79928 Kuwait SABER Country Report STUDENT ASSESSMENT 2011 Key Policy Areas for Student Assessment Status 1. Classroom Assessment In Kuwait, classroom assessment is guided by clear policies and a national curriculum. Mechanisms are in place to support classroom assessment activities, including pedagogical resources for teachers, school inspection and supervision guidelines, and in-service teacher training. However, pre-service teacher training does not include training in classroom assessment. Classroom assessment practices are considered to be of moderate quality. 2. Examinations Examinations are administered in grades 10, 11, and 12, and they are used to make promotion and certification decisions as well as for university entrance (in grade 12). The examinations have been overseen by the Ministry of Education since the 1960s and are supported by formal policies and regular funding. The examinations are aligned with the school curriculum, and materials to prepare for them are available to all students. At the same time, there is concern that scoring criteria are lenient and that results do not reflect students’ true performance levels. 3. National Large-Scale Assessment (NLSA) Kuwait does not have an NLSA program. In 2003, Kuwait carried out an NLSA exercise with the support of the World Bank. However, the assessment was not institutionalized. The National Center for Educational Development (NCED) was created in 2011, with the purpose of managing assessment activities. NCED is semi-autonomous and receives all of its funding from the Ministry of Finance. NCED has strong leadership and a small team, which is currently receiving training. NCED is planning to administer an NLSA in 2012. 4. International Large-Scale Assessment (ILSA) Kuwait has participated in PIRLS (2006, 2011) and TIMSS (1995, 2007, 2011). The country also plans to participate in TIMSS 2015. There are no policy documents that provide guidelines for the country’s participation in ILSAs. Funding for ILSA activities is obtained upon request from the Ministry of Finance. To date, ILSA exercises have been overseen by a stable team from the Ministry of Education. ILSA results have been disseminated to key stakeholders; however, there has been limited use of results for decision making. THE WORLD BANK KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Introduction SABER-Student Assessment methodology Kuwait has focused on increasing student learning outcomes by improving the quality of education in the The SABER-Student Assessment framework is built on country. An effective student assessment system is an the available evidence base for what an effective important input to improving education quality and assessment system looks like. The framework provides learning outcomes because it provides the necessary guidance on how countries can build more effective information to meet stakeholders’ decision-making student assessment systems. The framework is needs. In order to gain a better understanding of the structured around two main dimensions of assessment strengths and weaknesses of its existing assessment systems: the types/purposes of assessment activities system, Kuwait decided to benchmark this system using and the quality of those activities. standardized tools developed under The World Bank’s Systems Approach for Better Education Results (SABER) Assessment types and purposes program. SABER is an evidence-based program to help countries systematically examine and strengthen the Assessment systems tend to be comprised of three performance of different aspects of their education main types of assessment activities, each of which systems. serves a different purpose and addresses different information needs. These three main types are: classroom assessment, examinations, and large-scale, What is SABER-Student Assessment? system level assessments. SABER-Student Assessment is a component of the Classroom assessment provides real-time information SABER program that focuses specifically on to support ongoing teaching and learning in individual benchmarking student assessment policies and systems. classrooms. Classroom assessments use a variety of The goal of SABER-Student Assessment is to promote formats, including observation, questioning, and paper- stronger assessment systems that contribute to and-pencil tests, to evaluate student learning, generally improved education quality and learning for all. on a daily basis. Examinations provide a basis for selecting or certifying National governments and international agencies are students as they move from one level of the education increasingly recognizing the key role that assessment of system to the next (or into the workforce). All eligible student learning plays in an effective education system. students are tested on an annual basis (or more often if The importance of assessment is linked to its role in: the system allows for repeat testing). Examinations (i) providing information on levels of student cover the main subject areas in the curriculum and learning and achievement in the system; usually involve essays and multiple-choice questions. (ii) monitoring trends in education quality over time; (iii) supporting educators and students with real- Large-scale, system-level assessments provide feedback time information to improve teaching and on the overall performance of the education system at learning; and particular grades or age levels. These assessments (iv) holding stakeholders accountable for results. typically cover a few subjects on a regular basis (such as every 3 to 5 years), are often sample based, and use multiple-choice and short-answer formats. They may be national or international in scope. Appendix 1 summarizes the key features of these main types of assessment activities. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Quality drivers of an assessment system Table 1: Framework for building an effective assessment system, with indicator areas The key considerations when evaluating a student assessment system are the individual and combined quality of assessment activities in terms of the adequacy of the information generated to support decision making. There are three main drivers of information quality in an assessment system: enabling context, system alignment, and assessment quality. Enabling context refers to the broader context in which the assessment activity takes place and the extent to which that context is conducive to, or supportive of, the assessment. It covers such issues as the legislative or policy framework for assessment activities; institutional and organizational structures for designing, carrying out, or using results from the assessment; the The indicators are identified based on a combination of availability of sufficient and stable sources of funding; criteria, including: and the presence of trained assessment staff. • professional standards for assessment; System alignment refers to the extent to which the • empirical research on the characteristics