dist

ribut

ed

to sc

hool

s. 3.

The

exa

min

atio

n is

fully

sta

ndar

dize

d (i.

e., a

sses

smen

t des

ign,

adm

inist

ratio

n, s

corin

g, a

nd re

port

ing

are

the

sam

e fo

r all

stud

ents

taki

ng th

e ex

amin

atio

n).

Acco

rdin

g to

pol

icy, a

ll HS

C ex

amin

atio

ns a

re fu

lly st

anda

rdize

d. A

ll ex

amin

atio

n pa

pers

are

stan

dard

in e

ach

subj

ect a

rea.

Tra

inin

g fo

r exa

min

atio

n ad

min

istra

tors

is

not s

pecif

ically

cap

ture

d in

the

Natio

nal P

olicy

. Pro

vinc

ial e

xam

inat

ion

coor

dina

tors

in e

ach

prov

ince

are

trai

ned

on a

n an

nual

bas

is by

the

DoE.

With

in e

ach

prov

ince

, the

se c

oord

inat

ors

trai

n th

e sc

hool

exa

min

atio

n su

perv

isors

and

sub

ject

-spe

cific

invi

gila

tors

. Qua

lity-

cont

rol m

echa

nism

s ar

e ca

ptur

ed u

nder

the

Ad

min

istra

tion

and

Cond

uct s

ectio

ns o

f the

HSC

Exa

min

atio

ns H

andb

ook

and

inclu

de th

e ph

ysica

l env

ironm

ent (

i.e.,

adeq

uate

des

ks a

nd sp

ace)

, pro

cedu

res (

i.e.,

cand

idat

e nu

mbe

rs o

n de

sks,

timin

g an

d pr

oces

s fo

r exa

ms)

, mat

eria

ls (i.

e., s

pecif

ied

calcu

lato

rs, r

uler

s, et

c.),

as w

ell a

s th

e ob

ject

ivity

and

acc

ount

abili

ty o

f in

vigi

lato

rs. T

he H

SC H

andb

ook

clear

ly d

efin

es p

roce

dure

s fo

r mar

king

exa

min

atio

ns. T

here

are

thre

e pr

imar

y ro

les

in th

is pr

oces

s: m

arki

ng c

oord

inat

or, c

hief

m

arke

r, an

d m

arke

rs. C

olle

ctiv

ely,

thes

e m

embe

rs fo

rm a

Mar

king

Pan

el, w

hich

mus

t con

vene

on

the

Mon

day

of th

e w

eek

afte

r the

Nat

iona

l Exa

min

atio

ns a

re

adm

inist

ered

. The

HSC

Han

dboo

k st

ates

that

the

mat

ricul

atio

n fo

rm (w

hich

show

s all

grad

es) m

ust b

e gi

ven

to st

uden

ts.

4. T

he H

SC h

as e

xist

ed si

nce

the

late

197

0s. A

s suc

h, n

o on

e in

divi

dual

or g

roup

of i

ndiv

idua

ls in

PNG

is/ a

re re

cogn

ized

as th

e le

ader

of t

he e

xam

inat

ion.

Rat

her,

the

Mea

sure

men

t Ser

vice

Bra

nch

(MSB

), pa

rt o

f the

DoE

’s Cu

rricu

lum

Dev

elop

men

t and

Ass

essm

ent D

ivisi

on, i

s the

cham

pion

of e

xam

inat

ions

in th

e co

untr

y. T

he

MSB

pus

hes f

or th

e de

velo

pmen

t of t

he H

SC e

xam

inat

ion,

is re

cogn

ized

as th

e as

sess

men

t aut

horit

y in

edu

catio

n, a

nd is

task

ed w

ith d

eter

min

ing

the

exam

inat

ion

agen

da. I

t thu

s man

ages

Yea

r 8, 1

0 an

d 12

exa

min

atio

ns. F

urth

er, t

he M

SB m

anag

es th

e bu

dget

for a

ll exa

min

atio

n ac

tiviti

es. I

n 20

11, t

he A

sses

smen

t Exa

min

atio

ns

Cert

ifica

tion

Advi

sory

Com

mitt

ee w

as d

evel

oped

to a

ct a

s an

expe

rt b

ody

on e

xam

inat

ion

issue

s; h

owev

er, i

t has

onl

y ha

d on

e m

eetin

g.

The

Boar

d of

Stud

ies (

BoS)

is co

mpo

sed

of re

pres

enta

tives

of a

bro

ad ra

nge

of st

akeh

olde

rs, in

cludi

ng fi

ve e

x offi

cio D

oE m

embe

rs, t

wo

head

s of s

econ

dary

scho

ols,

one

supe

rinte

nden

t of s

econ

dary

sch

ool i

nspe

ctio

ns, o

ne P

NG T

each

ers

Asso

ciatio

n re

pres

enta

tive,

one

chu

rch

repr

esen

tativ

e, fo

ur u

nive

rsity

repr

esen

tativ

es,

and

two

com

mun

ity a

nd tw

o bu

sines

s rep

rese

ntat

ives

app

oint

ed b

y th

e m

inist

er o

f edu

catio

n. A

mon

g oth

er re

spon

sibili

ties,

BoS p

rovi

des o

vers

ight

ove

r and

inpu

t in

to cu

rricu

lum

cont

ent,

stan

dard

s, an

d ex

amin

atio

ns.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

26

5. R

egul

ar fu

ndin

g for

the

exam

inat

ion

is pr

ovid

ed a

t the

disc

retio

n of

the

gove

rnm

ent a

nd it

s dev

elop

men

t par

tner

s. It

is ge

nera

lly a

lloca

ted

base

d on

the

prev

ious

ye

ar’s

expe

nditu

re.

6. T

here

are

no

fees

for s

tude

nts t

o sit

for t

he e

xam

s. Al

l fun

ding

is p

rovi

ded

by th

e Do

E bu

dget

. Don

ors c

ontr

ibut

e sig

nific

ant s

ums t

o ed

ucat

ion

in P

NG, m

akin

g it

diffi

cult

to d

istin

guish

the

orig

in o

f fun

ding

(i.e

., do

nors

or g

over

nmen

t rev

enue

s) fo

r exa

min

atio

ns.

7. F

undi

ng co

vers

exa

min

atio

n de

sign,

adm

inist

ratio

n, d

ata

anal

ysis,

dat

a re

port

ing,

and

pla

nnin

g.

8. T

he M

SB h

as b

een

is in

char

ge o

f exa

min

atio

ns si

nce

the

ince

ptio

n of

the

HSC

and

has i

mpl

emen

ted

the

exam

ove

r fiv

e tim

es.

9. T

he M

SB is

dire

ctly

acc

ount

able

to th

e Cu

rricu

lum

, Dev

elop

men

t, an

d As

sess

men

t Div

ision

and

to th

e se

cret

ary

of th

e Do

E. T

he B

oS is

task

ed w

ith g

ener

al

over

sight

of e

xam

inat

ions

on

an a

s-ne

eded

bas

is. T

he B

oS is

a se

mi-a

uton

omou

s gro

up.

10. A

lthou

gh co

mpu

ters

are

up

to d

ate

and

serv

ers a

re su

fficie

nt, t

here

are

not

eno

ugh

com

pute

rs fo

r all

staf

f. Fu

rthe

rmor

e, st

aff n

eeds

to tr

avel

and

ther

e ar

e an

in

suffi

cient

num

ber o

f lap

tops

to su

ppor

t the

ir w

ork

prog

ram

. In

addi

tion,

secu

rity

for t

he b

uild

ing

has b

een

an is

sue

in p

ast;

addi

tiona

l sto

rage

spac

e an

d a

mor

e or

gani

zed

appr

oach

is re

quire

d.

11. A

s par

t of t

he P

aBER

pro

ject

, the

Aus

tral

ian

Coun

cil fo

r Edu

catio

nal R

esea

rch

rece

ntly

cond

ucte

d an

inst

itutio

nal c

apac

ity a

naly

sis o

f the

MSB

. Fin

ding

s ind

icate

th

at t

he b

ody

is in

suffi

cient

ly s

taffe

d to

ful

fill i

ts m

anda

te. T

ime-

cons

umin

g pr

ocur

emen

t pr

oced

ures

hav

e, m

oreo

ver,

seve

ral t

imes

adv

erse

ly im

pact

ed it

s pe

rform

ance

in se

vera

l are

as. I

n ad

ditio

n, th

e fo

llow

ing

prob

lem

s hav

e af

fect

ed a

subs

et o

f sch

ools

or a

ll sc

hool

s in

rece

nt y

ears

: (i)

exam

s are

des

igne

d by

loca

l ex

pert

s (fro

m lo

cal u

nive

rsiti

es) u

nder

the

guid

ance

of t

he M

SB, w

hich

has

cre

ated

pro

cess

man

agem

ent c

halle

nges

for t

he M

SB a

nd d

elay

s whe

n ex

am w

riter

s ha

ve m

issed

dea

dlin

es; (

ii) is

sues

with

chea

ting

and

dela

ys w

ith th

e go

vern

men

t prin

ting

offic

e le

d th

e Do

E to

prin

t all

exam

inat

ions

offs

hore

, whi

ch a

dded

a la

yer

of lo

gist

ics a

nd cr

eate

d pr

ocur

emen

t cha

lleng

es; (

iii) t

he M

SB h

ad in

suffi

cient

fund

ing

to im

plem

ent t

he H

SC in

201

2 , a

per

iod

that

coin

cided

with

ele

ctio

ns, w

hich

co

mpo

unde

d th

e pr

oble

m; a

nd (i

v) d

elay

s in

data

subm

issio

n an

d er

rors

in m

arki

ng h

ave

been

obs

erve

d, w

hich

impa

cted

the

timel

ine

for r

epor

ting

resu

lts.

12. T

here

is n

o st

anda

rdize

d co

urse

str

uctu

re in

PNG

spe

cific

to a

Bac

helo

r’s o

f Edu

catio

n (th

e re

quire

men

t to

beco

me

a te

ache

r in

the

coun

try)

. Rat

her,

each

un

iver

sity

desig

ns it

s ow

n de

gree

requ

irem

ents

. As

a re

sult,

ther

e is

som

e va

rianc

e ac

ross

uni

vers

ities

. Nev

erth

eles

s, th

ey a

ll al

ign

with

the

sam

e fo

unda

tiona

l le

arni

ng c

once

pts,

norm

s, an

d sk

ills

rela

ted

to th

e te

achi

ng p

rofe

ssio

n. C

ours

e co

mpo

nent

s an

d sp

ecifi

c co

urse

s pe

rtai

n to

ass

essm

ent,

part

icula

rly, t

he u

se o

f ex

amin

atio

ns. H

istor

ically

, the

re h

as b

een

som

e fu

ndin

g fo

r wor

ksho

ps; h

owev

er, d

ue to

inad

equa

te st

aff n

umbe

rs a

nd h

igh

wor

kloa

ds, t

his f

undi

ng h

as n

ot b

een

used

. Sim

ilarly

, cou

rses

and

wor

ksho

ps o

n as

sess

men

t are

offe

red

from

tim

e to

tim

e, b

ut th

ese

are

both

infre

quen

t and

not

nec

essa

rily

avai

labl

e to

all

educ

ator

s. Un

iver

sity

stud

ents

are

the

sole

ben

efici

arie

s of o

ppor

tuni

ties t

o le

arn

abou

t exa

min

atio

ns o

n an

ann

ual b

asis.

13

. The

re is

no

natio

nal u

nifo

rm tr

aini

ng th

at o

ffers

teac

hers

opp

ortu

nitie

s to

lear

n ab

out e

ither

the

cont

ent a

nd sk

ills m

easu

red

by th

e HS

C ex

amin

atio

n or

oth

er

aspe

cts o

f the

exa

min

atio

n. R

athe

r, PN

G ha

s a h

ighl

y de

cent

raliz

ed a

ppro

ach

to te

ache

r tra

inin

g. T

he sc

hool

leve

l is t

aske

d w

ith id

entif

ying

the

mai

n ar

eas o

f nee

d an

d de

signi

ng a

stra

tegy

to b

uild

capa

city

in th

ese

area

s. Sc

hool

s cou

ld re

ques

t tha

t MSB

staf

f con

duct

trai

ning

on

the

HSC

exam

inat

ion,

but

this

wou

ld re

pres

ent

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

27

one-

off

trai

ning

at

the

scho

ol le

vel.

Acco

rdin

g to

the

HSC

Han

dboo

k, t

he o

nly

task

tha

t is

mai

nly

perfo

rmed

by

teac

hers

is t

he s

uper

visio

n of

exa

min

atio

n pr

oced

ures

. Mar

kers

tend

to b

e te

ache

rs, b

ut th

is is

not a

requ

irem

ent.

14. T

he N

atio

nal A

sses

smen

t and

Rep

ortin

g Po

licy

stat

es th

at th

e HS

C sh

ould

refle

ct st

uden

ts’ a

chie

vem

ent o

f the

lear

ning

out

com

es d

escr

ibed

in th

e sy

llabu

s. In

pr

actic

e, th

e HS

C is

alig

ned

with

lear

ning

goa

ls an

d ou

tcom

es. T

he e

xam

inat

ion

for e

ach

subj

ect i

s pre

pare

d by

a p

anel

of e

xper

ts fr

om lo

cal u

nive

rsiti

es, b

ased

on

the

subj

ect s

ylla

bus.

As d

ocum

ente

d in

the

HSC

Hand

book

, the

MSB

ver

ifies

as m

uch

as p

ossib

le th

at th

e ex

amin

atio

n fo

llow

s syl

labu

s spe

cifica

tions

. 15

. The

re is

no

natio

nal p

olicy

or

set o

f req

uire

men

ts a

bout

mak

ing

mat

eria

ls on

exa

min

atio

ns a

vaila

ble

to s

tude

nts.

Rath

er, t

his

task

is t

he r

espo

nsib

ility

of

teac

hers

. At t

he sc

hool

leve

l, tea

cher

s are

exp

ecte

d to

revi

ew p

revi

ous e

xam

s with

stud

ents

to p

repa

re th

em fo

r que

stio

n ty

pes a

nd fo

rmat

s, as

wel

l as t

o fa

mili

arize

th

em w

ith th

e ov

eral

l nat

ure

of e

xam

writ

ing.

In a

dditi

on, t

he sc

hool

exa

min

atio

n su

perv

isor i

s req

uire

d to

ens

ure

that

all

cand

idat

es a

re a

war

e of

con

duct

rule

s fo

r the

exa

min

atio

n. G

rant

ing

acce

ss to

mat

eria

ls is

larg

ely

the

resp

onsib

ility

of l

ocal

scho

ols.

As su

ch, i

t is d

ifficu

lt to

acc

urat

ely

quan

tify

the

leve

l of a

cces

s to

the

mat

eria

ls ne

eded

to p

repa

re fo

r the

exa

min

atio

n, a

lthou

gh m

ost s

tude

nts a

ppea

r to

have

acc

ess t

o th

em.

16. C

lass

room

asse

ssm

ent i

s des

igne

d, m

anag

ed, a

nd im

plem

ente

d at

the

scho

ol le

vel. R

esul

ts ar

e no

t agg

rega

ted

at th

e ce

ntra

l leve

l. For

this

reas

on it

is im

poss

ible

to

tell

whe

ther

the

HSC

exam

inat

ions

(or P

ILNA

, the

inte

rnat

iona

l lar

ge-s

cale

exa

min

atio

n) a

re fu

lly co

nsist

ent w

ith cl

assr

oom

ass

essm

ent p

ract

ices.

17

. Pro

vinc

ial e

xam

inat

ion

coor

dina

tors

are

resp

onsib

le fo

r tra

inin

g th

e sc

hool

exa

min

atio

n su

perv

isor,

exte

rnal

invi

gila

tors

, and

in-s

choo

l inv

igila

tors

. All

book

lets

ar

e nu

mbe

red

usin

g ca

ndid

ate

ID n

umbe

rs a

nd co

lor c

oded

acc

ordi

ng to

subj

ect.

Acco

rdin

g to

the

HSC

Hand

book

, all

subj

ectiv

e qu

estio

ns m

ust b

e re

view

ed b

y an

in

depe

nden

t mar

ker t

o co

nfirm

the

accu

racy

and

con

siste

ncy

of th

e fir

st m

arke

r(s).

Ther

e is

an e

stab

lishe

d pr

oces

s to

ens

ure

high

inte

r-ra

ter r

elia

bilit

y. A

t the

ou

tset

of t

he e

xam

, mar

kers

who

shar

e a

ques

tion

are

requ

ired

to co

nfer

ove

r the

mar

king

of t

he fi

rst 3

0 qu

estio

ns (o

r so)

to e

stab

lish

com

mon

grou

nd. I

n ad

ditio

n,

the

chie

f mar

ker s

pot c

heck

s all

mar

king

. The

re is

also

dou

ble

proc

essin

g of

dat

a; h

owev

er, t

his i

s not

doc

umen

ted

in p

olicy

. 18

. Ex

amin

atio

n re

port

s ar

e pr

epar

ed f

or e

ach

subj

ect,

but

are

not

tech

nica

l in

natu

re.

They

ten

d to

foc

us o

n lo

gist

ics a

nd o

ther

fac

tors

tha

t in

fluen

ce

impl

emen

tatio

n of

the

HSC.

No

exam

inat

ion

repo

rt w

as p

rodu

ced

for t

he 2

011,

201

2 or

201

3 HS

C ex

ams,

and

no co

py o

f the

201

0 ve

rsio

n of

the

repo

rt co

uld

be

obta

ined

dur

ing

data

colle

ctio

n.

19. A

ll st

uden

ts a

re e

ligib

le to

take

the

HSC.

The

re a

re n

o sp

ecifi

c cos

ts a

ssoc

iate

d w

ith e

xam

inat

ions

; how

ever

, the

re a

re g

ener

al sc

hool

fees

. 20

. Ind

ivid

ual m

atric

ulat

ion

form

s (i.e

., fin

al re

sults

) are

giv

en to

all

stud

ents

and

/or g

uard

ians

, as w

ell a

s to

thei

r res

pect

ive

scho

ols.

The

HSC

exam

inat

ions

are

re

cogn

ized

in P

NG fo

r the

pur

pose

s of a

dmitt

ing

stud

ents

to te

rtia

ry e

duca

tion

and

cert

ifyin

g co

mpl

etio

n of

seco

ndar

y sc

hool

. Res

ults

of t

he e

xam

are

reco

gnize

d in

cert

ain

Asia

Pac

ific c

ount

ries (

e.g.

, Aus

tral

ia) f

or th

e pu

rpos

e of

adm

issio

n to

tert

iary

scho

ol.

Leak

age

(i.e.

, circ

ulat

ion

of a

ll or

par

t the

exa

m p

rior t

o its

adm

inist

ratio

n) h

as b

een

an is

sue

in re

cent

yea

rs. T

he p

recis

e ca

use

or o

rigin

of l

eaka

ge is

not

clea

r; it

is lik

ely

a co

mbi

natio

n of

leak

age

at th

e sc

hool

, pro

vinc

ial,

and

DoE

leve

ls. In

vest

igat

ions

into

the

issue

hav

e ge

nera

ted

reco

mm

enda

tions

, but

no

conc

rete

act

ion

has b

een

take

n to

dat

e. C

heat

ing

has a

lso b

een

an is

sue

for v

ario

us re

ason

s. Th

e HS

C Ex

amin

atio

ns H

andb

ook

outli

nes v

ario

us m

easu

res t

o cu

rb th

e pr

eval

ence

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

28

of t

his

prac

tice.

In a

dditi

on, a

few

inst

ance

s of

intim

idat

ion

of e

xam

inat

ion

offic

ials

have

bee

n ob

serv

ed. E

xam

ples

of f

orge

d HS

C ce

rtifi

cate

s ha

ve a

lso b

een

obse

rved

. 21

. Res

ults

are

rega

rded

as c

redi

ble

by m

ost s

take

hold

ers.

For e

xam

ple,

nat

iona

l and

inte

rnat

iona

l uni

vers

ities

use

resu

lts to

det

erm

ine

adm

issio

ns, a

nd e

mpl

oyer

s of

ten

refe

r to

resu

lts w

hen

cons

ider

ing

cand

idat

es. E

xam

inat

ions

are

reco

gnize

d in

PNG

for t

he p

urpo

ses o

f adm

ittin

g st

uden

ts to

tert

iary

edu

catio

n an

d ce

rtify

ing

com

plet

ion

of se

cond

ary

scho

ol. R

esul

ts a

re a

lso re

cogn

ized

in ce

rtai

n As

ia P

acifi

c cou

ntrie

s (e.

g., A

ustr

alia

) for

adm

issio

n to

tert

iary

inst

itutio

ns.

22. T

he o

nly o

ptio

n fo

r stu

dent

s who

do

not p

erfo

rm w

ell o

n ex

amin

atio

ns is

to a

tten

d re

med

ial e

duca

tion,

whi

ch is

hel

d at

nea

rby t

ertia

ry a

nd vo

catio

nal s

choo

ls.

23. N

o fo

rmal

mec

hani

sms a

re in

pla

ce to

mon

itor t

he e

xam

inat

ion

in te

rms o

f its

impa

ct, a

ccep

tanc

e, a

nd cr

edib

ility

.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

29

PA

PUA

NEW

GU

INEA

Na

tiona

l (or

Sys

tem

-Lev

el) L

arge

-Sca

le A

sses

smen

t (NL

SA)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

30

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

inst

itutio

nal a

rran

gem

ents

, fisc

al a

nd h

uman

reso

urce

s in

whi

ch th

e as

sess

men

t tak

es p

lace

in a

coun

try,

and

the

exte

nt to

whi

ch th

at fr

amew

ork

is di

rect

ly co

nduc

ive

to, o

r sup

port

ive

of, t

he a

sses

smen

t act

ivity

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r po

licie

s for

the

NLSA

(Q

3_III

) No

NLS

A ha

s ta

ken

plac

e in

the

co

untr

y.

(Q3_

III, I

V) T

he N

LSA

has

been

ope

ratin

g on

an

irreg

ular

bas

is. 1

(Q

3_III

, IV)

The

NLS

A ha

s be

en o

pera

ting

regu

larly

. Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

(Q5)

The

re w

as n

o NL

SA, o

r the

re w

as n

o po

licy

docu

men

t pe

rtai

ning

to

NLSA

. 2

(Q5-

7) T

here

was

an

info

rmal

or

draf

t po

licy

docu

men

t th

at

auth

orize

d th

e NL

SA. 2

(Q5-

7)

Ther

e w

as

a fo

rmal

po

licy

docu

men

t th

at

auth

orize

d th

e NL

SA,

avai

labl

e up

on re

ques

t or w

ith re

stric

ted

acce

ss.

(Q5-

7)

Ther

e w

as

a fo

rmal

po

licy

docu

men

t tha

t aut

horiz

ed th

e NL

SA th

at

is pu

blicl

y av

aila

ble

onlin

e to

any

one

inte

rest

ed.

(Q8)

The

re w

as n

o NL

SA, o

r the

re w

as n

o as

sess

men

t sc

hedu

le f

or f

utur

e NL

SAs.

(Q8-

9) T

here

was

a c

omm

on,

info

rmal

un

ders

tand

ing

that

the

re w

ould

be

an

NLSA

in th

e fu

ture

.

(Q8-

9) T

here

was

an

offic

ial a

sses

smen

t sc

hedu

le fo

r fu

ture

NLS

As, a

lbei

t la

ckin

g in

det

ails.

3

(Q8-

9) T

here

was

a p

ublic

ly a

vaila

ble

offic

ial

asse

ssm

ent

sche

dule

for

fut

ure

NLSA

s, sp

ecify

ing

whe

n (y

ear),

w

ho

(gra

de l

evel

) an

d w

hat

(sub

ject

are

as)

wou

ld b

e as

sess

ed.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g le

ader

ship

for

the

NLSA

(Q

10-1

1) T

here

was

no

NLSA

, or

the

co

untr

y di

d no

t ha

ve le

ader

ship

for

the

NL

SA.

(Q10

-11)

Th

e co

untr

y ha

d w

eak

lead

ersh

ip fo

r the

NLS

A.

(Q10

-11)

The

cou

ntry

had

lead

ersh

ip fo

r th

e NL

SA f

rom

an

indi

vidu

al p

erso

n or

fro

m a

stak

ehol

der b

ody.

(Q10

-11)

The

cou

ntry

had

lead

ersh

ip fo

r th

e NL

SA fr

om b

oth

an in

divi

dual

per

son

and

a pe

rman

ent s

take

hold

er b

ody.

4

(CO

NTIN

UED)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

31

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 th

e NL

SA

(Q12

) The

re w

as n

o NL

SA, o

r the

re w

as n

o fu

ndin

g fo

r the

NLS

A.

(Q12

-13)

The

re w

as fu

ndin

g fo

r the

NLS

A.

5 (Q

12-1

3) T

here

was

reg

ular

fun

ding

for

th

e NL

SA t

hat

was

allo

cate

d by

law

or

regu

latio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q12

) The

re w

as n

o NL

SA, o

r the

re w

as n

o fu

ndin

g fo

r th

e NL

SA f

rom

int

erna

l or

ex

tern

al so

urce

s.

(Q14

) The

fund

ing

for t

he N

LSA

cam

e on

ly

or

prim

arily

fro

m

loan

s or

ex

tern

al

dono

rs. 6

(Q14

) Th

e fu

ndin

g fo

r th

e NL

SA c

ame

prim

arily

or

on

ly

from

th

e co

untr

y's

inte

rnal

fund

ing

sour

ces.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q12

) The

re w

as n

o NL

SA, o

r the

re w

as n

o fu

ndin

g.

(Q15

) The

re w

as fu

ndin

g to

cove

r at l

east

so

me

min

imum

cor

e ac

tiviti

es o

f th

e NL

SA.

(Q15

) Th

ere

was

fun

ding

to

cove

r al

l or

mos

t cor

e ac

tiviti

es o

f the

NLS

A. 7

(Q

15) T

here

was

fund

ing

to c

over

all

core

ac

tiviti

es,

plus

re

sear

ch

and

deve

lopm

ent.

ENAB

LIN

G CO

NTE

XT 4

: H

avin

g in

stitu

tiona

l cap

acit

y fo

r th

e NL

SA

(Q16

) The

re w

as n

o NL

SA, o

r the

re w

as n

o NL

SA te

am.

(Q16

-18)

The

re w

as a

uni

t or t

eam

with

at

leas

t one

per

son

in ch

arge

of t

he N

LSA.

(Q

16-1

8) T

here

was

a p

erm

anen

t tea

m, a

t le

ast

natio

nally

rec

ogni

zed,

with

at

leas

t so

me

expe

rienc

e in

NLS

A. 8

(Q16

-18)

The

re w

as a

per

man

ent

team

, in

tern

atio

nally

re

cogn

ized,

w

ith

vast

ex

perie

nce

in N

LSA.

(Q19

-20)

The

re w

as n

o NL

SA,

or i

t is

uncle

ar to

whi

ch b

ody

the

NLSA

uni

t was

ac

coun

tabl

e.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

19-2

0) T

he N

LSA

unit

was

acc

ount

able

to

a cl

early

reco

gnize

d bo

dy. 9

Th

is op

tion

does

no

t ap

ply

to

this

dim

ensio

n.

(Q21

) Th

ere

was

no

NLSA

, or

the

NLS

A un

it di

d no

t hav

e fa

ciliti

es to

carr

y out

the

asse

ssm

ent.

(Q21

) The

NLS

A un

it ha

d on

ly a

few

of t

he

requ

ired

faci

litie

s to

ca

rry

out

the

asse

ssm

ent. 1

0

(Q21

) Th

e NL

SA

unit

had

all

of

the

requ

ired

faci

litie

s to

ca

rry

out

the

asse

ssm

ent.

(Q21

) Th

e NL

SA

unit

had

up-to

-dat

e ve

rsio

ns o

f all

requ

ired

faci

litie

s to

car

ry

out t

he a

sses

smen

t.

(CO

NTIN

UED)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

32

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 5

:

Hav

ing

hum

an r

esou

rces

for

the

NLSA

(Q

16) T

here

was

no

NLSA

, or t

here

was

no

NLSA

staf

f. (Q

22-2

3)

The

NLSA

te

am

had

an

inad

equa

te n

umbe

r of

sta

ff to

car

ry o

ut

the

NLSA

. 11

(Q22

-23)

The

NLS

A te

am h

ad a

n ad

equa

te

num

ber

of s

taff

to c

arry

out

the

NLS

A,

with

som

e qu

ality

pro

blem

s.

(Q22

-23)

The

NLS

A te

am h

ad a

n ad

equa

te

num

ber

of s

taff

to c

arry

out

the

NLS

A,

with

out q

ualit

y pr

oble

ms.

(Q24

-25)

The

re w

as n

o NL

SA,

or t

he

coun

try

did

not

offe

r an

nual

op

port

uniti

es to

lear

n ab

out N

LSA.

12

(Q24

-25)

The

cou

ntry

offe

red

very

few

an

nual

opp

ortu

nitie

s to

lear

n ab

out N

LSA.

(Q

24-2

5)

The

coun

try

offe

red

som

e an

nual

opp

ortu

nitie

s to

lear

n ab

out N

LSA,

al

beit

only

to th

e NL

SA te

am m

embe

rs.

(Q24

-25)

The

cou

ntry

offe

red

a w

ide

rang

e of

ann

ual

oppo

rtun

ities

to

lear

n ab

out

NLSA

. Th

ese

oppo

rtun

ities

wer

e av

aila

ble

to a

bro

ad a

udie

nce,

inclu

ding

th

e NL

SA te

am m

embe

rs.

(Q26

) The

re w

as n

o NL

SA, o

r tea

cher

s did

no

t ha

ve a

nnua

l op

port

uniti

es t

o le

arn

abou

t the

NLS

A. 1

3

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

26) T

each

ers

had

annu

al o

ppor

tuni

ties

to l

earn

abo

ut t

he c

onte

nt a

nd s

kills

m

easu

red

by th

e NL

SA.

(Q26

) Tea

cher

s ha

d an

nual

opp

ortu

nitie

s to

lea

rn a

bout

diff

eren

t as

pect

s of

the

NL

SA.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

33

SYST

EM A

LIGN

MEN

T De

gree

to w

hich

the

asse

ssm

ent i

s coh

eren

t with

oth

er co

mpo

nent

s of t

he e

duca

tion

syst

em.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng th

e NL

SA w

ith le

arni

ng g

oals

(Q

27-2

8) T

here

was

no

NLSA

, or

the

co

untr

y di

d no

t ha

ve o

ffici

al l

earn

ing

goal

s or

cur

ricul

um, o

r the

NLS

A w

as n

ot

alig

ned

with

the

offic

ial l

earn

ing

goal

s or

cu

rricu

lum

.

(Q27

-28)

The

NLS

A w

as m

inim

ally

alig

ned

with

offi

cial l

earn

ing

goal

s or

cur

ricul

um.

14

(Q27

-28)

Th

e NL

SA

was

su

ffici

ently

al

igne

d w

ith o

ffici

al l

earn

ing

goal

s or

cu

rricu

lum

, and

a re

gula

r int

erna

l rev

iew

to

ok p

lace

to e

nsur

e al

ignm

ent.

(Q27

-28)

The

NLS

A w

as fu

lly a

ligne

d w

ith

offic

ial l

earn

ing

goal

s or c

urric

ulum

, and

a

regu

lar

exte

rnal

rev

iew

too

k pl

ace

to

ensu

re a

lignm

ent.

(Q29

) The

re w

as n

o NL

SA, o

r stu

dent

s had

no

pre

viou

s ex

posu

re t

o th

e ty

pe o

f co

nten

t and

skill

s mea

sure

d by

the

NLSA

.

(Q29

) St

uden

ts

had

limite

d pr

evio

us

expo

sure

to th

e ty

pe o

f con

tent

and

skill

s m

easu

red

by th

e NL

SA.

(Q29

) St

uden

ts h

ad s

uffic

ient

pre

viou

s ex

posu

re to

the

type

of c

onte

nt a

nd sk

ills

mea

sure

d by

the

NLSA

. 15

(Q29

) St

uden

ts h

ad e

xten

sive

prev

ious

ex

posu

re to

the

type

of c

onte

nt a

nd sk

ills

mea

sure

d by

the

NLSA

.

(Q30

) Th

ere

was

no

NLSA

, or

the

NLS

A w

as n

ot co

nsist

ent w

ith o

ther

ass

essm

ent

activ

ities

.

(Q30

) The

NLS

A w

as m

inim

ally

con

siste

nt

with

oth

er a

sses

smen

t act

iviti

es.

(Q30

) Th

e NL

SA

was

su

fficie

ntly

co

nsist

ent

with

ot

her

asse

ssm

ent

activ

ities

. 16

(Q30

) The

NLS

A w

as fu

lly c

onsis

tent

with

ot

her a

sses

smen

t act

iviti

es.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

34

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

asse

ssm

ent m

eets

tech

nica

l sta

ndar

ds, i

s fai

r 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 th

e qu

alit

y of

the

NLSA

(Q

31-3

2) T

here

was

no

NLSA

, or

the

re

wer

e no

m

echa

nism

s to

in

clude

al

l st

uden

t gro

ups i

n th

e NL

SA.

(Q31

-32)

The

re w

ere

info

rmal

or

ad h

oc

mec

hani

sms t

o in

clude

all

stud

ent g

roup

s in

the

NLSA

. 17

(Q31

-32)

Th

ere

wer

e so

me

form

al

mec

hani

sms t

o in

clude

all

stud

ent g

roup

s in

the

NLSA

.

(Q31

-32)

The

re w

ere

a va

riety

of f

orm

al

mec

hani

sms t

o in

clude

all

stud

ent g

roup

s in

the

NLSA

.

(Q31

-32)

The

re w

as n

o NL

SA,

or t

here

w

ere

no f

orm

al m

echa

nism

s in

pla

ce t

o en

sure

the

qual

ity o

f the

NLS

A.

(Q33

) Th

ere

wer

e ve

ry

few

fo

rmal

m

echa

nism

s in

plac

e to

ens

ure

the

qual

ity

of th

e NL

SA.18

(Q33

) Th

ere

wer

e so

me

form

al

mec

hani

sms i

n pl

ace

to e

nsur

e th

e qu

ality

of

the

NLSA

.

(Q33

) Th

ere

wer

e a

varie

ty o

f fo

rmal

m

echa

nism

s in

plac

e to

ens

ure

the

qual

ity

of th

e NL

SA.

(Q34

) The

re w

as n

o NL

SA, o

r the

re w

as n

o te

chni

cal d

ocum

enta

tion

abou

t the

NLS

A.

(Q34

) Th

ere

was

som

e do

cum

enta

tion

abou

t the

tech

nica

l asp

ects

of t

he N

LSA.

(Q

34)

Ther

e w

as

a co

mpr

ehen

sive

tech

nica

l rep

ort

for

the

NLSA

, av

aila

ble

upon

requ

est o

r with

rest

ricte

d ac

cess

. 19

(Q34

) Th

ere

was

a

com

preh

ensiv

e te

chni

cal

repo

rt f

or t

he N

LSA,

pub

licly

av

aila

ble

onlin

e.

(CO

NTIN

UED)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

35

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of t

he N

LSA

(Q35

-37)

The

re w

as n

o NL

SA, o

r co

untr

y re

sults

an

d in

form

atio

n w

ere

not

diss

emin

ated

.

(Q35

-37)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

diss

emin

ated

us

ing

som

e co

mm

unica

tion

stra

tegy

. 20

(Q35

-37)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

diss

emin

ated

usin

g a

varie

ty o

f co

mm

unica

tion

stra

tegi

es,

inclu

ding

di

ssem

inat

ion

to so

me

scho

ols.

(Q35

-37)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

diss

emin

ated

usin

g a

varie

ty o

f co

mm

unica

tion

stra

tegi

es,

inclu

ding

di

ssem

inat

ion

to m

ost s

choo

ls.

(Q38

-39)

The

re w

as n

o NL

SA,

or N

LSA

resu

lts a

nd in

form

atio

n w

ere

not c

over

ed

by th

e m

edia

. 21

(Q38

-39)

NLS

A re

sults

and

inf

orm

atio

n ha

d ha

rdly

any

cove

rage

in th

e m

edia

. (Q

38-3

9) N

LSA

resu

lts a

nd i

nfor

mat

ion

wer

e co

vere

d by

som

e m

edia

out

lets

. (Q

38-3

9) N

LSA

resu

lts a

nd i

nfor

mat

ion

wer

e co

vere

d by

a w

ide

varie

ty o

f med

ia.

(Q40

-41)

The

re w

as n

o NL

SA, o

r re

sults

fro

m t

he N

LSA

wer

e no

t us

ed t

o in

form

de

cisio

n m

akin

g in

the

coun

try.

(Q40

-41)

Res

ults

fro

m t

he N

LSA

wer

e m

inim

ally

use

d to

info

rm d

ecisi

on m

akin

g in

the

coun

try.

22

(Q40

-41)

Res

ults

fro

m t

he N

LSA

wer

e us

ed i

n so

me

way

s to

inf

orm

dec

ision

m

akin

g in

the

coun

try.

(Q40

-41)

Res

ults

fro

m t

he N

LSA

wer

e us

ed i

n a

varie

ty o

f w

ays

to i

nfor

m

decis

ion

mak

ing

in th

e co

untr

y.

(Q42

) The

re w

as n

o NL

SA, o

r the

re w

ere

no m

echa

nism

s in

pla

ce t

o m

onito

r th

e NL

SA.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

42)

Ther

e w

ere

som

e fo

rmal

m

echa

nism

s in

pl

ace

to

mon

itor

the

NLSA

. 23

(Q42

) Th

ere

wer

e a

varie

ty o

f fo

rmal

m

echa

nism

s in

plac

e to

mon

itor t

he N

LSA.

(Q43

) The

re w

as n

o NL

SA, o

r the

re is

no

clear

evi

denc

e or

con

sens

us a

bout

the

po

sitiv

e im

pact

of t

he N

LSA

on e

duca

tion

qual

ity. 2

4

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

43) T

here

is a

gen

eral

con

sens

us a

bout

th

e po

sitiv

e im

pact

of

th

e NL

SA

on

educ

atio

n qu

ality

.

(Q43

) Th

ere

is ev

iden

ce o

f th

e po

sitiv

e im

pact

of t

he N

LSA

on e

duca

tion

qual

ity.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

36

Natio

nal (

or S

yste

m-L

evel

) Lar

ge-S

cale

Ass

essm

ent (

NLSA

): Develo

pmen

t-Le

vel R

atin

g Ju

stifi

catio

ns

1. T

he C

urric

ulum

Sta

ndar

ds M

onito

ring

Test

(CSM

T) w

as fi

rst i

ntro

duce

d six

year

s ago

and

is in

tend

ed to

be

adm

inist

ered

eve

ry tw

o ye

ars.

It us

es m

ultip

le-c

hoice

an

d op

en-e

nded

que

stio

ns to

mon

itor

educ

atio

nal q

ualit

y at

the

coun

try

leve

l. CS

MT

resu

lts a

re a

lso u

sed

to in

form

edu

catio

n po

licy

desig

n, e

valu

atio

n, a

nd

decis

ion

mak

ing.

The

ass

essm

ent w

as p

ilote

d in

200

3–20

04 in

Yea

rs 3

, 5, a

nd 7

, whi

ch w

ere

test

ed fo

r bot

h nu

mer

acy

and

liter

acy

(i.e.

, rea

ding

and

writ

ing)

. The

fir

st fu

ll im

plem

enta

tion

of th

e as

sess

men

t too

k pl

ace

in 2

008

for Y

ears

5 a

nd 7

(also

for n

umer

acy

and

liter

acy)

. The

CSM

T w

as im

plem

ente

d in

201

0 (fo

llow

ing

the

sam

e fo

rmat

use

d in

200

8), b

ut n

ot in

201

2.

2. T

he C

SMT

is ca

ptur

ed a

nd a

rticu

late

d th

roug

h va

rious

pol

icy d

ocum

ents

aut

horiz

ed b

y th

e Do

E, w

hich

are

ava

ilabl

e on

line.

The

Nat

iona

l Ass

essm

ent

and

Repo

rtin

g Po

licy

(200

3) s

tate

s th

at t

he M

easu

rem

ent

Serv

ices

Bran

ch w

ithin

DoE

is r

espo

nsib

le fo

r en

surin

g th

at “

stan

dard

s ar

e m

onito

red

and

repo

rted

at

appr

opria

te le

vels.

” Bui

ldin

g on

this,

the

Natio

nal E

duca

tion

Polic

y (N

EP) 2

005–

2014

is th

e fir

st p

olicy

doc

umen

t tha

t not

es th

e CS

MT.

Spe

cifica

lly, t

he N

EP n

otes

th

at, “

A CS

MT,

whi

ch w

ill s

ampl

e pe

rform

ance

for l

itera

cy a

nd n

umer

acy,

is b

eing

pilo

ted

in Y

ears

3, 5

and

8. R

esul

ts w

ill b

e us

ed to

mon

itor n

atio

nal l

evel

s of

liter

acy

and

num

erac

y ev

ery

two

year

s.” U

nive

rsal

Bas

ic Ed

ucat

ion

2010

–201

9: A

chie

ving

Uni

vers

al E

duca

tion

for a

Bet

ter F

utur

e re

cogn

izes

the

exist

ence

and

pu

rpos

e of

the

CSM

T, in

par

ticul

ar, i

ts im

port

ance

as a

mea

sure

of a

nd m

echa

nism

for e

nsur

ing

qual

ity le

arni

ng. T

he E

duca

tion

Sect

or S

trat

egic

Plan

201

1–20

30:

A Ro

adm

ap in

to th

e Fu

ture

refe

rs to

the

CSM

T as

one

of t

he p

rimar

y st

rate

gies

for r

egul

arly

mon

itorin

g th

e qu

ality

of c

urric

ulum

impl

emen

tatio

n.

3. A

s not

ed a

bove

, alth

ough

the

CSM

T is

sche

dule

d to

be

impl

emen

ted

ever

y tw

o ye

ars,

it w

as n

ot a

dmin

ister

ed in

201

2 la

rgel

y due

to in

suffi

cient

staf

f. In

add

ition

, an

alys

is an

d re

port

writ

ing

wer

e no

t com

plet

ed fo

r the

201

0 im

plem

enta

tion.

The

DoE

inte

nds t

o co

ntin

ue a

dmin

ister

ing

the

CSM

T. D

urin

g th

e 20

10 ro

und,

the

impl

emen

tatio

n sc

hedu

le w

as n

ot m

ade

publ

icly

avai

labl

e. T

he p

ublic

doe

s, ho

wev

er, h

ave

acce

ss to

the

DoE

polic

y do

cum

ents

that

stat

e th

at th

e CS

MT

shou

ld

be im

plem

ente

d ev

ery

two

year

s. 4.

DoE

man

agem

ent a

nd e

xter

nal d

onor

s le

d th

e de

velo

pmen

t and

impl

emen

tatio

n of

the

CSM

T. In

200

1, th

e sa

me

two

grou

ps u

tilize

d th

e ex

istin

g Cu

rricu

lum

Re

form

Impl

emen

tatio

n Pr

ojec

t (CR

IP) t

o co

mm

issio

n a

stud

y tha

t inv

estig

ated

the

feas

ibili

ty o

f DoE

mon

itorin

g cu

rricu

lum

stan

dard

s in

basic

edu

catio

n ov

er ti

me.

Th

e re

com

men

datio

ns o

f tha

t stu

dy in

form

ed th

e pi

lot C

SMT

prog

ram

. The

DoE

man

agem

ent t

eam

is re

cogn

ized

as th

e au

thor

ity in

edu

catio

n, h

as th

e po

wer

ne

cess

ary

to d

eter

min

e th

e CS

MT

agen

da a

nd th

e sk

ill se

t and

the

expe

rienc

e to

man

age

impo

rtan

t ass

essm

ent p

roje

cts,

and

is re

spon

sible

for o

btai

ning

fund

ing.

Th

is pe

rman

ent t

eam

of s

take

hold

ers l

ed th

e de

velo

pmen

t and

impl

emen

tatio

n of

the

CSM

T. O

ther

stak

ehol

ders

who

wer

e (a

nd a

re) h

eavi

ly in

volv

ed in

the

exam

’s ad

min

istra

tion,

and

who

pro

vide

d a

grea

t dea

l of t

echn

ical s

uppo

rt, i

nclu

de th

e Au

stra

lian

Coun

cil fo

r Edu

catio

nal R

esea

rch

and

the

Natio

nal R

esea

rch

Inst

itutio

n ba

sed

in P

ort M

ores

by.

5. F

undi

ng w

as su

fficie

nt fo

r the

CSM

T pi

lot i

n 20

08 a

nd it

s ful

l im

plem

enta

tion

in 2

010.

Fun

ding

wou

ld h

ave

been

ava

ilabl

e in

201

2; h

owev

er, t

he M

SB d

id n

ot

have

suffi

cient

hum

an ca

pacit

y to

impl

emen

t the

CSM

T.

6. It

is d

ifficu

lt to

dist

ingu

ish th

e so

urce

of f

undi

ng fo

r the

CSM

T in

bot

h 20

08 a

nd 2

010.

The

gov

ernm

ent o

f Aus

tral

ia (a

nd o

f New

Zea

land

to a

less

er e

xten

t) pr

ovid

es su

bsta

ntia

l fun

ding

to D

oE. S

ome

fund

ing

is ea

rmar

ked,

oth

er fu

ndin

g is

for g

ener

al p

olicy

and

ope

ratio

n su

ppor

t.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

37

7. N

o sp

ecifi

c dat

a br

eakd

own

was

pro

vide

d fo

r thi

s que

stio

n du

ring

data

colle

ctio

n.

8. T

he M

SB w

ithin

the

DoE

is in

cha

rge

of th

e CS

MT.

Thi

s CSM

T un

it co

nsist

s of t

hree

CSM

T po

sitio

ns (s

enio

r offi

cer,

prim

ary

offic

er, a

nd se

cond

ary

offic

er).

The

MSB

is re

cogn

ized

as th

e na

tiona

l aut

horit

y in

stud

ent a

sses

smen

t and

has

impl

emen

ted

the

CSM

T th

ree

times

(inc

ludi

ng th

e pi

lot).

9.

The

team

resp

onsib

le fo

r car

ryin

g ou

t the

CSM

T w

as a

ccou

ntab

le to

a cl

early

reco

gnize

d, se

mi-a

uton

omou

s bod

y, th

e Bo

ard

of S

tudi

es (B

oS),

whi

ch is

com

pose

d of

repr

esen

tativ

es fr

om a

bro

ad ra

nge

of st

akeh

olde

rs, i

nclu

ding

five

ex

offic

io D

oE m

embe

rs, t

wo

head

s of s

econ

dary

scho

ols,

one

supe

rinte

nden

t of s

econ

dary

sc

hool

insp

ectio

ns, o

ne P

NG T

each

ers

Asso

ciatio

n re

pres

enta

tive,

one

chu

rch

repr

esen

tativ

e, f

our

univ

ersit

y re

pres

enta

tives

, and

tw

o co

mm

unity

and

tw

o bu

sines

s rep

rese

ntat

ives

app

oint

ed b

y th

e m

inist

er o

f edu

catio

n. T

he B

oS is

task

ed w

ith o

vers

ight

of a

nd in

put i

nto

curr

iculu

m co

nten

t and

edu

catio

nal s

tand

ards

an

d ex

amin

atio

ns, a

s wel

l as g

ener

al o

vers

ight

of e

xam

inat

ions

on

an a

s-ne

eded

bas

is.

10. A

lthou

gh co

mpu

ters

are

up-

to-d

ate

and

serv

ers a

re su

fficie

nt fo

r the

nat

ure

of it

s wor

k, th

ere

are

not e

noug

h co

mpu

ters

for a

ll st

aff.

Furt

herm

ore,

staf

f nee

d to

trav

el a

nd th

ere

are

an in

suffi

cient

num

ber o

f lap

tops

to su

ppor

t the

ir w

ork

prog

ram

. Sec

urity

for t

he b

uild

ing

has b

een

an is

sue

in th

e pa

st. A

dditi

onal

stor

age

spac

e an

d a

mor

e or

gani

zed

appr

oach

are

requ

ired.

Not

with

stan

ding

the

shor

tage

of c

ompu

ters

, the

uni

t’s co

mm

unica

tion

tool

s are

suffi

cient

. 11

. As p

art o

f the

PaB

ER p

roje

ct, t

he A

ustr

alia

n Co

uncil

for E

duca

tiona

l Res

earc

h re

cent

ly co

nduc

ted

an in

stitu

tiona

l cap

acity

ana

lysis

of t

he M

SB. F

indi

ngs i

ndica

te

that

the

body

is in

suffi

cient

ly st

affe

d to

fulfi

ll its

man

date

. The

ann

ual e

xam

inat

ions

pla

ce a

gre

at lo

ad o

n th

e M

SB. T

he lo

gist

ical a

nd o

pera

tiona

l asp

ects

of t

he

exam

inat

ion

cycle

are

dem

andi

ng; t

he M

SB is

abl

e to

man

age

beca

use

all s

taff

mem

bers

step

in to

hel

p, in

cludi

ng th

ose

who

se ti

me

shou

ld b

e sp

ent o

n pr

ofes

siona

l an

d te

chni

cal a

ctiv

ities

. In

addi

tion,

ther

e w

ere

dela

ys in

dat

a en

try

for s

ome

scho

ols

in b

oth

2008

and

201

0. T

o da

te, d

ata

anal

ysis

and

repo

rt w

ritin

g ha

ve n

ot

been

com

plet

ed fo

r 201

0.

12. T

here

is n

o op

port

unity

to le

arn

abou

t the

CSM

T on

an

annu

al b

asis.

13

. The

re is

no

oppo

rtun

ity to

lear

n ab

out t

he C

SMT

on a

n an

nual

bas

is.

14. O

ne o

f the

prim

ary i

nten

ts o

f the

CSM

T is

to m

onito

r the

curr

iculu

m. T

he C

SMT

alig

ns w

ith th

e co

nten

t and

skill

s are

as o

f the

curr

iculu

m, a

s wel

l as w

ith o

fficia

l le

arni

ng g

oals

and

peda

gogi

cal a

ppro

ache

s and

act

iviti

es. I

n 20

08 a

nd 2

010,

cur

ricul

um o

ffice

rs re

view

ed te

st it

ems t

o en

sure

alig

nmen

t of t

he a

sses

smen

t with

th

e cu

rricu

lum

. 15

. Sch

ools

use

simila

r tex

tboo

ks a

nd le

arni

ng re

sour

ces,

and

teac

hers

cov

er si

mila

r con

tent

and

skill

s, al

thou

gh th

ere

is so

me

varia

nce

acro

ss sc

hool

s. St

uden

ts

wer

e ex

pose

d to

mor

e ad

vanc

ed co

nten

t and

skill

s tha

n th

ose

cove

red

by th

e CS

MT.

16

. The

cla

ssro

om a

sses

smen

t sec

tion

of th

is re

port

exp

lain

s th

at c

lass

room

ass

essm

ent i

s de

signe

d, m

anag

ed, a

nd im

plem

ente

d at

the

scho

ol le

vel.

Resu

lts o

f su

ch as

sess

men

t are

not

aggr

egat

ed b

ack t

o th

e ce

ntra

l leve

l. For

this

reas

on it

is n

ot p

ossib

le to

tell w

heth

er th

e CS

MT

is fu

lly co

nsist

ent w

ith cl

assr

oom

asse

ssm

ent

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

38

prac

tices

. The

CSM

T is

som

ewha

t con

siste

nt w

ith P

ILNA

(disc

usse

d in

follo

win

g IL

SA se

ctio

n). B

oth

are

diag

nost

ic to

ols;

how

ever

, PIL

NA re

flect

s gen

eral

lear

ning

no

rms f

or th

e Pa

cific

Regi

on, w

here

as th

e CS

MT

is ba

sed

on th

e cu

rricu

lum

spec

ific t

o PN

G.

17. E

ffort

s wer

e m

ade

to a

dmin

ister

the

CSM

T in

scho

ols i

n ha

rd-to

-reac

h ar

eas,

but o

nly

spar

se d

ata

was

retu

rned

and

it w

as o

f poo

r qua

lity

and

thus

not

use

d.

The

CSM

T w

as o

ffere

d in

Eng

lish,

whi

ch is

the

offic

ial la

ngua

ge o

f ins

truc

tion.

Doc

umen

tatio

n is

not a

vaila

ble

on th

e sa

mpl

ing

met

hod

used

. In

tota

l, ap

prox

imat

ely

2,00

0 st

uden

ts p

artic

ipat

ed in

bot

h th

e 20

08 a

nd 2

010

roun

ds.

18. A

tra

in-th

e-tr

aine

r m

odel

was

use

d by

the

tra

inin

g of

ficer

for

each

pro

vinc

e, w

ho w

as g

ener

ally

sel

ecte

d fro

m t

each

ers

or e

xam

inat

ion

offic

ers

from

the

pr

ovin

ce. T

he tr

aini

ng o

ffice

r tra

ined

teac

hers

in p

artic

ipat

ing s

choo

ls, u

sing t

he C

SMT

Hand

book

for H

ead

Teac

hers

and

Tea

cher

s of Y

ear 5

and

Yea

r 7 fo

r gui

danc

e.

The

pilo

t was

con

duct

ed in

200

3. A

ll st

uden

t boo

klet

s wer

e nu

mbe

red

to e

nsur

e ac

cura

cy a

nd e

ffect

ive

coor

dina

tion,

opi

nion

and

/or s

ubje

ctiv

e qu

estio

ns w

ere

doub

le sc

ored

by

trai

ned

mar

kers

, and

dou

ble

proc

essin

g of

dat

a w

as co

mpl

eted

in 2

008.

The

sam

e pr

otoc

ol w

as su

ppos

ed to

be

used

for t

he 2

010

data

. 19

. The

Aus

tral

ian

Coun

cil fo

r Edu

catio

nal R

esea

rch

(ACE

R) c

ondu

cted

a re

view

of t

he 2

008

CSM

T an

d pr

epar

ed a

n of

ficia

l tec

hnic

al re

port

ent

itled

“Cu

rricu

lum

St

anda

rds M

onito

ring

Test

Ana

lysis

of D

ata

Dece

mbe

r 200

9.” N

o re

port

was

pro

duce

d fo

r 201

0 im

plem

enta

tion.

20

. The

ACE

R re

port

men

tione

d in

the

prev

ious

not

e w

as d

issem

inat

ed to

pro

vinc

es a

nd p

artic

ipat

ing

scho

ols.

Gene

ral f

eedb

ack

from

edu

catio

n pr

actit

ione

rs w

as

that

the

repo

rt w

as to

o te

chni

cal a

nd a

bstr

act f

or u

se in

the

class

room

. Ass

essm

ent r

esul

ts w

ere

sent

to m

ost o

f the

par

ticip

atin

g sc

hool

s. 21

. CSM

T re

sults

wer

e no

t cov

ered

by

the

med

ia.

22. D

espi

te th

e no

n-av

aila

bilit

y of

the

2010

CSM

T re

port

, DoE

use

d th

e 20

08 C

SMT

repo

rt a

nd th

e pr

elim

inar

y 20

10 re

sults

to d

evel

op th

e ne

w N

atio

nal E

duca

tion

Plan

and

the

Univ

ersa

l Bas

ic Ed

ucat

ion

Plan

at t

he n

atio

nal l

evel

. 23

. One

-off

fund

ing

and

inde

pend

ent r

esea

rch

was

pro

vide

d by

the

Aust

ralia

n Co

uncil

for E

duca

tiona

l Res

earc

h in

ord

er to

mon

itor t

he C

SMT.

24

. The

200

8 pi

lot p

rovi

ded

the

base

line

data

for t

he C

SMT

and

no a

naly

sis o

f res

ults

from

eith

er th

e 20

10 a

nd 2

012

roun

ds w

as c

ondu

cted

. It i

s thu

s im

poss

ible

to

qua

ntify

the

exam

’s im

pact

on

natio

nal e

duca

tiona

l qua

lity.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

39

PAPU

A N

EW G

UIN

EA

Inte

rnat

iona

l Lar

ge-S

cale

Ass

essm

ent (

ILSA

)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

40

ENAB

LIN

G CO

NTE

XT

Ove

rall

fram

ewor

k of

pol

icies

, lea

ders

hip,

inst

itutio

nal a

rran

gem

ents

, fisc

al a

nd h

uman

reso

urce

s in

whi

ch th

e as

sess

men

t tak

es p

lace

in a

coun

try,

and

the

exte

nt to

whi

ch th

at fr

amew

ork

is di

rect

ly co

nduc

ive

to, o

r sup

port

ive

of, t

he a

sses

smen

t act

ivity

. LA

TEN

T EM

ERGI

NG

ESTA

BLIS

HED

AD

VAN

CED

ENAB

LIN

G CO

NTE

XT 1

:

Sett

ing

clea

r po

licie

s for

the

ILSA

(Q

1, Q

2) T

he co

untr

y ha

s not

par

ticip

ated

in

an

ILSA

in th

e la

st 1

0 ye

ars.

(Q

1, Q

2) T

he c

ount

ry h

as p

artic

ipat

ed in

, bu

t not

com

plet

ed, a

n IL

SA in

the

last

10

year

s.

(Q1,

Q2)

The

cou

ntry

has

com

plet

ed o

ne

ILSA

in th

e la

st 1

0 ye

ars. 1

(Q

1, Q

2) T

he c

ount

ry h

as c

ompl

eted

two

or m

ore

ILSA

s in

the

last

10

year

s.

(Q3)

Th

e co

untr

y is

not

curr

ently

pa

rtici

patin

g in

an

ILSA

or

has

not

take

n co

ncre

te st

eps t

o pa

rtici

pate

in a

n IL

SA in

th

e ne

xt 5

yea

rs.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

3) T

he co

untr

y is c

urre

ntly

par

ticip

atin

g in

an

ILSA

or h

as ta

ken

conc

rete

ste

ps to

pa

rtici

pate

in a

t lea

st o

ne IL

SA in

the

next

5

year

s. 2

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q5)

The

re w

as n

o co

untr

y-le

vel

polic

y do

cum

ent t

hat a

ddre

ssed

par

ticip

atio

n in

th

e IL

SA. 3

(Q5,

Q6)

The

re w

as a

n in

form

al o

r dr

aft

coun

try -

leve

l po

licy

docu

men

t th

at

addr

esse

d pa

rtici

patio

n in

the

ILSA

.

(Q5,

Q6)

The

re w

as a

form

al c

ount

ry-le

vel

polic

y do

cum

ent

that

ad

dres

sed

part

icipa

tion

in

the

ILSA

th

at

was

av

aila

ble

upon

requ

est o

r with

rest

ricte

d ac

cess

.

(Q5,

Q6,

Q7)

The

re w

as a

form

al c

ount

ry-

leve

l po

licy

docu

men

t th

at a

ddre

ssed

pa

rtici

patio

n in

the

ILSA

that

was

pub

licly

av

aila

ble

onlin

e to

any

one

inte

rest

ed.

ENAB

LIN

G CO

NTE

XT 2

: H

avin

g su

ffici

ent f

undi

ng fo

r th

e IL

SA

(Q8)

Th

ere

was

no

fu

ndin

g fo

r pa

rtici

patio

n in

the

ILSA

, disc

retio

nary

or

othe

rwise

.

(Q9)

Fun

ding

for

the

ILSA

act

iviti

es w

as

prim

arily

allo

cate

d at

the

disc

retio

n of

the

coun

try'

s gov

ernm

ent. 4

(Q9)

Fun

ding

for

the

ILSA

act

iviti

es w

as

prim

arily

allo

cate

d by

law

or r

egul

atio

n.

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q8)

The

re w

as n

o fu

ndin

g fro

m l

oans

, ex

tern

al d

onor

s, or

inte

rnal

sour

ces.

(Q10

) The

re w

as fu

ndin

g on

ly o

r prim

arily

fro

m lo

ans o

r ext

erna

l don

ors.

(Q

10)

Ther

e w

as f

undi

ng p

rimar

ily f

rom

th

e co

untr

y's i

nter

nal f

undi

ng so

urce

s. 5

(Q10

) Th

ere

was

fun

ding

onl

y fro

m t

he

coun

try'

s int

erna

l sou

rces

.

(Q8)

The

re w

as n

o fu

ndin

g fo

r cor

e ite

ms

or re

sear

ch a

nd d

evel

opm

ent.

(Q11

) Th

e IL

SA f

undi

ng c

over

ed a

t le

ast

min

imum

core

item

s of t

he IL

SA.

(Q11

) The

ILSA

fund

ing c

over

ed m

ost c

ore

item

s. 6

(Q11

) The

ILSA

fund

ing

cove

red

mos

t cor

e ite

ms,

plus

rese

arch

and

dev

elop

men

t.

(CO

NTIN

UED)

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

41

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

ENAB

LIN

G CO

NTE

XT 3

: H

avin

g ef

fect

ive

inst

itutio

nal a

nd h

uman

cap

acity

for

the

ILSA

(Q

12-1

6) T

here

was

no

ILSA

uni

t or t

eam

. (Q

12-1

6) T

here

was

at l

east

one

per

son

in

char

ge o

f the

ILSA

. 7

(Q12

-16)

The

re w

as a

rec

ogni

zed

unit

or

team

with

at

leas

t so

me

expe

rienc

e in

in

tern

atio

nal

asse

ssm

ents

th

at

carr

ied

out t

he IL

SA in

an

effe

ctiv

e w

ay.

(Q12

-16)

The

re w

as a

n in

tern

atio

nally

-re

cogn

ized

unit

or

team

w

ith

vast

ex

perie

nce

in i

nter

natio

nal

asse

ssm

ents

th

at c

arrie

d ou

t th

e IL

SA in

an

effe

ctiv

e w

ay.

(Q17

) The

re w

as n

o IL

SA u

nit,

or th

e un

it di

d no

t ha

ve t

he r

equi

red

facil

ities

to

carr

y ou

t the

ILSA

.

(Q17

) The

ILSA

uni

t had

onl

y a

few

of t

he

requ

ired

facil

ities

to ca

rry

out t

he IL

SA. 8

(Q

17) T

he IL

SA u

nit h

ad a

ll of t

he re

quire

d fa

ciliti

es to

carr

y ou

t the

ILSA

. (Q

17)

The

ILSA

un

it ha

d up

-to-d

ate

vers

ions

of a

ll of

the

requ

ired

facil

ities

to

carr

y ou

t the

ILSA

.

(Q18

-20)

Th

e co

untr

y of

fere

d no

op

port

uniti

es to

lear

n ab

out I

LSAs

. (Q

18-2

0) T

he c

ount

ry o

ffere

d m

inim

al

oppo

rtun

ities

to le

arn

abou

t ILS

A. 9

(Q

18-2

0) T

he c

ount

ry o

ffere

d ad

equa

te

oppo

rtun

ities

to le

arn

abou

t ILS

A.

(Q18

-20)

The

cou

ntry

offe

red

adeq

uate

op

port

uniti

es t

o le

arn

abou

t IL

SA t

o a

broa

d au

dien

ce, i

nclu

ding

the

ILSA

tea

m

and

educ

ator

s.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

42

SYST

EM A

LIGN

MEN

T De

gree

to w

hich

the

asse

ssm

ent i

s coh

eren

t with

oth

er co

mpo

nent

s of t

he e

duca

tion

syst

em.

LATE

NT

EMER

GIN

G ES

TABL

ISH

ED

ADVA

NCE

D

SYST

EM A

LIGN

MEN

T 1:

Al

igni

ng th

e IL

SA w

ith le

arni

ng g

oals

for

the

coun

try

(Q21

) The

ILSA

was

not

alig

ned

with

the

coun

try'

s of

ficia

l le

arni

ng g

oals,

or

the

coun

try

did

not

have

offi

cial

lea

rnin

g go

als.

(Q21

) The

ILSA

was

par

tially

alig

ned

with

th

e co

untr

y's o

ffici

al le

arni

ng g

oals.

(Q

21)

The

ILSA

was

suf

ficie

ntly

alig

ned

with

the

coun

try'

s offi

cial

lear

ning

goal

s.10

(Q21

) The

ILSA

was

fully

alig

ned

with

the

coun

try'

s offi

cial

lear

ning

goa

ls.

(Q22

) St

uden

ts

wer

e no

t pr

evio

usly

ex

pose

d to

the

type

of c

onte

nt a

nd s

kills

m

easu

red

by th

e IL

SA.

(Q22

) St

uden

ts

had

limite

d pr

evio

us

expo

sure

to th

e ty

pe o

f con

tent

and

skill

s m

easu

red

by th

e IL

SA.

(Q22

) St

uden

ts h

ad s

uffic

ient

pre

viou

s ex

posu

re to

the

type

of c

onte

nt a

nd sk

ills

mea

sure

d by

the

ILSA

. 11

(Q22

) St

uden

ts h

ad e

xten

sive

prev

ious

ex

posu

re to

the

type

of c

onte

nt a

nd sk

ills

mea

sure

d by

the

ILSA

.

(Q23

) Th

e IL

SA w

as n

ot c

onsis

tent

with

th

e co

untr

y's o

ther

ass

essm

ent a

ctiv

ities

. (Q

23) T

he IL

SA w

as m

inim

ally

con

siste

nt

with

th

e co

untr

y's

othe

r as

sess

men

t ac

tiviti

es.

(Q23

) Th

e IL

SA w

as g

ener

ally

con

siste

nt

with

th

e co

untr

y's

othe

r as

sess

men

t ac

tiviti

es. 12

(Q23

) The

ILSA

was

fully

con

siste

nt w

ith

the

coun

try'

s oth

er a

sses

smen

t act

iviti

es.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

43

ASSE

SSM

ENT

QU

ALIT

Y De

gree

to w

hich

the

asse

ssm

ent m

eets

tech

nica

l qua

lity

stan

dard

s, is

fair

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 te

chni

cal q

ualit

y of

the

ILSA

(Q

24) T

he co

untr

y di

d no

t mee

t suf

ficie

nt

tech

nica

l st

anda

rds

to

have

its

da

ta

pres

ente

d in

the

inte

rnat

iona

l rep

ort

or

an a

nnex

.

(Q24

) Th

e co

untr

y m

et

suffi

cien

t te

chni

cal

stan

dard

s to

ha

ve

its

data

pr

esen

ted

bene

ath

the

mai

n di

spla

y of

th

e in

tern

atio

nal r

epor

t or i

n an

ann

ex.

(Q24

) Th

e co

untr

y m

et

all

tech

nica

l st

anda

rds

requ

ired

to

have

its

da

ta

pres

ente

d in

the

mai

n di

spla

ys o

f th

e in

tern

atio

nal r

epor

t. 13

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

ASSE

SSM

ENT

QU

ALIT

Y 2:

En

suri

ng e

ffect

ive

uses

of I

LSA

(Q25

-27)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

not d

issem

inat

ed in

the

coun

try.

14

(Q25

-27)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

diss

emin

ated

usin

g at

lea

st o

ne

com

mun

icatio

n st

rate

gy.

(Q25

-27)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

diss

emin

ated

us

ing

som

e co

mm

unica

tion

stra

tegi

es.

(Q25

-27)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

diss

emin

ated

usin

g a

varie

ty o

f co

mm

unica

tion

stra

tegi

es,

inclu

ding

di

ssem

inat

ion

to m

ost s

choo

ls.

(Q28

-29)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

not

cove

red

by

med

ia

in

the

coun

try.

15

(Q28

-29)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

cove

red

by o

ne m

edia

out

let i

n th

e co

untr

y.

(Q28

-29)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

cove

red

by s

ome

med

ia o

utle

ts in

th

e co

untr

y.

(Q28

-29)

Cou

ntry

resu

lts a

nd in

form

atio

n w

ere

cove

red

by

a va

riety

of

m

edia

ou

tlets

in th

e co

untr

y.

(Q30

-31)

Res

ults

from

the

ILSA

hav

e no

t be

en u

sed

to in

form

dec

ision

mak

ing.

16

(Q30

-31)

Res

ults

from

the

ILSA

hav

e be

en

used

in

a ve

ry l

imite

d w

ay t

o in

form

de

cisio

n m

akin

g in

the

coun

try.

(Q30

-31)

Res

ults

from

the

ILSA

hav

e be

en

used

in

som

e w

ays

to i

nfor

m d

ecisi

on

mak

ing

in th

e co

untr

y.

(Q30

-31)

Res

ults

from

the

ILSA

hav

e be

en

used

in

a va

riety

of

way

s to

inf

orm

de

cisio

n m

akin

g in

the

coun

try.

(Q32

) Th

ere

is no

cle

ar

evid

ence

or

co

nsen

sus

abou

t th

e po

sitiv

e im

pact

of

the

ILSA

on

educ

atio

n qu

ality

. 17

This

optio

n do

es

not

appl

y to

th

is di

men

sion.

(Q

32) T

here

is a

gen

eral

con

sens

us a

bout

th

e po

sitiv

e im

pact

of

th

e IL

SA

on

educ

atio

n qu

ality

.

(Q32

) Th

ere

is ev

iden

ce o

f th

e po

sitiv

e im

pact

of t

he IL

SA o

n ed

ucat

ion

qual

ity.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

44

Inte

rnat

iona

l Lar

ge S

cale

Ass

essm

ent (

ILSA

): Develo

pmen

t-Le

vel R

atin

g Ju

stifi

catio

ns

1. P

NG p

artic

ipat

es in

the

Pacif

ic Isl

and

Liter

acy

and

Num

erac

y As

sess

men

t (PI

LNA)

, whi

ch h

as 1

4 pa

rtici

patin

g co

untr

ies i

n th

e Pa

cific

regi

on. T

he re

gion

al tr

ial

and

anal

ysis

of P

ILNA

took

pla

ce o

n O

ctob

er 1

7–20

, 201

1. T

he fi

rst r

ound

of P

ILNA

was

then

intr

oduc

ed in

201

2. T

his r

ound

est

ablis

hed

a be

nchm

ark

and

PILN

A is

inte

nded

to b

e im

plem

ente

d ev

ery

thre

e ye

ars m

ovin

g fo

rwar

d (th

e ne

xt ro

und

is sc

hedu

led

for 2

015)

. Sin

ce P

ILNA

resu

lts fo

r PNG

hav

e no

t bee

n ap

prov

ed, t

hey

have

not

bee

n di

ssem

inat

ed th

roug

hout

the

cou

ntry

. How

ever

, the

se r

esul

ts h

ave

been

disc

usse

d at

the

top

man

agem

ent

leve

l and

at

cert

ain

mee

tings

and

co

nfer

ence

s. Th

e di

ssem

inat

ion

of re

sults

was

pla

nned

to b

e ca

rrie

d ou

t in

Mar

ch 2

014.

Se

vera

l qua

lity

prob

lem

s im

pact

ed th

e in

trod

uctio

n, a

dmin

istra

tion,

and

util

ity o

f PIL

NA. D

ue to

the

geog

raph

ic la

yout

of t

he co

untr

y, se

vera

l log

istica

l cha

lleng

es

wer

e en

coun

tere

d. S

ampl

ing,

for e

xam

ple,

was

des

igne

d to

be

natio

nally

repr

esen

tativ

e, b

ut o

nly

abou

t 50

perc

ent o

f sel

ecte

d sc

hool

s wer

e ab

le to

impl

emen

t PI

LNA

in fu

ll. A

s suc

h, th

e pa

rtici

patio

n ra

te w

as q

uite

low

. Var

ious

oth

er fa

ctor

s, su

ch a

s wea

ther

, tra

nspo

rtat

ion,

and

a d

iscon

nect

am

ong

stan

dard

s offi

cers

at

the

prov

incia

l leve

l also

cont

ribut

ed to

the

poor

par

ticip

atio

n ra

te. F

or so

me

scho

ols,

mat

eria

ls w

ere

dela

yed

due

to fu

ndin

g an

d ge

ogra

phic

loca

tion.

Furt

herm

ore,

PI

LNA

was

adm

inist

ered

tow

ards

the

end

of N

ovem

ber,

whe

n sc

hool

s w

ere

givi

ng p

riorit

y to

exa

min

atio

ns. I

n ad

ditio

n, s

ome

scho

ols

wer

e un

able

to

retu

rn

asse

ssm

ent m

ater

ials

to th

e M

SB o

n tim

e du

e to

lack

of t

rans

port

, hen

ce th

eir p

artic

ipat

ion

was

not

inclu

ded

in th

e m

arki

ng, s

corin

g, a

nd a

naly

sis p

roce

ss.

2. P

NG a

gree

d to

par

ticip

ate

in th

e Pa

cific

Islan

ds Li

tera

cy a

nd N

umer

acy

Asse

ssm

ent (

PILN

A) in

201

2.

3. T

he S

ecre

taria

t of t

he P

acifi

c Bo

ard

for E

duca

tiona

l Ass

essm

ent (

SPBE

A) is

a re

gion

al b

ody

base

d in

Suv

a, F

iji. I

t rec

eive

d a

man

date

from

the

Pacif

ic Fo

rum

Ed

ucat

ion

Min

ister

s Mee

ting

in 2

006

to d

evel

op re

gion

al b

ench

mar

king

indi

cato

rs fo

r lite

racy

, num

erac

y, a

nd li

fe sk

ills,

know

n as

PIL

NA. F

or th

is re

ason

, Sam

oa

and

othe

r ind

ivid

ual c

ount

ries d

o no

t hav

e a

spec

ific p

olicy

for P

ILNA

; rat

her,

they

hav

e ag

reed

to p

artic

ipat

e. S

PBEA

dev

elop

ed tw

o ce

ntra

l doc

umen

ts: t

he P

acifi

c Isl

ands

For

um S

ecre

taria

t Ed

ucat

ion

Initi

ativ

es u

nder

the

Pac

ific

Plan

(20

06),

whi

ch l

ays

the

foun

datio

n fo

r th

e de

velo

pmen

t of

PIL

NA;

and

the

PILN

A Im

plem

enta

tion

Man

ual (

2012

), w

hich

out

lines

exa

m’s

purp

ose,

fram

ewor

k, a

ppro

ach,

and

impl

emen

tatio

n re

spon

sibili

ties.

Th

e of

ficia

l reg

iona

l pol

icy c

itatio

n is

the

Pacif

ic Isl

ands

For

um S

ecre

taria

t Edu

catio

n In

itiat

ives

und

er th

e Pa

cific

Plan

, whi

ch is

aut

horiz

ed b

y th

e Pa

cific

Islan

ds

Foru

m S

ecre

taria

t (20

06).

The

offic

ial d

ocum

ent i

s the

PIL

NA Im

plem

enta

tion

Man

ual.

The

regi

onal

aut

horiz

ing

body

for P

ILNA

is th

e SP

BEA,

whi

ch w

as a

utho

rized

in

201

2.

4. F

undi

ng to

adm

inist

er P

ILNA

was

obt

aine

d fro

m th

e bu

dget

exa

min

atio

n al

loca

tion.

Sco

ring

was

fund

ed b

y th

e Au

stria

n Ai

d Pr

ogra

mm

e.

5. P

ILNA

fund

ing

was

pro

vide

d by

Aus

tria

n Ai

d Pr

ogra

mm

e th

roug

h its

bila

tera

l ass

istan

ce fo

r the

Pac

ific

Benc

hmar

king

Edu

catio

n Q

ualit

y fo

r Res

ults

(PaB

ER)

Proj

ect.

Adm

inist

ratio

n of

the

ass

essm

ent

was

fun

ded

by t

he in

divi

dual

cou

ntrie

s w

ho p

artic

ipat

ed, u

sing

fund

s fro

m t

heir

educ

atio

n bu

dget

allo

catio

n fo

r ex

amin

atio

ns.

6. Fu

ndin

g cov

ered

impl

emen

tatio

n of

the

asse

ssm

ent e

xerc

ise in

the

coun

try,

inclu

ding

prin

ting a

nd fr

eigh

ting o

f ass

essm

ent m

ater

ials

to th

e co

untr

ies.

In-c

ount

ry

tran

spor

tatio

n co

sts w

ere

cove

red

by P

NG.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

45

Fund

ing

inclu

ded

the

proc

essin

g an

d an

alys

is of

dat

a, a

s wel

l as r

epor

ting

and

diss

emin

atio

n. R

epre

sent

ativ

es fr

om p

artic

ipat

ing

coun

trie

s con

vene

d in

Suv

a fo

r pr

e-an

alys

is of

PIL

NA d

ata

from

Apr

il 8–

12, 2

013.

The

pre

-ana

lysis

invo

lved

the

insp

ectio

n of

pre

limin

ary

resu

lts b

ased

on

the

draf

t Dat

a An

alys

is an

d Re

port

ing

Fram

ewor

k do

cum

ent.

The

mai

n an

alys

is w

as d

one

by S

PBEA

—th

e sp

ecifi

c co

st o

f thi

s ex

ercis

e w

as n

ot p

rovi

ded

as it

con

stitu

ted

part

of S

PBEA

’s la

rger

wor

k pr

ogra

m. E

xter

nal t

echn

ical a

ssist

ance

exp

erts

revi

ewed

indi

vidu

al co

untr

y re

port

s and

dat

a an

alys

is.

7. A

nat

iona

l coo

rdin

ator

ove

rsee

s PIL

NA a

t the

nat

iona

l lev

el in

PNG

, a sc

hool

coor

dina

tor m

anag

es a

dmin

istra

tion

at th

e sc

hool

leve

l for

sele

cted

scho

ols,

and

a te

st s

uper

viso

r (ty

pica

lly a

tea

cher

) ad

min

ister

s th

e as

sess

men

t at

the

cla

ssro

om l

evel

in

sele

cted

sch

ools.

The

nat

iona

l co

ordi

nato

r re

sides

with

in t

he

Mea

sure

men

t Ser

vice

Bra

nch

(MSB

). In

add

ition

, the

re is

a p

anel

lead

er fo

r eac

h fo

cus a

rea

(num

erac

y an

d lit

erac

y, re

spec

tivel

y) a

t the

MSB

. Und

er th

e gu

idan

ce

of e

ach

resp

ectiv

e le

ader

, the

pan

els a

re re

spon

sible

for m

arki

ng th

e ex

ams.

The

MSB

is re

cogn

ized

as th

e au

thor

ity in

stud

ent a

sses

smen

t in

PNG.

8.

Alth

ough

com

pute

rs a

re u

p to

dat

e an

d its

serv

ers a

re su

fficie

nt fo

r the

nat

ure

of it

s wor

k, th

ere

are

not e

noug

h co

mpu

ters

for a

ll st

aff.

Furt

herm

ore,

staf

f nee

d to

trav

el a

nd th

ere

are

an in

suffi

cient

num

ber o

f lap

tops

to su

ppor

t the

ir w

ork

prog

ram

. In

addi

tion,

secu

rity

for t

he b

uild

ing

has b

een

an is

sue

in p

ast;

addi

tiona

l st

orag

e sp

ace

and

a m

ore

orga

nize

d ap

proa

ch a

re a

lso re

quire

d. O

ther

than

the

lack

of c

ompu

ters

, the

org

aniza

tion

has

a su

fficie

nt n

umbe

r of c

omm

unica

tion

tool

s. 9.

Sev

eral

opp

ortu

nitie

s to

lear

n ab

out t

he in

trod

uctio

n of

PIL

NA in

PNG

wer

e av

aila

ble.

Spe

cifica

lly, p

rese

ntat

ions

abo

ut th

e re

gion

al a

sses

smen

t wer

e m

ade

to

seni

or s

tand

ards

offi

cers

from

all

prov

ince

s by

MSB

sta

ff in

volv

ed in

its

adm

inist

ratio

n. In

add

ition

, key

MSB

per

sonn

el p

artic

ipat

ed in

wor

ksho

ps o

rgan

ized

by

SPBE

A fo

r all

coun

trie

s par

ticip

atin

g in

PILN

A. La

stly

, SPB

EA p

rovi

ded

in-c

ount

ry tr

aini

ng o

n sc

orin

g to

pan

el le

ader

s and

pan

el m

embe

rs. T

he p

rimar

y be

nefic

iarie

s of

the

afor

emen

tione

d op

port

uniti

es w

ere

MSB

staf

f and

teac

hers

. A fe

w u

nive

rsity

stud

ents

also

ben

efite

d be

caus

e th

ey w

ere

mem

bers

of s

corin

g pa

nels.

10

. PIL

NA is

a re

gion

al to

ol d

evel

oped

by

the

SPBE

A w

ith th

e pa

rtici

patio

n of

UNE

SCO

. It i

s de

signe

d ba

sed

on b

ench

mar

king

indi

cato

rs a

gree

d up

on b

y ea

ch

coun

try

and

endo

rsed

by

the

Foru

m E

duca

tion

Min

ister

s Mee

ting

(FEd

MM

). PI

LNA

is a

fairl

y ac

cura

te m

easu

re o

f the

con

tent

are

as a

nd sk

ills a

reas

of t

he o

fficia

l cu

rricu

lum

and

is a

ligne

d w

ith o

fficia

l ped

agog

ical a

ppro

ache

s. 11

. Tex

tboo

ks a

nd le

arni

ng re

sour

ces,

toge

ther

with

teac

hers

in sc

hool

, cov

er c

onte

nt a

nd sk

ills s

imila

r to

thos

e co

vere

d by

PIL

NA. T

his i

s sup

port

ed b

y th

e fa

ct

that

the

cont

ent a

nd sk

ills m

easu

red

by P

ILNA

alig

n clo

sely

with

the

cont

ent a

nd sk

ills m

easu

red

by th

e CS

MT.

12

. Cla

ssro

om a

sses

smen

t is

desig

ned,

man

aged

, and

impl

emen

ted

at th

e sc

hool

leve

l. Re

sults

from

thes

e as

sess

men

ts a

re n

ot a

ggre

gate

d ba

ck to

the

cent

ral

leve

l. Fo

r thi

s rea

son,

it is

impo

ssib

le to

tell

whe

ther

PIL

NA is

fully

cons

isten

t with

clas

sroo

m a

sses

smen

t pra

ctice

s. Bo

th th

e CS

MT

and

PILN

A ar

e di

agno

stic

tool

s; ho

wev

er, t

he la

tter

ass

essm

ent r

efle

cts g

ener

al le

arni

ng n

orm

s for

the

Pacif

ic Re

gion

, whe

reas

the

CSM

T is

base

d on

the

PNG

curr

iculu

m.

13. T

he co

untr

y 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 PIL

NA re

port

. The

fina

l rep

ort i

s aw

aitin

g th

e ap

prov

al o

f FEd

MM

.

PAPU

A NE

W G

UINE

A ǀ S

ABER

-STU

DENT

ASS

ESSM

ENT

SA

BER

COUN

TRY

REPO

RT |2

014

SYST

EMS

APPR

OAC

H FO

R BE

TTER

EDU

CATI

ON

RESU

LTS

46

14. S

ince

PIL

NA re

sults

hav

e no

t bee

n ap

prov

ed, t

hey

have

not

yet

bee

n di

ssem

inat

ed th

roug

hout

the

coun

try.

How

ever

, res

ults

hav

e be

en d

iscus

sed

at th

e to

p m

anag

emen

t lev

el a

nd a

t cer

tain

mee

tings

and

conf

eren

ces.

Diss

emin

atio

n of

resu

lts w

as e

xpec

ted

to b

e ca

rrie

d ou

t in

Mar

ch 2

014.

15

. The

repo

rt o

utlin

ing

the

2011

bas

elin

e re

sults

of t

he P

ILNA

pilo

t has

also

not

bee

n fin

alize

d or

diss

emin

ated

. 16

. Bec

ause

PIL

NA w

as re

cent

ly im

plem

ente

d an

d its

resu

lts h

ave

not b

een

diss

emin

ated

, it’s

too

early

to o

bser

ve a

ny im

pact

s of i

ts im

plem

enta

tion.

17

. No

obse

rved

impa

ct h

as b

een

docu

men

ted

to d

ate.

PAPUA NEW GUINEA ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2014

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS

47

Acknowledgements This report was prepared by The World Bank SABER-Student Assessment team in collaboration with Clark Matthews (World Bank Consultant). The report benefitted from the data collection efforts and insight of Adrian Alamu (PaBER Assessment Officer, South Pacific Board for Educational Assessment) and Seema Prasad (PaBER Assessment Officer, South Pacific Board for Educational Assessment), as well as input from the Department of Education of Papua New Guinea.

References Clarke, M. 2012. What Matters Most for Student

Assessment Systems: A Framework Paper. READ/SABER Working Paper Series. World Bank, Washington, DC.

PNG (Papua New Guinea). Department of Education,

National Executive Council. 2009. Universal Basic Education Plan 2010–2019. National Capital District, Papua New Guinea. http://www.education.gov.pg/ QL_Plans/index.

UNESCO (United Nations Educational, Scientific, and

Cultural Organization). Apia Office. 2009. UNESCO Country Programming Document: Papua New Guinea 2008–2013. Apia, Samoa. http://unesdoc.unesco.org/images/0018/001835/183587E.pdf.

UNICEF (United Nations Children’s Fund). Papua New

Guinea: Education. UNICEF, Port Moresby, Papua New Guinea. http://www.unicef.org/png/activities_ 4369.html.

World Bank. 2012. Papua New Guinea Country Indicator

Data. World Bank, Washington, DC.

PAPUA NEW GUINEA ǀ SABER-STUDENT ASSESSMENT SABER COUNTRY REPORT |2014

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS48

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.

THE WORLD BANK

www.worldbank.org/education/saber