Assessment in Sub-Saharan Africa: challenges and prospects.

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Autor/Urheber	Sayed, Yusuf; Kanjee, Anil
Institution	Routledge Taylor and Francis
Titel	Assessment in Sub-Saharan Africa: challenges and prospects.
Quelle	In: Yusuf Sayed & Anil Kanjee (2013) Assessment in Sub-Saharan Africa: challenges and prospects, Assessment in Education: Principles, Policy & Practice, 20:4, 373-384, DOI:10.1080/0969594X.2013.849056(2013) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1080/0969594X.2013.849056
Schlagwörter	Educational assessment; Sub-Saharan Africa; Developing countries
Abstract	The development of assessment systems for improving education quality is rapidly becoming a key priority in education development. The specific focus on measuring learning outcomes as an indicator of education quality at the 1990 Education for All (EFA) world conference in Jomtien (UNESCO, 2000), and its subsequent reinforcement at the 2000 EFA world conference in Dakar1 have resulted in a signifi- cant increase in the number of developing countries that have established assessment systems that extend beyond examinations to include national and/or cross-national assessment studies (see Figure 1). Currently, approximately 80 countries are participating in regional or international assessment surveys (Learning Metrics Task Force [LMTF], 2013). In Sub-Saharan Africa (SSA), for example, most countries have participated in regional assessment studies facilitated by UNESCO/ UNICEF including the MLA, SACMEQ and PASEC.
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