of effective assessment is aligned with the rest of the education assessment systems, including analysis of the system. This includes the degree of congruence characteristics that differentiate between the between assessment activities and system learning assessment systems of low- versus high-performing goals, standards, curriculum, and pre- and in-service nations; and teacher training. • theory—that is, general consensus among experts that it contributes to effective Assessment quality refers to the psychometric quality of assessment. the instruments, processes, and procedures for the assessment activity. It covers such issues as design and Levels of development implementation of assessment activities, analysis and interpretation of student responses to those activities, and the appropriateness of how assessment results are The World Bank has developed a set of reported and used. standardized questionnaires and rubrics for collecting and evaluating data on the three assessment types Crossing the quality drivers with the different and related quality drivers. assessment types/purposes provides the framework and broad indicator areas shown in Table 1. This The questionnaires are used to collect data on the framework is a starting point for identifying indicators characteristics of the assessment system in a particular that can be used to review assessment systems and country. The information from the questionnaires is plan for their improvement. then applied to the rubrics in order to judge the development level of the country’s assessment system in different areas. The basic structure of the rubrics for evaluating data collected using the standardized questionnaires is summarized in Appendix 2. The goal of the rubrics is SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 to provide a country with some sense of the Education in Kuwait development level of its assessment activities compared to best or recommended practice in each area. For each Kuwait is a high-income country in the Middle East and indicator, the rubric displays four development levels— North Africa region. GDP per capita (current US$, 2011) Latent, Emerging, Established, and Advanced. These is $62,664 with annual growth of 5 percent. levels are artificially constructed categories chosen to represent key stages on the underlying continuum for In 2006 (latest available data), approximately 19.8 each indicator. Each level is accompanied by a percent percent of the national budget was allocated to description of what performance on the indicator looks the education sector. like at that level. As of 2008 (latest available data), net enrollment at the • Latent is the lowest level of performance; it primary level is 92 percent; at the secondary level, it is represents absence of, or deviation from, the 89 percent. Enrollment is high for both genders in desired attribute. primary and secondary school, although the enrollment • Emerging is the next level; it represents partial of girls is slightly higher, with 94 percent of girls and 91 presence of the attribute. percent of boys enrolled at the primary level, and 93 • Established represents the acceptable minimum percent of girls and 86 percent of boys enrolled at the standard. secondary level.Schooling is compulsory for all students • Advanced represents the ideal or current best aged 6 – 14, and is free through the tertiary level to all practice. students. A summary of the development levels for each The Ministry of Education of Kuwait has identified a assessment type is presented in Appendix 3. number of priorities to further develop its education system, including increasing the quality and relevance In reality, assessment systems are likely to be at of education by aligning curriculum and skills different levels of development in different areas. For development with labor market needs; increasing the example, a system may be Established in the area of focus on lifelong learning; adopting and integrating examinations, but Emerging in the area of large- advanced technologies into all levels of the education scale, system-level assessment, and vice versa. While system; and increasing access and support for students intuition suggests that it is probably better to be with special needs, including gifted students. further along in as many areas as possible, the evidence is unclear as to whether it is necessary to Detailed information was collected on Kuwait’s student be functioning at Advanced levels in all areas. assessment system using the SABER-Student Therefore, one might view the Established level as a Assessment questionnaires and rubrics. It is important desirable minimum outcome to achieve in all areas, but to remember that these tools primarily focus on only aspire beyond that in those areas that most benchmarking a country’s policies and arrangements for contribute to the national vision or priorities for assessment activities at the system or macro level. education. In line with these considerations, the ratings Additional data would need to be collected to generated by the rubrics are not meant to be additive determine actual, on-the-ground practices in Kuwait, across assessment types (that is, they are not meant to particularly by teachers and students in schools. be added to create an overall rating for an assessment system; they are only meant to produce an overall The following sections discuss the findings by each rating for each assessment type). The methodology for assessment type, accompanied by suggested policy assigning development levels is summarized in options. The suggested policy options were determined Appendix 4. in collaboration with key local stakeholders based on Kuwait’s immediate interests and needs. Detailed, completed rubrics for each assessment type are provided in Appendix 5. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Classroom Assessment Level of development In Kuwait, a formal and widely-available, system-level There are adequate required uses of classroom document provides guidelines for classroom assessment information to support student learning, assessment. Additionally, a variety of system-wide including diagnosing students' learning levels, providing resources—such as textbooks and scoring criteria—are feedback to students, planning next steps in instruction, available to teachers to help them engage in classroom and grading students. Classroom assessment assessment activities. An official curriculum or information is not used as an input to external standards document that specifies what students are examination results, including those for tertiary expected to learn, and to what level of performance, is entrance decisions. Classroom assessment information also available as a resource to teachers. is required to be disseminated to some key stakeholders, such as parents and students. Classroom Some system-level mechanisms are in place to ensure assessment information is also entered into a national that teachers develop the necessary skills and expertise database. in classroom assessment. These mechanisms include in- service teacher training, conferences and workshops, Suggested policy options: and school inspections. At the same time, pre-service teacher training does not include training in classroom 1. Review pre-service teacher training programs to assessment. ensure that they include training in classroom assessment. In general, classroom assessment practices are considered to be of moderate quality. In order to 2. Review tertiary education selection criteria to monitor the quality of classroom assessment practices, ensure that they include classroom assessment varied and systematic mechanisms have been information as an input. introduced, such as using information on classroom assessment as an input to teacher performance evaluations, school inspections, and reviews of the overall quality of education. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Examinations Level of development In Kuwait, examinations are administered to grades 10, surrounding the examination process is marginal and 11, and 12 students. Examination results are used for the results are viewed as credible by all stakeholder certification decisions and for selection into tertiary groups. At the same time, there is some concern that education. The school leaving examination, the scoring criteria are lenient and that results may not Thunaweya Ama, which is administered in grade 12, has reflect students’ true performance levels. been operating on a regular basis since the 1960s. Some options are available to students who do not A formal policy document authorizes the examinations perform well on the examinations. For example, if a and also addresses all of their key aspects. However, student fails three subjects, he or she can retake the this document is not available to the public. examination. If a student fails more than three subjects, he or she must repeat the grade. No remedial or Most stakeholders groups support the examinations. preparatory courses are available to students who fail Independent attempts have been by some of these the examinations. stakeholder groups, such as curriculum specialists and teachers, to improve the examinations. Efforts to Technical information on the examinations is improve the examinations are generally welcomed by documented in a comprehensive technical report, the leadership in charge of them. although its circulation is restricted. There also are limited systematic mechanisms in place to ensure the The examinations are supported through regular quality of the examinations. Existing mechanisms funding that covers all core examination activities include internal review and pilot testing. However, no (design, administration, data processing, and reporting) external review or audit is conducted. as well as research and development. Several mechanisms are in place to monitor the The Ministry of Education oversees the examinations. It consequences of the examinations, such as regular has state-of-the-art facilities and is adequately staffed studies, as well as focus groups or surveys. to carry out the examinations effectively, with no issues. Additionally, Kuwait offers a wide range of Suggested policy options: opportunities that prepare individuals for work on the examinations, including university graduate programs 1. Review institutional arrangements for the and courses, as well as funding for attending examinations in light of the establishment of international programs or courses. the new National Center for Educational Development (NCED). Teachers are involved in most examination-related tasks, and up-to-date compulsory courses and 2. Conduct an external review or audit of the workshops on the examinations are made available to examinations in order to identify areas that them. need improvement (e.g., alignment with curriculum, scoring criteria, standardization). The examinations measure the national school curriculum. Comprehensive material to prepare for the 3. Make student results confidential. examinations is accessible to all students. All students can take the examinations; there are no language, gender, or equivalent barriers. Inappropriate behavior SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 National Large-Scale Assessment (NLSA) Level of development Kuwait does not have an NLSA program. In 2003, Kuwait Suggested policy options: carried out an NLSA exercise with the support of the World Bank. However, the assessment was not continued or institutionalized. 1. Ensure the effective implementation of the 2012 NLSA exercise and dissemination of the assessment results. A new National Center for Educational Development (NCED) was created in 2006, with the purpose of 2. Plan for a second assessment that would managing assessment activities. NCED was re- consolidate the learning acquired and the established in 2011 under new leadership and with a processes implemented in 2012. stronger mandate for carrying out NLSAs. NCED is a semi-autonomous institution that is financially dependent on the Ministry of Finance and 3. Strengthen the technical capacities of NCED administratively dependent on the Ministry of staff by providing access to hands-on training. Education. NCED has strong leadership and is composed This training could be provided in the context of of a small team, which is currently receiving training and technical assistance, short workshops, online technical assistance. courses, or diplomas. NCED is planning to administer an NLSA in 2012, an 4. Optimize NCED staffing by freeing existing staff important step for developing a stable NLSA program in from tasks not directly related to assessment, the country. This assessment will also serve to build the and by bringing on board new, qualified, full- capacity of NCED staff. time staff. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 International Large-Scale Assessment (ILSA) Level of development ILSA results have been used in a few ways to inform Kuwait has participated in a number of ILSAs, including decision making in the Kuwait. For example, results PIRLS (2006, 2011) and TIMSS (1995, 2007, 2011). have been used to review the curriculum and inform Kuwait is also planning to participate in TIMSS 2015. To resource allocation. However, results have not been date, however, there is no policy document that used to inform teacher training programs or to track the provides guidance for the country’s participation in impact of reforms on achievement. It is also unclear ILSAs. whether decisions based on ILSA results have had a positive impact on students' achievement levels. Regular funding is provided for ILSA activities. The mechanism for obtaining the funding is placement of a request to the Ministry of Finance, along with official agreement from the government to participate in the Suggested policy options: ILSA study. Funds are then provided by the Ministry of Finance for the project. 1. Review the institutional arrangements for ILSA activity in light of the establishment of the new The ILSA office is adequately staffed and trained to National Center for Educational Development carry out ILSA activities effectively, with no issues. (NCED). While the ILSA team has attended some international workshops or meetings, there are no opportunities 2. Provide official policy guidance for participation inside the country to learn about ILSAs. in ILSAs. To date, Kuwait has met all of the technical standards required to have its data presented in the main displays 3. Ensure capacity building of staff working on of the international report for each ILSA. ILSAs by providing opportunities to attend all international meetings. Kuwait’s ILSA results and information are regularly and widely disseminated in the country. For example, the 4. Ensure effective dissemination and use of ILSA international report is usually distributed to results by creating and implementing a clear stakeholders, along with brochures or presentations. A communications plan. national report also is made available online. Additionally, results are communicated in a press release and disseminated to the newspapers, TV, and radio. However, not all aspects of the ILSA results have been covered thoroughly and fairly in the media. Products to provide feedback to schools and educators have only sometimes been made available. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Appendix 1: Assessment Types and Their Key Differences 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 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Appendix 2: Basic Structure of Rubrics for Evaluating Data Collected on a Student Assessment System 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 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Appendix 3: Summary of the Development Levels for Each Assessment Type 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 There is strong system- institutional capacity to wide institutional system-wide institutional wide institutional support and ensure the capacity to support and capacity to support and capacity to support and quality of classroom ensure the quality of ensure the quality of ensure the quality of assessment practices. classroom assessment classroom assessment classroom assessment practices. practices. practices. CLASSROOM ASSESSMENT There is no standardized There is a partially There is a stable There is a stable examination in place for stable standardized standardized standardized key decisions. examination in place, examination in place. examination in place and and a need to develop There is institutional institutional capacity and institutional capacity to capacity and some strong mechanisms to run the examination. The limited mechanisms to monitor it. The EXAMINATIONS examination typically is monitor it. The examination is of high of poor quality and is examination is of quality and is perceived perceived as unfair or acceptable quality and is as fair and free from corrupt. perceived as fair for corruption. most students and free from corruption. There is no NLSA in There is an unstable There is a stable NLSA There is a stable NLSA place. NLSA in place and a in place. There is in place and institutional need to develop institutional capacity and capacity and strong institutional capacity to some limited mechanisms to monitor run the NLSA. mechanisms to monitor it. The NLSA is of high NATIONAL (OR SYSTEM- Assessment quality and it. The NLSA is of quality and its LEVEL) LARGE-SCALE impact are weak. moderate quality and its information is ASSESSMENT information is effectively used to 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 there still is need to ILSA. There is and institutional capacity in one. develop institutional institutional capacity to to run the ILSA. The capacity to carry out the carry out the ILSA. The information from the INTERNATIONAL LARGE- ILSA. information from the ILSA is effectively used SCALE ASSESSMENT ILSA is disseminated, to improve education. but not always used in effective ways. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Appendix 4: Methodology for Assigning 6. Scores for certain key dimensions under ‘Enabling Development Levels 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 1. The country team or consultant collects information particular assessment type cannot be greater than the about the assessment system in the country. score for these key dimensions. These key variables include formal policy, regular funding, having a 2. Based on the collected information, a level of permanent assessment unit, and the quality of development and score is assigned to each dimension in assessment practices. the rubrics: • Latent = 1 score point • Emerging = 2 score points • Established = 3 score points • Advanced = 4 score points 3. The score for each quality driver is computed by aggregating the scores for each of its constituent dimensions. For example: The quality driver, ‘Enabling Context,’ in the case of ILSA, has 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 driver would be: (2+2+3)/3 = 2.33 4. A preliminary level of development is assigned to each quality driver. 5. The preliminary development level is validated using expert judgment in cooperation with the country team and The World Bank Task Team Leader. For scores that allow a margin of discretion (i.e., to choose between two levels of development), a final decision has to be made based on expert judgment. For example, the aforementioned hypothetical country has an ‘Enabling Context’ score of 2.33, corresponding to a preliminary level of development of ‘Emerging or Established.’ Based on qualitative information not captured in the rubric, along with expert judgment, the country team chooses ‘Emerging’ as the most appropriate level. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Appendix 5: SABER-Student Assessment Rubrics for Kuwait This appendix provides the completed SABER-Student Assessment rubrics for each type of assessment activity in Kuwait. In each row of the rubric, the relevant selection is indicated by a thick border and an asterisk. The selection may include a superscript number that refers to the justification or explanation for the selection (as indicated by a thick border and an asterisk). The explanation or justification text can be located in the “Development level rating justifications� section at the end of each rubric. If a row includes a superscript, but not a thick border and an asterisk, this means that insufficient information was available to determine the relevant selection in the row. 13 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 KUWAIT Classroom Assessment 14 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ENABLING CONTEXT AND SYSTEM ALIGNMENT Overall policy and resource framework within which classroom assessment activity takes place in a country or system, and the degree to which classroom assessment activity is coherent with other components of the education system. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT AND SYSTEM ALIGNMENT 1: Setting clear guidelines for classroom assessment There is no system-level document that There is an informal system-level There is a formal system-level document This option does not apply to this provides guidelines for classroom document that provides guidelines for that provides guidelines for classroom dimension. assessment. classroom assessment. assessment. * This option does not apply to this This option does not apply to this The availability of the document is The document is widely available dimension. dimension. restricted. . * ENABLING CONTEXT AND SYSTEM ALIGNMENT 2: Aligning classroom assessment with system learning goals There are no system-wide resources for There are scarce system-wide resources There are some system-wide resources There are a variety of system-wide teachers for classroom assessment. for teachers for classroom assessment. for teachers for classroom assessment. resources available for teachers for 1 classroom assessment. * There is no official curriculum or There is an official curriculum or There is an official curriculum or There is an official curriculum or standards document. 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 to what level of performance. level of performance required is not what level of performance. clear. * ENABLING CONTEXT AND SYSTEM ALIGNMENT 3: Having effective human resources to carry out classroom assessment activities There are no system-level mechanisms This option does not apply to this There are some system-level There are a variety of system-level to ensure that teachers develop skills dimension. mechanisms to ensure that teachers mechanisms to ensure that teachers and expertise in classroom assessment. develop skills and expertise in classroom develop skills and expertise in classroom * 2 assessment. assessment. 15 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ASSESSMENT QUALITY Quality of classroom assessment design, administration, analysis, and use. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring the quality of classroom assessment Classroom assessment practices suffer Classroom assessment practices are Classroom assessment practices are Classroom assessment practices are 3 from widespread weaknesses or there is known to be weak. known to be of moderate quality. known to be generally of high quality. no information available on classroom assessment practices. There are no mechanisms to monitor the There are ad hoc mechanisms to monitor There are limited systematic mechanisms * 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. assessment practices. quality of classroom assessment 4 practices. * ASSESSMENT QUALITY 2: Ensuring effective uses of classroom assessment 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 to be disseminated to some key required to be disseminated to all key 5 stakeholders. stakeholders. 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 assessment to support student learning. classroom assessment to support classroom assessment to support classroom assessment to support student learning. student learning, excluding its use as an student learning, including its use as an 6 input for external examination results. input for external examination results. * 16 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Classroom Assessment: Development level rating justifications 1. There are guidelines and textbooks and scoring criteria available for educators. 2. Existing mechanisms include in-service teacher training, conferences and workshops, school inspection. However, no pre-service mechanisms are available to prepare teachers in classroom assessment. 3. It is hard to get information on classroom assessment practices. There is a very structured and rigid assessment system in place to compensate for weaknesses in the area of teacher preparation/training and perhaps a lack of feeling of professionalism in the classroom. 4. Including the use of classroom assessment as an input to evaluate teachers' performance, to inform school inspection, to inform reviews on the quality of education. 5. Classroom assessment marks are required to be disseminated to parents and students. They are entered into a national database. 6. Including diagnosing students' learning level, providing feedback to students, planning next steps in instruction, and grading students. 17 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 KUWAIT Examinations 18 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ENABLING CONTEXT Overall framework of policies, leadership, organizational structures, fiscal and human resources in which assessment activity takes place in a country or system and the extent to which that framework is conducive to, or supportive of, the assessment activity. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 1: Setting clear policies No standardized examination has taken The standardized examination has been The examination is a stable program that This option does not apply to this 1 place. operating on an irregular basis. has been operating regularly. 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 authorizes the examination. document that authorizes the authorizes the examination. 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. the public public. 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 2 dimension. dimension. key aspects of the examination. aspects of the examination. * ENABLING CONTEXT 2: Having strong leadership All stakeholder groups strongly oppose Most stakeholder groups oppose the Most stakeholders groups support the All stakeholder groups support the 3 the examination or are indifferent to it. examination. examination. examination. * There are no attempts to improve the This option does not apply to this There are independent attempts to There are coordinated attempts to examination by stakeholder groups. dimension. improve the examination by stakeholder improve the examination by stakeholder 4 groups. groups. * 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. charge of the examination charge of the examination. * (CONTINUED) 19 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 3: Having regular funding 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. the examination. examination. 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. processing or reporting. processing and reporting * This option does not apply to this Funding does not cover research and This option does not apply to this Funding covers research and 5 dimension. development. dimension. development. * ENABLING CONTEXT 4: Having strong organizational structures 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 6 is newly established. established. organization. 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. an external board or agency. dimension. agency. * Examination results are not recognized Examination results are recognized by Examination results are recognized by Examination results are recognized by by any certification or selection system. certification or selection system in the one certification or selection system in two or more certification or selection 7 country. another country. system in another country. * 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 art facilities to carry out the examination. examination. examination. examination. (CONTINUED) * 20 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 5: Having effective human resources 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, issues are pervasive. effectively, with minimal issues. effectively, with no issues. * 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 8 examination. examination. the examination. * 21 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 SYSTEM ALIGNMENT Degree to which the assessment is coherent with other components of the education system. LATENT EMERGING ESTABLISHED ADVANCED SYSTEM ALIGNMENT 1: Aligning examinations with learning goals and opportunities to learn 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 9 measures. dimension. the examination measures. 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 questioned by some stakeholder groups. dimension. largely accepted by stakeholder groups. dimension. * Material to prepare for the examination There is some material to prepare for the 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 10 very few students. students. accessible to most students. accessible to all students. * SYSTEM ALIGNMENT 2: Providing teachers with opportunities to learn about the examination There are no courses or workshops on There are no up-to-date courses or There are up-to-date voluntary courses There are up-to-date compulsory courses examinations available to teachers. workshops on examinations available to or workshops on examinations available or workshops on examinations for 11 teachers. to teachers. teachers. * Teachers are excluded from all Teachers are involved in very few Teachers are involved in some Teachers are involved in most examination-related tasks. examination-related tasks. examination-related tasks. examination-related tasks. * 22 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ASSESSMENT QUALITY Degree to which the assessment meets quality standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring quality 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 report but with restricted circulation. technical report available to the general report format. public. * There are no mechanisms in place to This option does not apply to this There are limited systematic mechanisms There are varied and systematic ensure the quality of the examination. dimension. in place to ensure the quality of the mechanisms in place to ensure the 12 examination. quality of the examination. * ASSESSMENT QUALITY 2: Ensuring fairness Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the Inappropriate behavior surrounding the examination process is high. examination process is moderate. examination process is low. examination process is marginal. * The examination results lack credibility The examination results are credible for The examination results are credible for This option does not apply to this for all stakeholder groups. some stakeholder groups. all stakeholder groups. 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; percent) may not take the examination (10%-50%) may not take the examination 10%) may not take the examination there are no language, gender or other because of language, gender, or other because of language, gender, or other because of language, gender, or other equivalent barriers. equivalent barriers. equivalent barriers. equivalent barriers. * (CONTINUED) 23 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 3: Using examination information in a fair way 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 13 proper way by all stakeholder groups. stakeholder groups in a proper way. stakeholder groups in a proper way. stakeholder groups in a proper way. 14 * Student names and results are public. This option does not apply to this Students’ results are confidential. This option does not apply to this dimension. dimension. * ASSESSMENT QUALITY 4: Ensuring positive consequences of the examination There are no options for students who There are very limited options for There are some options for students who There is a variety of options for students do not perform well on the examination, students who do not perform well on the do not perform well on the who do not perform well on the 15 or students must leave the education examination. examination. 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 16 examination. examination. examination. * 24 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Examinations: Development level rating justifications 1. There are exams at grades 10, 11 and 12. Exams are used for certification and for selection into tertiary education. The school leaving exam (Thunaweya Ama, grade 12) has been operating since 1960s. 2. Including purposes of the exams, governance, alignment with curriculum, among others. 3. Most stakeholder groups support the exams, and none oppose them. 4. Curriculum specialists and some teachers have been trying to improve the exams. 5. While the examination team does not publish research on this topic, the team does analysis of correlates with exam results. 6. The examinations have been run by the Ministry of Education since the 1960s. 7. Kuwaiti students are considered for acceptance to study abroad at various institutions based on the GPA accumulated by the exam scores. 8. The country has university graduate programs and courses, and offers funding for attending international programs or courses. Some MOE employees are eligible for outside training. 9. The examinations measure the national school curriculum. However, scoring criteria seems to be lenient. 10. Material is widely available by all students. It includes example questions, and guidelines on how to prepare the exams, among others. 11. Teachers must take pre-service training in assessment, and as the exam system gets updated, teachers attend workshops to receive training in the new practices. 12. There are internal review and pilot testing. No external review or audit is in place. 13. There is no evidence of improper use. 14. Student names and results are published. 15. If student fails 3 subjects, s/he can retake the exam. If s/he fails more than 3 subjects, s/he has to repeat the grade. No remedial or preparatory courses are available for those who fail the exam. 16. Regular studies, and focus groups or surveys are run to monitor the consequences of the exams. 25 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 . KUWAIT National (or System-Level) Large-Scale Assessment (NLSA) 26 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ENABLING CONTEXT Overall framework of policies, leadership, organizational structures, fiscal and human resources in which NLSA activity takes place in a country or system and the extent to which that framework is conducive to, or supportive of, the NLSA activity. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 1: Setting clear policies for NLSA No NLSA exercise has taken place. The NLSA has been operating on an The NLSA is a stable program that has This option does not apply to this 1 irregular basis. been operating regularly. 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 to NLSA. document that authorizes the NLSA. authorizes the NLSA. 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 2 dimension. the public. public. dimension. 3 * There is no plan for NLSA activity. This option does not apply to this There is a general understanding that the There is a written NLSA plan for the dimension. NLSA will take place. coming years. * ENABLING CONTEXT 2: Having strong public engagement for NLSA All stakeholder groups strongly oppose Some stakeholder groups oppose the Most stakeholders groups support the All stakeholder groups support the NLSA. the NLSA or are indifferent to it. NLSA. NLSA. (CONTINUED) 27 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 3: Having regular funding for NLSA 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. the NLSA. 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. and reporting. reporting. 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 activities. dimension. development activities. ENABLING CONTEXT 4: Having strong organizational structures for NLSA 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. group of people. institution or unit. dimension. This option does not apply to this Political considerations regularly hamper Political considerations sometimes Political considerations never hamper dimension. technical considerations. hamper technical considerations. technical considerations. 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. clearly recognized body. clearly recognized body. dimension. (CONTINUED) 28 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 5: Having effective human resources for NLSA 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. to effectively carry out the assessment. carry out the NLSA effectively, with carry out the NLSA effectively, with no minimal issues. issues. The country does not offer opportunities This option does not apply to this The country offers some opportunities to 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. work on the NLSA. 29 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 SYSTEM ALIGNMENT Degree to which the NLSA is coherent with other components of the education system. LATENT EMERGING ESTABLISHED ADVANCED SYSTEM ALIGNMENT 1: Aligning the NLSA with learning goals 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 curriculum or learning standards. dimension. curriculum or learning standards. 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 questioned by stakeholder groups. dimension. by some stakeholder groups. accepted by stakeholder groups. 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 intended to measure. is intended to measure. measure. SYSTEM ALIGNMENT 2: Providing teachers with opportunities to learn about the NLSA There are no courses or workshops on There are occasional courses or There are some courses or workshops on There are widely available high quality the NLSA. workshops on the NLSA. the NLSA offered on a regular basis. courses or workshops on the NLSA offered on a regular basis. 30 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ASSESSMENT QUALITY Degree to which the NLSA meets technical standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring the quality of the NLSA 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 groups of students in the NLSA. dimension. all groups of students in the NLSA. all groups of students in the NLSA. 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 ensure the quality of the NLSA. dimension. ensure the quality of the NLSA. place to ensure the quality of the NLSA. There is no technical report or other There is some documentation about the There is a comprehensive technical There is a comprehensive, high quality 16 documentation about the NLSA. technical aspects of the NLSA, but it is report but with restricted circulation. technical report available to the general not in a formal report format. public. ASSESSMENT QUALITY 2: Ensuring effective uses of the NLSA NLSA results are not disseminated. NLSA results are poorly disseminated. NLSA results are disseminated in an This option does not apply to this effective way. 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. 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 monitor the consequences of the NLSA. dimension. monitor the consequences of the NLSA. place to monitor the consequences of the NLSA. 31 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 National (or System-Level) Large Scale Assessment (NLSA): Development level rating justifications 1. A one-shot NLSA was implemented in 2003 with the support of the World Bank. This assessment was not institutionalized. 2. Because there is no policy document, this option does not apply. 3. There is no plan specifying forthcoming NLSAs. Nevertheless, there is a plan to resume NLSAs in 2012 by administering a test to a nationally representative sample of 5th grade students (MESA 2012 assessment). Kuwait has carried out one national large-scale assessment with donor support; however, this assessment was not institutionalized. Kuwait does not have a policy document or a formal plan specifying upcoming NLSAs. This set of facts provides us with sufficient information to determine the development level of NLSA in Kuwait, and the remainder of the NLSA rubric is intentionally left blank as a result. 32 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 KUWAIT International Large-Scale Assessment (ILSA) 33 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ENABLING CONTEXT Overall framework of policies, leadership, organizational structures, fiscal and human resources in which ILSA takes place in a country or system and the extent to which that framework is conducive to, or supportive of, ILSA activity. LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 1: Setting clear policies for ILSA 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 1 in an ILSA in the last 10 years. dimension. at least one ILSA in the last 10 years. two or more ILSA in the last 10 years. * 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 concrete steps to participate in an ILSA in dimension. steps to participate in at least one ILSA in dimension. 2 the next 5 years. the next 5 years. 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 addresses participation in ILSA. document that addresses participation in addresses participation in ILSA. 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 3 dimension. the public. public. dimension. * ENABLING CONTEXT 2: Having regular funding for ILSA There is no funding for participation in There is funding from loans or external There is regular funding allocated at There is regular funding approved by law, 4 ILSA. donors. discretion. decree or norm. This option does not apply to this Funding covers some core activities of Funding covers all core activities of the * Funding covers all core activities of the 5 dimension. the ILSA. ILSA. ILSA. * Funding does not cover research and This option does not apply to this This option does not apply to this Funding covers research and 6 development activities. dimension. dimension. development activities. * (CONTINUED) 34 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 LATENT EMERGING ESTABLISHED ADVANCED ENABLING CONTEXT 3: Having effective human resources for ILSA 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. 5 activities. activities. activities. * This option does not apply to this The national/system coordinator or The national/system coordinator is fluent This option does not apply to this dimension. other designated team member may not in the language of the assessment. 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, 6 effectively. with minimal issues. with no issues. * 35 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 SYSTEM ALIGNMENT Degree to which the ILSA meets technical quality standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED SYSTEM ALIGNMENT 1: Providing opportunities to learn about ILSA The ILSA team has not attended The ILSA team attended some The ILSA team attended all international This option does not apply to this 7 international workshops or meetings. international workshops or meetings. workshops or meetings. 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 8 opportunities to learn about ILSA. dimension. opportunities to learn about ILSA. of opportunities to learn about ILSA. * 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 9 dimension. dimension. available to the country's/system's ILSA available to a wide audience, in addition team members only. to the country's/system's ILSA team * members. 36 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 ASSESSMENT QUALITY Degree to which the ILSA meets technical quality standards, is fair, and is used in an effective way. LATENT EMERGING ESTABLISHED ADVANCED ASSESSMENT QUALITY 1: Ensuring the quality of ILSA Data from the ILSA has not been The country/system met sufficient The country/system met all technical The country/system met all technical published. standards to have its data presented standards required to have its data standards required to have its data beneath the main display of the presented in the main displays of the presented in the main displays of the 10 The country/system has not contributed international report or in an annex. This option does not apply to this international report. This option does not apply to this * international report. The country/system has contributed new 11 new knowledge on ILSA. dimension. dimension. knowledge on ILSA. * ASSESSMENT QUALITY 2: Ensuring effective uses of ILSA If any, country/system-specific results Country/system-specific results and Country/system-specific results and Country/system-specific results and and information are not disseminated in information are disseminated irregularly information are regularly disseminated in information are regularly and widely 12 the country/system. in the country/system. the country/system. disseminated in the country/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 not made available. sometimes made available. systematically made available. 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 13 results. ILSA results. ILSA results. results. * If any, country/system-specific 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 14 used to inform decision making in the the country/system. country/system. making in the country/system. country/system. 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' on students' achievement levels. achievement levels. * 37 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 International Large Scale Assessment (ILSA): Development level rating justifications 1. Kuwait has participated in PIRLS 2006, 2011, and TIMSS 1995, 2007, 2011. 2. Kuwait is planning to participate in TIMSS 2015. 3. This option does not apply since Kuwait does not have a policy document. 4. The way it works, a request is placed to the Department of Finance, along with the official agreement to participate in the upcoming ILSA. Then funds are released for the ILSA. 5. There is a stable team at the MOE in charge of ILSAs. However, there is no office or unit devoted to ILSAs. 6. Staff at the MOE has received training at international meetings. 7. The team has failed to attend some international meetings. 8. There are no courses on student assessment offered in the country. 9. Not applicable since there are no opportunities to learn about ILSAs in Kuwait. 10. This has been the case in all the international assessments the country has participated so far. 11. Kuwait has no publications in journals or books on topics related to international assessments. 12. For TIMSS 2007, international reports were distributed to stakeholders, together with brochures and presentations. A national report was made available online. 13. For TIMSS 2007, results were communicated in a press release and disseminated on the newspapers, TV and radio; editorial reviews were published. However, not all aspects of the study were covered thoroughly and fairly in the media. 14. For TIMSS 2007, results were used to review the curriculum and to inform resource allocation. However, results were not used to inform teacher training programs, or to track impact of reforms on achievement, among others. 38 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 Acknowledgements This report was prepared by The World Bank SABER- Student Assessment team in collaboration with Shahram Paksima, Education Specialist and Task Team Leader for education projects in Kuwait. References Clarke, M. 2012. “What Matters Most for Student Assessment Systems: A Framework Paper.� READ/SABER Working Paper Series. Washington, DC: World Bank. United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics. Kuwait Country Indicator Data. Montreal, QC: UNESCO. Data retrieved from http://stats.uis.unesco.org/unesco on March 12, 2013 UNESCO. “Speech by Musaed Rashed Al-Haroun- Kuwait Minister of Education and Higher Education.� Available online: http://www.ibe.unesco.org/International/ICE/ministers /Kuwait.pdf Date accessed: April 11, 2013. World Bank Development Indicators. Kuwait Country Indicator Data. Washington, DC: World Bank. Data retrieved from http://databank.worldbank.org/dataon March 12, 2013. 39 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS KUWAIT ǀ STUDENT ASSESSMENT SABER COUNTRY REPORT |2011 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of student assessment. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. THE WORLD BANK 2 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS