90047  Lebanon   SABER Country Report STUDENT ASSESSMENT 2013   Key Policy Areas for Student Assessment Status 1. Classroom Assessment In Lebanon, a formal, publicly available system-level document provides guidelines  for classroom assessment. Some system-wide resources and materials (such as scoring criteria for evaluating students’ work) are also available to teachers for carrying out classroom assessment activities. In Lebanon, classroom assessment activities tend to be aligned with the pedagogical and curricular framework and are considered to be of moderate quality. While there are adequate required uses of classroom assessment information to support student learning, the information is not used as an input to external examination programs.  2. Examinations The General Secondary Diploma examination has been administered to grade 12  students since 1925. The results are used to certify student completion of the school cycle and to determine selection to higher-education institutions. The results are officially recognized by certification and selection systems in Lebanon and abroad. Regular funding for the examination is provided by the government and covers all core examination activities. There are limited systematic mechanisms in place to ensure the quality of the examination. Additionally, there are no mechanisms, such as a permanent oversight committee, in place to monitor the consequences of the examination for students and other stakeholder groups. 3. National Large-Scale Assessment (NLSA) The Measuring Learning Achievement study was administered for the first time in  1994. Since then, it has been operating on an irregular basis, each time assessing a different grade and set of subjects. Lebanon does not have a policy document on the NLSA, or a plan for future NLSA activities. Funding for NLSA activities, provided by the Center for Educational Research and Development, covers core NLSA activities as well as research and development. While there are some mechanisms in place to ensure the quality of the NLSA, there is no publicly available technical report or similar document. There also are no mechanisms in place to monitor the consequences of the NLSA in terms of its impact on education quality or student learning.  4. International Large-Scale Assessment (ILSA) In the last 10 years, Lebanon has participated in TIMSS (2003, 2007, 2011) and  PASEC (2009), and has taken concrete steps to participate in PISA 2015 and TIMSS 2015. Funding for ILSAs is provided by the Centre for Educational Research and Development and donors. The ILSA team typically attends international meetings on ILSAs; however, no opportunities to learn about ILSAs are offered in Lebanon. Lebanon-specific ILSA results have not been disseminated in the country, and it is not clear that decisions based on ILSA results have had a positive impact on achievement levels.      THEWORLDBANK LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Introduction systems: the types/purposes of assessment activities andthequalityofthoseactivities.   Lebanon has focused on increasing student learning Assessmenttypesandpurposes outcomes by improving the quality of education in the  country. An effective student assessment system is an Assessment systems tend to be comprised of three important component to improving education quality main types of assessment activities, each of which and learning outcomes as it provides the necessary serves a different purpose and addresses different information to meet stakeholders’ decisionͲmaking information needs. These three main types are: needs. In order to gain a better understanding of the classroom assessment, examinations, and largeͲscale, strengths and weaknesses of its existing assessment systemlevelassessments. system, Lebanon decided to benchmark this system  using standardized tools developed under The World Classroom assessment provides realͲtime information Bank’s Systems Approach for Better Education Results to support ongoing teaching and learning in individual (SABER) program. SABER is an evidenceͲbased program classrooms. Classroom assessments use a variety of to help countries systematically examine and formats, including observation, questioning, and paperͲ strengthentheperformanceofdifferentaspectsoftheir andͲpencil tests, to evaluate student learning, generally educationsystems. onadailybasis.   WhatisSABERͲStudentAssessment? Examinations provide a basis for selecting or certifying  students as they move from one level of the education SABERͲStudent Assessment is a component of the system to the next (or into the workforce). All eligible SABER program that focuses specifically on students are tested on an annual basis (or more often if benchmarkingstudentassessmentpoliciesandsystems. the system allows for repeat testing). Examinations The goal of SABERͲStudent Assessment is to promote cover the main subject areas in the curriculum and stronger assessment systems that contribute to usuallyinvolveessaysandmultipleͲchoicequestions. improvededucationqualityandlearningforall.   LargeͲscale, systemͲlevel assessments provide feedback National governments and international agencies are on the overall performance of the education system at increasingly recognizing the key role that assessment of particular grades or age levels. These assessments student learning plays in an effective education system. typicallycoverafewsubjectsonaregularbasis(suchas Theimportanceofassessmentislinkedtoitsrolein: every 3 to 5 years), are often sample based, and use (i) providing information on levels of student multipleͲchoiceandshortͲanswerformats.Theymaybe learningandachievementinthesystem; nationalorinternationalinscope. (ii) monitoring trends in education quality over  time; Appendix 1 summarizes the key features of these main (iii) supporting educators and students with realͲ typesofassessmentactivities. time information to improve teaching and learning;and (iv) holdingstakeholdersaccountableforresults.  SABERǦStudentAssessmentmethodology  The SABERͲStudent Assessment framework is built on the available evidence base for what an effective assessment system looks like. The framework provides guidance on how countries can build more effective student assessment systems. The framework is structured around two main dimensions of assessment  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   2 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013   Qualitydriversofanassessmentsystem Table 1: Framework for building an effective  assessmentsystem,withindicatorareas The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context,systemalignment,andassessmentquality.  Enabling context refers to the broader context in which the assessment activity takes place and the extent to whichthatcontextisconduciveto,orsupportiveof,the  assessment. It covers such issues as the legislative or The indicators are identified based on a combination of policy framework for assessment activities; institutional criteria,including: and organizational structures for designing, carrying  out, or using results from the assessment; the x professionalstandardsforassessment; availability of sufficient and stable sources of funding; andthepresenceoftrainedassessmentstaff. x empiricalresearchonthecharacteristicsofeffective  assessment systems, including  analysis  of  the System alignment refers to the extent to which the characteristics  that  differentiate  between  the assessment is aligned with the rest of the education assessment systems of lowͲ versus highͲperforming system. This includes the degree of congruence nations;and between assessment activities and system learning x theory—that  is,  general  consensus  among goals, standards, curriculum, and preͲ and inͲservice experts  that  it  contributes  to effective teachertraining. assessment.   Assessmentqualityreferstothepsychometricqualityof Levelsofdevelopment the instruments, processes, and procedures for the  assessment activity. It covers such issues as design and The  World  Bank  has  developed  a  set  of implementation of assessment activities, analysis and standardizedquestionnairesandrubricsforcollecting interpretation of student responses to those activities, and evaluating data on the three assessment types and the appropriateness of how assessment results are andrelatedqualitydrivers. reportedandused.   The questionnaires are used to collect data on the Crossing the quality drivers with the different characteristics of the assessment system in a particular assessment types/purposes provides the framework country. The information from the questionnaires is and broad indicator areas shown in Table 1. This then applied to the rubrics in order to judge the framework is a starting point for identifying indicators development level of the country’s assessment system that can be used to review assessment systems and indifferentareas. planfortheirimprovement.   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 developmentlevelofitsassessmentactivitiescompared to best or recommended practice in each area. For each indicator, the rubric displays four development levels—Latent, Emerging, Established, and Advanced.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   3 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  These levels are artificially constructed categories (current US$) is $9,705, with annual growth of 1.4 chosen to represent key stages on the underlying percentin2012. continuum for each indicator.  Each level is  accompanied by a description of what performance on The Lebanese education system is comprised of theindicatorlookslikeatthatlevel. kindergarten (3Ͳ to 6ͲyearͲolds); elementary education  from grades 1 through 6; intermediate education for x Latent is the lowest level of performance; it grades7through9;andsecondaryeducationforgrades represents absence of, or deviation from, the 10 through 12. Lebanon invests heavily in education, desiredattribute. committing 13 percent of its GDP for this purpose. This x Emerging is the next level; it represents partial strong commitment is reflected in Lebanon’s primary presenceoftheattribute. net enrollment rate (95 percent), which is above the x Established represents the acceptable minimum regional average. Although Lebanon has low standard. pupil/teacher ratios of 14:1 at the primary level and 8:1 x Advanced represents the ideal or current best at the secondary level, there is a lack of qualified practice. teachers (only 4 percent of public school teachers hold  a specialized degree), and little or no inͲservice training A summary of the development levels for each isofferedtonewteachers. assessmenttypeispresentedinAppendix3.   