SABER – SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS STUDENT ASSESSMENT 11 85711 Disseminating and Using Student Assessment Information in The Gambia Ousmane Senghor SABER – SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS STUDENT ASSESSMENT 11ȱ DisseminatingȱandȱUsingȱ StudentȱAssessmentȱ InformationȱinȱTheȱGambiaȱ OusmaneȱSenghorȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ©ȱ2014ȱTheȱInternationalȱBankȱforȱReconstructionȱandȱDevelopmentȱ/ȱ ȱ TheȱWorldȱBankȱ 1818ȱHȱStreetȱNWȱ WashingtonȱDCȱ20433ȱ Telephone:ȱ202Ȭ473Ȭ1000ȱ Internet:ȱwww.worldbank.orgȱ ȱ 1ȱ2ȱ3ȱ4ȱ 15ȱ14ȱ13ȱ12ȱ ȱ ȱ ThisȱworkȱisȱaȱproductȱofȱtheȱstaffȱofȱTheȱWorldȱBankȱwithȱexternalȱ contributions.ȱTheȱfindings,ȱinterpretations,ȱandȱconclusionsȱexpressedȱinȱ thisȱworkȱdoȱnotȱnecessarilyȱreflectȱtheȱviewsȱofȱTheȱWorldȱBank,ȱitsȱ BoardȱofȱExecutiveȱDirectors,ȱorȱtheȱgovernmentsȱtheyȱrepresent.ȱ TheȱWorldȱBankȱdoesȱnotȱguaranteeȱtheȱaccuracyȱofȱtheȱdataȱincludedȱ inȱthisȱwork.ȱTheȱboundaries,ȱcolors,ȱdenominations,ȱandȱotherȱ 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Abstractȱ............................................................................................................ȱvii AboutȱtheȱAuthorȱ.............................................................................................ȱ ix Acknowledgmentsȱ xi ............................................................................................ȱ AbbreviationsȱandȱAcronymsȱ......................................................................ȱxiii ExecutiveȱSummaryȱ........................................................................................xv Introductionȱ ........................................................................................................ȱ1 OverviewȱofȱtheȱAssessmentȱSystemȱ..............................................................ȱ3 UsesȱofȱStudentȱAssessmentȱInformationȱ....................................................ȱ16 Conclusionȱ........................................................................................................ȱ24 Bibliographyȱ.....................................................................................................ȱ27 ȱ Boxesȱ Boxȱ1.ȱUsingȱNATȱDataȱ ...................................................................................ȱ20 Boxȱ2.ȱUsingȱtheȱEGRAȱtoȱImproveȱtheȱEducationȱSystem:ȱ AnȱExampleȱ.............................................................................................ȱ21 ȱ Figuresȱ Figureȱ1.ȱGambianȱSchoolȱScorecardȱ..............................................................ȱ9 ȱ Tablesȱ Tableȱ1.ȱKeyȱFeaturesȱofȱEducationalȱAssessmentȱProgramsȱinȱTheȱ Gambiaȱ.......................................................................................................ȱ7 Tableȱ2.ȱResultsȱ(percentageȱofȱpasses)ȱofȱtheȱSecondaryȱSchoolȱ LeavingȱExaminationȱ(WASSCE)ȱinȱGambia,ȱ2009ȱ............................ȱ12 Tableȱ3.ȱEGRAȱResults:ȱMeanȱScoreȱandȱPercentageȱIncrease,ȱ2007ȱ andȱ2009ȱ ....................................................................................................ȱ15 ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ iiiȱ ȱ ȱ ȱ ȱ AboutȱtheȱSeriesȱ Buildingȱ strongȱ educationȱsystemsȱ thatȱ promoteȱ learningȱisȱfundamentalȱ toȱ developmentȱ andȱ economicȱ growth.ȱ Overȱ theȱ pastȱ fewȱ years,ȱ asȱ developingȱ countriesȱ haveȱ succeededȱ inȱ buildingȱ moreȱ classrooms,ȱ andȱ gettingȱmillionsȱmoreȱchildrenȱintoȱschool,ȱtheȱeducationȱcommunityȱhasȱ begunȱ toȱ activelyȱ embraceȱ theȱ visionȱ ofȱ measurableȱ learningȱ forȱ allȱ childrenȱ inȱ school.ȱ However,ȱ learningȱ dependsȱ notȱ onlyȱ onȱ resourcesȱ investedȱ inȱ theȱ schoolȱ system,ȱ butȱ alsoȱ onȱ theȱ qualityȱ ofȱ theȱ policiesȱ andȱ institutionsȱ thatȱ enableȱ theirȱ useȱ andȱ onȱ howȱ wellȱ theȱ policiesȱ areȱ implemented.ȱ Inȱ 2011,ȱ theȱ Worldȱ Bankȱ Groupȱ launchedȱ Educationȱ Sectorȱ Strategyȱ 2020:ȱLearningȱforȱAll,ȱwhichȱoutlinesȱanȱagendaȱforȱachievingȱ“Learningȱ forȱ All”ȱ inȱ theȱ developingȱ worldȱ overȱ theȱ nextȱ decade.ȱ Toȱ supportȱ implementationȱofȱtheȱstrategy,ȱtheȱWorldȱBankȱcommencedȱaȱmultiȬyearȱ programȱ toȱ supportȱ countriesȱ inȱ systematicallyȱ examiningȱ andȱ strengtheningȱ theȱ performanceȱ ofȱ theirȱ educationȱ systems.ȱ Thisȱ evidenceȬbasedȱ initiative,ȱ calledȱ SABERȱ (Systemsȱ Approachȱ forȱ Betterȱ Educationȱ Results),ȱ isȱ buildingȱ aȱ toolkitȱ ofȱ diagnosticsȱ forȱ examiningȱ educationȱ systemsȱ andȱ theirȱ componentȱ policyȱ domainsȱ againstȱ globalȱ standards,ȱ bestȱ practices,ȱ andȱ inȱ comparisonȱ withȱ theȱ policiesȱ andȱ practicesȱ ofȱ countriesȱ aroundȱ theȱ world.ȱ Byȱ leveragingȱ thisȱ globalȱ knowledge,ȱ SABERȱ fillsȱ aȱ gapȱ inȱ theȱ availabilityȱ ofȱ dataȱ andȱ evidenceȱ onȱ whatȱ mattersȱ mostȱ toȱ improveȱ theȱ qualityȱ ofȱ educationȱ andȱ achievementȱ ofȱbetterȱresults.ȱ ȱ SABERȬStudentȱ Assessment,ȱ oneȱ ofȱ theȱ systemsȱ examinedȱ withinȱ theȱ SABERȱ program,ȱ hasȱ developedȱ toolsȱ toȱ analyzeȱ andȱ benchmarkȱ studentȱassessmentȱpoliciesȱandȱsystemsȱaroundȱtheȱworld,ȱwithȱtheȱgoalȱ ofȱ promotingȱ strongerȱ assessmentȱ systemsȱ thatȱ contributeȱ toȱ improvedȱ educationȱ qualityȱ andȱ learningȱ forȱ all.ȱ Toȱ helpȱ exploreȱ theȱ stateȱ ofȱ knowledgeȱ inȱ theȱ area,ȱ theȱ SABERȬStudentȱ Assessmentȱ teamȱ invitedȱ leadingȱ academics,ȱ assessmentȱ experts,ȱ andȱ practitionersȱ fromȱ developingȱ andȱ industrializedȱ countriesȱ toȱ comeȱ togetherȱ toȱ discussȱ assessmentȱ issuesȱ relevantȱ forȱ improvingȱ educationȱ qualityȱ andȱ learningȱ outcomes.ȱ Theȱ papersȱ andȱ caseȱ studiesȱ onȱ studentȱ assessmentȱ inȱ thisȱ seriesȱ areȱ theȱ resultȱ ofȱ thoseȱ conversationsȱ andȱ theȱ underlyingȱ research.ȱ Priorȱ toȱ publication,ȱ allȱ ofȱ theȱ papersȱ benefitedȱ fromȱ aȱ rigorousȱ reviewȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ vȱ process,ȱ whichȱ includedȱ commentsȱ fromȱ Worldȱ Bankȱ staff,ȱ academics,ȱ developmentȱpractitioners,ȱandȱcountryȱassessmentȱexperts.ȱ Allȱ SABERȬStudentȱ Assessmentȱ papersȱ inȱ thisȱ seriesȱ wereȱ madeȱ possibleȱ byȱ supportȱ fromȱ theȱ Russiaȱ Educationȱ Aidȱ forȱ Developmentȱ Trustȱ Fundȱ (READȱ TF).ȱ READȱ TFȱ isȱ aȱ collaborationȱ betweenȱ theȱ Russianȱ Federationȱ andȱ theȱ Worldȱ Bankȱ thatȱ supportsȱ theȱ improvementȱ ofȱ studentȱ learningȱ outcomesȱ inȱ lowȬincomeȱ countriesȱ throughȱ theȱ developmentȱofȱrobustȱstudentȱassessmentȱsystems.ȱ ȱ Theȱ SABERȱ workingȱ paperȱ seriesȱ wasȱ producedȱ underȱ theȱ generalȱ guidanceȱ ofȱ Elizabethȱ King,ȱ Educationȱ Director,ȱ andȱ Harryȱ Anthonyȱ Patrinos,ȱEducationȱManagerȱinȱtheȱHumanȱDevelopmentȱNetworkȱofȱtheȱ WorldȱBank.ȱTheȱStudentȱAssessmentȱpapersȱinȱtheȱseriesȱwereȱproducedȱ underȱ theȱ technicalȱ leadershipȱ ofȱ Margueriteȱ Clarke,ȱ Seniorȱ Educationȱ Specialistȱ andȱ SABERȬStudentȱ Assessmentȱ Teamȱ Coordinatorȱ inȱ theȱ Humanȱ Developmentȱ Networkȱ ofȱ theȱ Worldȱ Bank.ȱ Papersȱ inȱ thisȱ seriesȱ representȱtheȱindependentȱviewsȱofȱtheȱauthors.ȱ ȱ ȱ ȱ ȱ ȱ viȱ OusmaneȱSenghorȱ Abstractȱ Theȱ Gambiaȱ hasȱ shiftedȱ theȱ focusȱ ofȱ itsȱ educationȱ reformsȱ fromȱ schoolȱ attendanceȱ toȱ studentȱ learning.ȱ Thisȱ shiftȱ cameȱ withȱ aȱ strongerȱ assessmentȱ systemȱ toȱ measureȱ learning.ȱ Thisȱ paperȱ highlightsȱ howȱ assessmentȱdataȱareȱbeingȱusedȱinȱTheȱGambiaȱtoȱcontributeȱtoȱeducationȱ qualityȱ andȱ learning.ȱ Whileȱ assessmentȱ dataȱ wereȱ usedȱ mainlyȱ forȱ selectionȱ purposesȱ inȱ theȱ past,ȱ theȱ emphasisȱ nowȱ isȱ onȱ monitoringȱ andȱ supportingȱ learning.ȱ Greaterȱ dataȱ availabilityȱ hasȱ allowedȱ forȱ greaterȱ schoolȱ accountabilityȱ asȱ wellȱ asȱ forȱ moreȱ systematicȱ feedbackȱ onȱ theȱ curriculumȱ andȱ teacherȱ training.ȱ Severalȱ factorsȱ convergedȱ toȱ allowȱ forȱ moreȱ effectiveȱ useȱ ofȱ assessmentȱ data,ȱ includingȱ aȱ favorableȱ politicalȱ environment,ȱtheȱdevelopmentȱofȱstrategicȱpartnerships,ȱandȱtheȱbuildingȱ ofȱlocalȱassessmentȱcapacity.ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ viiȱ ȱ ȱ ȱ AboutȱtheȱAuthorȱ Ousmaneȱ SenghorȱisȱSeniorȱProgrammeȱOfficerȱatȱTheȱGambiaȱNationalȱ Commissionȱ forȱ theȱ Unitedȱ Nationsȱ Educational,ȱ Scientific,ȱ andȱ Culturalȱ Organizationȱ (UNESCO).ȱ Heȱ hasȱ participatedȱ inȱ theȱ developmentȱ ofȱ variousȱ subsectoralȱ policiesȱ forȱ theȱ Gambianȱ Ministryȱ ofȱ Basicȱ andȱ SecondaryȱEducationȱ(MoBSE),ȱsuchȱasȱtheȱInȬServiceȱTrainingȱPolicyȱandȱ theȱScience,ȱTechnology,ȱandȱInnovationȱPolicy.ȱHeȱalsoȱwasȱinstrumentalȱ inȱ draftingȱ theȱ Basicȱ Educationȱ Curriculumȱ Framework.ȱ Sinceȱ 2007,ȱ Ousmaneȱ hasȱ beenȱ aȱ coreȱ teamȱ memberȱ ofȱ theȱ nationalȱ taskȱ forceȱ onȱ assessment.ȱ Hisȱ workȱ onȱ assessmentȱ dataȱ hasȱ enabledȱ MoBSEȱ toȱ strengthenȱ variousȱ policiesȱ aimedȱ atȱ addressingȱ theȱ qualityȱ ofȱ educationȱ inȱ Theȱ Gambia.ȱ Heȱ coordinatedȱ theȱ 2011ȱ Earlyȱ Gradeȱ Readingȱ Assessmentȱinȱtheȱcountry.ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ ixȱ ȱ ȱ ȱ ȱ Acknowledgmentsȱ Theȱauthorȱwishesȱtoȱthankȱallȱthoseȱwhoȱsupportedȱhimȱinȱtheȱcollectionȱ andȱ compilationȱ ofȱ assessmentȬrelatedȱ dataȱ inȱ Theȱ Gambia.ȱ Specialȱ thanksȱ toȱ Fatouȱ Kineyȱ Seyȱ (PEO,ȱ STED),ȱ Mohammedȱ B.ȱ S.ȱ Jallowȱ (Director,ȱ Planning),ȱ Sangȱ Gomezȱ (Director,ȱ SQAD),ȱ Momodouȱ Jengȱ (Head,ȱ INSETȱ Unit),ȱ Andrewȱ Gomezȱ (PEO,ȱ M&Eȱ Unit),ȱ Rachelȱ Njieȱ (M&EȱOfficer),ȱAnnaȱNancyȱMendyȱ(PEO,ȱBasicȱEducation),ȱJennyȱHsiehȱ (Consultant),ȱ andȱ Laminȱ Jarjuȱ (NATCOM).ȱ Inȱ addition,ȱ theȱ authorȱ isȱ gratefulȱ toȱ theȱ Permanentȱ Secretaryȱ ofȱ MoBSE,ȱ Baboucarrȱ Bouy,ȱ forȱ hisȱ continuousȱsupportȱandȱencouragement.ȱAppreciationȱisȱalsoȱextendedȱtoȱ allȱofȱtheȱinterviewȱrespondentsȱwhoȱprovidedȱveryȱusefulȱinformation.ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ xiȱ ȱ ȱ ȱ ȱ ȱ AbbreviationsȱandȱAcronymsȱ CCMȱ CoordinationȱCommitteeȱMeetingȱ CREDDȱ CurriculumȱResearchȱEvaluationȱandȱDevelopmentȱ Directorateȱ EGRAȱ EarlyȱGradeȱReadingȱAssessmentȱ GABECEȱ TheȱGambiaȱBasicȱEducationȱCertificateȱExaminationȱ INSETȱ InserviceȱTrainingȱUnitȱ M&Eȱ MonitoringȱandȱEvaluationȱUnitȱ MoBSEȱ MinistryȱofȱBasicȱandȱSecondaryȱEducation,ȱTheȱGambiaȱ NATȱ NationalȱAssessmentȱTestȱ NATCOMȱ NationalȱCommissionȱforȱUNESCOȱ NGOȱ Nongovernmentalȱorganizationȱ PEOȱ PrincipalȱEducationȱOfficerȱ PSLCEȱ PrimaryȱSchoolȱLeavingȱCertificateȱExaminationȱ SACMEQȱ SouthernȱandȱEasternȱAfricaȱConsortiumȱforȱMonitoringȱ EducationalȱQualityȱ STEDȱ ScienceȱandȱTechnologyȱEducationȱDirectorateȱ SQADȱ StandardsȱandȱQualityȱAssuranceȱDirectorateȱ WAECȱ WestȱAfricanȱExaminationsȱCouncilȱ WASSCEȱ WestȱAfricaȱSeniorȱSchoolȱCertificateȱExaminationȱ ȱ UNESCOȱ UnitedȱNationsȱEducational,ȱScientific,ȱandȱCulturalȱ Organizationȱ UNICEFȱ UnitedȱNationsȱChildren’sȱFundȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ xiiiȱ ȱ ȱ ȱ ȱ ȱ ExecutiveȱSummaryȱ Afterȱ expandingȱ itsȱ schoolȱ system,ȱ Theȱ Gambiaȱ nowȱ facesȱ theȱ challengeȱ ofȱensuringȱthatȱallȱstudentsȱareȱlearning.ȱThisȱshiftȱinȱprioritiesȱhasȱledȱtoȱ theȱ developmentȱ ofȱ aȱ strongerȱ studentȱ assessmentȱ system.ȱ Itȱ alsoȱ hasȱ ledȱ toȱaȱchangeȱinȱtheȱwayȱassessmentȱinformationȱisȱused:ȱfromȱselectingȱandȱ filteringȱ studentsȱ outȱ ofȱ theȱ schoolȱ systemȱ toȱ monitoringȱ andȱ supportingȱ learningȱ byȱ allȱ students.ȱ Thatȱ is,ȱ thereȱ hasȱ beenȱ aȱ shiftȱ fromȱ “assessmentȱ forȱselection”ȱtoȱ“assessmentȱforȱlearning.”ȱ Theȱ purposeȱ ofȱ thisȱ caseȱ studyȱ isȱ twofold:ȱ (a)ȱ toȱ describeȱ howȱ Theȱ Gambiaȱmakesȱeffectiveȱuseȱofȱitsȱassessmentȱinformationȱandȱ(b)ȱtoȱdrawȱ lessonsȱ forȱ otherȱ countriesȱ aimingȱ toȱ improveȱ theirȱ usesȱ ofȱ assessmentȱ data.ȱ ȱ Theȱ Gambiaȱ usesȱ assessmentȱ informationȱ forȱ aȱ varietyȱ ofȱ purposes.ȱ Atȱ theȱ schoolȱ level,ȱ assessmentȱ informationȱ isȱ usedȱ toȱ supportȱ teachingȱ andȱlearningȱandȱtoȱholdȱschoolsȱaccountableȱforȱstudentȱlearning.ȱAtȱtheȱ communityȱ level,ȱ assessmentȱ informationȱ isȱ disseminatedȱ toȱ parentsȱ inȱ orderȱtoȱraiseȱawarenessȱaboutȱstudentȱlearningȱlevels;ȱandȱatȱtheȱcountryȱ level,ȱ assessmentȱ informationȱ informsȱ nationalȱ educationȱ policyȱ dialogȱ andȱdecisionȱmaking.ȱ Severalȱ conditionsȱ needȱ toȱ beȱ metȱ forȱ aȱ countryȱ likeȱ Theȱ Gambiaȱ toȱ makeȱ moreȱ effectiveȱ useȱ ofȱ assessmentȱ information.ȱ Aȱ favorableȱ politicalȱ environmentȱ thatȱ putsȱ learningȱ atȱ theȱ coreȱ ofȱ theȱ educationȱ agendaȱ isȱ critical.ȱ Increasedȱ publicȱ awarenessȱ aboutȱ theȱ “learningȱ crisis,”ȱ forȱ example,ȱ createsȱ aȱ demandȱ forȱ assessmentȱ information.ȱ Curriculumȱ reformsȱ alsoȱ createȱ aȱ pushȱ forȱ assessmentȱ systemsȱ toȱ determineȱ ifȱ studentsȱ areȱ meetingȱ curricularȱ expectations.ȱ Localȱ capacityȱ toȱ conductȱ assessmentsȱ isȱ essentialȱ toȱ produceȱ andȱ disseminateȱ dataȱ onȱ learningȱ levels.ȱ Stableȱ fundingȱ andȱ strategicȱ partnershipsȱ withȱ localȱ andȱ internationalȱinstitutionsȱalsoȱareȱneeded.ȱThisȱcaseȱstudyȱoffersȱtheseȱandȱ otherȱ keyȱ lessonsȱ forȱ countriesȱ aimingȱ toȱ improveȱ theȱ utilityȱ ofȱ theirȱ assessmentȱinformation.ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ xvȱ ȱ ȱ ȱ ȱ DisseminatingȱandȱUsingȱ ȱ StudentȱAssessmentȱ ȱ InformationȱinȱTheȱGambiaȱ OusmaneȱSenghorȱ Introductionȱ Theȱ Gambiaȱ hasȱ beenȱ successfulȱ inȱ introducingȱ reformsȱ toȱ provideȱ educationȱ forȱ all.ȱ However,ȱ whileȱ thousandsȱ moreȱ Gambianȱ childrenȱ nowȱ attendȱ school,ȱ farȱ tooȱ manyȱ ofȱ themȱ areȱ notȱ learning.ȱ Accordingȱ toȱ Theȱ Gambiaȱ Countryȱ Statusȱ Reportȱ 2010,ȱ “Gambianȱ learningȱ outcomesȱ areȱstrikinglyȱunsatisfactory,ȱevenȱinȱtermsȱofȱtheȱmostȱbasicȱreadingȱandȱ numeracyȱ skills,ȱ andȱ areȱ wellȱ belowȱ subregionalȱ averages”ȱ (MoBSEȱ andȱ Worldȱ Bankȱ 2010,ȱ p.ȱ 26).1ȱ Inȱ gradeȱ 2,ȱ forȱ example,ȱ halfȱ ofȱ theȱ studentsȱ cannotȱreadȱaȱsingleȱwordȱ(CREDDȱ2009).ȱInȱgradesȱ9ȱandȱ12,ȱlessȱthanȱ15ȱ percentȱ ofȱ studentsȱ passȱ eitherȱ theȱ Englishȱ orȱ mathematicsȱ exitȱ examinations.ȱ ȱ Thisȱ “learningȱ crisis”ȱ hasȱ ledȱ toȱ aȱ greaterȱ emphasisȱ onȱ monitoringȱ andȱ supportingȱ studentȱ learning,ȱ includingȱ theȱ developmentȱ ofȱ aȱ strongerȱ studentȱ assessmentȱ system.ȱ Theȱ theoryȱ behindȱ thisȱ reformȱ wasȱ thatȱ assessmentsȱ canȱ generateȱ keyȱ informationȱ toȱ monitorȱ learningȱ andȱ thatȱ thisȱ informationȱ canȱ beȱ fedȱ backȱ intoȱ theȱ educationȱ system.ȱ Assessmentȱ informationȱ canȱ beȱ usedȱ toȱ informȱ teaching,ȱ updateȱ theȱ curriculum,ȱ trainȱ teachers,ȱ andȱaddressȱinequalitiesȱinȱ theȱ schoolȱ system.ȱ Theȱresultȱshouldȱbeȱincreasedȱlearning.ȱ Thisȱ caseȱ studyȱ analyzesȱ howȱ dataȱ fromȱ theȱ assessmentȱ systemȱ inȱ Theȱ Gambiaȱ areȱ usedȱ toȱ contributeȱ toȱ improvedȱ educationȱ qualityȱ andȱ learning,ȱdrawingȱlessonsȱforȱotherȱcountriesȱseekingȱtoȱimproveȱtheirȱuseȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 1ȱ DocumentsȱpublishedȱbyȱtheȱGambianȱgovernmentȱareȱcitedȱbyȱtheȱnameȱofȱtheȱrespectiveȱ ministryȱ orȱ ministerialȱ subunitȱ inȱ thisȱ paper,ȱ butȱ listedȱ underȱ “Theȱ Gambia,ȱ Governmentȱ of”ȱinȱtheȱreferenceȱlist.ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 1ȱ ofȱ assessmentȱ information.ȱ Theȱ findingsȱ areȱ basedȱ onȱ aȱ reviewȱ ofȱ keyȱ documentation,ȱ suchȱ asȱ policyȱ documents,ȱ assessmentȱ reports,ȱ andȱ curriculumȱ frameworks,ȱ asȱ wellȱ asȱ interviewsȱ withȱ keyȱ informants,ȱ includingȱ representativesȱ ofȱ assessmentȱ institutions,ȱ teachers,ȱ parents,ȱ andȱstudents.ȱ Theȱfindingsȱandȱlessonsȱlearnedȱshouldȱbeȱappraisedȱinȱtheȱcontextȱ ofȱ Theȱ Gambia,ȱ whichȱ isȱ aȱ veryȱ poorȱ andȱ smallȱ countryȱ inȱ Westȱ Africa—theȱ smallestȱ countryȱ onȱ mainlandȱ Africa.ȱ Itȱ hasȱ aȱ multiculturalȱ populationȱ ofȱ 1.64ȱ million,ȱ representingȱ aȱ varietyȱ ofȱ ethnicȱ andȱ linguisticȱ groups.ȱTheȱcountry’sȱeconomyȱisȱrelativelyȱundiversifiedȱandȱlimitedȱbyȱ aȱ smallȱ internalȱ market.ȱ Aȱ lowȬincomeȱ country,ȱ Theȱ Gambiaȱ hasȱ aȱ grossȱ domesticȱ productȱ (GDP)ȱ perȱ capitaȱ ofȱ US$1,948ȱ (inȱ purchasingȱ powerȱ parity)ȱandȱroughlyȱoneȬthirdȱofȱtheȱpopulationȱliveȱinȱsevereȱpoverty.ȱInȱ 2013,ȱTheȱGambiaȱrankedȱ165ȱoutȱofȱ187ȱcountriesȱsurveyedȱinȱtheȱUnitedȱ Nation’sȱHumanȱDevelopmentȱIndexȱ(UNDPȱ2013).ȱ Theȱ educationȱ systemȱ inȱ theȱ Gambiaȱ servesȱ aȱ populationȱ ofȱ nearlyȱ 350,000ȱ studentsȱ inȱ 574ȱ schools.ȱ Theȱ schoolsȱ operateȱ inȱ aȱ 6Ȭ3Ȭ3ȱ structure:ȱ sixȱ yearsȱ ofȱ lowerȱ basicȱ education,ȱ threeȱ yearsȱ ofȱ upperȱ basicȱ education,ȱ andȱthreeȱyearsȱofȱseniorȱsecondaryȱschool.ȱAȱnationalȱcurriculumȱdefinesȱ learningȱexpectationsȱandȱstudentsȱtakeȱnationalȱexaminationsȱatȱtheȱendȱ ofȱ bothȱ basicȱ andȱ secondaryȱ education.ȱ Admissionȱ toȱ secondaryȱ educationȱisȱcompetitive.ȱTheȱMinistryȱofȱBasicȱandȱSecondaryȱEducationȱ (MoBSE)ȱisȱtheȱmainȱgovernmentalȱauthorityȱforȱtheȱschoolȱsystem.ȱ ȱ Theȱ educationȱ systemȱ underwentȱ importantȱ reformsȱ inȱ theȱ lastȱ decadeȱ orȱ soȱ relatedȱ toȱ expandedȱ schoolȱ coverage.ȱ Primaryȱ completionȱ ratesȱ increasedȱ fromȱ 39ȱ percentȱ inȱ 1992ȱ toȱ 66ȱ percentȱ inȱ 2011,ȱ anȱ expansionȱ thatȱ mainlyȱ benefitedȱ girls.ȱ Simultaneously,ȱ primaryȱ educationȱ wasȱ expandedȱ fromȱ sixȱ toȱ nineȱ yearsȱ andȱ barriersȱ toȱ theȱ completionȱ ofȱ primaryȱ educationȱ wereȱ phasedȱ outȱ (includingȱ anȱ exitȱ examinationȱtakenȱatȱtheȱendȱofȱgradeȱ6).ȱOnceȱcoverageȱwasȱsignificantlyȱ expanded,ȱ improvingȱ learningȱ levelsȱ becameȱ aȱ priority.ȱ Theȱ Gambiaȱ accordinglyȱintroducedȱimportantȱreformsȱtoȱmonitorȱlearningȱlevelsȱandȱ supportȱ teachingȱ andȱ learning.ȱ Asȱ mentionedȱ earlier,ȱ theseȱ reformsȱ focusedȱ onȱ theȱ developmentȱ ofȱ aȱ strongȱ studentȱ assessmentȱ systemȱ andȱ theȱeffectiveȱuseȱofȱassessmentȱdata.ȱ ȱ Theȱ nextȱ sectionȱ ofȱ thisȱ paperȱ presentsȱ anȱ overviewȱ ofȱ theȱ assessmentȱ systemȱ inȱ Theȱ Gambia.ȱ Itȱ describesȱ theȱ policyȱ contextȱ inȱ ȱ 2ȱ OusmaneȱSenghorȱ whichȱ assessmentȱ reformsȱ haveȱ takenȱ placeȱ andȱ theȱ institutionalȱ arrangementsȱ createdȱ toȱ carryȱ outȱ assessmentȱ programsȱ andȱ activities.ȱ Threeȱ mainȱ typesȱ ofȱ assessmentsȱ areȱ discussed:ȱ classroomȱ assessments,ȱ examinations,ȱandȱnationalȱlargeȬscaleȱassessments.ȱTheȱfollowingȱsectionȱ addressesȱ theȱ usesȱ ofȱ studentȱ assessmentȱ informationȱ atȱ theȱ school,ȱ community,ȱ andȱ countryȱ levels.ȱ Itȱ includesȱ aȱ reviewȱ ofȱ factorsȱ thatȱ conditionȱ theȱ effectiveȱ useȱ ofȱ assessmentȱ informationȱ atȱ eachȱ level.ȱ Theȱ finalȱ sectionȱ offersȱ keyȱ lessonsȱ andȱ recommendationsȱ forȱ otherȱ countriesȱ seekingȱtoȱimproveȱtheirȱuseȱofȱassessmentȱdata.ȱ OverviewȱofȱtheȱAssessmentȱSystemȱ Policyȱcontextȱ Theȱ assessmentȱ systemȱ inȱ Theȱ Gambiaȱ mustȱ beȱ understoodȱ withinȱ theȱ broaderȱcontextȱofȱtheȱcountry’sȱeducationȱsystem.ȱGambianȱschoolsȱhaveȱ historicallyȱhadȱpoorȱcoverage,ȱthatȱis,ȱtheyȱhaveȱservedȱaȱminorityȱofȱtheȱ population.ȱ Asȱ studentsȱ progressedȱ fromȱ gradeȱ toȱ grade,ȱ coverageȱ becameȱincreasinglyȱlimited.ȱ Accessȱ toȱ schoolsȱ wasȱ basedȱ onȱ theȱ numberȱ ofȱ placesȱ available.ȱ Nationalȱ examinationsȱ atȱ differentȱ gradeȱ levelsȱ wereȱ usedȱtoȱselectȱsomeȱstudentsȱintoȱfurtherȱeducationȱandȱtoȱfilterȱothersȱoutȱ ofȱfurtherȱacademicȱstudy.ȱ ȱ Theseȱexaminationsȱhadȱaȱdetrimentalȱpedagogicalȱeffect,ȱgeneratingȱ aȱ cultureȱ ofȱ “teachingȱ toȱ theȱ test.”ȱ Thisȱ approachȱ narrowedȱ theȱ curriculumȱ toȱ whatȱ wasȱ requiredȱ forȱ theȱ examination.ȱ Theȱ teachingȱ emphasisȱ wasȱ onȱ howȱ toȱ beatȱ theȱ testȱ inȱ orderȱ toȱ gainȱ accessȱ toȱ furtherȱ education,ȱratherȱthanȱonȱdeepȱholisticȱlearning.ȱ Theȱ goalȱ ofȱ theȱ Educationȱ forȱ Allȱ initiativeȱ andȱ theȱ expansionȱ ofȱ theȱ Gambianȱ schoolȱ systemȱ inȱ theȱ lateȱ 1990sȱ shiftedȱ educationalȱ prioritiesȱ fromȱaccessȱtoȱqualityȱandȱlearning.ȱThisȱchangeȱresultedȱinȱaȱpushȱforȱtheȱ developmentȱ ofȱ newȱ assessmentsȱ thatȱ couldȱ betterȱ supportȱ learning.ȱ Examinationsȱ forȱ filteringȱ studentsȱ outȱ ofȱ theȱ schoolȱ systemȱ wereȱ noȱ longerȱneededȱandȱaȱshiftȱfromȱ“assessmentȱforȱselection”ȱtoȱ“assessmentȱ forȱlearning”ȱfollowed.ȱ Thisȱ newȱ thinkingȱ translatedȱ intoȱ aȱ newȱ assessmentȱ landscape.ȱ Theȱ gradeȱ 6ȱ examinationȱ (Primaryȱ Schoolȱ Leavingȱ Certificateȱ Examination,ȱ PSLCE)ȱwasȱgraduallyȱphasedȱoutȱbetweenȱ2000ȱandȱ2002.ȱInȱresponseȱtoȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 3ȱ theȱdemandsȱofȱparentsȱandȱcommunitiesȱtoȱreinstallȱtheȱPSLCE,ȱtwoȱnewȱ assessmentsȱthatȱmonitorȱlearningȱatȱtheȱcountryȱlevelȱwereȱintroducedȱtoȱ replaceȱit:ȱ theȱEarlyȱGradeȱReadingȱAssessmentȱ(EGRA),ȱinȱ2007,ȱandȱtheȱ Nationalȱ Assessmentȱ Testȱ (NAT),ȱ inȱ 2008.ȱ Theseȱ assessmentsȱ markedȱ aȱ bigȱstepȱforward.ȱForȱtheȱfirstȱtime,ȱassessmentȱdataȱwereȱusedȱtoȱmonitorȱ learningȱ ratherȱ thanȱ toȱ determineȱ individualȱ consequences.ȱ Regularȱ backgroundȱ dataȱ onȱ students,ȱ teachers,ȱ andȱ schoolsȱ alsoȱ startedȱ toȱ beȱ collected,ȱ allowingȱ forȱ aȱ betterȱ understandingȱ ofȱ theȱ variablesȱ thatȱ affectȱ learning.ȱ Theseȱ dataȱ permittedȱ deeperȱ analysesȱ ofȱ assessmentȱ information,ȱmovingȱtheȱfocusȱfromȱaȱsimpleȱcountȱofȱpassesȱandȱfailuresȱ toȱpolicyȱanalysis.ȱ Institutionalȱarrangementsȱ AssessmentȬrelatedȱissuesȱinȱTheȱGambiaȱareȱjointlyȱmanagedȱbyȱdistinctȱ institutionsȱ thatȱ playȱ aȱ keyȱ roleȱ inȱ theȱ design,ȱ implementation,ȱ dissemination,ȱandȱuseȱofȱassessmentȱdata.ȱTheȱmostȱimportantȱare:ȱ Westȱ Africanȱ Examinationsȱ Councilȱ (WAEC).ȱ Theȱ primaryȱ functionȱ ofȱ theȱ Councilȱ isȱ toȱ manageȱ publicȱ examinationsȱ forȱ primaryȱ andȱ secondaryȱ educationȱ (Theȱ Gambiaȱ Basicȱ Educationȱ Certificateȱ Examination,ȱ orȱ GABECE,ȱ andȱ Westȱ Africaȱ Seniorȱ Schoolȱ Certificateȱ Examination,ȱ orȱ WASSCE,ȱrespectively).ȱTheȱmandateȱofȱtheȱCouncilȱhasȱbeenȱenlarged;ȱitȱ isȱ nowȱ entrustedȱ withȱ organizingȱ andȱ conductingȱ theȱ NATȱ inȱ Theȱ Gambiaȱ forȱ allȱ studentsȱ inȱ gradesȱ 3,ȱ 5,ȱ andȱ 8.ȱ WAECȱ alsoȱ setsȱ theȱ guidelinesȱ forȱ continuousȱ classroomȱ assessmentsȱ atȱ theȱ seniorȱ secondaryȱ level;ȱ theseȱ classroomȱ assessmentsȱ constituteȱ 30ȱ percentȱ ofȱ aȱ student’sȱ finalȱexaminationȱscoreȱinȱgradeȱ12.ȱ WAECȱ Nationalȱ Examinationsȱ Committee.ȱ Thisȱ bodyȱ providesȱ leadershipȱ andȱguidanceȱtoȱWAECȱwithȱregardȱtoȱexaminationȱpolicies.ȱForȱinstance,ȱ itȱensuresȱthatȱstandardizedȱproceduresȱandȱmechanismsȱareȱputȱinȱplaceȱ toȱ controlȱ theȱ qualityȱ ofȱ examinations.ȱ Examinationȱ resultsȱ areȱ alsoȱ discussedȱ byȱ thisȱ committee.ȱ Theȱ WAECȱ Gambiaȱ officeȱ isȱ comprisedȱ ofȱ officialsȱ ofȱ Theȱ Gambia’sȱ Ministryȱ ofȱ Basicȱ andȱ Secondaryȱ Education;ȱ teachers;ȱcurriculumȱdevelopers;ȱandȱstaffȱofȱtheȱMoBSE’sȱStandardsȱandȱ Qualityȱ Assuranceȱ Directorate,ȱ teacherȱ trainingȱ institutions,ȱ andȱ theȱ UniversityȱofȱTheȱGambia.ȱ ȱ 4ȱ OusmaneȱSenghorȱ Monitoringȱ andȱ Evaluationȱ Unitȱ ofȱ MoBSE.ȱ Thisȱ unitȱ collectsȱ allȱ availableȱ assessmentȱ data,ȱ includingȱ dataȱ fromȱ examinations,ȱ nationalȱ largeȬscaleȱ assessments,ȱandȱclassroomȱassessments.ȱAssessmentȱdataȱareȱusedȱtoȱsetȱ targetsȱ (e.g.,ȱ 80ȱ percentȱ competencyȱ onȱ theȱ NATȱ andȱ GABECE)ȱ andȱ monitorȱ progressȱ towardȱ thoseȱ targets.ȱ Theȱ MoBSEȱ unitȱ generatesȱ anȱ annualȱreportȱhighlightingȱkeyȱpolicyȱissuesȱandȱrecommendationsȱthatȱisȱ sharedȱ withȱ stakeholdersȱ withȱ theȱ purposeȱ ofȱ improvingȱ studentȱ performance.ȱ CurriculumȱResearchȱEvaluationȱandȱDevelopmentȱDirectorateȱ(CREDD).ȱ Thisȱ directorateȱ worksȱ closelyȱ withȱ variousȱ stakeholdersȱ inȱ theȱ developmentȱ ofȱ curricula,ȱ syllabi,ȱ teachingȱ guides,ȱ andȱ textbooks.ȱ Theȱ EGRA,ȱ whichȱ hasȱ aȱ strongȱ bearingȱ onȱ pedagogicalȱ issues,ȱ isȱ entirelyȱ managedȱ andȱ coordinatedȱ byȱ thisȱ directorate.ȱ Thisȱ directorateȱ usesȱ assessmentȱ dataȱ fromȱ differentȱ programsȱ toȱ improveȱ theȱ qualityȱ ofȱ teachingȱ andȱ learningȱ materials.ȱ Planningȱ andȱ Budgetingȱ Directorate.ȱ Theȱ primaryȱ functionsȱ ofȱ thisȱ directorateȱ areȱ toȱ provideȱ adviceȱ onȱ policyȱ issues,ȱ produceȱ andȱ disseminateȱ educationȱ statistics,ȱ andȱ monitorȱ theȱ efficientȱ useȱ ofȱ resources.ȱ Allȱ studentȱ assessmentȱ dataȱ areȱ centralizedȱ inȱ thisȱ directorateȱ andȱ usedȱ forȱ educationȱ systemȱ planningȱ purposes.ȱ Theȱ directorateȱ analyzesȱ theȱ resultsȱ ofȱ allȱ terminalȱ examinationsȱ andȱ nationalȱ assessmentsȱandȱengagesȱstakeholdersȱinȱpolicyȱdiscussions.ȱ ȱ Standardsȱ andȱ Qualityȱ Assuranceȱ Directorateȱ (SQAD).ȱ Thisȱ directorateȱ isȱ responsibleȱforȱmonitoringȱtheȱcomplianceȱofȱallȱeducationȱinstitutionsȱinȱ theȱ countryȱ withȱ theȱ government’sȱ educationȱ policyȱ andȱ associatedȱ actsȱ andȱ regulations.ȱ Itsȱ primaryȱ functionȱ isȱ toȱ monitorȱ andȱ superviseȱ theȱ deliveryȱ ofȱ curriculaȱ atȱ allȱ levelsȱ ofȱ theȱ schoolȱ system,ȱ togetherȱ withȱ theȱ implementationȱ ofȱ participatoryȱ performanceȱ monitoringȱ andȱ schoolȱ improvementȱ initiatives.ȱ SQADȱ worksȱ closelyȱ withȱ WAECȱ onȱ theȱ productionȱ andȱ implementationȱ ofȱ effectiveȱ assessment,ȱ measurement,ȱ andȱ evaluationȱ toolsȱ toȱ measureȱ teachingȱ andȱ learningȱ processesȱ inȱ theȱ schoolȱ system.ȱ Theȱ directorateȱ isȱ inȱ chargeȱ ofȱ monitoringȱ andȱ qualityȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 5ȱ assuranceȱ ofȱ theȱ administrationȱ ofȱ theȱ NAT.ȱ SQADȱ alsoȱ monitorsȱ classroomȱassessmentȱthroughȱitsȱnetworkȱofȱclusterȱmonitors.2ȱ ȱ Assessmentȱprogramsȱandȱactivitiesȱ FavorableȱpoliticalȱandȱeconomicȱconditionsȱinȱTheȱGambiaȱhaveȱallowedȱ forȱ theȱ institutionalizationȱ ofȱ stableȱ assessmentsȱ thatȱ complementȱ oneȱ another.ȱThereȱareȱthreeȱmainȱtypesȱofȱassessmentsȱ(tableȱ1):ȱ x Classroomȱ assessmentsȱ (orȱ schoolȬbasedȱ assessment)ȱ thatȱ supportȱteachingȱandȱlearningȱonȱaȱdailyȱbasis.ȱ x SchoolȬcycleȱ certificationȱ examinationsȱ thatȱ alsoȱ selectȱ studentsȱ intoȱ higherȱ levelsȱ ofȱ education.ȱ Theȱ Gambiaȱ hasȱ twoȱ suchȱ examinations:ȱ theȱ GABACEȱ atȱ theȱ endȱ ofȱ gradeȱ 9ȱ andȱ theȱ WASSCEȱatȱtheȱendȱofȱgradeȱ12.ȱ x Nationalȱ largeȬscaleȱ assessmentsȱ thatȱ monitorȱ learningȱ atȱ theȱ nationalȱ andȱ subnationalȱ levels.ȱ Theȱ Gambiaȱ administersȱ theȱ EGRAȱinȱgradesȱ1,ȱ2,ȱandȱ3ȱandȱtheȱNATȱinȱgradesȱ3,ȱ5,ȱandȱ8.ȱ ȱ Classroomȱ assessments.ȱ Thisȱ categoryȱ refersȱ toȱ theȱ processesȱ usedȱ byȱ teachersȱ toȱ gatherȱ evidenceȱ ofȱ studentȱ learningȱ onȱ aȱ regular,ȱ ongoingȱ basis.ȱ Inȱ Theȱ Gambia,ȱ teachersȱ useȱ classroomȱ assessmentsȱ whenȱ testingȱ theirȱ students,ȱ gradingȱ theirȱ homework,ȱ orȱ informallyȱ judgingȱ theirȱ learningȱ levelsȱ orȱ progressȱ inȱ aȱ subjectȱ area.ȱ Theȱ learningȱ evidenceȱ collectedȱthroughȱclassroomȱassessmentsȱisȱusedȱforȱaȱrangeȱofȱpurposes.ȱ Forȱ instance,ȱ teachersȱ gradeȱ theirȱ students’ȱ work,ȱ complyȱ withȱ administrativeȱprocedures,ȱadjustȱtheirȱpedagogicalȱapproaches,ȱandȱgiveȱ studentsȱfeedbackȱaboutȱtheirȱstrengthsȱandȱweaknesses.ȱ ȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 2ȱ ClusterȱMonitors:ȱ Experiencedȱ andȱ trainedȱ teachersȱ attachedȱ toȱ differentȱ schools.ȱ Theirȱ mainȱ functionȱ isȱ toȱ supportȱteachingȱandȱlearning,ȱandȱprovideȱpedagogicalȱadviceȱtoȱHeadȱTeachers.ȱ ȱ ȱ 6ȱ OusmaneȱSenghorȱ  Tableȱ1.ȱKeyȱFeaturesȱofȱEducationalȱAssessmentȱProgramsȱinȱTheȱGambiaȱ Classroom assessments Examinations Large-scale assessments Name and/or School-based assessments used x GABECE (The Gambia Basic NAT (National Assessment Test) EGRA (Early Grade Reading description by teachers on a daily basis Education Certificate Examination) Assessment) x WASSCE (West Africa Senior Secondary Certificate Examination) Purpose Test comprehension of lessons x Certifies basic and secondary x Monitors learning at the national, x Monitors early reading skills taught, diagnose and monitor education regional, cluster, and school at the national level individual achievement x Selects students into secondary and levels x Informs teaching and learning tertiary education x Informs policy making x Informs policy x Informs teachers about curriculum x Supports teaching and learning coverage and student mastery x Ensures accountability x Monitors education quality at the country level Frequency Routine/daily Annually Annually Every two years Instrument Achievement tests, projects, Achievement test Achievement test and student Achievement test and student 7ȱ informal observations questionnaire questionnaire Population All students in all grades All students in grades 9 (end of primary All students in grades 3, 5, and 8 Nationally representative education) and 12 (end of secondary (census) sample of students in grades 1, education) 2, and 3 What is All subjects in curriculum All subjects in curriculum x Grade 3: English, mathematics, Letter recognition, letter-sound assessed and integrated studiesa identification, word reading, x Grade 5: English, mathematics, reading fluency, reading science, and social and comprehension environmental studiesb Implementing Teachers and Head Teachers WAEC WAEC CREDD agent Also monitored by SQAD through its network of cluster monitors Notes:ȱa.ȱIntegratedȱstudiesȱcombineȱscience,ȱenvironmentalȱstudies,ȱhistory,ȱandȱgeographyȱintoȱoneȱsubjectȱforȱearlyȱgrades.ȱ ȱ b.ȱSocialȱandȱEnvironmentalȱStudiesȱencompassȱhistory,ȱgeography,ȱandȱenvironmentalȱstudies.ȱ ȱ  Theȱ functionȱ ofȱ classroomȱ assessmentsȱ hasȱ dramaticallyȱ shiftedȱ inȱ theȱ newȱ policyȱ context.ȱ Inȱ theȱ contextȱ ofȱ poorerȱ educationalȱ coverage,ȱ classroomȱ assessmentsȱ functionedȱ asȱ aȱ filterȱ mechanism,ȱ withȱ resultsȱ mainlyȱ usedȱ toȱ determineȱ whichȱ studentsȱ wereȱ promotedȱ toȱ theȱ nextȱ levelȱ orȱ grade.ȱ Manyȱ studentsȱ whoȱ wereȱ notȱ promotedȱ endedȱ upȱ droppingȱoutȱofȱschool.ȱInȱtheȱcontextȱofȱuniversalȱprimaryȱeducation,ȱtheȱ functionȱ ofȱ theseȱ assessmentsȱ shiftedȱ towardsȱ evaluatingȱ forȱ learning.ȱ Theȱ focusȱ isȱ nowȱ onȱ diagnosisȱ andȱ formativeȱ assessmentȱ inȱ orderȱ toȱ provideȱindividualizedȱsupport.ȱRepeatingȱaȱgradeȱisȱhighlyȱdiscouraged.ȱ Theȱ newȱ policyȱ contextȱ alsoȱ callsȱ forȱ usingȱ continuousȱ classroomȱ assessmentȱ dataȱ toȱ supportȱ stakeholderȱ participationȱ inȱ schoolȱ management.ȱ Theȱ “Revisedȱ Educationȱ Policyȱ 2004–2015”ȱ (MoBSEȱ 2013,ȱ p.ȱ31)ȱstates:ȱ Inȱ orderȱ forȱ theȱ educationȱ sectorȱ toȱ performȱ itsȱ rightfulȱ roleȱ inȱ theȱ provisionȱofȱqualityȱeducation,ȱtheȱneedȱforȱcurriculaȱthatȱareȱrelevant,ȱ elaborate,ȱ realistic,ȱ andȱ deliverableȱ cannotȱ beȱ overemphasized.ȱ Theȱ deliveryȱ ofȱ suchȱ curriculaȱ willȱ requireȱ systemsȱ thatȱ willȱ beȱ ableȱ toȱ verifyȱ impactȱ throughȱ appropriateȱ assessmentȱ andȱ examinationȱ toolsȱ acrossȱ allȱlevelsȱ withinȱ basicȱandȱsecondaryȱeducation….ȱAssessmentsȱ willȱ includeȱ formalȱ examinations,ȱ continuousȱ assessment,ȱ routineȱ andȱ adȬhocȱ diagnosticȱ tests,ȱ andȱ otherȱ formsȱ ofȱ assessmentsȱ basedȱ onȱ theȱ curricula….ȱBenchmarksȱwillȱbeȱestablishedȱtoȱdetermineȱandȱmonitorȱ theȱ standardȱ ofȱ educationȱ acrossȱ theȱ basicȱ andȱ secondaryȱ levelsȱ inȱ pursuitȱ ofȱ excellence….ȱ Classroomȱ assessmentȱ practicesȱ willȱ beȱ improvedȱandȱcontinuousȱassessmentȱstrengthenedȱtoȱmonitorȱstudentȱ performanceȱandȱlearningȱachievement….ȱ Theȱ followingȱ instrumentsȱ haveȱ beenȱ developedȱ toȱ makeȱ moreȱ effectiveȱ useȱofȱclassroomȱassessmentȱdata:ȱ x Schoolȱ scorecardsȱ areȱ aȱ communityȬbasedȱ monitoringȱ toolȱ thatȱ allowsȱ forȱ immediateȱ feedbackȱ onȱ theȱ qualityȱ andȱ adequacyȱ ofȱ servicesȱ providedȱ byȱ individualȱ schools.ȱ MoBSEȱ recentlyȱ introducedȱ thisȱ toolȱ withȱ theȱ aimȱ ofȱ promotingȱ transparency,ȱ accountability,ȱ andȱ communityȱ participation.ȱ Schoolȱ scorecardsȱ reportȱ howȱ aȱ schoolȱ isȱ doingȱ relativeȱ toȱ itsȱ regionȱ andȱ district.ȱ Theyȱareȱpostedȱatȱschoolsȱandȱdistributedȱtoȱschoolȱcommittees,ȱ parentȬteacherȱ associations,ȱ clusterȱ monitors,ȱ andȱ regionalȱ educationȱdirectoratesȱ(figureȱ1).ȱ ȱ 8ȱ OusmaneȱSenghorȱ Figureȱ1.ȱGambianȱSchoolȱScorecardȱ ȱ Source:ȱProvidedȱbyȱMoBSEȱinȱ2013.ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 9ȱ  x Studentȱreportȱcardsȱareȱprovidedȱatȱtheȱendȱofȱeachȱschoolȱterm.ȱ Theyȱ containȱ informationȱ onȱ studentȱ marksȱ inȱ differentȱ subjects,ȱ asȱ wellȱ asȱ studentȱ performanceȱ relativeȱ toȱ otherȱ studentsȱ inȱ theȱ class.ȱReportȱcardsȱnoteȱtheȱnumberȱofȱstudentsȱinȱaȱclassȱplusȱtheȱ individualȱ student’sȱ attendanceȱ andȱ punctuality;ȱ theyȱ alsoȱ featureȱ remarksȱ fromȱ classȱ teachersȱ andȱ headȱ teachersȱ onȱ theȱ generalȱ performanceȱ andȱ conductȱ ofȱ eachȱ individualȱ student.ȱ Informationȱ isȱ presentedȱ inȱ aȱ formatȱ thatȱ allowsȱ easyȱ interpretationȱ ofȱ qualityȱ indicatorsȱ byȱ communityȱ members,ȱ includingȱthoseȱwhoȱareȱilliterate.ȱ x Guidelinesȱ forȱ remedialȱ classesȱ wereȱ introducedȱ inȱ 2011ȱ andȱ haveȱ greatlyȱ contributedȱ toȱ theȱ rethinkingȱ ofȱ classroomȱ assessmentȱ practicesȱ inȱ schools.ȱ Theȱ guidelinesȱ promoteȱ theȱ useȱ ofȱexplicitȱassessmentȱcriteriaȱthatȱareȱusedȱtoȱbenchmarkȱstudentȱ performance.ȱ Theyȱ alsoȱ promoteȱ givingȱ moreȱ attentionȱ toȱ childrenȱ whoȱ areȱ fallingȱ behind.ȱ Theȱ guidelinesȱ inȱ particularȱ emphasizeȱtheȱuseȱofȱdiagnosticȱtestingȱandȱindividualȱeducationȱ plansȱtoȱaddressȱstudents’ȱlearningȱdifficulties.ȱ x Oneȱ componentȱ ofȱ theȱ schoolȱ managementȱ manualȱ focusesȱ onȱ theȱ useȱ ofȱ assessmentȱ informationȱ toȱ designȱ remediationȱ strategies.ȱ Theȱ textȱ offersȱ aȱ comprehensiveȱ guideȱ onȱ howȱ toȱ collectȱandȱanalyzeȱclassroomȱassessmentȱinformation,ȱasȱwellȱasȱ howȱ toȱ designȱ andȱ applyȱ innovativeȱ teaching,ȱ learning,ȱ andȱ assessmentȱstrategiesȱtoȱimproveȱstudentȱperformance.ȱ x Learningȱ achievementȱ targetsȱ nowȱ provideȱ learningȱ standardsȱ forȱ eachȱ gradeȱ levelȱ andȱ areȱ benchmarkedȱ againstȱ WAECȱ standards.ȱ Theȱ ideaȱ isȱ toȱ shiftȱ towardȱ teachingȱ thatȱ supportsȱ studentsȱtoȱachieveȱgradeȬlevelȱstandards.ȱ x Aȱ setȱ ofȱ minimumȱ standardsȱ areȱ usedȱ toȱ evaluateȱ schoolȱ performanceȱinȱvariousȱdomains,ȱincludingȱaȱschool’sȱcapacityȱtoȱ makeȱeffectiveȱuseȱofȱclassroomȱassessmentȱinformation.ȱ x Standardizedȱ toolsȱ forȱ measuringȱ learningȱ outcomesȱ inȱ lowerȱ basicȱ schoolsȱ explainȱ theȱ conceptsȱ ofȱ learningȱ outcomesȱ andȱ provideȱ guidelinesȱ forȱ teachersȱ toȱ developȱ assessmentȱ instruments,ȱ asȱ wellȱ asȱ toȱ implement,ȱ analyze,ȱ andȱ reportȱ classroomȱassessmentȱdata.ȱ ȱ 10ȱ OusmaneȱSenghorȱ Examinationsȱ Theȱ Gambia’sȱ assessmentȱ systemȱ encompassesȱ twoȱ examinations:ȱ theȱ basicȱ educationȱ certificateȱ examinationȱ andȱ theȱ secondaryȱ schoolȱ leavingȱ examination.ȱ Theseȱ examinationsȱ areȱ theȱ predominantȱ toolsȱ forȱ measuringȱstudentȱlearningȱinȱtheȱschoolȱsystem.ȱ Theȱ Gambiaȱ Basicȱ Educationȱ Certificateȱ Examinationȱ (GABECE).ȱ Theȱ GABECEȱ wasȱ introducedȱ inȱ 2003.ȱ Itȱ isȱ usedȱ toȱ bothȱ certifyȱ primaryȱ educationȱandȱ selectȱstudentsȱ intoȱ secondaryȱ education.ȱ Lackȱ ofȱseatsȱ forȱ allȱ studentsȱ inȱ secondaryȱ educationȱ hasȱ forcedȱ theȱ schoolȱ systemȱ toȱ useȱ theȱ GABECEȱ asȱ aȱ mechanismȱ toȱ filterȱ studentsȱ outȱ ofȱ formalȱ education.ȱ Allȱstudentsȱtakeȱtheȱtestȱinȱgradeȱ9ȱ(atȱtheȱendȱofȱupperȱbasicȱeducation).ȱ Studentsȱ areȱ requiredȱ toȱ beȱ testedȱ inȱ fourȱ coreȱ subjectsȱ (mathematics,ȱ English,ȱ science,ȱ andȱ socialȱ andȱ environmentalȱ studies)ȱ andȱ betweenȱ threeȱtoȱfiveȱoptionalȱsubjects.ȱ ȱ Accordingȱ toȱ “Theȱ Gambiaȱ Countryȱ Statusȱ Reportȱ 2010”ȱ (MoBSEȱ andȱ Worldȱ Bankȱ 2010,ȱ p.ȱ 112),ȱ theȱ GABECEȱ 2009ȱ resultsȱ showedȱ veryȱ poorȱlearningȱlevels:ȱ [Some]ȱ76ȱpercentȱofȱcandidatesȱfailedȱtoȱobtainȱaȱsingleȱcreditȱinȱanyȱofȱ theȱ 4ȱ coreȱ GABECEȱ subjectsȱ (theȱ endȱ ofȱ upperȱ basicȱ levelȱ exam),ȱ andȱ onlyȱ 4ȱ percentȱ achievedȱ creditsȱ inȱ allȱ 4.ȱ Resultsȱ areȱ poorestȱ inȱ math,ȱ withȱ 7ȱ percentȱ ofȱ candidatesȱ obtainingȱ aȱ credit.ȱ Boysȱ performȱ betterȱ thanȱ girlsȱ (72ȱ percentȱ andȱ 81ȱ percentȱ didȱ notȱ obtainȱ aȱ singleȱ credit,ȱ [respectively])….ȱ Unfortunately,ȱ GABACEȱ resultsȱ areȱ characterizedȱ byȱ aȱ lowȱ levelȱ ofȱ analysis,ȱ withȱ theȱ emphasisȱ onȱ individualȱ studentȱ achievementȱ andȱ rankingȱ ofȱ testȱ scores.ȱ Theȱ dataȱ generatedȱ isȱ generallyȱ aȱ simpleȱ countȱ ofȱ theȱnumberȱofȱstudentsȱwhoȱpassȱorȱfailȱtheȱexamination.ȱ SecondaryȱSchoolȱLeavingȱExamination.ȱWAECȱintroducedȱtheȱWestȱAfricanȱ Seniorȱ Secondaryȱ Certificateȱ Examinationȱ (WASSCE)ȱ inȱ 1998ȱ asȱ partȱ ofȱ theȱ educationȱ reformȱ programsȱ ofȱ itsȱ memberȱ countries.ȱ WASSCEȱ hasȱ aȱ dualȱ purposeȱ ofȱ certifyingȱ secondaryȱ educationȱ andȱ selectingȱ studentsȱ intoȱtertiaryȱeducation.ȱAllȱstudentsȱtakeȱtheȱtestȱinȱgradeȱ12ȱ(atȱtheȱendȱofȱ seniorȱ secondaryȱ education).ȱ Resultsȱ areȱ alsoȱ usedȱ toȱ compareȱ Gambianȱ studentsȱ withȱ otherȱ AnglophoneȬspeakingȱ countriesȱ inȱ theȱ regionȱ thatȱ administerȱtheȱsameȱtestsȱ(i.e.,ȱGhana,ȱLiberia,ȱNigeria,ȱandȱSierraȱLeone).ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 11ȱ  Theȱ testȱ isȱ administeredȱ underȱ strictȱ conditionsȱ twiceȱ aȱ year,ȱ inȱ May–JuneȱandȱNovember–December.ȱThisȱpracticeȱallowsȱcandidatesȱtheȱ opportunityȱ toȱ improveȱ theirȱ results.ȱ Theȱ minimumȱ entryȱ requirementȱ forȱ universityȱ isȱ usuallyȱ 5ȱ credits,ȱ includingȱ Englishȱ andȱ mathematicsȱ (coreȱ topicsȱ administeredȱ inȱ theȱ sameȱ mannerȱ inȱ allȱ countries).ȱ Theȱ finalȱ scoresȱ areȱ computedȱ usingȱ bothȱ resultsȱ fromȱ theȱ WAASCEȱ (70ȱ percentȱ weight)ȱandȱclassroomȱassessmentȱgradesȱ(30ȱpercentȱweight).ȱ Asȱ withȱ theȱ GABECE,ȱ WASSCEȱ resultsȱ areȱ veryȱ lowȱ (tableȱ 2).ȱ Asȱ statedȱ inȱ theȱ Countryȱ Statusȱ Reportȱ (MoBSEȱ andȱ Worldȱ Bankȱ 2010,ȱ p.ȱ 135):ȱ Comparedȱ withȱ otherȱ WAECȱ countries,ȱ dataȱ onȱ Englishȱ andȱ mathematicsȱ resultsȱ showȱ thatȱ Gambianȱ students’ȱ performanceȱ isȱ comparativelyȱ muchȱ worse.ȱ Althoughȱ someȱ significantȱ improvementsȱ areȱ apparentȱ inȱ Englishȱ overȱ theȱ 2007–2009ȱ period,ȱ resultsȱ areȱ stillȱ farȱ belowȱ theȱ regionalȱ average.ȱ Theseȱ poorȱ resultsȱ reflectȱ theȱ generallyȱ poorȱqualityȱofȱtheȱGambianȱeducationȱsystem.ȱ Tableȱ2.ȱResultsȱ(percentageȱofȱpasses)ȱofȱtheȱSecondaryȱSchoolȱ LeavingȱExaminationȱ(WASSCE)ȱinȱGambia,ȱ2009ȱ ȱ English Mathematics 2007 2008 2009 2007 2008 2009 The Gambia 6.5 3.1 13.1 3.3 2.6 3.2 Ghana 28.8 49.4 43.3 25.0 26.1 28.2 Nigeria 30.2 35.0 41.6 46.8 57.3 47.0 Sierra Leone 16.5 7.4 17.6 4.2 3.5 3.2 Source:ȱWAECȱ2009.ȱLiberiaȱisȱnotȱincludedȱbecauseȱitȱjoinedȱWASSCEȱinȱ2013.ȱ ȱ ȱ Nationalȱ largeȬscaleȱ assessments.ȱ Theȱ Gambiaȱ hasȱ twoȱ nationalȱ largeȬscaleȱ assessmentȱ programs:ȱ aȱ censusȱ assessmentȱ ofȱ theȱ coreȱ curriculumȱ (theȱ NAT)ȱandȱtheȱsampleȬbasedȱEGRA.ȱ Censusȱ assessmentȱ ofȱ theȱ coreȱ curriculum.ȱ Theȱ purposeȱ ofȱ theȱ Nationalȱ Assessmentȱ Testȱ (NAT)ȱ isȱ toȱ provideȱ aȱ pictureȱ ofȱ studentȱ learningȱ achievementȱinȱ theȱ coreȱ subjectȱ areasȱ ofȱtheȱ nationalȱ curriculumȱinȱlowerȱ basicȱeducation.ȱThisȱcensusȱassessmentȱisȱtakenȱannuallyȱbyȱallȱstudentsȱ inȱ gradesȱ 3,ȱ 5,ȱ andȱ 8ȱ inȱ government,ȱ private,ȱ grantȬaided,ȱ andȱ Islamicȱ ȱ 12ȱ OusmaneȱSenghorȱ (madrassa)ȱ schools. 3 ȱ Schoolȱ resultsȱ areȱ madeȱ publiclyȱ availableȱ atȱ theȱ national,ȱregional,ȱcluster,ȱandȱschoolȱlevels.ȱ Theȱ testȱ wasȱ firstȱ pilotedȱ inȱ 2001,ȱ followingȱ theȱ phaseȬoutȱ ofȱ examinationsȱ inȱ gradeȱ 6,ȱ andȱ wasȱ deployedȱ nationwideȱ inȱ 2008.ȱ Inȱ 2012,ȱ MoBSEȱ introducedȱ theȱ NATȱ inȱ gradeȱ 8ȱ toȱ betterȱ monitorȱ learningȱ achievementsȱatȱtheȱupperȱlevelȱofȱbasicȱeducation.ȱ NATȱ includesȱ aȱ batteryȱ ofȱ instruments.ȱ Theȱ testȱ blueprintȱ isȱ alignedȱ withȱ theȱ learningȱ achievementȱ targetsȱ ofȱ theȱ nationalȱ curriculum.ȱ Inȱ gradeȱ 3,ȱ NATȱ assessesȱ studentsȱ inȱ threeȱ subjectȱ areas:ȱ mathematics,ȱ English,ȱ andȱ integratedȱ studies.4ȱ Inȱ gradeȱ 5,ȱ itȱ assessesȱ studentsȱ inȱ fourȱ subjectȱ areas:ȱ mathematics,ȱ English,ȱ science,ȱ andȱ socialȱ andȱ environmentalȱ studies;ȱ theseȱ studentsȱ alsoȱ answerȱ aȱ studentȱ questionnaire.ȱ Inȱ gradeȱ 8,ȱ theȱ assessmentȱ measuresȱ students’ȱ levelȱ ofȱ achievementȱ inȱ mathematics,ȱ Englishȱ language,ȱ science,ȱ andȱ socialȱ andȱ environmentalȱstudies.ȱ NATȱ resultsȱ haveȱ beenȱ publishedȱ sinceȱ 2011.ȱ Annualȱ reportsȱ areȱ madeȱ availableȱ toȱ aȱ varietyȱ ofȱ audiences,ȱ includingȱ schools,ȱ parents,ȱ communities,ȱ donors,ȱ partners,ȱ teacherȱ trainingȱ institutions,ȱ andȱ lineȱ managersȱofȱtheȱMinistryȱofȱBasicȱandȱSecondaryȱEducation.ȱ NATȱ dataȱ paintȱ aȱ pictureȱ ofȱ poorȱ educationȱ quality,ȱ withȱ fewȱ studentsȱ achievingȱ specifiedȱ learningȱ targetsȱ forȱ theirȱ grades.ȱ Inȱ theȱ 2010ȱ NAT,ȱ forȱ example,ȱ passȱ ratesȱ inȱ gradeȱ 3ȱ rangedȱ fromȱ 46ȱ percentȱ inȱ integratedȱ studiesȱ toȱ 20ȱ percentȱ inȱ English.ȱ Inȱ gradeȱ 5,ȱ theȱ averageȱ passȱ rateȱinȱmathematicsȱandȱsciencesȱwasȱ20ȱpercentȱ(MoBSEȱandȱWorldȱBankȱ 2010).ȱ Theseȱ resultsȱ contrastȱ significantlyȱ withȱ learningȱ targetsȱ ofȱ 80ȱ percent,ȱwhichȱtheȱcountryȱaimsȱtoȱreachȱbyȱ2015.ȱ Someȱ criticismsȱ ofȱ theȱ NATȱ haveȱ beenȱ voiced.ȱ Parentsȱ andȱ teachersȱ haveȱcomplainedȱthatȱtheȱtestsȱareȱtooȱdifficultȱandȱinsufficientlyȱsensitiveȱ toȱ theȱ rangeȱ ofȱ students’ȱ actualȱ achievements.ȱ Criticsȱ alsoȱ pointȱ outȱ thatȱ theȱ testsȱ doȱ notȱ coverȱ theȱ entireȱ curriculaȱ taughtȱ inȱ schools,ȱ andȱ thatȱ crossȬyearȱ comparisonsȱ areȱ notȱ possibleȱ dueȱ toȱ changesȱ inȱ theȱ testingȱ protocolȱfromȱoneȱyearȱtoȱtheȱnext.ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 3ȱ Islamicȱ schools,ȱ whichȱ representȱ 16ȱ percentȱ ofȱ theȱ studentȱ population,ȱ joinedȱ theȱ NATȱ inȱ 2013.ȱ 4ȱ Seeȱtableȱ1.ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 13ȱ  Inȱ responseȱ toȱ theseȱ criticisms,ȱ NATȱ 2011ȱ introducedȱ importantȱ innovations.ȱ Theȱ numberȱ ofȱ itemsȱ inȱ theȱ Englishȱ andȱ mathematicsȱ testsȱ wasȱincreased,ȱthusȱcoveringȱaȱbroaderȱspanȱofȱknowledgeȱinȱeachȱsubject.ȱ Testȱ questionsȱ wereȱ distributedȱ acrossȱ aȱ widerȱ rangeȱ ofȱ difficultyȱ levelsȱ andȱ aȱ varietyȱ ofȱ itemȱ typesȱ (e.g.,ȱ multipleȱ choiceȱ andȱ openȬendedȱ questions)ȱwereȱintroduced.ȱ SampleȬbasedȱ Earlyȱ Gradeȱ Readingȱ Assessmentȱ (EGRA).ȱ Theȱ purposeȱ ofȱ theȱ EGRAȱ isȱ toȱ informȱ schoolsȱ aboutȱ studentȱ acquisitionȱ ofȱ theȱ mostȱ basicȱ foundationalȱ readingȱ skillsȱ inȱ theȱ earlyȱ gradesȱ ofȱ primaryȱ school.ȱ Thisȱ informationȱ isȱ thenȱ usedȱ toȱ informȱ policyȱ andȱ pedagogy,ȱ andȱ toȱ raiseȱ awarenessȱ aboutȱ theȱ urgencyȱ ofȱ improvingȱ studentȱ achievementȱ (Goveȱ andȱCvelichȱ2010).ȱ Theȱ EGRAȱ measuresȱ nationallyȱ representativeȱ samplesȱ ofȱ studentsȱ inȱgradesȱ1,ȱ2,ȱandȱ3.ȱTheȱassessment,ȱwhichȱisȱindividuallyȱadministered,ȱ coversȱ theȱ mainȱ skillsȱ requiredȱ forȱ aȱ childȱ toȱ learnȱ toȱ read,ȱ includingȱ recognizingȱ letters,ȱ syllables,ȱ andȱ words;ȱ understandingȱ basicȱ sentencesȱ andȱ paragraphs;ȱ andȱ listeningȱ comprehension.ȱ EGRAȱ alsoȱ collectsȱ informationȱ onȱ opportunitiesȱ forȱ learningȱ readingȱ skillsȱ inȱ bothȱ schoolȱ andȱhomeȱenvironments.ȱ Theȱ EGRAȱ hasȱ beenȱ graduallyȱ institutionalizedȱ inȱ Theȱ Gambia.ȱ Theȱ firstȱ assessmentȱ wasȱ conductedȱ inȱ 2007,ȱ andȱ involvedȱ aȱ nationallyȱ representativeȱ sampleȱ ofȱ 40ȱ schoolsȱ (10ȱ percentȱ ofȱ theȱ lowerȱ basicȱ educationȱ schoolsȱ nationwide),ȱ whichȱ wereȱ selectedȱ throughȱ stratifiedȱ randomȱ sampling.ȱ Inȱ eachȱ school,ȱ 30ȱ studentsȱ wereȱ selectedȱ fromȱ acrossȱ gradesȱ 1,ȱ 2,ȱ andȱ 3ȱ (10ȱ fromȱ eachȱ grade)ȱ forȱ anȱ overallȱ totalȱ ofȱ 1,200ȱ students.ȱAȱsecondȱEGRAȱwasȱcarriedȱoutȱinȱ2009ȱusingȱtheȱsameȱsampleȱ ofȱ schoolsȱ (althoughȱ notȱ theȱ sameȱ students).ȱ Theȱ resultsȱ wereȱ usedȱ toȱ measureȱchangesȱinȱstudentȱlearningȱachievementȱoverȱtimeȱandȱevaluateȱ theȱ impactȱ ofȱ actionsȱ betweenȱ 2007ȱ andȱ 2009.ȱ Theȱ EGRAȱ isȱ nowȱ conductedȱeveryȱtwoȱyearsȱ(2007,ȱ2009,ȱ2011,ȱ2013,ȱandȱsoȱon).ȱ Theȱ EGRAȱ 2009ȱ resultsȱ showedȱ aȱ lowȱ levelȱ ofȱ basicȱ literacyȱ skillsȱ inȱ theȱ earlyȱ grades.ȱ Manyȱ childrenȱ wereȱ notȱ ableȱ toȱ readȱ toȱ learn,ȱ butȱ wereȱ stillȱ learningȱ toȱ read.ȱGradeȱ3ȱstudentsȱcouldȱreadȱ16ȱwordsȱperȱminuteȱonȱ average,ȱ butȱ understoodȱ barelyȱ halfȱ ofȱ whatȱ theyȱ read.ȱ Anȱ alarmingȱ findingȱ wasȱ thatȱ 54ȱ percentȱ ofȱ gradeȱ 2ȱ pupilsȱ andȱ 27ȱ percentȱ ofȱ gradeȱ 3ȱ pupilsȱ wereȱ stillȱ notȱ ableȱ toȱ readȱ aȱ singleȱ word.ȱ Thereȱ wereȱ importantȱ ȱ 14ȱ OusmaneȱSenghorȱ differencesȱ inȱ performanceȱ byȱ region,ȱ gender,ȱ andȱ socioeconomicȱ background.ȱ However,ȱ theȱ EGRAȱ hasȱ shownȱ improvementsȱ inȱ mostȱ indicatorsȱ overȱ time.ȱ Asȱ shownȱ inȱ tableȱ 3,ȱ improvementsȱ wereȱ higherȱ andȱ moreȱ significantȱ inȱ gradeȱ 3,ȱ withȱ anȱ averageȱ increaseȱ ofȱ 0.4ȱ percentȱ ofȱ aȱ standardȱdeviation.ȱTheȱintroductionȱofȱnewȱpedagogicalȱmethodsȱseemsȱ toȱ haveȱ hadȱ aȱ positiveȱ impactȱ onȱ studentȱ learningȱ achievementsȱ (MoBSEȱ andȱtheȱWorldȱBankȱ2010).ȱ ȱ Tableȱ3.ȱEGRAȱResults:ȱMeanȱScoreȱandȱPercentageȱIncrease,ȱ2007ȱandȱ 2009ȱ ȱ Grade 1 Grade 3 % Increase % Increase 2007 2009 2007 2009 (Significance) (Significance) Phoneme Counting (% of 23.1 31.4 0.3 (***) 32.2 43.4 0.4 (***) phonemes correctly identified) Phoneme Identification (% of 21.4 23.1 0.1 34.8 41.0 0.2 (***) phonemes correctly pronounced) Letter Identification (Number of 12.9 20.6 0.4 (***) 36.2 45.8 0.4 (***) correct letters/minute) Pseudoword Recognition 0.6 1.0 0.1 (*) 2.2 4.7 0.3 (***) (Number of correct non-words/minute) Word Recognition (Number of 1.2 1.6 0.1 4.3 8.7 0.4 (***) correct words/minute) Words in Context (Number of 2.2 2.7 0.1 9.3 16.4 0.4 (***) correct words/minute) Reading Comprehension (% of 9.9 18.9 0.4 (***) 30.6 49.3 0.6 (***) correct answers) Listening Comprehension (%) of 25.9 35.8 0.3 (***) 58.6 69.1 0.3 (***) correct answers) Spelling (%) of correct answers) 3.0 3.9 0.1 12.1 33.9 0.8 (***) Source:ȱMoBSEȱandȱWorldȱBankȱ2010,ȱp.ȱ120.ȱ Note:ȱTheȱpercentageȱincreaseȱisȱcomputedȱusingȱtheȱstandardȱdeviationȱinȱtheȱdenominatorȱ toȱallowȱforȱnormalizedȱcomparisons.ȱ ȱ *ȱStatisticallyȱsignificantȱatȱtheȱ10ȱpercentȱlevel.ȱ **ȱStatisticallyȱsignificantȱatȱtheȱ5ȱpercentȱlevel.ȱ ***ȱStatisticallyȱsignificantȱatȱtheȱ1ȱpercentȱlevel.ȱ ȱ ȱ ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 15ȱ  UsesȱofȱStudentȱAssessmentȱInformationȱ Theȱ Gambiaȱ usesȱ theȱ informationȱ collectedȱ byȱ itsȱ studentȱ assessmentȱ systemȱ (classroomȱ assessments,ȱ examinations,ȱ andȱ nationalȱ largeȬscaleȱ assessments)ȱatȱtheȱschool,ȱcommunity,ȱandȱcountryȱlevels.ȱ Usesȱofȱassessmentȱinformationȱatȱtheȱschoolȱlevelȱ Untilȱ recently,ȱ examinationȱ resultsȱ andȱ studentȱ passȱ ratesȱ wereȱ theȱ mainȱ educationȱ qualityȱ indicators.ȱ Gradually,ȱ withȱ theȱ introductionȱ ofȱ finerȱ analysis,ȱ examinationȱ resultsȱ haveȱ beenȱ usedȱ toȱ bothȱ identifyȱ strengthsȱ andȱ weaknessesȱ inȱ studentȱ learningȱ andȱ introduceȱ curriculumȱ changes.ȱ Moreȱ andȱ more,ȱ dataȱ fromȱ largeȬscaleȱ assessmentsȱ areȱ usedȱ toȱ monitorȱ educationȱqualityȱandȱlearning.ȱTheyȱalsoȱareȱusedȱtoȱmeasureȱtheȱimpactȱ ofȱ variablesȱ thatȱ affectȱ studentȱ learning,ȱ suchȱ asȱ teachingȱ andȱ learning,ȱ curriculumȱ coverage,ȱ timeȱ onȱ task,ȱ andȱ studentȱ socioeconomicȱ background.ȱ Byȱ collectingȱ thisȱ information,ȱ assessmentȱ programsȱ provideȱ insightȱ intoȱ theȱ measuresȱ neededȱ toȱ improveȱ learningȱ inȱ classrooms.ȱ Policyȱ documentsȱ supportȱ schoolsȱ toȱ makeȱ moreȱ effectiveȱ useȱ ofȱ assessmentȱ data.ȱ Minimumȱ standardsȱ andȱ theȱ schoolȱ managementȱ manualȱ inȱ particularȱ helpȱ schoolsȱ useȱ dataȱ fromȱ differentȱ assessments.ȱ Schoolsȱ areȱ mandatedȱ toȱ developȱ theirȱ ownȱ classroomȱ assessmentȱ policyȱ basedȱonȱtheseȱdocuments,ȱwhichȱmustȱspecifyȱtheȱfrequencyȱandȱtypeȱofȱ feedbackȱstudentsȱshouldȱreceiveȱfromȱclassroomȱassessments.ȱ Aȱ Schoolȱ Managementȱ Committeeȱ inȱ eachȱ schoolȱ isȱ mandatedȱ toȱ analyzeȱ studentȱ assessmentȱ dataȱ fromȱ differentȱ sources,ȱ includingȱ theȱ threeȱ typesȱ ofȱ assessmentsȱ listedȱ above.ȱ Theseȱ analysesȱ lookȱ atȱ averageȱ studentȱ performanceȱ andȱ passȱ rates,ȱ asȱ wellȱ asȱ changesȱ inȱ averageȱ performanceȱandȱpassȱrates,ȱsubjectȱarea,ȱgrade,ȱandȱgender,ȱamongȱotherȱ indicators.ȱ Theȱ informationȱ isȱ thenȱ usedȱ toȱ diagnoseȱ aȱ school’sȱ currentȱ situation,ȱ provideȱ feedbackȱ toȱ theȱ schoolȱ communityȱ (i.e.,ȱ teachers,ȱ parents,ȱstudents),ȱandȱtakeȱactionȱtoȱimproveȱeducationalȱachievement.ȱ ȱ Schoolsȱ alsoȱ useȱ studentȱ assessmentȱ informationȱ toȱ improveȱ pedagogicalȱapproaches.ȱGivenȱtheȱpressureȱtoȱimproveȱstudentȱlearningȱ levelsȱ asȱ measuredȱ byȱ assessments,ȱ teachersȱ exploreȱ howȱ toȱ boostȱ learningȱ byȱ usingȱ differentȱ pedagogicalȱ approaches.ȱ Forȱ instance,ȱ EGRAȱ ȱ 16ȱ OusmaneȱSenghorȱ resultsȱ haveȱ promotedȱ theȱ teachingȱ ofȱ phonics,ȱ theȱ useȱ ofȱ aȱ learnerȬcenteredȱ approach,ȱ andȱ anȱ emphasisȱ onȱ continuousȱ assessment.ȱ Variousȱmonitoringȱreportsȱ(e.g.,ȱStandardȱQualityȱAssuranceȱDirectorateȱ quarterlyȱ reportsȱ forȱ 2010–2012,ȱ Coordinationȱ Committeeȱ Meetingȱ reports 5 )ȱ indicateȱ greaterȱ awarenessȱ byȱ teachersȱ ofȱ theȱ importanceȱ ofȱ usingȱassessmentȱdataȱtoȱimproveȱstudentȱlearning.ȱ Schoolsȱ inȱ Theȱ Gambiaȱ useȱ classroomȱ assessmentȱ informationȱ forȱ aȱ varietyȱ ofȱ functions.ȱ Theseȱ includeȱ determiningȱ whetherȱ studentsȱ areȱ learningȱ accordingȱ toȱ curriculumȱ expectations,ȱ whetherȱ teachingȱ isȱ effectivelyȱ promotingȱ studentȱ learningȱ andȱ supportingȱ poorlyȱ performingȱ studentsȱ (e.g.,ȱ remedialȱ classes),ȱ engagingȱ studentsȱ andȱ parentsȱ inȱ improvingȱ education,ȱ justifyingȱ theȱ allocationȱ ofȱ teachersȱ andȱ schoolȱ resources,ȱ andȱ complyingȱ withȱ policyȱ directives.ȱ Nationalȱ educationȱ policyȱ advocatesȱ nineȱ uninterruptedȱ yearsȱ ofȱ basicȱ educationȱ andȱ discouragesȱ theȱ useȱ ofȱ assessmentȱ resultsȱ toȱ makeȱ studentsȱ repeatȱ aȱ grade.ȱ ȱ Despiteȱ theȱ aboveȱ mentionedȱ positiveȱ usesȱ ofȱ studentȱ assessmentȱ informationȱinȱschools,ȱsomeȱnegativeȱusesȱhaveȱalsoȱbeenȱobserved:ȱ x Abilityȱ grouping.ȱStudentsȱareȱgroupedȱinȱdifferentȱclassesȱ(e.g.,ȱ “Aȱ classes”ȱ forȱ highȱ achievers,ȱ “Fȱ classes”ȱ forȱ lowȱ achievers)ȱ accordingȱ toȱ theirȱ assessmentȱ results.ȱ Thisȱ hasȱ hadȱ negativeȱ effectsȱonȱbothȱteacherȱandȱstudentȱmotivation.ȱ x Preventingȱ poorlyȱ performingȱ studentsȱ fromȱ takingȱ theȱ NAT,ȱ GABECE,ȱ andȱ WASSCE.ȱ Toȱ boostȱ overallȱ schoolȱ performance,ȱ someȱ schoolsȱ preventȱ poorlyȱ performingȱ studentsȱ fromȱ takingȱ assessments.ȱ Becauseȱ thisȱ practiceȱ distortsȱ theȱ resultsȱ andȱ theȱ purposeȱofȱassessments,ȱmeasuresȱhaveȱbeenȱtakenȱtoȱcorrectȱthisȱ situation.ȱ Forȱ instance,ȱ schoolȱ averagesȱ haveȱ beenȱ correctedȱ byȱ takingȱintoȱaccountȱtheȱtotalȱnumberȱofȱstudentsȱinȱaȱtestedȱclass,ȱ notȱonlyȱthoseȱwhoȱsatȱforȱtheȱtest.ȱEffortsȱalsoȱhaveȱbeenȱmadeȱtoȱ lowerȱ absenteeȱ rates.ȱ Theȱ absenteeȱ rateȱ duringȱ theȱ NATȱ rangesȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 5ȱ Aȱ Coordinationȱ Committeeȱ Meetingȱ (CCM)ȱ isȱ organizedȱ inȱ eachȱ ofȱ theȱ sixȱ educationalȱ regionsȱofȱTheȱGambiaȱeveryȱyear.ȱCCMȱmembersȱincludeȱteachers,ȱheadȱteachers,ȱregionalȱ directors,ȱ clusterȱ monitors,ȱ localȱ NGOsȱ andȱ otherȱ civilȱ societyȱ organizations,ȱ andȱ representativesȱ ofȱ Unitedȱ Nationsȱ bodies.ȱ Schoolȱ visitsȱ andȱ classroomȱ observationȱ areȱ partȱ ofȱtheȱactivitiesȱconductedȱbyȱaȱCCM.ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 17ȱ  fromȱ 20ȱ percentȱ toȱ 40ȱ percentȱ inȱ someȱ schools;ȱ itȱ remainsȱ aȱ seriousȱproblemȱinȱatȱleastȱaȱthirdȱofȱallȱGambianȱschools.ȱ x Narrowingȱ theȱ curriculum.ȱ Teachersȱ mayȱ coverȱ onlyȱ theȱ subjectȱ areasȱ includedȱ inȱ theȱ NATȱ andȱ otherȱ assessments,ȱ eitherȱ excludingȱorȱnotȱgivingȱsufficientȱattentionȱtoȱotherȱsubjectȱareas.ȱ Thisȱ problemȱ hasȱ beenȱ detectedȱ throughȱ observationȱ ofȱ studentȱ workbooksȱandȱclasswork.ȱ x Misuseȱ ofȱ assessmentȱ results.ȱ Someȱ schoolsȱ haveȱ usedȱ NATȱ resultsȱ toȱ makeȱ decisionsȱ aboutȱ studentȱ promotionȱ orȱ retention.ȱ Resultsȱalsoȱhaveȱbeenȱusedȱtoȱevaluateȱteacherȱperformanceȱandȱ evenȱ promoteȱ competitionȱ amongȱ teachers.ȱ Theseȱ kindsȱ ofȱ applicationsȱ ofȱ assessmentȱ dataȱ mayȱ endȱ upȱ distortingȱ bothȱ theȱ resultsȱandȱpurposeȱofȱtheȱNAT.ȱ Usesȱofȱassessmentȱinformationȱatȱtheȱcommunityȱlevelȱ Targetingȱ communitiesȱ withȱ studentȱ assessmentȱ informationȱ isȱ aȱ relativelyȱ newȱ strategyȱ inȱ Theȱ Gambia.ȱ Traditionally,ȱ assessmentȱ informationȱ hasȱ beenȱ disseminatedȱ toȱ teachersȱ andȱ educationȱ specialists,ȱ notȱ toȱ parentsȱ andȱ communities.ȱ Examinationȱ resultsȱ firstȱ publishedȱ inȱ theȱ mediaȱ wereȱ tooȱ genericȱ andȱ thereforeȱ notȱ effectiveȱ inȱ engagingȱ parentsȱandȱcommunitiesȱinȱimprovingȱeducationȱquality.ȱ Theȱ EGRAȱ 2007ȱ wasȱ theȱ firstȱ assessmentȱ thatȱ wasȱ widelyȱ disseminatedȱ beyondȱ educationȱ specialists.ȱ Theȱ findingsȱ ofȱ thisȱ assessmentȱ wereȱ presentedȱ andȱ discussedȱ inȱ publicȱ duringȱ workshops,ȱ trainingȱ sessions,ȱ andȱ technicalȱ meetingsȱ withȱ donorsȱ andȱ developmentȱ partners.ȱ Theyȱ alsoȱ wereȱ publishedȱ onȱ theȱ Ministryȱ ofȱ Basicȱ andȱ SecondaryȱEducation’sȱwebsiteȱandȱreportedȱtoȱCoordinationȱCommitteeȱ Meetingȱmembersȱandȱschools.ȱ ȱ Theȱ Ministryȱ ofȱ Basicȱ andȱ Secondaryȱ Educationȱ hasȱ alsoȱ takenȱ concreteȱ stepsȱ toȱ engageȱ parentsȱ andȱ communitiesȱ inȱ education,ȱ includingȱ theȱ creationȱ ofȱ aȱ participatoryȱ systemȱ forȱ monitoringȱ schoolȱ performanceȱ(MoBSE,ȱ2012,ȱp.ȱ38):ȱ Inȱ orderȱ toȱ addressȱ theȱ concernsȱ ofȱ parentsȱ inȱ theȱ deliveryȱ ofȱ qualityȱ educationȱ andȱ toȱ encourageȱ theirȱ activeȱ participationȱ inȱ education,ȱ aȱ Participatoryȱ Performanceȱ Monitoringȱ (PPM),ȱ whichȱ willȱ involveȱ activeȱ participationȱ ofȱ parentsȱ andȱ communitiesȱ inȱ monitoring,ȱ participating,ȱsupporting,ȱandȱcollaboratingȱwithȱschoolsȱinȱallȱaspectsȱ ȱ 18ȱ OusmaneȱSenghorȱ ofȱ schoolȱ life,ȱ willȱ beȱ introduced.ȱ Schoolȱ Performanceȱ Appraisalȱ Monitoringȱ (SPAM),ȱ whichȱ isȱ aȱ componentȱ ofȱ theȱ PPM,ȱ willȱ beȱ conductedȱannuallyȱinȱallȱschools.ȱ ȱ Aȱ keyȱ indicatorȱ ofȱ Schoolȱ Performanceȱ Appraisalȱ Monitoringȱ isȱ studentȱ performance,ȱ asȱ measuredȱ byȱ classroomȱ assessments,ȱ examinations,ȱandȱlargeȬscaleȱassessments.ȱ ȱ Anotherȱ mechanismȱ putȱ inȱ placeȱ toȱ engageȱ parentsȱ andȱ communitiesȱ isȱ theȱ ParentȬTeacherȱ Association.ȱ Thisȱ isȱ aȱ forumȱ forȱ discussingȱ studentȱ performanceȱ (andȱ assessmentȱ results)ȱ andȱ pedagogicalȱ measuresȱ (e.g.,ȱ provisionȱ ofȱ remedialȱ classes).ȱ Yetȱ itȱ isȱ likelyȱ thatȱ theȱ mostȱ importantȱ mechanismȱ forȱ engagingȱ parentsȱ hasȱ beenȱ studentȱ reportȱ cards,ȱ whichȱ containȱ detailedȱ informationȱ aboutȱ individualȱstudentȱperformance.ȱ Communicatingȱ assessmentȱ dataȱ toȱ parentsȱ andȱ theȱ localȱ communityȱ hasȱ builtȱ awarenessȱ ofȱ poorȱ learningȱ levels.ȱ Mostȱ importantly,ȱ itȱ hasȱ openedȱaȱ doorȱ forȱ theseȱ stakeholdersȱ toȱ helpȱimproveȱ theȱ qualityȱ ofȱ education.ȱ Forȱ instance,ȱ parentsȱ areȱ nowȱ moreȱ willingȱ toȱ supportȱstudentȱlearningȱatȱhome,ȱtheȱeducationȱofȱgirls,ȱtheȱallocationȱofȱ sufficientȱ resourcesȱ toȱ schools,ȱ andȱ theȱ monitoringȱ ofȱ teachingȱ andȱ learning.ȱ Thereȱ alsoȱ isȱ someȱ evidenceȱ ofȱ parentsȱ usingȱ assessmentȱ informationȱtoȱmakeȱdecisionsȱaboutȱwhichȱschoolȱtoȱenrollȱtheirȱchildȱin.ȱ Theȱ disseminationȱ ofȱ assessmentȱ informationȱ alsoȱ hasȱ beenȱ instrumentalȱ forȱ engagingȱ nongovernmentalȱ organizationsȱ (NGOs)ȱ andȱ otherȱ developmentȱ agenciesȱ toȱ supportȱ theȱ MoBSE.ȱ Theȱ Unitedȱ Nationsȱ Children’sȱ Fundȱ (UNICEF)ȱ andȱ severalȱ NGOsȱ are,ȱ forȱ instance,ȱ supportingȱ theȱ governmentȱ byȱ trainingȱ teachersȱ andȱ developingȱ pedagogicalȱ materials—interventionsȱ informedȱ byȱ studentȱ assessmentȱ results.ȱ ȱ Usesȱofȱassessmentȱinformationȱatȱtheȱcountryȱlevelȱ Studentȱ assessmentȱ informationȱ hasȱ beenȱ widelyȱ usedȱ atȱ theȱ countryȱ levelȱ inȱ Theȱ Gambiaȱ toȱ informȱ educationȱ policy.ȱ Theȱ principalȱ usesȱ ofȱ classroomȱ assessment,ȱ examinations,ȱ andȱ nationalȱ largeȬscaleȱ assessmentsȱinclude:ȱ ȱ x Raisingȱ awarenessȱ aboutȱ theȱ importanceȱ ofȱ learning.ȱ Studentȱ assessmentȱresultsȱhaveȱbeenȱcriticalȱtoȱraisingȱawarenessȱofȱpoorȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 19ȱ  schoolȱ qualityȱ inȱ theȱ country.ȱ Theȱ NATȱ andȱ otherȱ assessmentsȱ haveȱ shownȱ thatȱ studentȱ learningȱ levelsȱ areȱ farȱ belowȱ expectations.ȱMoreover,ȱtheȱWASSCEȱandȱtheȱEGRAȱhaveȱshownȱ thatȱ learningȱ levelsȱ areȱ weakerȱ thanȱ thoseȱ ofȱ otherȱ Westȱ Africanȱ countries.ȱ Thisȱ hasȱ placedȱ pressureȱ onȱ MoBSEȱ toȱ ensureȱ thatȱ Gambianȱ studentsȱ developȱ theȱ necessaryȱ skillsȱ toȱ competeȱ withȱ theirȱ counterpartsȱ inȱ Westȱ Africa.ȱ Aȱ taskȱ forceȱ consistingȱ ofȱ seniorȱ officialsȱ wasȱ specificallyȱ createdȱ toȱ workȱ onȱ interventionsȱ toȱaddressȱeducationȱqualityȱandȱlearning.ȱ x Engagingȱ inȱ policyȱ dialogue.ȱ Dataȱ fromȱ differentȱ assessmentsȱ haveȱ beenȱ usedȱ asȱ theȱ basisȱ forȱ policyȱ dialogueȱ withȱ developmentȱ partners.ȱ Forȱ instance,ȱ theȱ MoBSEȱ hasȱ usedȱ assessmentȱ informationȱ toȱ engageȱ strategicȱ donorȱ funding.ȱ Theȱ EGRAȱ hasȱ beenȱ widelyȱ usedȱ toȱ monitorȱ theȱ goalsȱ ofȱ Educationȱ forȱ Allȱ andȱ theȱ Fastȱ Trackȱ Initiativeȱ (nowȱ theȱ Globalȱ Partnershipȱ forȱ Education).ȱ Analysisȱ ofȱ theȱ contextȱ inȱ whichȱ studentsȱ learnȱ hasȱplayedȱaȱcriticalȱroleȱinȱinformingȱdecisionȱmakingȱ(boxȱ1).ȱ ȱ Boxȱ1.ȱUsingȱNATȱDataȱ The Gambia’s National Assessment Test (NAT) provides unique information on students’ learning contexts and helps identify policy strategies that can improve student performance. Multivariate analytical models have been used to highlight factors that influence NAT scores, revealing that school facilities, textbooks, electrification, means of travelling to school, and time spent travelling to school are significantly related to student performance on the NAT. For instance, schools with one textbook per pupil have a success rate in English that is 9 percentage points higher than schools with no textbooks. The success rate of schools with electricity is 5.4 percentage points higher than schools without electricity. Cost-effectiveness analyses also have been conducted to inform plans for education spending. Electrification of schools seems to be one of the most cost-effective investments to support learning. Source: MoBSE and World Bank (2010). ȱ x Revisingȱ theȱ curriculum.ȱ Studentȱ assessmentȱ informationȱ hasȱ beenȱ usedȱ toȱ reviewȱ learningȱ standardsȱ andȱ theȱ curriculum.ȱ Readingȱ literacyȱ standards,ȱ forȱ example,ȱ wereȱ adoptedȱ andȱ usedȱ byȱteachersȱtoȱguideȱinstruction.ȱUseȱofȱtheȱEGRAȱhelpedȱupdateȱ theȱreadingȱcurriculumȱinȱtheȱearlyȱgradesȱandȱservedȱasȱtheȱbasisȱ forȱ introducingȱ initiativesȱ onȱ learningȱ toȱ read.ȱ Assessmentȱ ȱ 20ȱ OusmaneȱSenghorȱ informationȱalsoȱwasȱusedȱtoȱsetȱupȱremedialȱclassesȱforȱstudentsȱ whoȱmostȱneededȱsupport.ȱ x Ensuringȱ theȱ provisionȱ ofȱ adequateȱ textbooksȱ andȱ otherȱ pedagogicalȱ resources.ȱ Poorȱ assessmentȱ resultsȱ haveȱ enabledȱ MoBSEȱtoȱensureȱthatȱeachȱstudentȱhasȱaȱtextbookȱinȱeachȱsubjectȱ area.ȱAdditionalȱpedagogicalȱresourcesȱalsoȱhaveȱbeenȱdevelopedȱ andȱ distributedȱ toȱ teachers,ȱ suchȱ asȱ printedȱ pedagogicalȱ cards,ȱ scriptedȱ lessons,ȱ posters,ȱ andȱ flashȱ cardsȱ forȱ phonicsȱ activitiesȱ (boxȱ2).ȱ ȱ ȱ Boxȱ2.ȱUsingȱtheȱEGRAȱtoȱImproveȱtheȱEducationȱSystem:ȱ AnȱExampleȱ The results of the EGRA 2007 highlighted poor reading performance among children in grades 1 through 3. It also provided evidence of a weak curriculum, inappropriate teaching practices, poor pedagogical resources, and lack of support for struggling students. The Ministry of Basic and Secondary Education took action by redesigning teacher training programs. This included: Instituting pre-service and in-service training programs that emphasize the correspondence between phonemes and graphemes. Since 2007, about 4,000 classroom teachers, senior teachers, head teachers, and cluster monitors have been trained in using new teaching and assessment methods. The training has focused on foundational reading skills, including pre-reading skills, oral reading, written comprehension, oral comprehension, and spelling. Developing reading materials. A review was conducted to identify gaps in the instructional reading materials used in schools and The Gambia College (the teacher training college). This activity brought together curriculum developers, teachers from grant-aided and other private schools, and university professors. They identified gaps in the instructional materials and best practices for teaching reading in early grades. Consequently, supplementary materials such as teaching guides and reading materials were developed and sent to schools. Source: MoBSE. ȱ x Trainingȱ teachers.ȱ Theȱ reformȱ ofȱ preȬȱ andȱ inȬserviceȱ teacherȱ trainingȱ programsȱ hasȱ beenȱ aȱ directȱ resultȱ ofȱ poorȱ assessmentȱ results.ȱ Lowȱ studentȱ learningȱ levelsȱ ledȱ educatorsȱ toȱ wonderȱ aboutȱ teachers’ȱ skills.ȱ Inȱ fact,ȱ aȱ teacherȱsurveyȱ conductedȱ inȱ 2010ȱ showedȱthatȱmanyȱteachersȱdidȱnotȱhaveȱtheȱrequiredȱknowledgeȱ andȱ skillsȱ toȱ boostȱ studentȱ learning.ȱ Asȱ aȱ consequence,ȱ nationwideȱtrainingȱofȱallȱprimaryȱschoolȱteachersȱwasȱlaunched.ȱ Theȱ curriculumȱ ofȱ theȱ country’sȱ teacherȱ trainingȱ collegeȱ (Theȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 21ȱ  Gambiaȱ College)ȱ wasȱ revisedȱ toȱ ensureȱ thatȱ teachersȱ learnȱ relevantȱ teachingȱ skills.ȱ Teachersȱ areȱ nowȱ trainedȱ toȱ useȱ literacyȱ benchmarksȱ andȱ learningȱ achievementȱ targets.ȱ Theȱ MoBSEȱ evenȱ offeredȱ sabbaticalsȱ toȱ experiencedȱ veteranȱ teachersȱ ofȱ Theȱ Gambiaȱ Associationȱ ofȱ Teachersȱ ofȱ English,ȱ togetherȱ withȱ subsidiesȱ forȱ practicingȱ teachers,ȱ toȱ participateȱ inȱ nationwideȱ trainingsȱ(boxȱ2).ȱ x Addressingȱ equityȱ issues.ȱ Theȱ reportingȱ ofȱ studentȱ assessmentȱ dataȱbyȱgender,ȱregion,ȱandȱpovertyȱlevelȱhasȱhighlightedȱseriousȱ equityȱ problemsȱ inȱ theȱ schoolȱ system.ȱ Assessmentȱ dataȱ haveȱ subsequentlyȱ beenȱ usedȱ toȱ targetȱ theȱ lowestȬperformingȱ groupsȱ ofȱ students.ȱ Incentivesȱ toȱ closeȱ theȱ gapȱ inȱ achievementȱ levelsȱ haveȱ alsoȱ beenȱ putȱ inȱ place;ȱ forȱ instance,ȱ teachersȱ nowȱ receiveȱ incentives6ȱ whenȱservingȱinȱremoteȱandȱlowȬperformingȱareas,ȱasȱ wellȱasȱwhenȱtheyȱinitiateȱremedialȱclasses.ȱ x Improvingȱ theȱ assessmentȱ system.ȱ Greaterȱ awarenessȱ ofȱ theȱ importanceȱ ofȱ learningȱ assessmentsȱ hasȱ ledȱ toȱ aȱ pushȱ toȱ strengthenȱtheȱassessmentȱsystem.ȱTheȱNATȱandȱtheȱEGRAȱhaveȱ builtȱ localȱ capacityȱ toȱ administerȱ learningȱ assessmentsȱ andȱ improveȱ theȱ technicalȱ characteristicsȱ ofȱ assessmentȱ toolsȱ andȱ procedures.ȱ Discussionsȱ alsoȱ haveȱ takenȱ placeȱ regardingȱ theȱ designȱ ofȱ existingȱ assessmentȱ programsȱ andȱ howȱ toȱ makeȱ moreȱ effectiveȱ useȱ ofȱ theȱ resultingȱ dataȱ toȱ informȱ policy.ȱ Inȱ addition,ȱ debateȱ onȱ whetherȱ Theȱ Gambiaȱ shouldȱ joinȱ oneȱ ofȱ theȱ Africanȱ regionalȱ assessmentsȱ (e.g.,ȱ theȱ Southernȱ andȱ Easternȱ Africaȱ ConsortiumȱforȱMonitoringȱEducationalȱQuality,ȱorȱSACMEQ)ȱisȱ ongoing.ȱ ȱ x Buildingȱ anȱ educationȱ managementȱ informationȱ systemȱ (EMIS).ȱ Theȱ MoBSEȱ hasȱ beenȱ graduallyȱ puttingȱ inȱ placeȱ anȱ integratedȱ systemȱ toȱ monitorȱ theȱ educationȱ sector.ȱ Thisȱ EMISȱ tracksȱ suchȱ indicatorsȱ asȱ theȱ numberȱ ofȱ students,ȱ teachers,ȱ andȱ schools,ȱ facilities,ȱ andȱ allocatedȱ resources.ȱ Sinceȱ 2011,ȱ theȱ EMISȱ hasȱ gatheredȱ dataȱ onȱ studentȱ learningȱ levelsȱ fromȱ theȱ NAT,ȱ GABECE,ȱandȱWASSCEȱassessments.ȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ 6 ȱ Specialȱallowancesȱ(“Hardshipȱallowance”)ȱareȱpaidȱtoȱteachers.ȱ ȱ 22ȱ OusmaneȱSenghorȱ Factorsȱaffectingȱtheȱusesȱofȱassessmentȱinformationȱ Producingȱ studentȱ assessmentȱ informationȱ isȱ aȱ necessaryȱ firstȱ stepȱ towardȱ makingȱ decisionsȱ basedȱ onȱ evidence.ȱ However,ȱ theȱ informationȱ hasȱtoȱbeȱeffectivelyȱusedȱinȱorderȱtoȱcontributeȱtoȱimprovingȱeducationalȱ qualityȱ andȱ learningȱ achievement.ȱ Inȱ Theȱ Gambia,ȱ severalȱ factorsȱ haveȱ contributedȱtoȱaȱmoreȱeffectiveȱuseȱofȱassessmentȱinformation:ȱ x Favorableȱ politicalȱ environment.ȱ Theȱ Gambia’sȱ politicalȱ leadershipȱ committedȱ toȱ addressingȱ theȱ “learningȱ crisis,”ȱ whichȱ ledȱ toȱ moreȱ effectiveȱ useȱ ofȱ assessmentȱ information.ȱ Assessmentȱ toolsȱ wereȱ perceivedȱ asȱ theȱ keyȱ toȱ monitoringȱ andȱ supportingȱ learning.ȱ Thisȱ focusȱ onȱ learningȱ alsoȱ validatedȱ theȱ usesȱ ofȱ assessmentȱresultsȱtoȱadvocateȱforȱreformsȱandȱfunds.ȱ x Increasedȱ publicȱ awarenessȱ andȱ accountability.ȱ Theȱ disseminationȱ ofȱ assessmentȱ informationȱ createdȱ publicȱ awarenessȱ ofȱ theȱ importanceȱ ofȱ learningȱ levels.ȱ Greaterȱ awarenessȱ createdȱ aȱ greaterȱ demandȱ forȱ assessmentȱ informationȱ andȱ increasedȱ pressureȱ byȱ theȱ generalȱ publicȱ andȱ otherȱ stakeholdersȱ onȱ schoolsȱ toȱ improveȱ andȱ monitorȱ educationȱ quality.ȱ x Curriculumȱ reform.ȱTheȱbasicȱeducationȱcurriculumȱwasȱrevisedȱ inȱ2010,ȱwithȱgreaterȱemphasisȱplacedȱonȱschoolȬbasedȱclassroomȱ assessmentȱ activities.ȱ Allȱ schoolsȱ hadȱ toȱ developȱ theirȱ ownȱ assessmentȱ policiesȱ usingȱ ministerialȱ guidelines.ȱ Thisȱ processȱ contributedȱ toȱ furtherȱ useȱ ofȱ assessmentsȱ forȱ learning,ȱ whileȱ buildingȱanȱassessmentȱcultureȱinȱtheȱschools.ȱ x Greaterȱlocalȱcapacity.ȱStaffȱinȱthoseȱeducationȱinstitutionsȱwithȱaȱ mandateȱ toȱ conductȱ assessmentȱ activities,ȱ togetherȱ withȱ headȱ teachers,ȱ benefitedȱ fromȱ trainingȱ onȱ howȱ toȱ design,ȱ conduct,ȱ analyze,ȱ disseminate,ȱ andȱ useȱ assessmentȱ data.ȱ Thisȱ increasedȱ capacityȱ allowedȱ forȱ moreȱ effectiveȱ useȱ ofȱ theȱ dataȱ generatedȱ byȱ assessments.ȱTheȱMoBSEȱplansȱtoȱfurtherȱenhanceȱtheȱcapacityȱofȱ headȱteachersȱtoȱinterpretȱandȱuseȱNATȱandȱEGRAȱresults.ȱ x Improvedȱ technicalȱ quality.ȱ Havingȱ moreȱ valid,ȱ reliable,ȱ andȱ userȬfriendlyȱstudentȱassessmentȱinstrumentsȱallowedȱtheȱschoolȱ systemȱ toȱ buildȱ greaterȱ consensusȱ andȱ trustȱ withȱ respectȱ toȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 23ȱ  assessmentȱ results.ȱ Theȱ moreȱ theȱ assessmentȱ resultsȱ areȱ trusted,ȱ theȱmoreȱlikelyȱtheyȱareȱtoȱbeȱused.ȱ x Stableȱ budgetȱ allocation.ȱ Increasedȱ andȱ predictableȱ educationȱ budgetsȱ allowedȱ theȱ schoolȱ systemȱ toȱ conductȱ assessmentsȱ onȱ aȱ moreȱ regularȱ basis.ȱ Consistentȱ fundingȱ hasȱ madeȱ assessmentsȱ aȱ stableȱpartȱofȱtheȱeducationȱlandscape.ȱ ȱ x Multisectoralȱ approach.ȱ Theȱ Gambiaȱ adoptedȱ aȱ multisectoral,ȱ collaborativeȱ approachȱ thatȱ involvedȱ theȱ Ministryȱ ofȱ Basicȱ andȱ Secondaryȱ Education,ȱ theȱ Ministryȱ ofȱ Finance,ȱ donors,ȱ NGOs,ȱ localȱ communities,ȱ andȱ theȱ media.ȱ Allȱ stakeholdersȱ wereȱ calledȱ toȱ workȱ togetherȱ andȱ wereȱ activelyȱ involvedȱ inȱ theȱ design,ȱ implementation,ȱanalyses,ȱandȱdisseminationȱofȱassessmentȱdata.ȱ Mostȱ importantly,ȱ theyȱ wereȱ calledȱ toȱ workȱ togetherȱ toȱ findȱ solutionsȱtoȱtheȱproblemsȱidentifiedȱbyȱtheseȱdata.ȱ x Strategicȱ partnerships.ȱ Theȱ Gambiaȱ greatlyȱ benefitedȱ fromȱ buildingȱ partnershipsȱ withȱ institutionsȱ thatȱ supportedȱ theȱ countryȱ inȱ developingȱ anȱ assessmentȱ system.ȱ Forȱ instance,ȱ RTIȱ Internationalȱ providedȱ valuableȱ assistanceȱ inȱ introducingȱ theȱ EGRA,ȱ adaptingȱ assessmentȱ instruments,ȱ andȱ stimulatingȱ effectiveȱuseȱofȱassessmentȱinformation.ȱ Conclusionȱ Theȱ Gambiaȱ hasȱ takenȱ bigȱ stepsȱ overȱ theȱ pastȱ decadeȱ inȱ improvingȱ theȱ effectivenessȱ ofȱ itsȱ studentȱ assessmentȱ system,ȱ includingȱ theȱ usesȱ ofȱ assessmentȱ data.ȱ Theseȱ efforts,ȱ combinedȱ withȱ otherȱ educationȱ reformsȱ andȱ initiatives,ȱ seemȱ toȱ beȱ yieldingȱ positiveȱ results.ȱ Thereȱ isȱ growingȱ evidenceȱofȱimprovedȱlearningȱoutcomesȱinȱTheȱGambia,ȱasȱmeasuredȱbyȱ theȱ differentȱ assessments,ȱ althoughȱ educationȱ qualityȱ remainsȱ aȱ challenge.ȱ Theȱ followingȱ lessonsȱ andȱ recommendationsȱ canȱ beȱ extractedȱ fromȱ TheȱGambiaȱexperience:ȱ x Aȱ favorableȱ politicalȱ contextȱ isȱ requiredȱ forȱ anȱ educationȱ systemȱ toȱ focusȱ onȱ learning,ȱ createȱ theȱ necessaryȱ policiesȱ toȱ supportȱ assessmentȱ activities,ȱ andȱ institutionalizeȱ stableȱ assessmentȱ ȱ 24ȱ OusmaneȱSenghorȱ programs.ȱ Strongȱ leadershipȱ andȱ communicationȱ campaignsȱ canȱ beȱinstrumentalȱinȱhelpingȱcreateȱaȱconduciveȱpoliticalȱcontext.ȱ x Theȱ Gambiaȱ envisionedȱ anȱ assessmentȱ systemȱ thatȱ combinedȱ differentȱ typesȱ ofȱ assessmentsȱ (i.e.,ȱ classroomȱ assessments,ȱ examinations,ȱ nationalȱ largeȬscaleȱ assessments)ȱ forȱ differentȱ purposesȱ (i.e.,ȱ supportingȱ pedagogy,ȱ selectingȱ andȱ certifyingȱ students,ȱ monitoringȱ learning).ȱ Theseȱ complementaryȱ functionsȱ informȱdifferentȱtypesȱofȱdecisions.ȱCountriesȱshouldȱclarifyȱwhatȱ kindȱ ofȱ assessmentȱ systemȱ theyȱ wantȱ toȱ putȱ inȱ placeȱ andȱ howȱ muchȱemphasisȱtheyȱwantȱtoȱgiveȱeachȱtypeȱofȱassessment.ȱ x Forȱassessmentȱdataȱtoȱbeȱusedȱeffectively,ȱtheȱmessagesȱmustȱbeȱ relevant.ȱIfȱassessmentȱresultsȱareȱtoȱinformȱdecisionȱmaking,ȱitȱisȱ importantȱ thatȱ aȱ countryȱ identifyȱ keyȱ decisionsȱ andȱ informationȱ gapsȱ aheadȱ ofȱ time.ȱ Forȱ instance,ȱ assessmentsȱ shouldȱ reportȱ onȱ factorsȱ thatȱ haveȱ bothȱ aȱ negativeȱ (e.g.,ȱ repetitionȱ rate,ȱ absenteeȱ rate,ȱclassȱsize)ȱandȱpositiveȱ(e.g.,ȱtextbooks,ȱelectricity)ȱimpactȱonȱ learning.ȱ Bothȱ setsȱ ofȱ factorsȱ areȱ relevantȱ forȱ evidenceȬbasedȱ decisionȱmaking.ȱ x Effectiveȱ disseminationȱ ofȱ assessmentȱ informationȱ isȱ critical.ȱ Communicationȱ shouldȱ beȱfreeȱ ofȱ technicalȱ jargon.ȱ Theȱ languageȱ andȱ theȱ mediaȱ (e.g.,ȱ writtenȱ documents,ȱ videos,ȱ cartoons)ȱ usedȱ shouldȱ beȱ adaptedȱ toȱ eachȱ specificȱ audience.ȱ Variousȱ typesȱ ofȱ mediaȱ shouldȱ beȱ used,ȱ includingȱ reports,ȱ flyers,ȱ videos,ȱ andȱ workshops.ȱJournalistsȱalsoȱshouldȱbeȱtrainedȱinȱhowȱtoȱinterpretȱ assessmentȱresults.ȱ x Countriesȱ aimingȱ toȱ makeȱ effectiveȱ useȱ ofȱ assessmentȱ informationȱ shouldȱ disseminateȱ assessmentȱ informationȱ beyondȱ theȱ educationȱ sectorȱ andȱ forgeȱ partnershipsȱ withȱ variousȱ sectorsȱ beyondȱeducation.ȱ x Countriesȱ needȱ toȱ makeȱ assessmentȱ informationȱ easilyȱ availableȱ toȱ stakeholders.ȱ Theȱ principalȱ limitationȱ preventingȱ teachersȱ fromȱ makingȱ goodȱ useȱ ofȱ assessmentȱ dataȱ isȱ theȱ poorȱ recordingȱ systemsȱ ofȱ individualȱ schools.ȱ Improvingȱ dataȱ accessȱ atȱ theȱ schoolȱlevelȱshouldȱbeȱaȱpriority.ȱ x Ifȱ assessmentȱ informationȱ isȱ notȱ trusted,ȱ itȱ willȱ notȱ beȱ used.ȱ Inȱ TheȱGambia,ȱtrustȱwasȱbuiltȱbyȱimprovingȱtheȱtechnicalȱqualityȱofȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 25ȱ  assessmentsȱ andȱ involvingȱ stakeholdersȱ atȱ differentȱ stagesȱ ofȱ developingȱandȱimplementingȱassessments.ȱ x Buildingȱ localȱ capacityȱ mustȱ beȱ aȱ priorityȱ toȱ ensureȱ thatȱ assessmentȱ dataȱ areȱ effectivelyȱ andȱ sustainablyȱ used.ȱ Teachers,ȱ parents,ȱgovernmentȱofficials,ȱandȱjournalistsȱneedȱtoȱunderstandȱ assessmentȱdataȱinȱorderȱtoȱuseȱthem.ȱTheȱGambiaȱaddressedȱthisȱ challengeȱ byȱ introducingȱ assessmentȱ topicsȱ intoȱ theȱ curriculumȱ ofȱ teacherȱ trainingȱ institutions.ȱ InȬserviceȱ teachers,ȱ clusterȱ monitors,ȱ andȱ supervisorsȱ alsoȱ wereȱ trainedȱ onȱ theȱ analysisȱ ofȱ assessmentȱ data.ȱ Parentsȱ wereȱ targetedȱ withȱ easyȬtoȬunderstandȱ information.ȱ Capacityȱ buildingȱ shouldȱ beȱ decentralizedȱ toȱ theȱ localȱandȱschoolȱlevel.ȱ ȱ x Buildingȱ theȱ capacityȱ ofȱ assessmentȱ staffȱ shouldȱ beȱ prioritized.ȱ Trainingȱinȱtheȱdesign,ȱadministration,ȱanalysis,ȱandȱreportingȱofȱ assessmentsȱisȱneeded;ȱthisȱtrainingȱshouldȱincludeȱinstructionȱinȱ howȱtoȱuseȱstatisticalȱsoftwareȱ(e.g.,ȱSTATA,ȱSPSS).ȱ ȱ x Usingȱ assessmentȱ informationȱ forȱ accountabilityȱ purposesȱ isȱ aȱ priorityȱ inȱ manyȱ countries.ȱ Inȱ Theȱ Gambia,ȱ severalȱ groupsȱ representingȱ differentȱ stakeholdersȱ wereȱ mandatedȱ toȱ monitorȱ studentȱperformanceȱandȱputȱpressureȱonȱtheȱschoolȱsystem.ȱThisȱ provedȱ toȱ beȱ anȱ effectiveȱ formulaȱ forȱ promotingȱ greaterȱ accountabilityȱ andȱ ensuringȱ moreȱ effectiveȱ useȱ ofȱ assessmentȱ results.ȱ x Theȱ costȱ ofȱ disseminatingȱ assessmentȱ informationȱ wasȱ foundȱ toȱ beȱ lowȱ comparedȱ toȱ theȱ benefits.ȱ Countriesȱ shouldȱ accordinglyȱ prioritizeȱaȱbudgetȱforȱtheȱdisseminationȱofȱassessmentȱresults.ȱ x Theȱ successfulȱ introductionȱ ofȱ newȱ assessmentsȱ andȱ theȱ shiftȱ towardȱusingȱassessmentȱresultsȱtoȱimproveȱlearningȱposesȱaȱnewȱ challenge:ȱ howȱ toȱ ensureȱ theȱ sustainabilityȱ ofȱ theȱ nationalȱ assessmentȱ system.ȱ Moreȱ efforts,ȱ resources,ȱ andȱ commitmentsȱ willȱbeȱneededȱtoȱensureȱthatȱtheȱsystemȱisȱpreserved.ȱ Itȱisȱhopedȱthatȱtheseȱlessonsȱcanȱhelpȱotherȱcountriesȱinȱtheirȱjourneyȱtoȱ improveȱeducationȱqualityȱandȱlearning.ȱ ȱ ȱ ȱ 26ȱ OusmaneȱSenghorȱ Bibliographyȱ TheȱGambia,ȱGovernmentȱof,ȱMinistryȱofȱBasicȱandȱSecondaryȱEducationȱ (MoBSE).ȱ 2013.ȱ “Educationȱ Strategicȱ Planȱ 2013–2020.”ȱ MoBSE,ȱ Banju,ȱTheȱGambia.ȱ ———.ȱ 2013.ȱ “Revisedȱ Educationȱ Policyȱ 2004–2015,”ȱ rev.ȱ ed.ȱ MoBSE,ȱ Banju,ȱTheȱGambia.ȱ ȱ ———.ȱ2004.ȱ“EducationȱPolicyȱ2004–2015.”ȱMoBSE,ȱBanjul,ȱTheȱGambia.ȱ ———.ȱ CREDD.ȱ 2009.ȱ “Earlyȱ Gradeȱ Readingȱ Assessmentȱ Report.”ȱ MoBSE,ȱBanjul,ȱTheȱGambia.ȱ ———.ȱ CREDDȱ (Curriculumȱ Researchȱ Evaluationȱ andȱ Developmentȱ Directorate.ȱ 2012.ȱ “Standardizedȱ Toolsȱ forȱ Measuringȱ Learningȱ OutcomesȱinȱLowerȱBasicȱSchool.”ȱMoBSE,ȱBanjul,ȱTheȱGambia.ȱ ȱ ———.ȱ Monitoringȱ andȱ Evaluationȱ Unit.ȱ 2012.ȱ “Theȱ MoBSEȱ Sectorȱ Reportȱ2012.”ȱMoBSE,ȱBanju,ȱTheȱGambia.ȱ ———.ȱ Monitoringȱ andȱ Evaluationȱ Unit.ȱ 2012.ȱ “Monitoringȱ andȱ EvaluationȱFramework.”ȱMoBSE,ȱBanju,ȱTheȱGambia.ȱ ———.ȱPlanningȱandȱBudgetingȱDirectorate.ȱ2012.ȱ“NationalȱAssessmentȱ Testȱ(NAT)ȱReport.”ȱMoBSE,ȱBanju,ȱTheȱGambia.ȱ ———.ȱSQAD.ȱ2012.ȱ“SchoolȱPerformanceȱMonitoringȱMeetingsȱReport.”ȱ MoBSE,ȱBanju,ȱTheȱGambia.ȱ ———.ȱ Planningȱ andȱ Budgetingȱ Directorate.ȱ Standardsȱ andȱ Qualityȱ Assuranceȱ Directorateȱ (SQAD).ȱ 2012.ȱ “SQADȱ Quarterlyȱ Progressȱ Reportȱ2012,”ȱquartersȱ1–4.ȱMoBSE,ȱBanju,ȱTheȱGambia.ȱ TheȱGambia,ȱGovernmentȱof,ȱMinistryȱofȱBasicȱandȱSecondaryȱEducationȱ (MoBSE),ȱ andȱ Worldȱ Bank.ȱ 2010.ȱ “Theȱ Gambiaȱ Countryȱ Statusȱ Report.”ȱMoBSEȱandȱWorldȱBank,ȱWashington,ȱDC.ȱ Gove,ȱ A.,ȱ andȱ P.ȱ Cvelich.ȱ 2010.ȱ “Ignitingȱ Educationȱ forȱ All:ȱ Aȱ Reportȱ byȱ theȱ Earlyȱ Gradeȱ Learningȱ Communityȱ ofȱ Practice.”ȱ Researchȱ TriangleȱInstitute,ȱResearchȱTriangleȱPark,ȱNorthȱCarolina.ȱ ȱ DisseminatingȱandȱUsingȱStudentȱAssessmentȱInformationȱinȱTheȱGambiaȱ 27ȱ  UNDPȱ (Unitedȱ Nationsȱ Developmentȱ Programme).ȱ 2013.ȱ Humanȱ Developmentȱ Reportȱ 2013;ȱ Theȱ Riseȱ ofȱ theȱ South:ȱ Humanȱ Progressȱ inȱ aȱ DiverseȱWorld.ȱNewȱYork:ȱUNDP.ȱ WAECȱ (Westȱ Africanȱ Examinationsȱ Council).ȱ 2009.ȱ “Aȱ Comparativeȱ Statisticsȱ ofȱ Entriesȱ andȱ Performanceȱ acrossȱ Memberȱ Countries.”ȱ WAEC,ȱAccra,ȱGhana.ȱ WAECȱ (Westȱ Africanȱ Examinationsȱ Council).ȱ 2012.ȱ “Aȱ Comparativeȱ Statisticsȱ ofȱ Entriesȱ andȱ Performanceȱ acrossȱ Memberȱ Countries.”ȱ WAEC,ȱAccra,ȱGhana.ȱ ȱ ȱ ȱ ȱ 28ȱ OusmaneȱSenghorȱ List of papers published in the current Working Paper series 1. Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.” $YDLODEOHLQ5XVVLDQDQG3RUWXJXHVH  2. Ramirez, M. 2012. “Developing the Enabling Context for Student Assessment in Chile.” $YDLODEOHLQ5XVVLDQ  3. Ramirez, M. 2012. “Disseminating and Using Student Assessment Information in Chile.” $YDLODEOHLQ5XVVLDQ  4. Liberman, J., and M. Clarke. 2012. “Review of World Bank Support for Student Assessment Activities in Client Countries.” $YDLODEOHLQ 5XVVLDQ  5. Flockton, L. 2012. “The Development of the Student Assessment System in New Zealand.” $YDLODEOHLQ5XVVLDQ  6. Allen, R. 2012. “Developing the Enabling Context for School-Based Assessment in Queensland, Australia.” $YDLODEOHLQ5XVVLDQ  7. Castro, M. 2012. “Developing the Enabling Context for Student Assessment in Brazil.” $YDLODEOHLQ5XVVLDQ  8. Kanjee, A., and S. Acana. 2013. “Developing the Enabling Context for Student Assessment in Uganda.” $YDLODEOHLQ5XVVLDQ  9. Bolotov, V., G. Kovaleva, M. Pinskaya, and I. Valdman. 2013. “Developing the Enabling Context for Student Assessment in the Russian Federation.” $YDLODEOHLQ5XVVLDQ  10. Tyumeneva, Y. 2013. “Disseminating and Using Student Assessment Information in Russia.” 11. Senghor, O. 2014. “Disseminating and Using Student Assessment Information in The Gambia.” Forthcoming papers 12. Obeidat, O. 2014. “Disseminating and Using Student Assessment Information in Jordan.” The Gambia has shifted the focus of its education reforms from school attendance to student learning. This shift came with a stronger assessment system to measure learning. This paper highlights how assessment data are being used in The Gambia to contribute to education quality and learning. While assessment data were used mainly for selection purposes in the past, the emphasis now is on monitoring and supporting learning. Greater data availability has allowed for greater school accountability as well as for more systematic feedback on the curriculum and teacher training. Several factors converged to allow for more effective use of assessment data, including a favorable political environment, the development of strategic partnerships, and the building of local assessment capacity. Ousmane Senghor, 6HQLRU3URJUDPPH2IÀFHU7KH*DPELD1DWLRQDO &RPPLVVLRQIRUWKH8QLWHG1DWLRQV(GXFDWLRQDO6FLHQWLÀFDQG&XOWXUDO 2UJDQL]DWLRQ 81(6&2 The Russia Education Aid for Development Trust Fund is a collaboration between the Russian Federation and the World Bank that supports the improvement of student learning outcomes in low-income countries through the development of robust student assessment systems. Visit the READ website at www.worldbank.org/readtf for additional information.