The Ministry of Education has made important efforts In  reality,  assessment  systems  are  likely  to  be  at to improve its education system. The government’s different levels of development in different areas. For priorities for education include expanding access to example, a system may be Established in the area of early childhood education; reducing dropout and examinations,  but  Emerging  in  the  area  of  largeͲ repetition rates; enhancing the qualifications and scale,  systemͲlevel assessment, and vice versa. While performance of the teaching workforce; establishing a intuition suggests that it is probably better to be National Qualifications Framework that will link the further  along  in  as  many  areas  as  possible,  the various education levels to the labor market; and evidence is unclear as to whether it is necessary to introducing quality assurance at the higherͲeducation be  functioning  at  Advanced  levels  in  all  areas. level. Therefore, one might view the Established level as a  desirable minimum outcome to achieve in all areas, but Detailed information was collected on Lebanon’s only aspire beyond that in those areas that most student assessment system using the SABERͲStudent contribute to the national vision or priorities for Assessment questionnaires and rubrics. It is important education. In line with these considerations, the ratings to remember that these tools primarily focus on generated by the rubrics are not meant to be additive benchmarkingacountry’spoliciesandarrangementsfor across assessment types (that is, they are not meant to assessment activities at the system or macro level. be added to create an overall rating for an assessment Additional data would need to be collected to system; they are only meant to produce an overall determine actual, onͲtheͲground practices in Lebanon, rating for each assessment type). The methodology for particularly by teachers and students in schools. The assigning development levels is summarized in following sections discuss the findings by each Appendix4. assessment type, accompanied by suggested policy  options. The suggested policy options were determined EducationinLebanon in collaboration with key local stakeholders based on Lebanon’s immediate interests and needs. Detailed, Lebanon is an upperͲmiddleͲincome country in the completed rubrics for each assessment type are Middle East and North Africa region.  GDP per capita providedinAppendix5.    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   4 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  ClassroomAssessment   Information from classroom assessment is required to be made available to students, parents, and school Levelofdevelopment:ESTABLISHED  directors. Teachers provide feedback in an assessment In Lebanon, a formal systemͲlevel document provides grid, which allows space for quantitative as well as guidelines for classroom assessment for primary and qualitativeinput. secondary education. The document is available to the  public and during inͲservice courses for teachers. The There is no requirement for classroom assessment data documentisalsodistributedtoallschoolprincipals. to be used for grading students or as an input to an  external examination program (e.g., schoolͲbased There are some systemͲwide resources available to assessmentwithmoderationandqualityaudit). teachers for carrying out classroom assessment  activities. These include an official curriculum/learning Suggestedpolicyoptions: standards document that outlines what students are  expected to learn and their expected levels of 1. The Program “Assessment of Student Achievement performance in different subject areas at different and Curriculum Development,” which is part of the grade levels; textbooks or workbooks that provide Education Sector Development Plan (2010Ͳ2015), is to support for classroom assessment; scoring criteria or be implemented with the cooperation of CERD and the rubrics for students’ work; and explanations about the Faculty of Education of the Lebanese University. This schoolexams. program aims to develop the curriculum in a manner  consistent with national needs and global trends, Therearelimitedopportunitiesavailabletoprimaryand through setting clear foundations for the reform of the secondary school teachers for learning about or curriculum and the identification of learning outcomes, developing more effective classroom assessment developing a Question Bank System (QBS) to be used practices. The existing opportunities are provided for examinations conducted at the school level, and during preͲservice teacherͲtraining programs in developing standards for the production of textbooks institutesanduniversities, andduringinͲservice teacher and teacher guides. In implementing this program, training programs offered by the Centre for Educational ensure participation and full involvement of the staff of Research and Development (CERD). There are also the regional resource centers for teacher professional opportunities for teachers to participate in conferences developmentwiththeselectedschoolprincipals,aswell and workshops, and school inspection or teacher as teacher trainers from universities outside of the supervisionincludesacomponentfocusedonclassroom Lebanese University. In addition, ensure that resources assessment. In addition, teachers have opportunities to developed in this program to support teachers in participateinitemdevelopmentfor,orscoringof,largeͲ classroom assessment practices are widely scaleassessmentsorexams. disseminated.   Classroom assessment practices are perceived as being 2. Introduce a variety of mechanisms to systematically of moderate quality. While these practices tend to be monitor the quality of classroom assessment practices. aligned with the pedagogical and curricular framework, For example, include classroom assessment as a it is also common for them to be focused primarily on componentofateacher’sperformanceevaluation. information recall. Apart from classroom assessments  being a component of school inspection or teacher 3. Ensure that classroom assessment information is supervision, there are ad hoc mechanisms in place to effectively used to inform policymaking by requiring monitor the quality of classroomͲrelated practices. In thatitbedisseminatedtoallkeystakeholders,including addition, government funding is available for research districtorMinistryofEducationofficials. on the quality of classroom assessment activities and how to improve classroom assessment with the CERD andtheFacultyofEducationattheLebaneseUniversity.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   5 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Examinations opportunities include university graduate programs  (masters or doctoral level) and nonͲuniversity training courses or workshops focused on educational Levelofdevelopment:ESTABLISHED  measurementandevaluation. The General Secondary Diploma (Baccalaureate)  examination has been administered to grade 12 There is a clear understanding and acceptance that the students since 1925. The results are used for certifying Baccalaureate measures national curricula guidelines. student completion of grade 12 and for determining Teachers have the opportunity to learn about the selection to university or other higherͲeducation Baccalaureate through regularly updated, voluntary institutions. courses or workshops that are offered as part of the inͲ  service training provided by the Center for Educational There is a policy document authorizing and addressing Research and Development. Teachers are involved in some key aspects of the Baccalaureate. However, the most examinationͲrelated tasks, including selecting or document does not describe authorized uses of the creating examination questions and scoring guides. examinationresults. They also administer, supervise, and score the  examination. While policymakers and educators support the  examination, it is unclear to what extent other Baccalaureate results are credible for all stakeholder stakeholder groups (teacher unions, students, parents, groups, and there is no systematic evidence of their media, think tanks and NGOs, employers, and improper use. However, students’ names and results universities) support it. The Ministry of Education's arenotconfidentialandaremadepubliconthewebsite Directorate General has coordinated efforts with oftheMinistryofEducation. educators from all sectors to improve the  Baccalaureate.Theseeffortsaregenerallywelcomedby Suggestedpolicyoptions: theleadershipinchargeoftheexamination.   1. In order to create linkages between curriculum The Ministry of Education and Higher Education's reform led by the CERD and the formal examination Department of Examinations has been running the system, introduce mechanisms, such as expert review Baccalaureate since 1949. Funding for the examination groups, which monitor the consequences of the is allocated by the government and covers all core examination and inform curriculum reform activities. examination activities (design, administration, data Ensure that the administrative procedures within the processing, and reporting), but does not cover research Department of Examinations at the Ministry of anddevelopment.TheBaccalaureateofficehassomeof Education and Higher Education are streamlined to the required facilities to carry out the examination and allowforeffectiveimplementationofsuchlinkages. is adequately staffed in terms of the quality  (qualifications and knowledge) of those working on the 2. Ensure that the Department of Examinations has all examination, but not necessarily in terms of their of the required facilities to carry out the examination quantity(numberofstaff). effectively. For example, ensure that all technical staff  haveaccesstocomputers. TheCentralInspectorateandtheGeneralDirectorateof  General Education is the external body to which the 3. Support systemͲlevel mechanisms to ensure the Examination Department is accountable. The quality of the examination by, for example, conducting examination results are officially recognized by a pilot as well as by continuing the ongoing work to certification and selection systems in Lebanon and ensure expansion and improvement of the Question abroad. BankSystem(QBS).    Lebanon offers some opportunities that prepare individuals for work on the Baccalaureate. These  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   6 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  NationalLargeͲScaleAssessment(NLSA)   Reports on the Measuring Learning Achievement results, which contain information on overall Levelofdevelopment:EMERGING  achievement levels and subgroups, are available for all TheMeasuringLearningAchievementstudyisanational stakeholder groups. There also are workshops or largeͲscale assessment that was administered for the presentations for key stakeholders on the results. first time in 1994. Since then, it has been implemented However, the reports do not contain information on onanirregularbasis(1995,1997,2003,and2012),each trends over time, nor do they provide information on time targeting a different grade level and different set standard errors. Additionally, there is no media briefing ofsubjects. or coverage of the Measuring Learning Achievement  results. There is no policy document, technical report, or other  available documentation on the Measuring Learning Measuring Learning Achievement data tend not to be Achievement study. In order to conduct a round of the used or else are used in ways inconsistent with the assessment, the Centre for Educational Research and technicalcharacteristicsoftheassessment. Development (CERD) must submit a proposal to, and  receiveapprovalfrom,theMinisterofEducation. Suggestedpolicyoptions:   The office responsible for the Measuring Learning 1. In order to institutionalize the Measuring Learning Achievement study is adequately staffed with mostly Achievement assessment, introduce a policy document partͲtime and temporary staff. Funding for the pertaining to key aspects of the NLSA (sources of assessment is irregular and allocated through the funding, uses of results); ensure that the policy budget of the Center for Educational Research and document is approved by the relevant authorizing body Development. Funding covers all core assessment andispubliclyavailable. activities (design, administration, analysis, and  reporting), as well as staff training and research and 2. Develop a written plan for future NLSA activities, development activities. The Measuring Learning which includes a strategy for collaboration among the Achievement office is accountable to the Central DNE (Dispositif National d’Evaluation Ͳ National Inspectorate, which is a monitoring body, and to a Evaluation Body), the CERD Evaluation and Assessment special studies committee mandated by the Center for Unit, and the Faculty of Education at the Lebanese EducationalResearchandDevelopment. University.   As a way to prepare individuals for work on the 3. Ensure that NLSA results are effectively disseminated Measuring Learning Achievement study, Lebanon offers in Lebanon. For example, ensure that reports with funding opportunities for attending international results include information on trends over time overall programs, courses, or workshops on educational and for subgroups, and that the media provides measurementandevaluation. coverageofNLSAresults.    There are some mechanisms in place to ensure the quality of the Measuring Learning Achievement study. However, discrepancies are not recorded on a standard sheet, and there is no double data scoring, no external reviewers or observers, and no external certification or audit. There are options to include all student groups in the study, such as plans to ensure that the assessment is administered to students in hardͲtoͲreach areas and in the language of instruction for almost all student groups.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   7 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  International LargeͲScale Assessment CountryͲspecific results and information from ILSAs have not been disseminated in Lebanon and have only (ILSA) been published in the international report. Products to  provide feedback to schools and educators about the Levelofdevelopment: ILSA results are not made available. While it is planned  for ILSA results to be used to inform curriculum In the last 10 years, Lebanon has participated in a improvement, teacherͲtraining programs, and other number of ILSA exercises, including PASEC (2009) and assessmentactivitiesinthesystem,atthepresenttime, TIMSS (2003, 2007, and 2011). The formal policy results from ILSAs have not been used to inform document that addresses participation in ILSAs is the decisionmakingatthenationallevel. Letter from the Head of the Center for Educational  Research and Development, authorized by the Ministry It is not clear that decisions based on ILSA results have ofEducation andHigherEducationon February2,2011. hadapositiveimpactonstudentachievementlevels. Lebanon has taken concrete steps to participate in PISA  2015andTIMSS2015. Suggestedpolicyoptions:   There is funding for participation in ILSAs allocated at 1. Continue efforts to strengthen capacity within the discretion by the Centre for Educational Research and CERD, which include Lebanon’s involvement in the Development (CERD) in Lebanon and from loans or Regional Program on Student Assessment and Quality external donors. Funding covers international of Education, part of the Arab Regional Agenda for participation fees, inͲcountry implementation of the Improving Education Quality (ARAIEQ). In addition, assessment exercise (e.g., printing booklets, travel to introduce opportunities to learn about ILSA to relevant schools), data processing and analysis, and attendance stakeholders. For example, host workshops on using at international meetings for the assessment exercise. internationalassessmentdatabasesthatareavailableto Funding does not cover reporting and dissemination of staffworkingonILSAand otherindividualsinterestedin the assessment results in Lebanon or research and assessment. developmentactivities.   2. Ensure that LebanonͲspecific ILSA results are widely The national coordinator oversees a sufficiently staffed disseminated in the country. For example, develop a team that has previous experience working on national report and make it available to all key international assessments as well as the necessary stakeholders, including school principals, teachers training to carry out the required ILSA activities (throughteacherͲtrainingprograms),andthemedia. effectively. The national coordinator is fluent in the  language (English, in the case of TIMSS) in which the 3. Organize regular conferences and workshops internationalͲlevel meetings are conducted and related involving a variety of key stakeholder groups—including documentationisavailable. academia, practitioners, media, and civil society  organizations—to discuss how ILSA results can be used No issues were identified with the carrying out of the toimprovelearninginLebanon. most recent ILSA activities in Lebanon. In addition, the  ILSA team was able to attend all international 4. Continue ongoing analytical work on TIMSS data and workshops and meetings related to the exercise. ensure that it is used for informing policymaking, such However, Lebanon only met the standards necessary to as curriculum improvement and teacherͲtraining haveitsdatapresentedbeneaththemaindisplayofthe programs. internationalreportorinanannex.        SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   8 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Appendix1:AssessmentTypesandTheirKeyDifferences  Classroom Large-scale assessment Examinations Surveys National International Exit Entrance Purpose To provide To provide To provide To certify To select immediate feedback on feedback on the students as they students for feedback to overall health of comparative move from one further inform the system at performance of level of the educational classroom particular the education education system opportunities instruction grade/age system at to the next (or level(s), and to particular into the monitor trends in grade/age workforce) learning level(s) Frequency Daily For individual For individual Annually and Annually and subjects offered subjects offered more often more often on a regular on a regular where the system where the system basis (such as basis (such as allows for allows for every 3-5 years) every 3-5 years) repeats repeats Who is All students Sample or A sample of All eligible All eligible tested? census of students at a students students students at a particular grade particular grade or age level(s) or age level(s) Format Varies from Usually multiple Usually multiple Usually essay Usually essay observation to choice and short choice and short and multiple and multiple questioning to answer answer choice choice paper-and-pencil tests to student performances Coverage of All subject areas Generally Generally Covers main Covers main curriculum confined to a few confined to one subject areas subject areas subjects or two subjects Additional Yes, as part of Frequently Yes Seldom Seldom information the teaching collected from process students? Scoring Usually informal Varies from Usually involves Varies from Varies from and simple simple to more statistically simple to more simple to more statistically sophisticated statistically statistically sophisticated techniques sophisticated sophisticated techniques techniques techniques  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   9 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Appendix2:BasicStructureofRubricsforEvaluatingDataCollectedonaStudentAssessmentSystem  Development Level LATENT ESTABLISHED (Absence of, or EMERGING (Acceptable deviation from, (On way to meeting minimum ADVANCED Dimension attribute) minimum standard) standard) (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          SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   10 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Appendix3:SummaryoftheDevelopmentLevelsforEachAssessmentType  Assessment Type LATENT EMERGING ESTABLISHED ADVANCED  Absence of, or deviation On way to meeting Acceptable minimum Best practice from, the attribute minimum standard standard There is no system-wide There is weak system- There is sufficient system- There is strong system- institutional capacity to wide institutional capacity wide institutional capacity wide institutional capacity support and ensure the to support and ensure the to support and ensure the to support and ensure the quality of classroom quality of classroom quality of classroom quality of classroom assessment practices. assessment practices. assessment practices. assessment practices. CLASSROOMASSESSMENT There is no standardized There is a partially stable There is a stable There is a stable examination in place for standardized examination standardized examination standardized examination key decisions. in place, and a need to in place. There is in place and institutional develop institutional institutional capacity and capacity and strong capacity to run the some limited mechanisms mechanisms to monitor it. examination. The to monitor it. The The examination is of EXAMINATIONS examination typically is of examination is of high quality and is poor quality and is acceptable quality and is perceived as fair and free perceived as unfair or perceived as fair for most from corruption. corrupt. students and free from corruption. There is no NLSA in There is an unstable There is a stable NLSA in There is a stable NLSA in place. NLSA in place and a need place. There is place and institutional to develop institutional institutional capacity and capacity and strong capacity to run the NLSA. some limited mechanisms mechanisms to monitor it. Assessment quality and to monitor it. The NLSA The NLSA is of high NATIONAL(ORSYSTEMͲ impact are weak. is of moderate quality and quality and its information LEVEL)LARGEͲSCALE its information is is effectively used to ASSESSMENT disseminated, but not improve education. always used in effective ways. There is no history of Participation in an ILSA There is more or less There is stable participation in an ILSA has been initiated, but stable participation in an participation in an ILSA nor plans to participate in there still is need to ILSA. There is and institutional capacity one. develop institutional institutional capacity to to run the ILSA. The capacity to carry out the carry out the ILSA. The information from the INTERNATIONALLARGEͲ ILSA. information from the ILSA is effectively used SCALEASSESSMENT ILSA is disseminated, but to improve education. not always used in effective ways.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   11 LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013  Appendix 4: Methodology for Assigning particular assessment type cannot be greater than the DevelopmentLevels score for these key dimensions. These key variables  include formal policy, regular funding, having a 1. The country team or consultant collects information permanent assessment unit, and the quality of abouttheassessmentsysteminthecountry. assessmentpractices.   2. Based on the collected information, a level of developmentandscoreisassignedtoeachdimensionin therubrics:  x Latent=1scorepoint x Emerging=2scorepoints x Established=3scorepoints x Advanced=4scorepoints  3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions.Forexample:  The quality driver, ‘Enabling Context,’ in the case of ILSA, has 3 dimensions on which a hypothetical country receives the following scores: Dimension A = 2 points; Dimension B = 2 points; Dimension C = 3 points. The hypothetical country’s overall score for this quality driverwouldbe:(2+2+3)/3=2.33  4. A preliminary level of development is assigned to eachqualitydriver.  5. The preliminary development level is validated using expert judgment in cooperation with the country team andTheWorldBankTaskTeamLeader.   For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriatelevel.  6. Scores for certain key dimensions under ‘Enabling Context’ (in the case of EXAM, NLSA, and ILSA) and under ‘System Alignment’ (in the case of CLASS) were set as ceiling scores, i.e., the overall mean score for the  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS   12  Appendix5:SABERǦStudentAssessmentRubricsforLebanon  ThisappendixprovidesthecompletedSABERͲStudentAssessmentrubricsforeachtypeofassessmentactivityinLebanon.Ineachrowoftherubric,therelevant selection is indicated by a thick border and an asterisk. The selection may include a superscript number that refers to the justification or explanation of the selection (asindicatedbyathickborder andanasterisk),whichisprovidedinthe“Developmentlevelratingjustifications”sectionattheendof eachrubric.If a rowincludesasuperscriptbutnotathickborderandanasterisk,suchsuperscriptindicatesthatinsufficientinformationwasavailabletodeterminetherelevant selectionintherow.       LEBANON ClassroomAssessment    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       13   ENABLINGCONTEXTANDSYSTEMALIGNMENT Overallpolicyandresourceframeworkwithinwhichclassroomassessmentactivitytakesplaceinacountryorsystem,andthedegreetowhichclassroom assessmentactivityiscoherentwithothercomponentsoftheeducationsystem. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXTANDSYSTEMALIGNMENT1: Settingclearguidelinesforclassroomassessment There is no systemͲlevel document that There is an informal systemͲlevel There is a formal systemͲlevel document This option does not apply to this provides guidelines for classroom document that provides guidelines for that provides guidelines for classroom dimension. assessment. classroomassessment. assessment.1 * This option does not apply to this This option does not apply to this The availability of the document is Thedocumentiswidelyavailable.2 dimension. dimension. restricted. * ENABLINGCONTEXTANDSYSTEMALIGNMENT2: Aligningclassroomassessmentwithsystemlearninggoals There are no systemͲwide resources for There are scarce systemͲwide resources There are some systemͲwide resources There are a variety of systemͲwide teachersforclassroomassessment. forteachersforclassroomassessment. forteachersforclassroomassessment.3 resources available for teachers for classroomassessment. * There is no official curriculum or There is an official curriculum or There is an official curriculum or There is an official curriculum or standardsdocument. standards document, but it is not clear standards document that specifies what standards document that specifies what what students are expected to learn or students are expected to learn, but the students are expected to learn and to towhatlevelofperformance. level of performance required is not whatlevelofperformance.4 clear. * ENABLINGCONTEXTANDSYSTEMALIGNMENT3: Havingeffectivehumanresourcestocarryoutclassroomassessmentactivities There are no systemͲlevel mechanisms This option does not apply to this There are some systemͲlevel There are a variety of systemͲlevel to ensure that teachers develop skills dimension. mechanisms to ensure that teachers mechanisms to ensure that teachers andexpertiseinclassroomassessment. develop skills and expertise in classroom develop skills and expertise in classroom assessment. assessment.5                    *    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       14    ASSESSMENTQUALITY Qualityofclassroomassessmentdesign,administration,analysis,anduse. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: Ensuringthequalityofclassroomassessment Classroom assessment practices suffer Classroom assessment practices are Classroom assessment practices are Classroom assessment practices are from widespread weaknesses or there is knowntobeweak. knowntobeofmoderatequality.6 knowntobegenerallyofhighquality. no information available on classroom assessmentpractices. * There arenomechanisms to monitor the Thereareadhocmechanismstomonitor Therearelimitedsystematicmechanisms There are varied and systematic quality of classroom assessment the quality of classroom assessment to monitor the quality of classroom mechanisms in place to monitor the practices. practices.7 assessmentpractices. quality of classroom assessment practices. * ASSESSMENTQUALITY2: Ensuringeffectiveusesofclassroomassessment Classroom assessment information is not This option does not apply to this Classroom assessment information is Classroom assessment information is required to be disseminated to key dimension. required tobe disseminatedto some key required to be disseminated to all key stakeholders. stakeholders.8 stakeholders. * There are no required uses of classroom There are limited required uses of There are adequate required uses of There are adequate required uses of assessmenttosupportstudentlearning. classroom assessment to support classroom assessment to support classroom assessment to support studentlearning. student learning, excluding its use as an student learning, including its use as an inputforexternalexaminationresults.9 inputforexternalexaminationresults. *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       15   ClassroomAssessmentǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The formal systemͲlevel document providing guidelines for classroom assessment is the Minister decision No. 666/m/2000, dated November 14, 2000, and its amendment by decision No. 940/m/2001, dated June 27, 2001, authorized by the Ministry of Education. The document applies for primary and secondaryeducation.  2. Thedocumentisavailabletothepublicandhasbeendistributedtoallschoolprincipalsinthepublicsector.ThedocumentisalsoavailableduringinͲservice courses for teachers. Additionally, teachers have had the opportunity to review the document in the early phase of implementation of the new curricula in 2000and2001.  3. Resourcesteachersforclassroomassessmentinclude:  a. A document that outlines what students are expected to learn in different subject areas at different grade/age levels and the level(s) of performancethatstudentsareexpectedtoreachindifferentsubjectareasatdifferentgrade/agelevels(thedocumentcanbelocatedintheCentre forEducationalResearchandDevelopment'swebsiteatwww.crdp.org); b. Textbooksorworkbooksthatprovidesupportforclassroomassessment; c. Scoringcriteriaorrubricsforstudents’work;and d. Explanationsabouttheschoolexams.  4. Thereisanofficialcurriculumorstandardsdocumentthatspecifieswhatstudentsareexpectedtolearnandtowhatlevelofperformance.  5. The systemͲlevel mechanisms that ensure that teachers develop skills and expertise in classroom assessment include preͲservice teacher training opportunitiesavailableintheinstitutesandintheuniversities,inͲserviceteachertrainingprovidedcontinuouslybytheCentreforEducationalResearchand Development for all primary and secondary school teachers, opportunities for teachers to participate in conferences and workshops and in item developmentfor,orscoringof,largeͲscaleassessmentsorexams,andschoolinspectionorteachersupervisionincludesacomponentfocusedonclassroom assessment.PreͲserviceteachertrainingprogramsincludecoursesonclassroomassessment.  6. Classroom assessment practices are known to be of moderate quality. Specifically, it is not common for classroom assessment activities to rely mainly on multipleͲchoice, selectionͲtype questions, to observe errors in the scoring or grading of students' work, or for classroom assessments to be mainly used as administrativeorcontroltoolratherthanaspedagogicalresource.Itiscommonforclassroomassessmentpracticestobealignedwiththepedagogicaland curricular framework. Uneven application of standards for grading students’ work and grade inflation tend to not be a serious problem.  Even though parents tend tobewellinformedofstudents'grades,classroomassessmentinformationprovideslittlefeedback tostudents.Additionally,it iscommonfor classroom assessment activities to be mainly about recalling information, and teachers tend to not use explicit or a priori criteria for scoring or grading students'work.    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       16   7. Althoughclassroomassessmentisarequiredcomponentofschoolinspectionorteachersupervision,classroomassessmentisnotarequiredcomponentof a teacher’s performance evaluation; there is no external moderation system in place that reviews the difficulty of classroom assessment activities or the appropriateness of scoring criteria in grading students’work; and national or other systemͲwide reviews of the quality of education that include a focus on classroom assessment do not take place. However, government funding is available for research on the quality of classroom assessment activities and how toimproveclassroomassessmentwiththeCERDandthroughtheFacultyofEducationattheLebaneseUniversity.  8. Teachersarerequiredtoreportonindividualstudent'sperformancetostudents,parents,andschooldirectors.Teachersprovidefeedbackinanassessment grid,whichallowsspaceforquantitativeaswellasqualitativeinput.  9. The required uses include diagnosing student learning issues, providing feedback to students on their learning, informing parents about their child’s learning,andplanningnextstepsininstruction.However,classroomassessmentisnotrequired tobeusedfor gradingstudentsforinternal classroomuses orforprovidinginputtoanexternalexaminationprogram(e.g.,schoolͲbasedassessmentwithmoderationandqualityaudit).   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       17          LEBANON Examinations    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       18   ENABLINGCONTEXT Overallframeworkofpolicies,leadership,organizationalstructures,fiscalandhumanresourcesinwhichassessmentactivitytakesplaceinacountryorsystem andtheextenttowhichthatframeworkisconduciveto,orsupportiveof,theassessmentactivity. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT1: Settingclearpolicies No standardized examination has taken The standardized examination has been The examination is a stableprogram that This option does not apply to this place. operatingonanirregularbasis. hasbeenoperatingregularly.1 dimension * There is no policy document that There is an informal or draft policy There is a formal policy document that This option does not apply to this authorizestheexamination. document that authorizes the authorizestheexamination.2 dimension. examination. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this dimension. thepublic public.3 dimension. * This option does not apply to this This option does not apply to this The policy document addresses some The policy document addresses all key dimension. dimension. keyaspectsoftheexamination.4 aspectsoftheexamination. * ENABLINGCONTEXT2: Havingstrongleadership All stakeholder groups strongly oppose Most stakeholder groups oppose the Most stakeholders groups support the All stakeholder groups support the theexaminationorareindifferenttoit.5 examination.5 examination.5 examination.5 There are no attempts to improve the This option does not apply to this There are independent attempts to There are coordinated attempts to examinationbystakeholdergroups. dimension. improve the examination by stakeholder improve the examination by stakeholder groups. groups.6 * Efforts to improve the examination are This option does not apply to this Efforts to improve the examination are This option does not apply to this not welcomed by the leadership in dimension. generally welcomed by the leadership in dimension. chargeoftheexamination chargeoftheexamination.7 *                   (CONTINUED)  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       19   LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT3: Havingregularfunding There is no funding allocated for the There is irregular funding allocated for There is regular funding allocated for the This option does not apply to this examination. theexamination. examination.8 dimension. * This option does not apply to this Funding covers some core examination Funding covers all core examination This option does not apply to this dimension. activities: design, administration, data activities: design, administration, data dimension. processingorreporting. processingandreporting.9 * This option does not apply to this Funding does not cover research and This option does not apply to this Funding covers research and dimension. development.10 dimension. development. * ENABLINGCONTEXT4: Havingstrongorganizationalstructures The examination office does not exist or The examination office is newly The examination office is a stable This option does not apply to this isnewlyestablished. established. organization.11 dimension. * The examination office is not This option does not apply to this The examination office is accountable to This option does not apply to this accountable to an external board or dimension. anexternalboardoragency.12 dimension. agency. * Examination results are not recognized Examination results are recognized by Examination results are recognized by Examination results are recognized by byanycertificationorselectionsystem. certification or selection system in the one certification or selection system in two or more certification or selection country. anothercountry. systeminanothercountry.13 * The examination office does not have The examination office has some of the The examination office has all of the The examination office has state of the the required facilities to carry out the required facilities to carry out the required facilities to carry out the artfacilitiestocarryouttheexamination. examination. examination.14 examination.           *         (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       20   LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT5: Havingeffectivehumanresources There is no staff to carry out the The examination office is inadequately The examination office is adequately The examination office is adequately examination. staffed to effectively carry out the staffed to carry out the examination staffed to carry out the assessment examination,issuesarepervasive. effectively,withminimalissues.15 effectively,withnoissues. * The country does not offer opportunities This option does not apply to this The country offers some opportunities The country offers a wide range of that prepare for work on the dimension. that prepare for work on the opportunities that prepare for work on examination. examination.16 theexamination. *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       21   SYSTEMALIGNMENT Degreetowhichtheassessmentiscoherentwithothercomponentsoftheeducationsystem. LATENT EMERGING ESTABLISHED ADVANCED SYSTEMALIGNMENT1: Aligningexaminationswithlearninggoalsandopportunitiestolearn It is not clear what the examination This option does not apply to this There is a clear understanding of what This option does not apply to this measures. dimension. theexaminationmeasures.17 dimension. * What the examination measures is This option does not apply to this What is measured by the examination is This option does not apply to this questionedbysomestakeholdergroups. dimension. largelyacceptedbystakeholdergroups.18 dimension. * Material to prepare for the examination Thereissomematerialtoprepareforthe There is comprehensive material to There is comprehensive material to is minimal and it is only accessible to examination that is accessible to some prepare for the examination that is prepare for the examination that is veryfewstudents. students. accessibletomoststudents.19 accessibletoallstudents. * SYSTEMALIGNMENT2: Providingteacherswithopportunitiestolearnabouttheexamination There are no courses or workshops on There are no upͲtoͲdate courses or There are upͲtoͲdate voluntary courses ThereareupͲtoͲdatecompulsorycourses examinationsavailabletoteachers. workshops on examinations available to or workshops on examinations available or workshops on examinations for teachers. toteachers.20 teachers. * Teachers are excluded from all Teachers are involved in very few Teachers are involved in some Teachers are involved in most examinationͲrelatedtasks. examinationͲrelatedtasks. examinationͲrelatedtasks. examinationͲrelatedtasks.21 *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       22   ASSESSMENTQUALITY Degreetowhichtheassessmentmeetsqualitystandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: Ensuringquality There is no technical report or other There is some documentation on the There is a comprehensive technical There is a comprehensive, high quality documentation. examination, but it is not in a formal reportbutwithrestrictedcirculation. technical report available to the general reportformat.22 public. * There are no mechanisms in place to This option does not apply to this Therearelimitedsystematicmechanisms There are varied and systematic ensurethequalityoftheexamination. dimension. in place to ensure the quality of the mechanisms in place to ensure the examination.23 qualityoftheexamination. * ASSESSMENTQUALITY2: Ensuringfairness Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the examinationprocessishigh. examinationprocessismoderate. examinationprocessislow.24 examinationprocessismarginal. * The examination results lack credibility The examination results are credible for The examination results are credible for This option does not apply to this forallstakeholdergroups. somestakeholdergroups. allstakeholdergroups.25 dimension. * The majority of the students (over 50%) A significant proportion of students A small proportion of students (less than All students can take the examination; maynottaketheexaminationbecauseof (10%Ͳ50%)maynottaketheexamination 10%) may not take the examination there are no language, gender or other language, gender, or other equivalent because of language, gender, or other because of language, gender, or other equivalentbarriers.26 barriers. equivalentbarriers. equivalentbarriers. *                   (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       23    LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY3: Usingexaminationinformationinafairway Examination results are not used in a Examination results are used by some Examination results are used by most Examination results are used by all properwaybyallstakeholdergroups. stakeholdergroupsinaproperway. stakeholdergroupsinaproperway. stakeholdergroupsinaproperway.27 * Studentnamesandresultsarepublic.28 This option does not apply to this Students’resultsareconfidential. This option does not apply to this dimension. dimension. * ASSESSMENTQUALITY4: Ensuringpositiveconsequencesoftheexamination There are no options for students who There are very limited options for Therearesomeoptionsforstudentswho There is a variety of options for students do not perform well on the examination, studentswhodonotperformwellonthe donotperformwellontheexamination. who do not perform well on the or students must leave the education examination.29 examination. system. * There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There is a variety of mechanisms in place monitor the consequences of the dimension. monitor the consequences of the to monitor the consequences of the examination.30 examination. examination. *      SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       24    Examinationsǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. The examination, General Secondary Diploma (Baccalaureate), has been administered since 1925 at grade 12 for student certification for grade completion andforselectiontouniversityorotherhigherͲeducationinstitutions.  2. TheformalpolicydocumentthatauthorizestheexaminationisDecreeNo.5697ofJune15,2001,authorizedbythePresidencyoftheRepublicin2011.  3. Thepolicydocumentisavailabletothepublic.  4. The policydocumentauthorizing theexaminationoutlines governance; distributionofpower;responsibilitiesamongkeyentities; procedures toinvestigate andaddresssecuritybreaches,cheating,orotherformsofinappropriatebehavior;andproceduresforspecial/disadvantagedstudents.Italsospecifieswho can sit for the examination and identifies rules about its preparation. The document also describes the purpose of the examination, states funding sources, and explains its alignment with curricula and standards and the format of the examination questions. However, the policy document does not describe authorizedusesofresults.  5. While policymakers and educators support the examination program, it is unclear to what extent other stakeholder groups (teacher unions, students, parents,media,thinktanksandNGOs,employers,anduniversities)supportit.  6. TheMinistryofEducation'sDirectorateGeneralhascoordinatedeffortswitheducatorsfromallsectorstoimprovetheexamination.  7. Effortstoimprovetheexaminationaregenerallywelcomedbytheleadershipinchargeoftheexamination.  8. Thereisregularfundingallocatedbythegovernmentfortheexamination.  9. Fundingcoversallcoreexaminationactivities:examinationdesignandadministration,anddataprocessingandreporting.  10. Fundingdoesnotcoverresearchanddevelopmentactivities.  11. TheMinistryofEducation'sExaminationDepartmenthasbeenrunningtheexaminationsince1949.  12. The Central Inspectorate and the General Directorate of General Education is the external body to which the Ministry's Examination Department is accountableto.  13. The examination results are officially recognized by certification and selection systems in the country and anywhere abroad. Lebanese students with Lebanesecertificationcanaccessforeignuniversitiesinanycountry.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       25    14. Whiletheexaminationofficeusuallyhasasecurebuilding,adequatecommunicationtools(phone,email,andinternet),andsecurestoragefacilities,itdoes notnormallyhavecomputersforalltechnicalstaff,accesstoadequatecomputerservers,ortheabilitytobackupdata.  15. The examination office is adequately staffed in terms of quality, but not necessarily in terms of quantity. Mainly temporary and part time staff are responsibleforrunningtheexamination.  16. The opportunities offered on an annual basis to prepare for work on the examination are university graduate programs (masters or doctoral level), as well asnonͲuniversitytrainingcoursesorworkshops,specificallyfocusedoneducationalmeasurementandevaluation.  17. Theexaminationmeasuresnationalschoolcurriculumguidelinesorstandards.  18. Whatismeasuredbytheexaminationislargelyacceptedbystakeholdergroups.  19. The material available to prepare for the examination includes examples of the types of questions that are on the examination and information on how to preparefortheexamination.Thismaterialisaccessiblebyallstudents.  20. There are voluntary courses or workshops that are regularly updated and are offered through the continuous teacher inͲservice training provided by the CenterforEducationalResearchandDevelopment.  21. Teachershavethetasksofselectingorcreatingexaminationquestionsandscoringguides.Theyalsoadminister,supervise,andscoretheexamination.  22. Thereissomedocumentationontheexamination,butitisnotinaformalreportformat.  23. Despitetherebeinginternalandexternalreviewersorobserverstoensurethequalityoftheexamination,thereisnoexternalcertificationoraudit,pilotor fieldtesting,ortranslationverification.  24. Thefewinappropriatebehaviorsthattypicallyoccurareimpersonation(whenanindividualotherthantheregisteredcandidatetakestheexamination)and copying from other candidates. In the event of these conducts, students are forbidden to be admitted into the examination process for four consecutive terms.  25. Theexaminationresultsarecredibleforallstakeholdergroups.  26. Allstudentscantaketheexamination;thereisnolanguage,gender,orotherequivalentbarriers.  27. Thereisnosystematicevidenceofimproperuseoftheexaminationresults.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       26    28. Student'snamesandresultsarenotconfidentialandaremadepubliconthewebsiteoftheMinistryofEducation.  29. Theoptionsforthestudentswhodonotperformwellontheexaminationareretakingtheexaminationorrepeatingthegrade.  30. Therearenomechanismsinplacetomonitortheconsequencesoftheexamination.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       27           LEBANON National(orSystemǦLevel)LargeǦScaleAssessment(NLSA)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       28   ENABLINGCONTEXT Overallframeworkofpolicies,leadership,organizationalstructures,fiscalandhumanresourcesinwhichNLSAactivitytakesplaceinacountryorsystemandthe extenttowhichthatframeworkisconduciveto,orsupportiveof,theNLSAactivity. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT1: SettingclearpoliciesforNLSA NoNLSAexercisehastakenplace. The NLSA has been operating on an The NLSA is a stable program that has This option does not apply to this irregularbasis.1 beenoperatingregularly. dimension. * There is no policy document pertaining There is an informal or draft policy There is a formal policy document that This option does not apply to this toNLSA.2 documentthatauthorizestheNLSA. authorizestheNLSA. dimension. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this dimension.3 thepublic. public. dimension. * ThereisnoplanforNLSAactivity.4 This option does not apply to this Thereisageneralunderstandingthatthe There is a written NLSA plan for the dimension. NLSAwilltakeplace. comingyears. * ENABLINGCONTEXT2: HavingstrongpublicengagementforNLSA All stakeholder groups strongly oppose Some stakeholder groups oppose the Most stakeholders groups support the All stakeholdergroupssupporttheNLSA. theNLSAorareindifferenttoit. NLSA. NLSA.5 *                   (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       29    LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT3: HavingregularfundingforNLSA There is no funding allocated to the There is irregular funding allocated to There is regular funding allocated to the This option does not apply to this NLSA. theNLSA.6 NLSA. dimension. * This option does not apply to this Funding covers some core NLSA Funding covers all core NLSA activities: This option does not apply to this dimension. activities:design,administration,analysis design, administration, analysis and dimension. andreporting. reporting.7 * This option does not apply to this Funding does not cover research and This option does not apply to this Funding covers research and dimension. developmentactivities. dimension. developmentactivities.8 * ENABLINGCONTEXT4: HavingstrongorganizationalstructuresforNLSA There is no NLSA office, ad hoc unit or The NLSA office is a temporary agency or The NLSA office is a permanent agency, This option does not apply to this team. groupofpeople.9 institutionorunit. dimension. * This option does not apply to this Political considerations regularly hamper Political considerations sometimes Political considerations never hamper dimension. technicalconsiderations hampertechnicalconsiderations.10 technicalconsiderations. * This option does not apply to this The NLSA office is not accountable to a The NLSA office is accountable to a This option does not apply to this dimension. clearlyrecognizedbody. clearlyrecognizedbody.11 dimension. *                   (CONTINUED)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       30   LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT5: HavingeffectivehumanresourcesforNLSA There is no staff allocated for running an The NLSA office is inadequately staffed The NLSA office is adequately staffed to The NLSA office is adequately staffed to NLSA. toeffectivelycarryouttheassessment. carry out the NLSA effectively, with carry out the NLSA effectively, with no minimalissues.12 issues. * The country does not offer opportunities This option does not apply to this Thecountryofferssomeopportunitiesto The country offers a wide range of that prepare individuals for work on dimension. prepare individuals for work on the opportunities to prepare individuals for NLSA. NLSA.13 workontheNLSA. *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       31   SYSTEMALIGNMENT DegreetowhichtheNLSAiscoherentwithothercomponentsoftheeducationsystem. LATENT EMERGING ESTABLISHED ADVANCED SYSTEMALIGNMENT1: AligningtheNLSAwithlearninggoals It is not clear if the NLSA is based on This option does not apply to this The NLSA measures performance against This option does not apply to this curriculumorlearningstandards. dimension. curriculumorlearningstandards.14 dimension. * What the NLSA measures is generally This option does not apply to this What the NLSA measures is questioned What the NLSA measures is largely questionedbystakeholdergroups. dimension. bysomestakeholdergroups. acceptedbystakeholdergroups.15 * There are no mechanisms in place to There are ad hoc reviews of the NLSA to There are regular internal reviews of the This option does not apply to this ensure that the NLSA accurately ensure that it measures what it is NLSA to ensure that it measures what it dimension. measures what it is supposed to intendedtomeasure.16 isintendedtomeasure. measure. * SYSTEMALIGNMENT2: ProvidingteacherswithopportunitiestolearnabouttheNLSA There are no courses or workshops on There are occasional courses or Therearesomecoursesorworkshopson There are widely available high quality theNLSA. workshopsontheNLSA.17 theNLSAofferedonaregularbasis. courses or workshops on the NLSA offeredonaregularbasis. *     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       32   ASSESSMENTQUALITY DegreetowhichtheNLSAmeetstechnicalstandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: EnsuringthequalityoftheNLSA No options are offered to include all This option does not apply to this At least one option is offered to include Different options are offered to include groupsofstudentsintheNLSA. dimension. allgroupsofstudentsintheNLSA.18 allgroupsofstudentsintheNLSA. * There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There are a variety of mechanisms in ensurethequalityoftheNLSA. dimension. ensurethequalityoftheNLSA.19 placetoensurethequalityoftheNLSA. * There is no technical report or other There is some documentation about the There is a comprehensive technical There is a comprehensive, high quality documentationabouttheNLSA.20 technical aspects of the NLSA, but it is reportbutwithrestrictedcirculation. technical report available to the general notinaformalreportformat. public. * ASSESSMENTQUALITY2: EnsuringeffectiveusesoftheNLSA NLSAresultsarenotdisseminated. NLSAresultsarepoorlydisseminated.21 NLSA results are disseminated in an This option does not apply to this effectiveway. dimension. * NLSA information is not used or is used This option does not apply to this NLSA results are used by some NLSA information is used by all in ways inconsistent with the purposes dimension. stakeholder groups in a way that is stakeholder groups in a way that is or the technical characteristics of the consistent with the purposes and consistent with the purposes and assessment.22 technical characteristics of the technical characteristics of the  assessment. assessment. * There are no mechanisms in place to This option does not apply to this There are some mechanisms in place to There are a variety of mechanisms in monitortheconsequencesoftheNLSA.23 dimension. monitortheconsequencesoftheNLSA. place to monitor the consequences of theNLSA.       *                  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       33   National(ofSystemǦLevel)LargeScaleAssessment(NLSA)ǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. TheMeasuringLearningAchievementwasadministeredforthefirsttimein1994,andhassincebeenoperatingonanirregularbasis.Itcontinuedtobe implementedin1995,1997,2003,and2012,eachyearassessingadifferentgradelevelanddifferentsetofsubjects.Inthelatestassessment(2012Ͳ2013), theNLSAmeasuredtheeducationalachievementofgrades4and7inthesubjectsofArabic,French,English,andMathematics.  2. There is no policy document pertaining to NLSA. To conduct a national largeͲscale assessment, the Centre for Educational Research and Development (CERD)mustsubmitaproposalto,andreceiveapprovalfromtheMinisterofEducation.  3. ThisoptiondoesnotapplytothisdimensionasthereisnopolicydocumentpertainingtoNLSA.  4. ThereisnoplanforNLSAactivity.  5. WhilepolicymakersandeducatorssupportthenationallargeͲscaleassessmentprogram,itisuncleartowhatextentotherstakeholdergroupssupportit.  6. ThereisirregularfundingallocatedtothenationallargeͲscaleassessmentbythebudgetoftheCenterforEducationalResearchandDevelopment.  7. FundingcoversallcoreNLSAactivities(design,administration,analysis,andreporting),aswellasstafftraining.  8. Fundingcoversresearchanddevelopmentactivities.  9. TheNLSAofficeiscomprisedofagroupofpeopletemporarilyassignedtocarryouttheassessmentexercise.  10. Politicalconsiderationssometimeshampertechnicalconsiderations.  11. The NLSA office is accountable to the Central Inspectorate, which is a monitoring body, and to a special issues committee mandated by the Center for EducationalResearchandDevelopment.  12. TheNLSAofficeiscomposedofmainlytemporaryorpartͲtimestaff.Noissueshavebeenidentifiedwiththeirperformance.  13. Only funding opportunities for attending international programs or courses or workshops in education measurement and evaluation are available in LebanonforpreparingindividualsforworkontheNLSA.  14. TheNLSAmeasuresperformanceagainstnationalcurriculumorlearningstandards.  15. WhattheNLSAmeasuresislargelyacceptedbystakeholdergroups.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       34    16. ThereareadhocreviewsoftheNLSAtoensurethatitmeasureswhatitisintendedtomeasure.  17. Thereareoccasionalcourses,workshops,orpresentationsontheNLSA.  18. OptionstoincludeallstudentsgroupsinthenationallargeͲscaleassessmentexerciseincludespecialplanstoensurethattheassessmentisadministeredto studentsinhardͲtoͲreachareasaswellasofferingthelargeͲscaleassessmentinthelanguageofinstructionformoststudentgroups.  19. The mechanisms that are in place to ensure the quality of the NLSA are training all proctors or administrators according to protocol, having a standardized manual for largeͲscale assessment administrators, conducting a pilot before the main data collection takes place, having all booklets numbered, double processing of data, and having internal reviewers or observers. However, discrepancies are not recorded on a standard sheet. There is also no double data scoring,externalreviewersorobservers,orexternalcertificationoraudit.  20. ThereisnotechnicalreportorotherdocumentationabouttheNLSA.  21. Reports with NLSA results are available for all stakeholder groups, as well as main reports containing information on overall achievement levels and subgroups.Therearealsoworkshopsorpresentationsforkeystakeholdersontheresults.However,reportsdonotcontaininformationontrendsovertime overall and for subgroups or standard errors. Additionally, there is no media briefing or coverage to discuss or feature NLSA results, and the NLSA results arenotdisseminatedwithin12monthsafterthelargeͲscaleassessmentisadministered.  22. NLSAinformationisnotusedorisusedinwaysinconsistentwiththepurposesofthetechnicalcharacteristicsoftheassessment.  23. TherearenomechanismsinplacetomonitortheconsequencesoftheNLSA.    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       35           LEBANON InternationalLargeǦScaleAssessment(ILSA)    SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       36   ENABLINGCONTEXT Overallframeworkofpolicies,leadership,organizationalstructures,fiscalandhumanresourcesinwhichILSAtakesplaceinacountryorsystemandtheextentto whichthatframeworkisconduciveto,orsupportiveof,ILSAactivity. LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT1: SettingclearpoliciesforILSA The country/system has not participated This option does not apply to this The country/system has participated in The country/system has participated in inanILSAinthelast10years. dimension. atleastoneILSAinthelast10years. twoormoreILSAinthelast10years.1 * The country/system has not taken This option does not apply to this The country/system has taken concrete This option does not apply to this concretestepstoparticipateinanILSAin dimension. stepstoparticipateinatleastoneILSAin dimension. thenext5years. thenext5years.2 * There is no policy document that There is an informal or draft policy There is a formal policy document that This option does not apply to this addressesparticipationinILSA. document that addresses participation in addressesparticipationinILSA.3 dimension. ILSA. * This option does not apply to this The policy document is not available to The policy document is available to the This option does not apply to this dimension. thepublic.4 public. dimension. * ENABLINGCONTEXT2: HavingregularfundingforILSA There is no funding for participation in There is funding from loans or external There is regular funding allocated at Thereisregularfundingapprovedbylaw, ILSA. donors.5 discretion. decreeornorm. * This option does not apply to this Funding covers some core activities of Funding covers all core activities of the This option does not apply to this dimension. theILSA.6 ILSA. dimension. * Funding does not cover research and This option does not apply to this This option does not apply to this Funding covers research and developmentactivities.7 dimension. dimension. developmentactivities. *                   (CONTINUED)   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       37   LATENT EMERGING ESTABLISHED ADVANCED ENABLINGCONTEXT3: HavingeffectivehumanresourcesforILSA There is no team or national/system There is a team or national/system There is a team and national/system This option does not apply to this coordinator to carry out the ILSA coordinator to carry out the ILSA coordinator to carry out the ILSA dimension. activities. activities. activities.8 * This option does not apply to this The national/system coordinator or Thenational/systemcoordinatorisfluent This option does not apply to this dimension. other designated team member may not inthelanguageoftheassessment.9 dimension. be fluent in the language of the assessment. * This option does not apply to this The ILSA office is inadequately staffed or The ILSA office is adequately staffed or The ILSA office is adequately staffed and dimension. trained to carry out the assessment trained to carry out the ILSA effectively, trained to carry out the ILSA effectively, effectively. withminimalissues. withnoissues.10 *                       SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       38   SYSTEMALIGNMENT DegreetowhichtheILSAmeetstechnicalqualitystandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED SYSTEMALIGNMENT1: ProvidingopportunitiestolearnaboutILSA The ILSA team has not attended The ILSA team attended some The ILSA team attended all international This option does not apply to this internationalworkshopsormeetings. internationalworkshopsormeetings. workshopsormeetings.11 dimension. * The country/system offers no This option does not apply to this The country/system offers some The country/system offers a wide range opportunitiestolearnaboutILSA.12 dimension. opportunitiestolearnaboutILSA. ofopportunitiestolearnaboutILSA. * This option does not apply to this This option does not apply to this Opportunities to learn about ILSA are Opportunities to learn about ILSA are dimension.13 dimension. available to the country's/system's ILSA available to a wide audience, in addition teammembersonly. to the country's/system's ILSA team * members.     SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       39   ASSESSMENTQUALITY DegreetowhichtheILSAmeetstechnicalqualitystandards,isfair,andisusedinaneffectiveway. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENTQUALITY1: EnsuringthequalityofILSA Data from the ILSA has not been The country/system met sufficient The country/system met all technical This option does not apply to this published. standards to have its data presented standards required to have its data dimension. beneath the main display of the presented in the main displays of the internationalreportorinanannex.14 internationalreport. * The country/system has not contributed This option does not apply to this This option does not apply to this The country/system has contributed new newknowledgeonILSA.15 dimension. dimension. knowledgeonILSA. * ASSESSMENTQUALITY2: EnsuringeffectiveusesofILSA If any, country/systemͲspecific results Country/systemͲspecific results and Country/systemͲspecific results and Country/systemͲspecific results and and information are not disseminated in information are disseminated irregularly informationareregularlydisseminatedin information are regularly and widely thecountry/system.16 inthecountry/system. thecountry/system. disseminatedinthecountry/system. * Products to provide feedback to schools This option does not apply to this Products to provide feedback to schools Products to provide feedback to schools and educators about the ILSA results are dimension. and educators about the ILSA results are and educators about ILSA results are notmadeavailable.17 sometimesmadeavailable. systematicallymadeavailable. * There is no media coverage of the ILSA There is limited media coverage of the There is some media coverage of the There is wide media coverage of the ILSA results.18 ILSAresults. ILSAresults. results. * If any, country/systemͲspecific results Results from the ILSA are used in a Results from the ILSA are used in some Results from the ILSA are used in a and information from the ILSA are not limited way to inform decision making in ways to inform decision making in the variety of ways to inform decision used to inform decision making in the thecountry/system. country/system. makinginthecountry/system. country/system.19 * It is not clear that decisions based on This option does not apply to this This option does not apply to this Decisions based on the ILSA results have ILSA results have had a positive impact dimension. dimension. had a positive impact on students' onstudents'achievementlevels.20 achievementlevels.  *   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       40   InternationalLargeScaleAssessment(ILSA)ǣ‡˜‡Ž‘’‡–ǦŽ‡˜‡Ž”ƒ–‹‰Œ—•–‹ˆ‹…ƒ–‹‘•  1. Inthelast10years,LebanonhasparticipatedinTIMSSin2003,2007,and2011,andinPASECin2009.  2. LebanonhastakenconcretestepstoparticipateinPISAandTIMSSin2015.  3. The formal policy document that addresses participation in ILSAs is the Letter from the Head of the Center for Educational Research and Development, authorizedbytheMinistryofEducationandHigherEducationonFebruary2,2011.  4. Thepolicydocumentisnotavailabletothepublic.  5. Funding for the ILSA is provided by the regular budget of the government, allocated at the discretion of the Centre for Educational Research and Development,andfromloansorexternaldonors.    6. Funding for participating in TIMSS 2011 covers international participation fees, implementation of the assessment exercise in Lebanon (e.g., printing booklets, travel to schools), processing and analyzing data collected from implementation of the assessment exercise, and attendance at international expertmeetingsfortheassessmentexercise.However,fundingdoesnotcoverreportinganddisseminatingtheassessmentresultsinLebanon.  7. Fundingdoesnotcoverresearchanddevelopmentactivities.  8. ThereisateamandnationalcoordinatortocarryouttheILSAactivities.  9. Thenationalcoordinatorisfluentinthelanguageofassessment.  10. The national coordinator has a sufficiently staffed team that has previous experience working on international assessments and necessary training to carry outtherequiredassessmentactivitieseffectively.ThenationalcoordinatorisfluentinthelanguageinwhichtheinternationalͲlevelmeetingsareconducted andrelateddocumentationisavailable.NoissueswereidentifiedwiththecarryingoutofTIMSS2011inthecountry.  11. TheILSAteamattendedallinternationalworkshopsandmeetingsrelatedtotheassessment.  12. TherearenoopportunitiestolearnaboutILSAinLebanon.  13. ThisoptiondoesnotapplytothisdimensionbecausenoopportunitiestolearnaboutILSAsareofferedinLebanon.  14. Lebanonmetsufficientstandardstohaveitsdatapresentedbeneaththemaindisplayoftheinternationalreportorinanannex.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       41   15. LebanonhasnotcontributednewknowledgeonILSA.  16. CountryͲspecific results and information are not disseminated in Lebanon and have only been published in the international report. There are plans to publishanationalreportinLebanon.  17. ProductstoprovidefeedbacktoschoolsandeducatorsabouttheILSAresultsarenotmadeavailable.  18. ThereisnomediacoverageoftheILSAresults.  19. While it is planned for the ILSA results to be used to inform curriculum improvement, teacherͲtraining programs, and other assessment activities in the system,resultsfromtheILSAhavenotbeenusedtoinformdecisionmakingatthenationallevel.  20.ItisnotclearthatdecisionsbasedonILSAresultshavehadapositiveimpactonstudents'achievementlevels.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS       42  LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013   Acknowledgements  This report, part of a 16Ͳcountry benchmarking exercise in the Middle East & North Africa and Africa regions, was prepared by the World Bank SABER Student Assessment team, in partnership with the Arab League Educational, Cultural, and Scientific Organization (ALECSO)andtheUnitedNationsEducational,Scientific, and Cultural Organization (UNESCO), which led data collectionefforts.ThiseffortispartoftheArabRegional AgendaforImprovingEducationQuality(ARAIEQ)ledby ALECSOinpartnershipwiththeWorldBank.Itbenefited from feedback and review from Juan Manuel Moreno, Lead Education Specialist and Task Team Leader for education projects in Lebanon at the World Bank, staff atthe EducationSectorDevelopmentSecretariat (ESDS) at the Ministry of Education and Higher Education in Lebanon, as well as comments received during a nationalvalidationworkshopheldinLebanon.  References  Clarke,M.2012.“WhatMattersMostforStudent AssessmentSystems:AFrameworkPaper.”  READ/SABERWorkingPaperSeries.Washington,DC: WorldBank.  WorldBank.2010.CountryPartnershipStrategyfor LebanonforthePeriodFY11ͲFY14.ReportNo.54690Ͳ LB.Washington,DC:WorldBank.  ———.LebanonCountryIndicatorData.Washington, DC:WorldBank.Dataretrievedfrom http://data.worldbank.org/onOctober10,2013.   43 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS LEBANONۣSABERͲSTUDENTASSESSMENT  SABERCOUNTRYREPORT|2013     www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems.  SABER evaluates the quality of education policies against evidenceͲbased 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 childrenandyouthlearn.  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 conclusionsexpressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries,colors,denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthe partofTheWorldBankconcerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries. THEWORLDBANK  2 SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS